001e e e tell me about that is Michelle on board she's waving hi Michelle I have a coughing kiddo here so I'm GNA try to stay on mute through most of this yeah as long as you're here okay well welcome everybody to this March 12th regular board meeting stand and stand Pledge of Allegiance I to the flag of the United States of America thank you everybody for being here it's like a fun pack T hi Miss go how are you all right um can I get a motion to adopt the agenda I'll make a motion the agenda I'll second all those in favor I I I get a motion to adopt the consent agenda I'll make a motion we adopt the consent agenda I'll second all in favor I I right all right thank you
002so much right into some Mar High School student recognition Sean doing all right how's it going good all right well you may or may not know but I have three presentations today um this is the one that will uh is the one I was looking forward to the most um get to talk about some some students and the good work that they're doing um this is my first year as principal um so I'm in the middle of my my entry plan year and one of my main goals for this year is to make sure that we're we're including as much student voice in um in decisions making sure that they're they're known as the stakeholders that they are um and so we um we started a student recognition sorry student recognition a student Advisory Group
003um this year we uh we adopted the idea from um the district office and Dr Everett last year where he met with a lot of students from the high school um and we expanded that idea and decided we'd have students at at every school and we'd meet locally and then um a couple times year with Dr ett um on that on that level um so we had two students in particular um Kennedy and Logan who took the lead on this um but we were able to recruit a really good group of kids um and so there's about 14 one two three four five six seven eight 15 students that we have on on this list that I that I want to recognize tonight for student recognition um and I invited them here and if you
004would all mind mind coming up so everybody can see you good up there now I didn't want to put too much pressure on them I did um give them the opportunity um to just introduce themselves and then um just a little bit of information about you know why this work was important what you're excited about anything that that's on your mind about it so you want to start here my name is go student advisor groups like a organization kind like a student organization that reinfor the core values of the school like belonging communication learning and the way I have been able to like I guess Advocate is like I've been like try my like advocate for the international committee like make sure that they are belonged and make sure that like communication is like sent
005in translations like in Punjabi language good thank you Sarah do you want to say just a little bit about why it was important to you so my name is Sarah um really the reason why I joined this or team I guess you guys say um was just to advocate for all the his that don't have a voice and don't speak English so it's kind of more or less something really important to so have Shar like the school be more involved feel like they that's um sophomore and I joined because same reasons I just want to help give students a voice and help represent others who might feel like they can't speak up hi everyone uh my name is Victor qu I'm a sophomore the reason I joined theor group um Bic because I just want
006to represent represent my voice and make sure that represent our voice too and I student voice is joice for our group and the um I'm Logano um I well I guess I joined this group last year but um I joined this group and then eventually got placed on the board because I want to hear what other people around my school have to say and then Echo that to people who have the power to do things about it and I just want ver to be a better place I'm Kenedy and I love student advisory like just because it like broadens like my knowledge about everything and I feel like I'm able to be connected to so many more students and like help people better I think and it like gets me out of my comfort zone
007and I just love connecting with other students I may not have connected them beforehand yeah I have a couple more things to say but maybe we can give them round of appuse thank you so much for being here thank for being on the team we really like to have you um I don't have too much more on this but I do want to share um we did start off with to focusing on our um strategic plan commitments um the belonging communication support Wellness learning um and it was amazing I mean I've never really been in a group with with students and started asking questions where I didn't get some information that's like super enlightening um they they're sharp they're paying attention um they know what they need they know what they want um and it
008was was amazing just right from the first meeting that Kennedy and Logan were running um that they started talking about these pieces the the diversity and student recognition you know what are we celebrating um about our kids and and are we having some diversity in what that looks like um the communication for clarity and awareness of all students um support they they went right to recognition that students who receive ml services and students with IEPs they need our help they need some support and so they're they're paying attention to that um and then the the wellness piece they're paying attention they know that that we have bathroom issues and vaping issues and they want to commit to to helping support the students that are going through that and making sure that the entire student body
009um is is safe and then finally the the learning um making sure that students are aware of what kind of opportunities are out there um this just next week we're going to host a a table for for the skill center ncta to make sure the students know that that's an option that's available to them um but even simpler things like making sure that every student has access to the SAT and that there's some Equity around that Logan that was one of the first things that that you brought up and I thought that was important so they're they're fitting our commitments and we don't really even need to promt um and just some some final considerations around this about this group they are student run and student Le they put together the agenda they're they're in
010charge of all the planning we're there to support them but but they're doing that work they're facilitating the meetings um and they're in charge in charge of of implementing implementing that work um the demographics it was really important to us that it matched the demographics of the group match the demographics of our student population and to just a few percentages we got that pretty close around race um gender and even grade um and so we're just getting started with this group I'm really excited about the direction it's going um so next steps we're going to keep increasing the frequency of the of the meetings um and then make sure that we're getting nice expansion of their roles and responsibilities that's what I got for student recognition tonight the student Advisory Group are questions for me
