001Good. >> All right. Well, welcome everybody to this regular schoolboard meeting for August 13, 2025. I would love to take a moment recognize our newest students board member, Miss Ian Bernardi. Very excited to have another Bernardi back in the building. >> Bernard didn't take too long. >> Yeah, couple years. Uh we can now stand 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 and justice for welcome everybody again. Been like a month or so since I've been here. So sad to be back. Um, can I please get a motion to adopt the agenda? >> I'll make a motion to adopt the agenda. >> Second. >> Okay. All those in favor? >> I please get
002a motion to adopt the consent agenda. Uh, I'll make a motion to adopt the consent agenda. I'll >> second there. >> All those in favor? Hi >> writing with some presentations Dr. Everett. >> So first to welcome both Logan and into our new year today kick off for the new year of our school board meetings and the welcome meeting. Um you have a little bit of swag and I think a little bit but um appreciate you both taking the time. It's a unique position to be a school board representative as a student and um we've made some changes over the years and you'll see uh you'll experience several times before board makes a decision and they'll they'll look to you for an advisory group. So I just want you to be aware of that and
003you have any questions whatsoever don't hesitate to ask Mr. her um white myself being the board members everyone's here then hope you have a good experience and the value of your presence is your perspective just want to make sure you know that we want to hear from so welcome thank you for being here still summer time so you take take off all right well now we can go to school improvement plans and Sam >> um so I'm just going to do a really brief introduction and then we'll have the teams all share their plans but I know that you had had an opportunity Dr. registered some um of the goals already during your retreat. So hope that you're aware of some of these. Just a reminder, school improvement planning is it's required by law. So
004we've had school improvement plans for quite a while and it's also in our board policy and this is really a way for us to be thinking about being really clear about the goals that we have and how we're going to be data driven about making sure that we're actually making improvement toward those goals for student learning. And um we have done school implement planning for a while now. But I just want to commend the teams this year. I think this is the year of the years that I've been here the most you know really punch interest and dedicated the collaborative work that they've done with their teams and their buildings with each other at support. And so these are I think probably some of the more most robust plans that we've had. Really excited um
005about the work that it's going to help sponsor this year. And um just for your background, the work that they did all through the spring starting midFebruary with this um you're going to see examples of needs assessments. So what are what's our data showing us? Our students need they identified priorities working with their leadership teams. You're going to see of all of the needs which ones we identify to work on looking at goals and strategies and monitoring plans. So you're going to see they're going to share a little bit of that um today with you. And then the thing that I want to share as well and you see um with the school improvement plans is there you're looking at high priority goals. They're actionable and measurable. So we're only talking about a few goals.
006Doesn't mean that's all that we're doing, but we're looking at the ones that we think are the goals that are going to if we make that move that's going to be helping all of our students move toward where we want them to be. So that they're high leverage interventions that we're going to be trying um and routine checks of progress. And so we've already we've been meeting um this week already as a team and the school improvement plans have been part we've been driving driving the conversation we're having we're discussions about how as a ELT when we meet we're going to be holding each other accountable for these different pieces. So I think that what what you hear today and what you share from them is going to be really impactful work. Um and also
007just so you know these are intended to be living documents. So you're going to see the beginning and then when our principles come and do their various reports throughout the year, you might see some differences. You'll see some different data. Strategies might have changed because we might have thought at the beginning of the year we'd be doing this and now we're doing this. So this is the beginning of the plans, but just want to preface that as well. These are actionable. They're we want to make sure they aren't sitting on a shelf collecting dust, which I'm sure you've all been part of improvement planning of some sort or another. And that can be something that happens. So that's really our goal is to make a living. >> So with that, I'm gonna turn this over
008to our teams and let them come up and share. >> Hi there. Thank you so much for having me today. I'm Michelle Sidel. I'm the principal at MP3. I'm excited to share with you our NP3 school improvement plan. Um today I'm like Adrian said I'm just going to share with you just an overview of um the areas that we're going to be focusing on and there's three main priorities where our guiding coalition team came together and one of them is really focusing on our tier one instruction um and for MP3 since we're a parent partnership program we're really going to hone on the at home learning in tier one and so um that's our first area. The second is strengthening our communication with our student learning plan coordinators and our parents um as instructors at
009home. And then lastly, the the third area is enhancing our students sense of belonging in HK. We um we use this data here like our smarter balance, our ready, our CB data. Those are all the things that guide our work. Um and that's how we develop our whole and then we'll be progress monitoring throughout the year. And so when we deliver some board reports, um it'll be fun because we're going to have action items. We're going to share with you where we're at when our PLC teams come and present. It'll be this is guiding everything that we're doing when we're kicking off that 3D three um day professional development at the beginning of the year. School improvement plan is the center of all of the work that we're doing. Um so those are the three
010goals that we're focusing on and then we have action step that we develop that's going to guide that work. So, one is just curriculum implementation and making sure that our parents feel supported in that curriculum and those quarterly pacing checklists along the way. Um, family engagement has always been a super strength of MP3. Um, but we still can always get better at that. And so we want to make sure that we're collaborating with families and making sure that they have really good at home learning schedules so they're maximizing their time at home learning, making sure that we have progress learning along the way and then hosting our quarterly workshops and getting the feedback from families on what is it that they and that we can and then tracking that um I already data and SBA
011data along the way and then also taking that CDC data that we look at and then creating our own surveys to dive deeper into tell us more about this data that we're using so that we can get better at our work and make it better for our um and then um the last is also making sure students feel like they belong. This is like age one. We want to make sure that every student has a trusted adult when they come to campus. Um, so we want to make sure that students have assembly that they can check in with, that they have supportive relationships and that we have a positive school culture. We have our student advisory committee, pretty awesome. Um, that is going to be a really great place. I'm excited to see the work
012that's going to come out of that this year. Um we took all of last year basically taking each one of our district strategic plan commitment and getting feedback um from staff and students and then that's going to guide our work and so using that to build culture and getting input from kids and making um like one of the ideas plus so getting their feedback and then also just um monitoring and making adjustments along the way and getting feedback again from both groups and And so like I said, we're really excited for kicking off this year with our professional development and this is kind of work and it's going to be awesome. >> Thank you for everything you do is like parenting engagement really special place. It's always a treat when we get invited to go.