011or the students they'd love to get back back up here too if you got something well I I think it it it's great and I'm always it's always every year when we have the graduation we celebrate our students I'm always just so impressed and and how wonderful it is that we have such a diverse School District here at Meridia you know people thinking you know oh you're the far northwest corner of the United States you know they people don't realize that but I I forget what time we asked how many translators we had in our district and I for was it 17 or something like that been access to people and access to people have that but I mean so it's so cool at graduation not only can we celebrate our students graduate but we
012celebrate diversity in our district and families sit together with that basketball games from all different ethnic backgrounds smiling and talking to one another too it's a great thing I'm glad see the students are engaging in that so it's a proud of all you guys it's awesome Ed did your mom make you do this like I mean I'm insire you should be so I think I missed how the students were selected to participate I'm assuming it was a volunteer or were there actually a process to be chosen for this kind of um yeah so we had an application process and we ended up taking everyone that applied because they all had very thoughtful responses and we didn't get like too many responses um we actually did have to do like recruiting and it was kind of
013based on demographics like uh Mr doing said we like looked at areas of the school or groups that we were kind of missing we targeted those so um in like September or something we went around to freshman home rooms we kind of talked about the group and encouraged people to apply nicely done the first year is the learning year so you're just going to keep building on this congratulations thank you all right excellent thank you you two have to stay there everybody else can I stop us for a second so because of the number of board directors I need us to back up to the approval of the agenda and suggest a change in the agenda and we have a contract that is up for review and adoption but we don't have enough board members
014to have that vote so item 8 B should be struck from the agenda and I think you should do another vote on approving the agenda to ensure that down the road we need to have because director gray has do do obstain in that we need to have a for okay I apologize I forgot so would I make the motion to strike Item B for for this meeting sure okay so let's see so um I make a motion that we strike Item B from old business a I'm sorry yeah you're right be from old business old business so um in Old business SE eight Item B for uh the Public Works contract of the district Telecom generator I move to we strike it from the agenda and table it for another evening okay all those in
015you need a second I will second you'll second all right all those in favor I I thank you I just want to make sure the agenda is adjusted yeah appreciate that well uh we can move on to public comment we don't have okay on to presentations we have C what we have C yet presentation sorry um okay um looks like it's the middle school mathboard presentation up first second grade changing or there probably I know it says it says middle school math but probably let's go in order so please yes all right trouble thanks for being flexible hi hi so we're here uh representing second grade team at Irene raer Elementary School um our team consists of Jesse Bennett um Pam Carson who wasn't able to be with us Ariel goo um Holly Lee who
016wasn't able to be with us Melissa oscarson myself Carol Trower and Jordan M and we put together a presentation right um we took some time and put together student growth goal this year something that we really wanted to focus on as a team looking at what our student we wanted our students to achieve specifically in math this year so we looked at the standard um the for math standard um use addition and subtraction within 100 to solve one and twep word problems by using drawings and equations um and the when we took our um assessment um the average was about overall average was about 6% concrete questions for that um near the end of our unit um one of the things that we really focused on was looking at how will we know that they
017know it um we wanted students to be able to accurately use Strate a strategy to solve a subtraction problem within 200 you want to continue Jesse um sure so uh one strategies that we taught there are several strategies um some may think there too many strategies to choose from um but our U mission is to give them all of the tools um and then they have the choice to choose the one that works best for them because we all know that we all learn so differently so we found that there's three strategies we taught probably six um in this unit but there's three that um kids kept going back to over and over again again um so we use a place value model uh compensation and then count back using Benchmark numbers um we might
018call them friendly numbers it is amazing and incredible to watch the kids use these strategies to solve very complex three-digit by two digit um addition and subtraction quickly and really confidently um even our um students that are where kind of our struggle you know struggling students the lower kids um can see a an equation know they need to pick a strategy and as long as you can help them like what's your first step they're of and running and it's incredible to watch um at math night somebody else is going to talk about math night but we just did Jordan and I hosted a teach your parent or teach your big person um and it was so joyful to see the kids sit down at the Whiteboard us to put an equation on the board the
019parents are like no way and they would teach them just like that so it's been really incredible to watch the growth um all right so taking a look at the PLC questions so kind of thinking about how are we going to know that our students know it we actually pulled some student work and just speaking to what Jesse had shared about some of those different strategies we showed those to kind of show in action what students could produce so coming back to that goll thinking about how can they use not just one but also two different strategies and how can they accurately solve the problem so in our work we took a look and if you look at the first two students Works uh the first one is looking at using a number line and
020then how students can use that Benchmark number so we really teach into that Benchmark number so those are numbers that end in a zero and so teaching into efficiency so how can students efficiently and accurately get to the answer that they're looking for for and then also underneath we have a place value model so initially we teach them to model form which you'll get to see in a few slides um but as they become more comfortable with that they start to use place value dots and that goes into organizing their thoughts how can they organize in rades of five and then efficiently quickly accurate get to those answers so alongside next it we also have a sample of student work on formative so while they do work in their workbooks we're also having them work
021through formative on my as well too so as they get more comfortable and used to using that technology as well okay and so how will we know they know it this was our preassessment before we begin this unit and this specific topic and so when we gave the preassessment our overall score was 20 26% success rates and Mastery of understanding and using that strategy and so we had some work ahead of us we were pretty excited about it we talked about it where we could go from here how will we know they know it at the end we had a 75% Mastery of comping this goal and being able to demonstrate two strategies efficiently show Mastery so we saw great grow it was it was a really F and then we just broke it down
022into um a couple individual classes showing one class is average at 81% and then our mean at 75. okay we're also um what will we do if they don't know it and what will we do if they do for this round based on our preassessment when we were looking at our tier 2 data and what strategies to look at and how to divide our kids to support them in meeting this target we really looked at um what will we do if they don't know it and so we didn't stretch on this one and we divided up classes really looking at grouping students that were almost there teaching them the strategies and then some students that really still needed to work on some fluency and some numeracy um bringing them up to speed as we went
023through and then the groups of students that were already there and were understanding they were working in their I pathway which is meeting their needs and this is an example of some tier 2 work during that time and this is a students's progression and so the student was problem solving using a manipulative that we use um called bundling where they actually bundle and unbundle popsicle sticks to represent place value so tens and ones are demonstrated here that student was successfully able to move to representing the bundles in a drawing format and then from there progress to a more complex format in a place value structure using dot representation for each unit and so it was a really beautiful progression during the tier two time as the student all right um we also uh you know
024know that we have a big emphasis on student boy and uh parental involvement and so we facilitated student input and family input throughout the the learning process through each U module that we've worked on this year um one thing you'll see on the next slide is Eureka's curriculum family letters and they're really like one of my favorite things that I've seen this year we'll see it in just a moment um and that's been really helpful connecting with families I'll tell you if I had a dollar for every time I've heard math has changed I would have a do and that really hasn't changed but the way we've thought about it and uh approached it is has been refined and so get a couple more dollars so it's been really cool to see you know and
025like Jesse brought up um math night and I I had a student who was there with his mom and just seeing him use that place value model and you know she's like drawing her place and he's like no Mom you got to put it in a 10 frame because that would we can't you know and just like seeing kids like talk to their pants like that and be able to explain these strategies is like it's fascinating um so we can take a look I think on next slide this is an example of one of the family math student letters that we send home and so it has a nice concise and quick explanation of some of the strategies we've been using and also some brief explanation for how to use them and extensions that families
026can use at home and you know it's a it's great because there's it's supported with different languages and um you know there's still connection between parents and and teachers because they still have questions and like I think I get this but I think my student gets it a little bit better and um it's been a really nice way to connect with families this year as well so as part of this unit we were seeking a lot of student feedback and wanted to hear student voice as well so we were interested in what are the strategies that students are preferring um how are they feeling about math in general so one new part of this curriculum is timed Sprints so collecting information of like how do you feel about being timed for your math facts and
027overwhelmingly most kids like the Sprints which just they enjoy the challenge they like to try to beat their scores they like to see that growth um and also just seeking some open-ended comments if anything else you want to tell us about map it was really interesting how most students feel pretty positively but we also had smaller groups that are saying I don't really like math and seeking then followup information about are these also the students who don't feel successful with math is it lead to their level of success or is there something else um I ended up finding that some of my higher achieving students were feeling bored so they're saying I don't like math but I'm really good at it kind of best in the class but I don't like it so that helped
028seek a little more information about how we can best support them um which then leads to some home connections and challenges in math for best then meeting students in all directions um this is an example of an assignment that Mrs Trower sent home we were doing alternative Links of measurement so cubits ands and Cubit and having students then measure different objects in their own homes with their families these alternative units of measure so finding some of those connections for extension stretch and then for stretch to now we're starting our next round of tier two and so those kids that are feeling bored are now exploring um logical thinking and logic puzzles as well as starting to think about the idea of multiplication and so they're spending some time now being stretched one thing to on
029the new curriculum that we're all kind of learning about it's really been fun and interesting for kids that maybe don't quot on quot like math um there's always something about math past and you can always catch a kid who's really interested in history or um learning just interesting facts and there's always like a little thing beginning of a unit that really capitalizes on math past and that was the the digit the palm and the Cubit um and kids just glom on to those little nuggets um and it's been really great for the you know overall classroom culture and morale to be like oh I I just learn something that def my parents don't know and I get to go teach them um and that's just been so thank you for our new curriculum because just