013>> Well, you're invited. We have this open house. I'll send you guys all invite. >> I know I missed last year. >> The year before. It's going to be September 3rd. So, it's that Wednesday after school starts. I'll send you guys all a calendar and >> you can't leave yet. There's more. There's more presentations. >> I need Yeah. Marco wants to hear all bringing in here. Thank you. >> Yeah, thank you. >> I think you're up. >> I think as you hear these, they're a little bit beyond what we shared in July or what I shared in July. And then as they do their building reports and also some of the other things that they hear, they'll keep coming back to the keep refresh. >> All right. Hello everybody. Sean B, principal at Meridian High
014School update. I like it. Dr. Harour, thank you so >> humble over there. Mr. Doctor kind of buried the lead on that one. [Laughter] So, I was really excited to engage in this work with my with my team. I I'd not really been a part of a school improvement plan um in in my career really. I mean, maybe a little bit, but not anywhere at this at this level. Um so, we really committed to our leadership team getting together for a series of five hourlong meetings to develop our plan. We had a everything thing laid out. Luckily, I put an extra week in there because it ended up taking five weeks. But I just kind of want to tell you a little bit about the process since I know you've already seen the goals. And
015so I'll just touch on those briefly. Um, so the meetings that we were looking at doing was to to get some data, do some observations with with the leadership team, um, and then come through and prioritize those needs and um, and identify some gaps. This is right around there. It's tough to remember. It's been a while, but I think that was when we needed a a little extra meeting. So, I was glad we had that cushion to look at the highest leverage and the priorities. Um, and then established some smarty goals for the our three school improvement plan goals and then develop action steps. The data we looked at was ninth grade on track um discipline data, attendance data, and then academic press data, which is, you know, the standards and the rigor um that
016the students perceive. Um so the gaps that we saw that were um oh, it'll be really cool. one of >> I just wanted to say that um I was a little bit nervous about you know my my staff and I think all of our staffs are a little bit hesitant occasionally about delving into the data um and so you know wanted to make sure we had some really good information and after that first meeting you know they were going around looking at the data putting up sticky notes going through the whole protocol and I just heard like I kept hearing them say like well this is incomplete data or this is the wrong data and we could have done better there. This how how big a sample size is this? Like got a little bit
017upset and Dr. Ever knew that I was doing that meeting um that morning and so he stopped by right after and he's like how'd it go? He was excited because he knew I was excited and I was just like they they just complained the whole time. But then we started like looking at what they were writing and what their observations were and what they were seeing and some of them they were really good like they what they were saying what they had written and observed was different than what the the tone of the room was was. So, we just got to plow right on through with identifying some of these gaps like the um multil- language learners, um students from low income backgrounds, uh students with IEPs, Hispanic students, um students of color. Um and
018so then we started to to sus it out a little bit about what would be the most impactful um that we could focus on. We identified on track rate, um Hispanic student outcome, have already kind of heard. I think Michelle did a nice job and Sean did a nice job of kind of talking through like the systems that that developed these plans, but we'll go through and give you an overview of how that looked at the middle school level. So, like Robert said, I had the benefit of being at the middle school and had time to collaborate with our womenship team much like Sean shared and Michelle shared. Um, and we too put a lot of data in front of our teacher leaders literally all over the wall go around and mark up what do
019you notice? What's jumping out at you? And one thing teachers are really good at is they're pretty critical of themselves and they want to improve, right? So, they found all these areas to improve, but if we try to do everything really well, we're going to do nothing really well. So we focused on what are the priorities that are really rising to the top and these really shown out in that needs assessment as areas that we wanted to focus on. So there's an achievement gap that seems to just be perpetuating between students with and without IEPs and we'll talk in a minute about those look a little different in literacy and math but both are areas to focus and then in our CD data from students we saw this negative trend in how they're reporting a
020sense of belonging. So when we think about what to prioritize, if we can't get to that, we really can't get to anything else. >> So from that data that Joe walked through with the team, and there's there's posters roller all over the place, we kind of boiled this down into three priorities, but Joe kind of referenced there, but this idea of in English, we need to close the gap between students with and without IEPs. In math, we need to also close the gap between students with and without IEPs. And then that idea of specifically drilling down into what does it take to create a learning environment where kids are connected and feel like they belong and feel like they are safe to engage in the learning. And so we pulled out these four uh only
021three list here but I think there's four in the actual pul safety equity practices and discussions around race discrimination all had this negative sliding trend. And so that became a priority for us of we need to do something about this and get this turned around so we have students who feel like they're safe at school to engage in the market that we're at. >> And also like Sean mentioned we have a student advisor at the middle school and we use them as a sounding board. What are your experiences? What is your feedback on this different decision that we've made? So I put data in front of them as well with a little bit different spin, right? There's an element of confidentiality and dignity. So, we didn't want to present data that they would see, oh,
022this subgroup isn't achieving the same levels, but really using it as a time to celebrate because their data had a lot to celebrate and then ask them what were student actions that led to these results and what were teacher actions that led to these results. And they're up there. Those are their sticky notes. And then I was able to bring this back to our staff members at a staff meeting and what was interesting and encouraging about what they identified in their own way of saying it. They said the things that we spent time and focused on as a building and as a district. So that really just proved that point of what you focus on grows. >> All right. So it sounds like you guys have seen our specific goals, but we just wanted to
023kind of highlight a couple of things. So there's a distinction that you're going to see between English and math. And Jill will talk about that in a second, but for English, our goal is 75% of students overall meeting their annual typical growth goal on their I Ready Diagnostic. So I Ready taken three times a year. when they show up in the fall and they take that, it determines a level of growth that they would need to see to be a typical level of growth. So, we're looking for 75% of students to meet that. Okay, which is up over where we were this past year. And then specifically honing in on students and decreasing the gap in those that are meeting their typical annual growth by by half of what it was this past. >> I
024think something else to be said is along with the school is overall increase in achievement. like we want overall increase and we want to close that gap, right? And by closing that gap, we'll also increase achievement. So, Robert was talking about that annual progress. So, right now in ELA, our students who have IEPs aren't leaving that at the same rate as their counterparts. In math, they're actually exceeding, but we still see the achievement gap. So, there's another measure in I Ready called the stretch goal. So, if you're two grade levels behind and you're always making the nearest growth, you're always two grades behind. But if you're meeting your stretch growth, the idea is you're going to close the gap and eventually get a grade level. So really focusing on that in that um so it's
025a little bit a little bit more rigorous I guess we're ready. >> I think tying back to what Joe was sharing about the student feedback, right? You start saw the strategies that students identified as critical to helping them make the growth that they made this year. And so combining that and also Dr. ever in our retreats the last couple days, we've talked about doubling down and sticking with the things that are working in the district and continuing to get better at those things that improve. A lot of the strategies that we identified, kind of combine those things. Let's take what we're already doing and let's get better at it and then let's layer that with what kids find as effective practices when they're talking about their own partner. And so, we won't dive into all
026these strategies. You'll hear about these more coming back when we do our school reports later in the year. Um, but these are kind of we have some that we want to continue to recruit and there's a few new ones that we're going to throw in there too or or level up a little bit um that people continue to improve. >> Social emotional I talked about this a little bit earlier. We decided we needed that goal around belonging to reverse that decline. We've seen in these areas we've seen about 10% in each of them have a drop over the past three years if you just look at the overall from three years ago till now. So all the things I said earlier about connecting that back to how do you how do you come to school
027and learn if you aren't feeling like you're safe to be there. We have I think on sense of safety it was we just looked at those numbers today 63% reporting positively on sense of safety at school. So we got a lot of room for improvement and we want to make sure we're turning that around and heading back in the right direction. And so thinking through what are the strategies that we can do every day to ensure that we are increasing that sense of safety along this is our last but lastly a couple people have mentioned how do you make this living document so rather than I think I posed it this way to our guiding coalition rather than this living in Robert and I go drive and no one ever sees it how does it
028become part of our story that we're living out every day and the one I'm most excited about that they came up Robert let's get students part of this process. How and home rooms already talked about goals, measuring progress, having data meetings as a regular thing with kids, too. So, I'm excited to see that play off this year. >> Any questions? >> Middle school's hard. So I love that you're taking a really dialed in approach especially with the social emotional aspect. My daughter missed a lot of med school because of co and I was kind of thankful for that. >> I mean because it's a big it's a turning point with their maturity and development. So thank you for taking that seriously. Look at that lovely photo. Look at that. >> Uh oh. One of our