030it's been exciting in that way as well it's thinking of math in different ways which is very and math hasn't changed that you can definitely say as a dad of a second grader she's come home and taught me some things I'm like I don't know what I didn't get there but you got there and I'm cool you guys are doing great appreciate it appreciate your enthusiasm math night and see the excitement I did have a question I noticed on your pie chart um page that you had in one corner it said 17 submissions I just wanted to know a little bit more about that where it says based on 17 student submissions is that all that's that's for one single class so okay so our classes only have 17 or um there were 17 there
031might have been 17 that took that assessment that day if there might have been some absences that didn't get entered into formative sometimes they aren't so if you go to the very first slide there were 121 student sub awesome thank you I miss that little one on that corner absolutely um and I did it's so awesome to see that big jump when we look at overall state standards and and where Washington state is lining up it is refreshing to see what kind of impact you can make in just one teaching and training and the approach you're taking so thank you for your efforts guess we'll keep the middle school at Bay and ask for the high school to come out please so you'll do that sorry to throw you off oh yeah thank you thank
032you thank you it's another it's not another fake you're not going to bring them you're good got settle in so here we go I'm glad to be here I'm Fred Wy and this is Andre Ames we're the madian high school chemistry teachers 10th grade there's a third wheel but she teaches doesn't teach chemistry she does um physics and biology that's Kelsey so we gave her the night off U actually she had something else to do tonight because this was postponed and all that but on the right hand side of that slide is pretty fun because the we had snow days a bit ago actually this might have been last year's snow days where we were stuck at home for days there was one moment where um one of us texted the other about something but
033we all were doing the exact same thing at the exact same moment so it's kind of a funny picture and that our little text thread is called the Dream Team um because we are super fortunate to have three really well okay I'm super fortunate to have two others you know what I'm trying to say we're a great outfit and we've really needed each other for the last three years to Pilot this program and then get like two thirds of it last year and then another third dropped in this year so it's really been a lot of teamwork that couldn't have done it without each other right that's good okay uh so this is a chemistry Focus this year last year we talked about biology so we B in chemistry this year um the standard that
034we are focusing on is up here basically it's electrostatic so how objects are interacting in electric fields or magnetic fields for this one it's electric fields and what happens things in the field and the energy associated with that um it's a really important one for lots and lots and lots of everyday things and also as a building block in chemistry so this is a a really high pry C course so the preassessment for this is pretty much every unit we start with what we call an initial model so rather than a pre- test it's like hey what ideas do you bring to class and students bring lots of really interesting and valuable ideas to class and we want to we want to get at what are those ideas so we will give them an initial
035model that looks like this and um there's lots of elements that are really really strong in a lot of these models but if you look at kind of the proficiency we kind of sort them like did anybody actually understand this before we got here and and the answer over overwhelmingly is no because that's kind of the point of where we're at in high school and we wouldn't expect most students to come in with proficiency and so we we kind of rank these of like we really have a long ways to go versus the ones that was like we've got some some pieces in place that we're not fully there um that's kind of our initial model so students will do that on their own and then we do um an initial class consensus model where
036like hey group project everybody's brain hive mind together what do we have and we come up with an initial class consensus model so where students are are plusy or adding on to each other's ideas and building off of and refining ideas but these are still Initial Ideas so what are we bringing with um with us which gives teachers a chance to figure out like what are are people bringing with us and where are the areas that are really um have a long ways to kind of be developed so we come up with these class consensus models that live on our you can see this one like on the left has 9524 that was like second week of school and we love putting a date on that because it's like hey in September look what we
037new and by the time we get to the end the Viet it's pretty cool it's be like and students often will be like w yeah okay go back to that last okay so that's my cousin Steve on the bottom right and he was hit by lightning so it's really great he's okay it was like 25 years ago um so it's I don't want to necessarily say this out loud because paychecks and everything but it's pretty easy to teach this stuff because it's lightning and everyone gets excited about um very first day or second maybe we buil these monstrosity thingies they're called lightning what we call them lightning somethings machines I guess and you can get them at Lowe's just a bunch of stuff and you run water through it's kind of like a waterfall that
038goes through those HVAC uh collar into buckets and there's wires and then ultimately there's two pennies on the bottom that after the charge builds up there's a spark across there and it's just crazy because it's not plugged in there's no batteries it's just weird and everybody wants to know what's going on fortunately like two and a half months later when we're done they've all forgotten about this so we don't have to explain it because it's way over everybody's head our heads too but in the process we're trying to get them to um kind of from the ground up what is an electric charge has to do what does that have to do with atoms um so that brings us down to what are electrons how come some things like those pennies work really well in
039that machine um but other things don't um what is it about atoms some of them give electrons some of them accept electrons so we do that stuff that's really you can't see then we do a lot of stuff that they can see and this is things that every person has done rub your feet on the uh carpet and touch the door and off all those normal things uh all of a sudden become um explainable through the stuff we can't see um so what are we talking oh so they build just lots of physical models in addition to uh the kind that's uh invisible the microscopic Atomic ones I think that's it oh that's me again um somewhere around the middle of the road of the two months or so of this discussion we do a
040um mid-unit assessment and that's more traditional sort of school kind of thing multiple choice questions looking at data um maybe asking about the experiments that we had done in class and and going from zero you saw in that very first thing to they're all hitting it out of the park I know it's not a contest but 100% from Mes in 96 that hurt a little bit but it was great I mean those are unbelievable scores uh but again it's it's Midway through and that was testing kind of what have they seen and learned nothing outside of a box quite yet so not too and then we expected that is that me yeah okay I'll take this one um also the I wish we had before and after on the same screen probably should have done
041that but these are the uh sort of after um we've talked about lightning and what happens in a cloud all about the molecules and electrons that are in a cloud and the proximity of a cloud to the ground or to anything that's electrical these models are a thousand times better than the ones they did on the first week or so of school here they're concentrating you can tell on electrons and about like I said proximity uh the process and the mechanics of what's Happening inside a cloud whereas before they're mostly trying to figure out you know what's happening with a fish or a nice drawing of a tree so it's night and day it's it's really fun to see these these second ones come in and go oh my gosh you don't see necessarily growth
042every moment but wow huge growth and then there's that graph or not graph data table on the right uh they moved from that red junk all the way over most of them all the way over to the greens if you want to know it was zero% on all of those yeah it's pretty good it's pretty crazy yeah even the ones that are just hanging in there are doing a great job uh so again this is kind of a mid-unit check-in so yeah in sub cases we also continue to work on group modeling so the kind of collaborative nature of science where how we're we're really pulling strengths from different folks maybe this person gets this and this person can contribute this and how can we work together to create something better than any of us
043had on our own building off of these individual models so just a couple of examples of what it looks like a a group level progression here um which then leads us to the end of the unit yeah and one great thing about this fairly new curriculum for um us is that um we sort of spent a lot of time uh showing them tools showing how to work with tools how to build things and then at the end we asked them to go build something completely different and this is the big weird different thing we've know a lot about atoms and all the stuff to do with lightning but we ask them at the end how come when you're flying in an airplane and you get hit by lightning everybody doesn't just like fry inside of
044an airplane and they're not dropping out of the sky all over in Florida where there's primarily most of our lightning so they have to apply all that stuff to a new scenario and it's a CH this the first thing of the whole the year and they don't well I guess this is the first group um that came from biology but person who ever saw this might have been you guys I'm not sure yeah was you guys yeah yeah it was like okay I how do we answer that question and they struggled and it was really awesome to see them struggle and then make sense of the question itself and then have the confidence decid to whip those tools out and you know construct this amazing answer oh oh and what I say yeah students apply
045their learning to a brand new context way higher level than just the recall learning um you know parts of an atom all that kind of regular stuff and uh it assesses kind of everything they've done in that whole Matrix of time we've done stuff kind of the ultimate Flex right of like hey we did all these things in class and then can you actually take it and apply it to something new which is what we really want School ultimately right not just can we regurgitate a bunch of things but can we can we use that uh so here's some examples of kind of the uh not the question there so some student responses these are four different student responses where they had to both create a model and explain what's happening in the model these
046are all um good examples and even that first run through so hitting you know two-thirds of students on that first attempt first like going from basically nobody knows anything about lightning to First assessment two-thirds of them are like nailing it um it's pretty encouraging and exciting and obviously you can see in here different students have communicated what they know in different in different ways but that um we're accessing multiple ways to show that we know um which leads us to then so what do we do so um if a student is not at standard so um the kind of standard things we have we use rt3 tutorial time to support students and um in a lot of cases it is as simple as just reassessing like checking in and like some of these like all
047three of these are all different students um but those are all people that you know when you look at the big picture of student like that student was considered not meting standard on the data table but actually probably knows more that soon on the left just didn't do half of the the model so it didn't earn a point it's like check in and be like hey can you tell me what would happen in this and so we're continuing to say there's often knowledge that just didn't show up on that first look informative sometimes it's going to look like reteaching and kind of a cool story actually that I wanted to end with uh for this is like what happens if they do know it and I had a student two years ago and I can't
048remember I feel like it was K be somebody in your grade um but it was out coaching track and it was you know lightning is in the spring and we were talking about it and came back the next day and it was somebody was on the golf team and and she was like oh we're at golf and um and there was lightning and like everybody was freaking out because we saw a FL a plane flying by and they were like oh my gosh everybody's going to PR she like guys it's fine the lightning is just going to run from the like front of the plane to the back of the plane and it's going to like because the insul it's insulated inside whatever it's going to go to the ground and it's going to be