029facilities folks. >> That's lovely. >> Yeah. War took a photo of it. >> That needs some social media. >> Yeah, she did. Beautiful photo. I have it on everything practically. >> Um so before we jump in, you know, first just gratitude as we jump in and talk about our school improvement plan. Irene Ryder has been uh in a situation where we've we've been doing the school broadband for a couple years. Um and so the first is just the support um and and like I know specifically with Adrian, she's done an incredible job in helping me learn this process and support. So like give her a shout out. The second piece is as we're moving towards like navigating school group plans with all the principles and doing it the collective way. Sometimes getting a group of
030principles together is like hurting cats and I think she just did an incredible job with that and they're probably the worst offender. So, thank you. Thank you. Uh, the second piece that's been really beautiful is learning from other principles. You know, whether it's Sean's thoughtfulness, Robert's precision, Michelle's intentionality, it's just been really awesome process to kind of go through this together as a team. And so, I want to also give recognition that I've borrowed and stolen ideas from them and it's been really fun to see a lot of alignment. So jumping in um this is a bridged this is kind of just hearkening back to the presentation I gave at the end of the year as a part of the needs assessment right we gave a little bit of a state of the union around
031where our school was in terms of building on some of the successes that we've had and talking about that and studying why we've been successful there and how do we replicate that and the areas for growth. We've we've had some great academic gains. We're really excited about that. Talk about attendance going up over time. We're really excited about that. However, there's no end how good we can get and really want to shout out Nate because of Nate's work on assemblies and you hear a little bit about that today. Um, but that's I think a huge part of why our cultural data has gone through the roof in a lot of ways from the student and from a family perspective. So, um, as a part of these assessment, we also went to some events whether it
032was math family nights or multicultural night and gather feedback from families and students um, and trying to reach out and not just, you know, we look at data, love data, the data head. However, qualitative data is also very important as well. Um, and so we spent some time, you know, a couple hours just waiting around during events that we were already doing, just asking questions about what would be the better. A lot of questions around attendance, sense of belonging, questions about academic experience. And so, a lot of that got put into the thinking behind our plan. Um, we're going to double down uh similar to what Robert said on some of the things that we've done. we got some recognition on uh growing reading skills because of our approach with, you know, science and reading
033and foundational literacy. Um, our math curriculum showed some pretty awesome results. So, like I said last time, it's more refined rather than grind. And I kind of feel that trend across the entire district. And so, um, so now it's it's really focusing and kind of and getting more detailed. Uh, the other piece, you know, before jumping about this, I I've been really obsessed with this and kind of talking about it at Nauseium to everybody. Uh but this work is really hard. Um and there's a group called the New Teacher Project that did a study with over 28,000 schools. Only 5% of schools in our country are actually closing gaps. Only 5% of the 28,000. That's how hard the work is. And that's not to discredit anybody else's work. But I think there were three things
034that when we study effective schools and what they do, uh this is what they had. if there's a strong sense of belonging, consistency, and execution and coherence. And what I'm really excited about is I'm the feel of that in our district in a way that's really special between all schools and specifically at Irene Ryder and support systems around it. So I'd be remiss to talk about an opportunity to say that I think we're really well positioned as we work together. So with that, our priorities very similar in getting that cohesion and consistency from previous years is we are noticing that we are experiencing a gap between our students with IEPs in attendance. And so while we have 74% in good standing, our students IEPs are more around 50 to 60%. Right? And so that's an
035area that we want to really touch upon this year. Belonging, we had some incredible growth in our CE data. We had a 34% decrease in our office referrals this last year. However, we want another 10% decrease off of that. And so that's our ambitious yet physical goal. And from academics, we want kids to be at grade level. That's a really important metric, right? Growth is important, but both growth and on grade level is important. And so we're really looking at how many kids that we have on grade level and specifically focusing on closing gaps for our multi learners with academic system. So those goals are to achieve 80% of our students in good standing with attendance. Good standing is 90% of days or more. And we want our students with IEPs to close that gap
036from 50% where they're at to shoot up to 70% which is pretty ambitious and will be a challenge and I think we'll do it. Student culture uh would achieve an adu reduction in office referrals by 10%. That's kind of our proxy and we want to see plateauing and maintaining or improving some of our CE data as like a little bit of a side focus area. uh reading is to achieve 115% median growth, which means the middle student is getting more than 115% of our growth, right? And so that's a number that we've been able to achieve and like to see consistency in that. Um and the same with terms of our strategies, uh we're going to continue doing a lot of what we've already been doing. What we'd like to do is develop some more
037clear tier 2 plans for our systems for attendance, having attendance toolkits to support teacher inclusion, student culture. I'm gonna have Nick talk a little bit about that because that's been his baby and his pride and joy, his success. >> Yeah. Um the assistant principles got together with Adrian two years ago and crafted the Vidian mindsets. Since then, we've been able to integrate that into our culture in classroom and as a three through five in particularly last year with uh grade level assemblies and uh social emotional instruction within the classroom. This year we're going to take that uh momentum and extend it to the full school. So K through five assemblies and uh tier one instruction around social emotional really clear expectations for students to be able to succeed. Um that's really important to us. Another
038thing about the tiered approach is offering extension opportunities. So, it was fun to bring the self-managers in to be recognized last spring and um we're going to continue on with that earlier in the in the year in order to provide exemplars and a framework for students to strive towards um recognition as far as positive contributions in ways that are aligned with the mindsets which are aligned with the strategic I say I've been to a couple of those assemblies and I can't get two my two kids to pay attention, but you can get a hundred like that just to stop. I'm like, this is amazing. So, it's it's quite the sight to see. >> Yeah, quite the fifth grade class coming in, too. >> Yeah, those are magic. It's been really fun to see that kids
039celebrate it and I think that when kids see each other celebrated, I think it's really powerful in terms of just community and I see that reflected, you know. huge prop for the work that he's done and he's got some really awesome stuff in store for this year too to kind of build on that. So I think we'd invite you to come back to us team approach and you know okay um academic strategies no new curriculum right as of you know I want to be careful you know we do new things right we do things differently but we're not doing any major install of new curriculums which is going to be great we're doing some really great stuff we're firing all cylinders and now it's time to really kind of get really detailed in what our
040interventions look like what our tier and three instruction looks like when a kid is multiple grade for math. Um, and so, you know, it's continuing to level up. Sure. So, we're really excited about that. Um, so that brings us to the end. Do you have any questions or >> I think it's I mean that not having a new curriculum for all the teachers to have to learn is going to be a huge benefit for everybody because I know that was like a big, you know, it's always hard, you know, especially at the elementary level. They're building up last year. then come into this year and just full th I'm sorry about the fifth grade class you guys should come to come on site >> yeah great everybody >> I do also like more robust tier
041three instructions like build you know rising tide raises all ships so I think that's that's great to call out >> sounds we highlighted some tier three math intervention last year and saw some good success. So, we're open like how do we bring that at scale? That's always the question. So, especially constraints, but that's exciting. >> I'd love to hear more about the mindsets throughout the district. Like, I'd love to see more of that. >> Yeah. You're gonna see some cool stuff. So, pay attention to social media. Little plug. There's going to be lots of content that Lisa's got in store for some of those assemblies and content. And so I'm not going to let the cat off the bag right now, but we're really pumped about finally set up a very >> cool one. >>
042Close this out and can help me with this part as well. Um I know you had an opportunity to see some district goals and provide some input as part of your board retreat uh as well. So the district goals that we set are really driven from the building goals. So this really us thinking about how we can echo that, take that a whole district look at some of those areas um and then make sure that the work that we're doing together to support the team is is helping to move us toward that. So again, we're changing similar things we're measuring from last year continuing to to deepen and get better. Um so goals here really you're going to hear this echoing the things that you saw. We've got priority students who we've seen that um
043we want to continue to work to really emphasize what we're seeing with them in terms of their achievement uh variable students. Our students receive special education, students experiencing homelessness. There's some areas there that we want to continue to work on um in a targeted way continuing to press on that belonging climate attendance across the district. something Mr. I was really excited to start work on that we've got some um not start work refine and get better at the work that we're doing there that the team's been talking about that be talking about that today when we're together um and then educational in outcomes in particular for our students meeting exceeding the annual English language development targets we've had some great growth in that over the past few years so continuing um that overarching goals um
044and strategies for For the most part, the strategies are supporting the strategies that you've heard from from the folks here because they're in the building doing actual work. Um, so our first strategy is is ongoing collaboration and professional development for our administrative team. So we meet together twice a month. Um, we've been talking in our in our days together the last couple about what we're going to commit to each other, how we want to spend our limited time when we're together so that we're really focusing on us helping each other get better at these things. And I feel like I just can't say enough about the collaboration that these folks have with each other. I think it's been really amazing. I don't know if you want to add anything. You've shared a lot about that.