049fine they're going to be fine and I was just like that's such a cool like what do you actually do with the knowledge right you then share that in places that it feels relevant in your life when it pops up which just such a kind of a cool little heartwarming story of like she call practice and she actually use thank you that yeah thank you very cool thank you cool presentation I want to know what is this owl it's a it's an owl okay look different in tree speak rotates and it's what's actually broadcasting our meeting online and is there a camera in the top there's a camera you speak Fus on you oh do whatever it does and then it's kind of a surround sound type of thing that's aw it's funny they call
050him out because if you leave it on it'll remind you like that's awesome excellent okay thank you so much Sor patiently waiting a lot of things that you do learn it was some place that PC came to school St down down Elric and a real situation happened where did Mom park there and the students and Mom St par they safe here so could tally save their parents life yeah all right um so this is our team um these Fellers teaches seventh grade Megan and summer both teach seventh grade I teach 8th grade um and then Cula is our special education uh math teacher um so some of us couldn't make it tonight but got three out of five so pretty good um all right so what do we want students to know so at the
051beginning of our year this year we kind of got together and we wanted to find a way that we could really kind of streamline our win which is our intervention time um because we don't get to have a lot of collaboration because we're teaching different things and so we're like what's kind of something that's going to stream through all of the grades and so one thing that really stuck out to us was this focus on ratios and proportional reasoning which kind of flows right into linear relationships as well um so we kind of had that be like our those are our f standards for the year and to help us understand what how we're going to know what students know we really kind of dove into those standards because we knew students weren't all students
052weren't ready to kind of start right at grade level so we did a deep dive into the standards and kind of looked to see what are all of the primary standards that are kind of feeding into those we could look at those prerequisite skills and kind of start there and build those up in our interven vention time so from that you're looking at all of those prerequisite skills we created a CFA or a common form assessment that we gave to all students sixth through e8th grade and so this is kind of outlining those standards that we were assessing them on so we started way back in third grade up to the eighth grade standards and So based on those results we designed our tier three win group so this is outside of the normal classroom
053time this is during our intervention time and we've been focusing on fractions on a number line multiplicative comparative word problems and multiplying and dividing fractions because those are skills they really need to have down pretty well in order to um do the ONG grade level stuff free to jump in I'm um okay uh so what do we do if they already know it well they have their individualized um paths on IE ready so some students were already there and we didn't want to have them kind of not having anything to do during intervention time or just kind of sitting around so they have their individualized path which meets them right where they are um we've been using math Nation this year which has been a great way to extend learning and then we also have
054some accelerated classes and advanced classes that students can be a part of um so after that first round of win we had uh sixth graders seventh graders and eighth graders so after we gave the assessment to all sixth through e8th graders we selected 78 students of that big group who really needed to have some of that tier three intervention time and so of those students that we um had 52 were able to show Mastery after the first round and so um and those who weren't we kind of kept going back and and intervening at that so um we had quite a few who are able to increase um in their mastery um and so this also plays into our classroom assessments as well because all of this stuff is helping support the on grade level
055learning and so we all had a different unit that was kind of focusing on ratios and prop we've got some um data on that as well so BJ can share the sixth grade so this is um in sixth grade we actually have two units that are uh ratios and proportional relationships our second unit is just kind of really introducing ratios what they are and how we work with them and then our second unit is um rates and percentages and how that relates to proportional reasoning and so this is before our first ratio test we did a pre-test and they got 32% were at standard on the preest and so we did the regular teaching in class but then we also pulled those kids that needed those prerequisite skills in the win before we got got
056to that post that grade level post test and then we saw that we went from 32% to 87% on that um ratios test and so it was really because not just focusing on the grade level standards but also those programs and then um same type of thing in eth grade we had a unit about proportional and linear relationships and again those prerequisite skills were really important to kind of build that Foundation and so um I should have put numbers on this um but the preest was I think it was around like 15% of students were able to show proficiency and then um just around 80% were able to show proficiency after the post test so again that was after the in-class grade level teaching in addition to those um intervention times which we're building those
057prerequisite skills and I'm I'm noticing like as we are building those PR it skills students are kind of they're just finding to be more confident in math as well and just kind of having a better I don't know outlook on math I think they just feel like they can be more successful because they've got the tools that are helping them to be successful and I'm I'm seeing that too and that's like what's really exciting as being a teacher is that we putting all this work into these intervention times and the kids who used to be like really quiet and not want to like volunteer anything in class because they weren't confident because of um that support that they're getting during our intervention time are now like raising their hands and helping other people and just
058becoming more confident in their math skills and so that's just really hard work it's nice can you actually back up the slide I'm I'm hoping that you're celebrating that and I see that 133% is in that second cortile and there are none in the bottom half yet in the pretest no one was in the top four time right and so as someone who didn't find a lot of success with math early on it reinforces what you're giving our students so I hope you're celebrating with your kids good big job so uh Heather and BJ have been talking about like what we want our students to know um I I've been thinking a lot about like how do we how do we help students like assess where they're at and like what they need to know
059to be successful um like I really want to take ownership of their own learning because there's just so much power in that and so this is a program that I'm piloting this year um and this is uh from our proportional relationships unit and on the left here these are all of the learning objectives and proportional relationships are uh one of our key standards for the year and so there are a lot of objectives for this unit and um there's tasks that are oh what I differentiated by um by level so uh with each objective students uh get to think about like where where they're at with those types of problems like a mild would be like your entry level problem a medium you know it's going to be a little bit more challenging and then
060spicy problems are for students that are really ready for that next step and they want an extra level of challenge and so it's been really cool to see them really identifying like where they are at and practicing at that level and then also knowing exactly what they need to do to extend their learning and move up to the next step so something that's not on here is I give them um at the beginning of the unit uh all of these objectives with um very specific information about what it means to master that at a mild level so like for uh using a table that calculate unknown quantities a mild level would be um like whole numbers a medium level is going to have fractions in decimals in it and then um a spicy oh highest
061is medium so then um constant of proportionality the spicy ones they're going to be uh trying to figure out what you're multiplying by if you have fractions and decimals which as we've said that is the area that our students need to work on and so this is uh one student students um progress tracker and we check these all the time like two to three times a week if not more um they'll check them on their own even when it's not part of the plan for the day um and so how they know oops I keep messing but not touch it h how how they know what they know is like most if you think about like when you first learn something and you don't know anything about you're going to start kind of with your
062basic problems right and then you're going to slowly progress and um that's what you see here so like for this one uh they first needed help in order to be successful with it but then they were able to master it and um this is based on research and so the research shows that if you're able to like Master a problem on one day then on a separate Day come back and master that same type of problem that you really have shown Mastery over the objective um and so this student was able to do it then I have this other student here so um they kind of progressed through the levels so they mastered the mild and they mastered their mediums and then they were able to master spicy so what's nice that stud is students
063can kind of jump around on here so if they already have um those foundational math skills or if they're coming into the unit already knowing stuff like they don't need to work on the mild problems which you know it can be boring if you know how to do them already like they can jump right to those really challenging problems and spend spend their energy you know really trying to stretch their learning so and it's also nice because they know they know exactly what they need to do there's no surprises it's not a mystery beginning of the unit they know exactly what needs to be done for them to be successful um then here's another one so this student you can see like they struggled a little bit more like I don't like here they first
064got it incorrect then they got a mild one and then what something clicked and they're suddenly you know showing Mastery so and we do spend a lot of time like you know going over what this means how to use it um and so at the end of a the first unit when we used it they were very comfortable with it um that's that's all any questions I really appreciate your um your diligence in diving into the standards for your intervention and being focused on your approach it looks like with those 78 students needing it and the outcomes were were wonderful yeah it was it was a really I a fun process really because it was we were able to kind of all look at the same content and work together to develop those assessments and
065work together to develop the intervention activities so sometimes at the middle school we feel like our plc team is like a PL me team because we're all individual but it was really nice to kind of put our heads together and come up with a something that was really successful for students standard yes yeah good it's awesome this is a very great presentation it was easy to read follow along and stuff like that I this as again the old I get I can't see his but um no very well put together thank you thanks thank you so much like we got some more Sean doing with the uh Maran High School school report thank you thank you so much here we go we dynamic or not two crab in one room I just want to point
066out too it's after it's almost 7 o'clock and it's still a little bit right out moving in the right direction yeah yes for sure all right well what you say for okay I'll be the EK keeper got 90 seconds gotta um all right so annual report um from mdan high school um this is my my first year as you know I'll say again um and so I am in my um my entry plan year meaning that I am taking some time to to meet with people stakeholders talk with students talk with families um look at data and really identify the direction um that that we're going to be going um now I did get a little bit of a head start because I was in the building last year and so at um once I
067was hired almost one year ago I started in on meeting with all the staff um and um spent about 10 or 15 minutes with with each staff member at the high school and we got some really good I got some really good feedback um some themes of of what people were saying first of all you know positive culture came through a ton uh one person that they were in their first year said you know I feel really proud to tell people I work for midyan high school and I thought that was cool he was at the store and somebody said oh what are you up to I said at M in high school and he said felt really proud about that uh over and over great kids um that's the story I tell all the
068time is just how nice the kids are it's just an easy story to tell um and a supportive Community you all know that um but there were some things that that stood out on the other end too uh we have our weekly Home Room classes where the business of school takes place where um our seel lessons take place um and a lot of teachers were saying that's that's a tough time um T3 our intervention time throughout the day uh great good for kids but it's chaotic our kids where they need to be um cell phones a problem that that came up a lot it was a common theme and then uh that idea that we need to ensure that student voices are are heard that came out with the staff um too that wasn't just