045Yeah. >> You know, I want to say something. Um, so I first I want to thank the board for the conversation retreat because a lot of what you have shared as a desire I hope to see reflected in what the buildings have shared. And what we know is that the values and the strategies we're using are moving and it's going to continue to be a moving field. And I think the benefits that you talked about not doing new but refining not very is how we're going to continue to move the needle forward. Right? Our kids are going to be the beneficiaries of that. Um, Adrien is pretty humble, but a lot of how you seen them put their work together is how she manage the preparation for the school improvement. So, I want to say
046kudos to Adrian for managing all of the teams coming together and I think you also probably get a sense of just how well these leaders from different buildings are working together and aligning for a districtwide approach. So I'm ecstatic to see how they come together and how kids benefit progress. >> I've worked in systems previously or worked with people and other systems where there was almost competition between buildings um you know our kids trying to do better kids and I I just feel like this sense of collective ownership. Um this kid we talked we had that conversation we we are identifying students we're looking at well can I give you this fifth grade student to look at at the middle school because I they're still so invested in that as we're passing. So I just
047I want to keep recognizing that and hope your careers as well. So this team is as a large part of our strategy um ongoing collaboration and professional development for all of our staff. So the fact that the board has continued to support uh time for professional learning communities to the applications that we've done with the state for those waiver days for opportunities for professional development. I think a lot of people are in places now where they're having to cut professional development opportunities because of of funding things and because we have had the support from the board and the community to build some of those times in we are not having to make as many of those difficult decisions to avoid that. we're able to leverage those times that we've got together to continue to meet
048the work you're talking about here. So, helping our staff to really be um professional development targeting that support for our teacher leaderships. We have you've heard them all talk about their guiding coalition teams. I think over the past few years that those teams have become so much a part of this improvement work and so continuing to support those teams in their leadership. stipens for those teams are part of what we've prioritized leadership training for them. Our high school and middle school folks got to go down to a a PLC conference they hadn't had opportunity to attend before. That was a great option for some of their future leaders. >> So that's been huge. So continuing to support that. Um, and then increasing our emphasis on database decision and that's something I know that you are
049all very excited and interested in about as well is just looking at our data and really refining those multi-tered systems of support getting better and stronger with those. And so th those are our big overarching strategies. Any um questions about process in general or overall or I'd love to see the intentional approach. So things been done, but everybody checked >> and they I I can't say enough about how much work and how seriously everybody took this work. I think that the investment from the teachers and the teams and the leadership was is huge. So I appreciate that. Excited that we got an opportunity to share it as we got started with the year. >> I can see your excitement and it's a little bit more like I can feel it coming out of you. That's
050exciting. Good. I'm I Yeah, I think we we have we've been having conversations about just how great the past couple days have been. Just kind of getting everybody together around the table again and how excited we are about. >> Thank you all very much. >> Thanks everybody. >> You're all right. swelter. >> Thank you. >> See you guys. Thank you so much. >> I'll see you in the morning. I'm delivering cinnamon roll >> at your 8 a.m. to say, >> do we have any other comment? >> Okay. All right. Uh, moving on to the public hearing and disclosing disposal. >> Sorry, Jay. >> Oh, come on. >> I see you sneaking out. He's like, >> good evening. 2526 facilities plan of work. want to start by recognizing all the staff in the maintenance department. Um,
051and on the maintenance side, there was one change this year. Uh, the beginning of July, we hired John Wy, um, who's been a custodian with the district for about five years now. Um, he's worked at all three campuses and now he's he's working for us in maintenance. Um, his position, he floats about halftime grounds and then the other half doing building maintenance. Noel does does full-time building maintenance. And then Dennis does does the fulltime girls. >> Give you immediate shout out for cleaning up that hair. It looks great. >> Oh yeah, it looks awesome. >> Yes, >> so that we contracted that out. >> Hey, thank you. Thanks for that. >> Yeah, >> I was going to give Dennis a props, but never mind. No, that was a lot of work. So that one out.
052Yeah. >> Um custodial staff, we are down one custodian this year. Um I guess I'll share last year I took over some pretty heavy uh project management duties. Um so Rob Dunn was in charge of the last year. Uh since since he retired, um Mr. Michaelelsson is in charge of them this year. Um so I'm working really closely with him. Um it's it's almost a joint effort between us. So um um but yeah, like I said, we are down one custodian this year due to two budget cuts. Um when John Wy was brought over to to maintenance, we did not back his position. So I started with them and then want to bring up the the size of the district. So you can see the the small staff that we have and everything that that
053that they do and um the spaces they're they're they're responsible for. Um you know when you look at the grounds we have just under 94 acres um that we maintain. of of that I will say there's there's 20 acres that we we contract out for egg um everything else remain and then when you look at the custodial staff there's there's over 360,000 square feet which is no small fee for my Um well, starting on some of the project management side for this year, uh we're still working on the district office and the the four classrooms for the Sil Center. I I know the board has has been hearing a lot about that for the past year and a half or so. Um but we're getting really close. Um, we're looking to have that building installed
054this winter, open it up for students at the beginning of the second semester, and then open it up to the the district office staff will make the move during spring break. That's our plan right now. Um, just a reminder, the building itself was funded from a $2.1 million grant through through through uh OSBI and then the uh the infrastructure was a federal grant through HUD for for 850. >> How many extra parking spaces are going to be there? I mean, you're ask >> About 19. Yeah. >> Okay. So, there will be parking. >> There will be parking there >> for the district office staff. And then we're still working through um where we're going to park all the students for classrooms and 60 or so students. >> We won't have we won't fill all of
055them. first year but potential >> there are obviously a lot of >> and then the other big project we have going this year is the Watcom Early Learning Center. Um we'll be we'll be kicking that one off here next month. Um, we're going to be doing the public advertisement for for the request for qualifications for a a a the architecture. Um, we'll be selecting the architect in in October and then the the design phase will start. We're looking about two years for the total project on that. um being pretty aggressive. We're looking to open September if we open the fun. [Music] See if we can get moving on that very quickly. Um and I thought I'd share, thanks to Dr. Everett, we have eight different funding sources. Um Daniel and I have a lot of
056fun with that. Um they go from from a federal to state, uh local grants. Um there's three different local local um donations that as of now total $1.4 million. Um so Dr. Ever's been doing a lot of hard work on that. >> What was the total price tag on that? >> 12. So we are we still have one from commerce that we were just awarded that new approved but we got and so um just a couple he's joking about it because he gets all the every grant level has a great job. Some of those are labyrinths. They really are. What a joy second. I am joking. It's a really good thing. I'm I'm super excited for it. I have to >> say that again. >> The opportunity to manage $12 million project is kind of
057awesome. >> Yeah. Oh, absolutely. Yep. >> Um so that was the project management side. Um shifting gears to the maintenance side. Um, preventative maintenance takes up most of the work with the maintenance department during the school year. Um, we do over over 200 PMs. Um, and those are split up between the maintenance staff and the custodial staff. Um, some of those are HBC inspections. Um, a lot of greasing. Um, we do we do month we we do monthly playground inspections. Um, last year I actually sent one of our maintenance texts to be a certified playground inspector. Um, so for the first time we have that which is awesome. >> That is awesome. >> Um, all of the heat for the buildings are are are done with boilers. So there's there's maintenance on the boilers. um
058custodial staff. They're their their daily work is is um is preventative maintenance. Um vacuuming the rugs, um cleaning the bathrooms, fixing water leaks in the restrooms at night. Um all of that stuff in the long run saves the district from having to to to to change out the rugs every 5 years or so, right? So, um, every day that happens. Um, and we have a lot of fire suppression systems. Uh, one thing that I do that I really enjoy is I do quarterly meetings with all of the building principles um to really align the work that make that the maintenance department is is doing with the needs of the students and the building. Um, so it's been fun. I started doing that a couple years ago and I've been really good. Um, the athletic department,
059we work really closely with Bryant. um um winter weather that that we'll spend a lot a large part of of the end of October and the first part of November getting ready for the winter weather. Um last year I'm I'm super proud to report we did not we did not have a single loss um and we did not have one the year before either. That was two years in a row that we we we didn't have a loss. Um two years ago we were the only district in the county. So >> huge expensive huge min you know so so seal it up that good job your crew. Um, House Bill 1257, the Clean Buildings Act. Um, that if you remember, I've presented on that a few times. Um, that's where there's tiers one, two, and
060three for for building sizes. Um, and you have to get into a compliance for the energy usage. Um, the high school is the first one that has to be in compliant. That'll be in 2027. Um so still working through the studies on that um through energy reduction that we've done. We're right on that bubble right now. So um going to implement a a few more things this year um and see if we can get down to have one full year of being underneath so we can report. Uh as of now we're we haven't had to expend any funds on that. It's just been um um just been changes in a process. So that's been really good. >> So I'm taking it there's not actually grants available or funding from the state to get into compliance
061or retrofitting it. >> Well, so that's kind of kind of twofold. Um there are funds available to do studies >> and we did take advantage of those of those funds a couple years ago. Um >> we know the one that was going to be the big ch >> and it is still something we're looking at trying to get commerce to explain why hospitals can be exempt and both schools cannot. So still having that conversation, but they have to budge yet. >> So until they do budge, we have to be our job is to be a complant. And then Joe touched on it. um during his report, but the the dirt work um is done for the generator going at the PD room um the van building at high school for the district's um with the
062the technology. Then we're looking in the winter time to get that generator installed hopefully before January. And I just want to finish by saying so I felt that it was important to to look at the budget. Um the maintenance budget overall including maintenance and the custodial decreased by approximately 2.7% this year compared to last year. Um most of that is is because of the staff member that was reduced. Um but still when you look at at the square footage in the district um you know it's a big loss to losing one staff member with the staff. Um and I just wanted to share you know you've been hearing about MSOC funds since the winter legislative session. um you know the maintenance department outside of staffing everything we do is at sense that the lack of
063budget there hits us really hard compared to the rest of the district. So >> that's what I have for you. >> Yeah. Your whole team does. Yeah. >> Pay for our football teams. >> Hey the practices. Thank you. >> And I hope the state convention all >> I'm trying to swing it. >> All right, Daniel. We also have Okay. Um so we are holding a a public hearing to notify the public that we received a finding um in our last audit. It's uh was in within that accountability audit. Um basically we uh did not submit a levy expendure plan to LSBI prior to uh put on the ballot. That's a requirement that fall through the cracks on the board. Uh we're developing procedures to ensure it doesn't happen again. One of which is compensating related
064questions are >> pretty much it. Yeah, >> we had the uh exit interviews with the auditors and though this was a piece that was talked about there is certainly in the public and so this is time number two because Damian shared at the last board meeting that um it won't happen again. >> Sorry for that mic lack of >> it worked. Right. >> All right. I guess we all have any comments. >> We appreciate what you do. I know you take that to heart like a finding, but you do such a great job. >> I can sense too as exit interview. They they enjoyed working with you as well. I I I didn't sense any like us or them or something like that. It was like uh u both you and the other three be
065on the same page. Yeah, it's it's a it's become pretty collaborative with the state auditors the last couple of years. I think this one was kind of a shock to to both parties. We something we identified early on and it's kind of like oh we forgot to submit a piece of paper and and then of course the audit it's like oh well if you don't do this you have it's an odd finding and sometimes that's kind of how I go through findings. So there's just certain things that rise up to that higher level >> something is the way it is correct. >> We're lucky. >> Yeah. Thank you. Appreciate it. >> Thank you very much. Thank you. >> Bring J back up. >> All right. >> J first review of the capital facilities plan. Mr.
066Jay Jagger. So I just want to share that while he's managing all the other pieces with less staff, he also has been leading to work with facilities plan coordinating county and with the city to ensure that what we have is something that puts us in a position to capitalize on the proposed. So really appreciate that. So, the capital facilities plan, um, I'm just going to highlight a few pieces of it. Um, it's a six-year plan that assesses the district's, uh, capital inventory and and compares that to the the projected enrollment. 17 years out. Um, and then coming up with a plan for how are we going to house those students? Um so this plan will run through 2031. Um one thing that is unique to this one is the county and the city of Bellingham
067have asked the district to produce a a 20-year plan. So we have tried to to look into the crystal ball and say in 2045 where are we going to be at? Um >> so um you know we were really careful in this plan to call that um preliminary planning. So we so we can't be all for it. But um part of the reason for that is the the city of Bellingham is wanting to expand the UG. Um and in order for for the county um to move forward with that, they need to know that the school district has a plan to house any new students from the new Keitech development. Um which I have a map of that here on here here on the next slide. Um the the Keitech development that is is is
068um proposed right now in the UG expansion um is looking at 60 to 80 homes completed per year starting in 2030 um and running and running until 2045. And that's for the phase one of the project. Um phase two of the project would be another between 2045 2055 and that would be another 50% on top of phase one. Um so what does that mean for us for the district? We're looking at up to 150 single family homes. Um and up to 45 K12 students out of those homes. um up to duplexes and town homes. Um and and additional uh 200 students. Um and then 300 300 apartments and another roughly 35 students out of that. So we're looking at just over,200 new homes and about 280 new students between now or sorry between 2030 and
069204. So part of this plan, a lot of the work for this plan was was was to look at where are we going to house all of those students plus outside of that development the growth that that that that is is a seed still. Um so an important thing to note is we are going to need to add additional capacity at every grade level. Um in looking at the the 20-year horizon um and it in the plan itself really details how we're going to do that. Um so I encourage you over the next two weeks, this will be coming back on on September 10th for approval. Um, I really encourage you to look through the plan. If if if there's any questions, shoot me a message. Um, more than happy to answer anything for you.
070Um, and then, so this is a map of what the Keitech development could look like. Um the UG will expand in above where it where it says the 2025 city limits between there and the top of section A. That's what is is currently proposed. Um so a small section of that will go to the Ferndale school district. Um the rest of it will join our school. >> So Jay, I don't speak city. Does UG >> sorry UG is >> right but does that mean any of Bellingham city limits are approaching on Meridian school district >> so that will become the Bellingham the Bellingham city limits will expand up >> oh >> they don't have automatic >> that's another process as well correct >> so so what you will see is that the conversations they and
071I've had tangentially are they're looking for services like you would see in the city in this community so that when they do get to the point of saying hey we're going to expand the city it meets all the criteria think about city planning so fire >> sidewalks infrastructure water those kinds of things so that's why the city is having these conversations with us because they want we're going to be able to cover money >> shouldn't part of that say that we've had to provide had another elementary school within this area at one point or another middle school. What was that originally? Part of high-tech. >> So, I don't know what originally was, but we don't have to. Um, one of the options we've looked at is is is getting land from them um and possibly
072putting a new primary, a new middle school in that area. >> Okay. Um, so >> at one point there was something that was pent documents were made and then they held back. I think because the UG wasn't approved, correct? >> That's correct. >> So the UG part has been approved. You don't have any input on that. The city is expanding their city. >> So the UG has not has not been approved yet. Um, the first hearing for that for the expansion is with the the Bellingham City Council on the first Thursday of September. either Jay or I will be attending. >> Y >> so the reserve is so right now it's called the UG reserve which means it's proposed and there are several other proposed areas across the city. Part of the proposal is this
073one, this development has a variety of different kinds of dwellings that the city likes for being able to house and it's a population building as it stands. >> Road's the line. >> Sorry. >> Horton Road is the line that >> road is the line. >> The line for tree line for the city limits. >> Yeah, correct. And now it would be go how far? >> But this is this is correct. If I may speak up. >> Oh, so this road right here. >> You're familiar with that, right? >> Yeah. Of course, that'll turn into a foot right away. So there goes my yard. That roundabout is supposed to be the signs I see but high-tech spoken to the room in this section would be five. >> No, I thought they had to do it in
074order to develop that. I thought that was a >> I don't know. I don't know for sure. I haven't been able to but that's the last way you guys solve it. >> We'll be asking something different. We'll be asking questions about what they're compelled to do. >> Yeah. >> But my understanding is that that was what they offered at one time, but I don't know that they're required to. >> We do know the city love for there to be a neighbor school for that kind of you know about the regimen meetings. So describe that for the process that's upcoming. >> So um for the city to approve the uh the the UG um it's a process of three public hearings. Like I said the first one is the first Thursday in September um that they
075finalize in February. And at that point after that then the city council will vote on on the expansion. >> Um and we are going to be have a district. We're going to be represented along alongside the city throughout this process. Um Chris Behe is the planner at the city. >> Oh that is who it is. >> Okay. Um Chris has been instrumental to our work with over the past year. Um he's really making sure that that that the district has a stake in this. Um and one of the things that that you'll see in the plans is we have have mentioned that we expect the developer to to mitigate the well the the cost for the district to house to house the extra students. Oh, that means that they could mitigate up the cost for
076uh up to 280 students, but that that doesn't cover the cost for a new for a a a school. So, if as we grow, there's still going to have to be a bond, right? There's still going to be expansion. Um, but some of that could could be mitigated from from garden. >> That'll be our stance. >> But what if but what if we don't want to grow? What if we like our small community school? >> I'd say if that's how the board feels, then then the board should show up at meetings. >> I mean, I just want to know like what is our input on this? you know there people choose meridian because this is a one a school this is the only mug that's affected us but there was an area on um >>
077the north side >> yeah over by mountain area that's also being proposed but maybe not maybe it's starting in September end of September September 21st share some of If you add,200 students to Meridian, that takes us from a 1A school to a 3A school 280. >> So 1,200 homes, >> 1200 homes, >> 280 students >> by 205 >> over the next 20 years. >> It's not it's not going to be an overnight thing. It's going to be a slow piece. I think the other thing I would have the board consider also is the assess diet that this will bring this from. So there are lots of things to balance and think about. Most important piece is we have a document that projects where we want to go in terms of the housing's required by the
078state for the number of students we have to the number of students that proposed plan that the developer is going to be an important part of ensuring that us that we're going to heard of that development are going to be by the development. there. Yeah. Any questions between now and and the next meeting, please reach out. Well, >> I think because of the nature of this item, it'd be great to get those questions by the weekend before so that he can respond to them in his form before so that So excited. >> So while Dr. Harville is getting set up, >> I do want to take a moment and congratulate them. Um >> it is four year process. You did two years on the certificate, two years of doctor, right? >> For the superintendent, two
079years and then >> Yes. >> Yeah. And so >> um I think it's great that we have examples of continent. It's also something excited for the growth that Adrian is having as well. She's her second year her doctoral program still also finished next year and we have also school program. So extended learning is is good because it doesn't just stop. It's been fun to watch. work expanded on. So, congratulations. >> Appreciate it. >> Good evening. Um, at the last last board meeting, I shared that we were going to start upping the number of policies and procedures. Um, so we did by one or two compared to last time. Um, and I left the I left the previous version on here just so it's a reiteration of how WASDA handles the policies. um what we can
080do and how they change from critical to essential um are first and then the benefits. Um and I want to say that that WASDA is as I was going through the the wad the policies and procedures most recently I noticed one um that still had language about COVID on it. And so I emailed Wazda and my connection there and said, "Hey, notice this is still does WAZDA have I got an email back response probably within a day stating yes, thank you for this. I'll be sharing this with whoever powers it may be." Um, and so they are it's it's comforting to know that I can notice something or districts can notice something at the very sort of chain. So um and then again a reminder the benefits of the policies um model policies can be
081lighted modified guided by legal counsel. That's an example of that tonight and then we have a process for updating which is what we're doing. So um the first policy I'm bringing you I believe is 2161 the procedure. Um this is special education and related services for eligible students. I think if my memory is correct this is a 20 20 plus page document. Um and and so updating this 20 >> I think it's 43 >> 43 okay >> um and when as this goes through there are so many updates of who's going to to do it or so special education director building admin things like that. So, of all of those changes, um the big change in this one is I think last year or the year before the state changed the age from for students
082to re receive special education services from 21 to by the end of the school year in which they turn 22 or until they graduate from high school. And so that that is the major change in this policy. It's just reflecting the law. Um and then WASDA also removed there was a redundancy in this policy um where it it reiterated policy 3246 which is our restraint isolation policy and it it had a good chunk of it in there. So we'll just put a reference to it and then remove that motion. Um and I checked in with our special services director. Um currently this this increase from 21 to 22 uh we're serving one additional student. So it's a benefit to the student um and they are entitled to all the all the services provided by special
083education. >> So we do have a student that would benefit from this for all students. >> Yes. >> Questions. The next one, this one may look familiar because we haven't even approved the original. Um, but this is an update 2230 transition to kindergarten, transitional kindergarten. U, this is a policy that Wazda updated again. And if you look at the changes in there, they added language and they added specific language um, from the RCW and the WAC. Um and so it becomes a little bit more detailed in that. Um RCW uh governs how the program is administered. It governs that it's more clear on the eligibility. Um program requirements. There's some things that are outlined in the RCW. Um and then funding. It it guides how we report to OSBI and how it's funded. Um and
084then there's a phased expansion plan. And then the whack is fully focused on transitional case. So this again is first reading of this policy. If you have questions, please send them to me. Um another update to the existing procedure. Um procedure 2410 graduation requirements. Uh the board saw this in March of 25. We just approved the new one and then WASDA came out in the July edition with some updates. Um there's no change to the policy. This is just change to the procedure and WASDA updated it to align with House Bill 1273 which is dual credit programs. And when I reviewed the the the changes made, there's just one small um change that talks to apprenticeships um in that in that policy. The the larger change area is down on the graduation ceremony and that
085that statement is district will permit students to wear culturally significant items or objects um attached to their graduation gown at commencement. And then it gives some some guidance around um and then the the House Bill 1393 really kind of dives into that that section of of the the procedure. Um I think those were the those were the changes on 1410. Um all of these I I ran this one by both Adrian and Mr. Dawan. shown um so they're aware and they they've given their yes no problem. Um 2161 special education Aaron has reviewed um he was very excited to see another update to this procedure. So we're we're running these through the people the directors and such that we need to go through. And then our last update tonight um is policy 5260 and this
086is relating to personnel records. Um this is one where at the beginning of the presentation I said um can be also modified by attorney guidance. And so the major change in this is it aligns the policy and procedure with um substitute house bill 1308 which concerns access to personnel records. Um and when I sent it to the attorney um the original language said um if an employee submits something to HR, we will put it in their personnel file within 10 days. Um and so we expanded that to 30 days. Um, so if you give us something in August, we will have it in your personnel file by the end of September or 30 days later. Um, so I wanted to make sure that that was within a time frame. Um, and so he got back
087to that. He also came back and said, "Hey, remove this language and that's in the policy." Um, because it did not it did not impact the public schools. Um and then he also gave guidance on um a portion of the procedure. But what this does is it outlines what will be at a minimum in the personnel file. Um and it gives guidance on if you leave the district, you can still see what's inside your personnel file for two years. Um this is an update to an existing. Um this one is important. Um, so not true. >> These are the updates I have for you today. >> Great. >> Thank you. Thank you, doctor. >> Thank you. It's >> going to take you a little while to get used to that. >> That is taking me
088a while. >> Yeah, >> okay. Moving on to old business. Item A, second, review and approval CPW college and high school program interlocal agreement. Do I have any input from our students photographers? >> Can you just refresh this for us? I don't think >> so. These are programs that Central Washington University offers with math. Okay. I thought they were ELA as well. >> This is the high school classes I believe. So we used to do them with college and they switched. So it's maintaining what we had before. I believe >> these are just math though. >> I see the list of math. I thought there was, but it it allows us to offer college in high school and for students to get college credit in >> Okay. Please get a motion to adopt a second
089review of Central Washington University College High School interlocal agreement. I'll make a motion to adopt the Central University College classroom. I have a >> second. >> All those in favor? >> I >> All right. Second view and approval policy procedure 4130 title one parent a part A parent and family engagement. We have any input from our board representatives. I get a motion to adopt procedure 4130. >> I'll make a motion to adopt LC and procedure 4130. >> Second. >> Okay. All those in >> favor. Okay. Second review and approval. Also procedure 6801 capital assets that theft sensitive assets grant input from our student representatives. Okay. All those in favor of policy procedure 6801 as presented. Motion sorry I get a motion to approve. >> All motion to adopt policy procedure capital assets death sens death
090sensitive assets. All those in favor. >> Okay. >> I know. Superintendent report. >> All right. Uh couple of quick things. First off, um I didn't want to report back. I had said last meeting that I would check in um with Mr. Baker about the possibility of moving our games. And the reality, it's good timing for me to share the reality of having custo not having really spaces at those campuses. My recommendation is we'll hold off a year. Let's see how we do on our staffing and come back to that recognize understandable desire. But at the same time, as to middle school also an added benefit that continues to be a conversation, it's not a bad thing to have the public. So, so >> um this didn't come up tonight. I thought it would. I don't
091talk about this, but 42 schools that were recognized for closing gaps and for increasing the use of students student responses. Um this is a joint award from Vegas Payton Principles Association and WWSL, the Washington Association of Student Leaders. And so you can see on the map uh we're one of the few in the upper northwest. And uh we had to apply for this and I will tell you the rest of our build applying for this. I think you're going to see in other buildings in the future be recognized, especially if we work around student voice that these are going to do and the the groups in each of the buildings are already doing. A lot of what was talked about with the plans that you heard tonight by our leaders in our meetings yesterday and
092today was that they want to leverage that work with student responses. They want to do some of the you heard about the interviews that Sean talked about. So you're going to see more things that say what we heard from our students was and that's going to be reflected in this way as well. So huge kudos to rewriter they are going to get a banner schools on the rise banner. So that would be that will be most of it. So that's it's excellent work and it's great recognition for the two. Um I wanted to publicize the goals that the board made for myself and for the district as well as the goals that we have under each of our values. Like I said earlier, the values are moving the needle. I think if we look at
093elevating every student no matter what their circumstances, we're going to see growth in ways we haven't seen before. And so, um, I think it's super important as we had our meeting, but it's important to make this public, make sure to know what we're working on and how we're going to measure that. And so, I'm not going to spend a lot of time on it because you've seen it and I don't have a big crowd here. And so um the documents out there and so we did talk about standards four and five which is uh in the third of four years for my evaluation I have eight standards that I get evaluated on to a year doesn't mean I don't do the other standards in the work it means that I'm evaluated on on these two.
094So um standard core is community of care and support of students. It's made by professional capacity school personnel. Um and as you as you hear our leaders that interview is going to go to our teachers and so we're killing. >> Exactly. >> Okay. So the school board goals as we discussed have not changed from last year. We're doing the same thing again. We're just going to move better, deeper, stronger. So um increase involvement, engage engage the community, keep learning and achievement at the forefront of the work, elevate student voice in service of engagement, relevance and belonging, engage the community and legislative leaders to ensure meridian district school district goals and then garner funding and support the walk early learning center and and the space center. Um we are at the end of the funding effort
095around the early learning center. Um, if we have the funding we need through the district office, uh, having that be operational allows us to start on early learning center and we are already having conversations with the skill center association and with the CTE department at OSPI. OSPI said they want to see more students and want them to look into the programs that NCTA has in our district to help them move the needle for us here, which is a catch 22. We're not a lot of programs because we're not a lot of space. And so opening those classrooms will help us, but it's going to be a little slower. It's not it's just not going to happen. I am still pursuing and but if we get to a point where we go, yep, let's pull the
096trigger and do that and I look back to I am still pursuing Foundation actually start a private funding campaign to raise third of the cost skill center. So we can go to the legislature and say one our students deserve it. Wat County and two you can do it at this end. We have companies and corporations on this county brought them forward and so to what degree they want for we >> excuse me. >> Yes. >> So if we weren't able to get that funding like those external resources would we run a bond for these centers? >> That's a great question. So when we build facilities for learning, so schools that have classrooms and and then that we actually have students attend, it's kind of hard to discern between that the skill center, but I'll try.
097You have to go through a ball. It's what I what I've been able to do with our leaders to get funding has been for $15 million. Just to build a middle school was over 70. Um, and it's taken two years to get that. So um it's not feasible to fund raise through how many sources will we have for these projects? Eight different it's just not feasible to do that. Um now the skill center projected to be 60 to 70 million as well. But that you can't bond for that. You have to get that from the legislature. They have to write they have to make a bill that says we're going to fund it. But what we can do is we can try and raise some money so it's less for legislature to do that and
098and that would be that'd be a different campaign than what we've done now. But it's a great question. >> And is that because it um serves multiple districts? That is why also because the um the industry programming are high wage high interest programs that a lot of companies that are in those areas want to see it. There's a huge need for pipeline. So when that stuff starts rolling, we're also going to see more interest in apprentichips and internships that too. >> Thank you. >> Great question. >> Um and then when we look at our strategic plan commitment goals, we have belonging. I'm not going to read it, but the one we're emphasizing again is learners experience a community that embraces and honors who they are. And then actually Eden and Logan are going to present
099at the district kickoff on the 27th the feedback that they provided to you. We have a couple of teachers and I'll be sharing a message and then they're going to share me from students to our district staff as well. So being able to have our students send the message that they sent us last year to move forward and proud of it. Um and then the goal areas would be building opportunities for students to cultivate connections on campus and then commit to continuing to have those difficult conversations about race, gender, oppression, and discrimination. Our students are experiencing those things. We need to be able to have a place to have those conversations and talk about how we actually coexist. So um we've heard strongly both from our community and our students and these are we better
100we are also having breakfast at little church in you are all welcome the 27th of the box. >> They do good breakfast. >> They do an excellent path. The um the second one on communication um the emphasis on that is open open communication is encouraged and valued between staff students that are in community. And I think um one of the things that our administrative team did, we have every two weeks Adrian mentioned we have ELT meetings or educational leadership team meetings and we spent quite a bit of time yesterday talking about how do we expect to bring information to our conversations that are honest and forthright in and heart and what are we going to commit to in terms of having those conversation and having them in the and not in a parking lot afterwards,
101too. And then we encourage them to have those conversations with their staffs. And so we have civility policy, we have harassment, intimidation, and bullying. We have policies, but we need people to practice the act, right? And so those are the conversations that we're having that I haven't had in such 30 years. It feels really good. And so when we talk about how we're going to do that as a system, what we're looking for is how are we going to see that reflected in each building support uh emphasis on students engaging in their own progress using self assessment and goal setting. We're still working on improving the high school beyond plan and seeing how the late elementary, middle school, and high school can contribute to that. so that we're not having conversations about high school and
102beyond with as juniors and senior adults. Okay, >> it's happening much earlier much more intentionally. So, um we'll do that reducing this discrepancy in achievement. You heard that tonight from all of our buildings. Increase student growth for all students uh and our priorities, particularly our priority students and increasing staff skills by using data to target and inform student interventions. You didn't hear us talk about multi-ter systems of support tonight, but that is a major focus for us. That's that idea that all students re recently first instruction for tier one and there's a smaller percentage of students who may need additional help and interventions 12 to 15%. And of that, you might have three to 5% who need more intensity. Everybody can do better in recognizing the need and providing those interventions. So you'll hear more
103as we move forward how we're approaching multi-eer system. It's a progression for us as a district, but it's also a requirement by state law. So we'll and it pairs really well with you say the work that we're doing every week and then you're going to get reservations on pairs well with those types of support. When you talk about a particular teacher on a team taking the number of students who need this skill set better, that's part of that. Um wellness emphasis is that students are learning strategies for emotional regulation and problem solving. Good for some adults too in society. Um but we start with our kids. How how do we manage things that don't go the way we plan? >> How do we work with that? So increasing attendant rates, our kids aren't here, they're
104not learning. Stop. You need to be here. And so when we see students that are absent because even when they're excused, we're going to call and say, it's okay if they go, "Yeah, we arranged it. That's fine. We just want them to know we want you here." >> There's lots of research, too, that says as a student, you're gone. It affects other learners. that community piece as well. So um we'll be increasing that conversation as well. Um >> um are are underassmen allowed to have buddies that are upper classman? So if they're listening they're allowed to reach out and say hey this today or is that more like >> there's nothing that can't be done that way. I would want to have I mean talk to Sean and maybe we can talk about high school
105but I also know we have different groups over there other clubs. I just would have you have that conversation. >> Yeah. But anytime that we can opportunities for mentoring and support. Um, the last one is strengthen behavior expectations and systems for responding to unexpected behaviors to bullying. >> Can you take a second and speak to I'm sorry I didn't I didn't warn you, but you went through a pretty extensive um matrix today talking about behaviors and along whether it's uh discriminatory language, harassment, intimidation, discipline, things that can you just like three minutes on the progression from last year to this year and what Yeah. Last year we worked with our um assistant principles and and at the time Robert one thing I've learned about Robert is he is a master at spreadsheets and he really
106he and Daniel are on the same level. And so what what Robert did was he created it we'll call it the discipline matrix. Um, and so it it aligns with our student discipline policy and procedure. Um, but what it does is it last year we kind of put it together and it for harassment um for if you do this action, we're going to do this restorative practice. We're also going to have this behavior modification plan in place. And it goes everything from a lunch detention to a conversation to a suspension to a long-term suspension to an expulsion. Um the piece that we really worked hard on last year was the discriminatory language piece and and we have we've heard from students and we've heard from parents, we've heard from staff that they're hearing these slurs
107and this language and they're not quite sure what to do with it. as well as the building admin and and really everybody's kind of what do I do? Um, and so we worked really hard last year to kind of develop a plan. And so we have our discriminatory harassment plan which is based on say whack almost. But so Robert and and our team really worked hard with Adrian and potential unleashed to come up with this. Here's our steps for discriminatory harassment and discriminatory. And it and it starts with everything starts with the conversation. Um and then it ranges from there. Um and so it will be when I bring the student discipline policy and procedure to the team to the board. Um this will be embedded in it and so you'll be able to see
108it there. Um but it's been been work that really has been the assistant principles been spending time on um and now the principles are working on it. So it's really becoming a team effort. Do we have any aspect of that that and who trickled into social media is being a parent of a high school student? She tell she tells me and showed me what's happening in a lot of it's on social media. I don't know about classrooms and hallways but >> so if it so I'm taking that two ways. So, one, um, I think you've heard multiple times how fortunate and in hiring a Lisa director communication is. And so, we met with potential lease last February, March. Um, it was March because I was thinking, okay, we can implement this right before spring break.
109Um, and they she had a she had a very like zero tolerance. Awesome. If if this, then this, and there's no in between. Um, and so we want to get there, but you have to build capacity. Um, and so we we said, "Okay, we're going to we talked to the principles and said,"Hey, they would rather roll it out and have it ready for the fall." Um, and so Lisa created some some community messaging last last spring. Um, that went out and we got positive feedback from. And the other piece that I'm going to say social media is if it happens on social media by students and then impacts school and the educational environment then we have the ability to take that falls into actionable. >> Um I'm really excited. You've heard Adrian talk about it.
110You heard Dr. Samra soon to be Dr. Samra talk about it. But this team of principles, it's it's fun to watch them go and to watch them collaborate one another and banter back and forth. Somebody said something about competition. There's competition, >> but it is in such a supportive way that it's it's hidden. So that's the discipline matrix is that we're >> That's great. I I think the thing um there's alignment. Yeah. P12. Uh, and that no tolerance piece. I I don't know that we'll get to no tolerance because there's an aspect of centering the student. Dawkins talked about an example of a first grader who mimicked what an older sibling had done using language that was inappropriate but didn't know what he was saying. started with a conversation, talking with parents, and that's where
111it ended. He also talked about another student who used language, had a conversation, and said that they didn't know where it meant, and that student turned around and used it again three more times, and that resulted in some action, right? And so I I really like that we're centering students in these instances. to our conversations. We're working from the same program to say we're going to we're going to look at the actual discover exactly what is the context of it and then we're going to apply some crunch. So that's going to be good to send forward all the way through the system. So you leave one one building come to another building criteria doesn't change your mindsets are the same right? So, we're speaking the same language. And then to add on that, the the
112other piece that that we talked about was giving when it when a staff member hears it in their classroom. Not all staff member members know what to do or feel empowered to do. There's a reason administrators are administrators because they they feel more emboldened sometimes when they've gone through the school or things like that. So the other piece we're working on is a toolkit um for staff when they hear it, they can interrupt it. They can disrupt that language whether they do anything about it the time. Just interrupting it or telling somebody is is the first step. And so we're going to work on the staff to empower them to also be interruptors. So it's not just the principles, it's really the entire system. It aligns with the strategic plan with that sense of belonging.
113So that's that we spent our good hour just discussing that this morning. >> So in that we do have a staff member that's not comfortable having that conversation or what they is there a requirement for them to report someone who >> there's an expectation. Yeah. So the the idea is it really falls under this what we tolerated is what we power and what we want to do. Sure we're not tolerating but then aren't safe and >> yeah. >> So that's the first that's the starting point. If you don't feel like you know what to do, move that information onto someone, right? >> Thank you. >> And then the the last piece is learning. Um and again graduates prepared with career and life goals. And so we want to increase academic achievement. uh focused on tier
114one best instruction uh and intervention systems which you hear a little bit about increase engagement relevance for learning and then also increase opportunities for students to work toward their career and life careers. So we'll continue expanding those out. Great. >> And then my last slide um I will share that the board distinction requirements been released. So I'm happy to talk to whoever wants to talk to me about that piece September sometime. So quick turn around. Um the other piece is we are starting with our oh the 27th as I said is our kickoff and we do have three of you I think you or board do agreed to come payable meeting but you two do not need to come to that that is a it's a quick meeting just to approve finances okay that'll be
115in the district office okay the um kickoff is on the 27th as well and that again it's 8:00 at Gold Church and then 9:00 Sun and then uh first day of school on the 28th, no school on September 1st and then we start 5:00 meetings on the 10. Um again I am going to go to Harbor and experience the leadership and neuroscience summit both for students and for staff primarily for staff and retention and then uh we'll have another school board meeting on the 24th. Cool. During the consent agenda, we needed a board to go for that. >> We needed you to abstain because of the contract. >> Which content? >> Oh, yeah. Yeah. >> Was that on a consent? Okay. So, let's just go back to it. >> Pleaseot. >> Do we need a
116new motion in a second? I >> think so. >> Can I please get the motion to adopt the consent agenda? I have a motion to adopt the consent agenda. I'll >> second. Okay. >> All those in favor? I abstain. And then >> in the minutes you reflect that it was recognized and come back. >> I found about I found out about that in your office. >> Thank you for that. >> Now that's all. >> Okay. Do we have any information from our student board representatives? >> Nope. Just decided to you know start the year get especially advisor groups start back up again. We talk a little bit that with Dr. >> Very cool. Ready for volleyball? >> Yeah. >> Cross >> country. Cross >> country. >> Yeah. >> Do we have any information from board
117members? >> Uh Dr. ever did invite us to the administrative meeting tomorrow morning at 8 a.m. I will be attending. >> So I need to make sure you know it's the portable 65 of the middle school building that does >> it's air conditioned. >> It's Oh, it's been changed. >> Well, it's been changed and >> 65. So essentially it's on the back side of the gym. I'll look for breakfast. >> Awesome. Um, the class of 2026 is hosting a back to school bash. It is going to be massive. It's a fundraiser to send them to Disneyland. It's here at the middle school on the Friday the 22nd from 4 to 8. There are creative events has partnered with us uh donating all of their bounce houses. We have a food court, face painting, professional photo
118booths. It's we've made everything very budget conscious for our community. Um so it's $2 to bounce and $5 for a meal. So we've kept everything very reasonable for families who may or may not have had the opportunity to repair the fair which students still get to come back and we also felt it very important to host it at the middle school >> because we want to show that positivity and that excitement here on this property. Um, and then Friday is the uh Rooster Athletic Golf Tournament where there will be thunder and lightning and 1.5 in of rain. So, look for me there on poll two. >> Um, and then yeah, it's going to be awesome. >> Uh, yeah, right. I think that is it. So, lots of fun stuff going on with or without the
119weather. All right. Well, we can sign some official documents and a jerk. >> A little rusty. I guess