069my bright idea so yeah so uh taking that um I I established some some big rocks and things that we were going to tackle right away so we have that Home Room issue T3 cleaning that up cell phones what can we start do working on that and then the student advisory and that student voice my teacher used to take my cell phone and throw it so you can try that get that down okay thanks Steve please yeah all right so with Home Room some of the the challenges that we we faced from the beginning was uh there was inconsistent delivery um and that there was a lack of ownership um on The Home Room content they were teachers were being given lessons and and just asked to run with it um so some changes that
070we did this year first of all that we do once a month meetings those those Home Room teams are in divided into grade level Home Room teams um and so teachers would take those lessons take a look at some of the data and then modify those lessons make it their own supplement do what they needed to do so when they went in to teach the lessons they had spent some time looking it over and putting their fingerprints on it um so moving forward with with home room we want to take that work that we've done with the ninth grade success team I spent a lot of time talking about that um and the work that's that's been taking place there that's been really successful and then combine that with that great level Home Room team
071um and and try to bring that together uh in one in one cohesive unit um and then we also have a new uh high school and Beyond plan uh platform called School links that we're really excited about that we'll hopefully clean up some of those things around home room as well so just some data around some comparison in October of 2024 so the beginning of this year um this was Desa data so this is student completed and it breaks up some of these uh characteristics into either a strength typical meaning average they're they're comfortable with it or it's a it's a need and so from October 24th to October 25th some of these metrics that that need category that you see in the red dropped so around self-awareness self-management social awareness relationship skills goal Direction
072um and then the personal responsibility and decision- making those all the need in that area all dropped from October 24th to March 25th so we see that as all right so T3 and the fascinating thing so obviously Sean said that he's new to his role as well but I'm new to the high school as well and so when we were coming in we're meeting talking about our goals for this year there were some things that we knew we need to make change of but I had never actually seen them in place before or what the old systems were like so there was a little bit of of learning and and kind trying to dive into what about some of these things that we needed to make some moves on were the pieces that we needed
073to adjust and work through so with with T3 Trojan tutorial time um one of the things that we we heard a lot or that came through when Sean was meeting with with folks was kids are kind of all over the place and some kids are really taking advantage of this time and they're using it and they're going where they need to go but there was a significant amount of time spent on just kind of hurting kids into places to make sure that they were in a place where they could be supervised at the bare minimum that wasn't really the goal of this when this was established a while decade ago uh the idea being that we should give time through in the school day for kids to get the help that they need and that
074wasn't always happening when we're spending time just putting kids in places um teachers had to if they wanted to request a student to come to one of their sessions they had to hand write those notes they had to deliver those notes and the kids maybe maybe came maybe didn't come and then that was a follow-up piece for the administrators as well to make sure that those things were were being followed up on and kids were actually going where they needed to go so we knew that we needed to make a system where kids were more accountable to go to places they need to go so what we designed was a system where students are signing up every week every Monday in their home room classes preemptively for where it is that they're going to go
075each day during T3 on Tuesday Wednesdays and Thursdays the system is pretty AO it emails students out Monday evening with their assignments for the week based on what they have selected or if teachers have selected them to join their sessions based on the need as like the science teachers were talking about about going back and working with kids every kid has an assigned place every single day attendance is taken it lets us know yeah do the parents get that email as well they don't no it's just just goes to the to the students email but what has been great about that is when kids don't show up to where they're supposed to go and this was especially prob at the beginning of the year we'd say did you check your email and there was a
076real habit of they didn't check their emails and so so many times especially with our freshmen and sophomores that I was working with to be able to say like have you checked your email it's in there and let's open it up and let's look and building that responsibility to make sure that they're headed to the place that they have signed up to go or where teachers have requested them is there a way to get it to the parents too I mean I know it's not that easy yeah it's all built through Google Sheets so I'm sure we could do it it would just be an extra a layer but yeah that that's I mean something I had not considered I probably would not check my email too yeah well they you're gonna see in a
077minute they didn't get away with that for very long you'll we'll show you the data on on how they um how their attendance has been throughout the time but just this idea that everybody's accountable and that we're keeping track of where the kids are supposed to be and making sure that they are actually going to get the help if there were like few times where they didn't show up then it would yeah yeah yeah yeah yeah like it with all of our kids that don't need intervention of some sort I mean that's kind of where that's been my experience as a parent is there is there a plan to to do something with that extra time it other than being in a generalized area kids use it for a variety of different purposes and sometimes
078if we're talking intervention we're talking about teachers selecting kids to go in and do work in a particular subject there's also like student choice and sometimes students are are in need of additional assistance from a teacher that they want to be able to go stop in and see them and get a question answered we have some instances where like sports meetings have happened during this so there is some other flexibility we also have our libraries open we for kids who are not assigned the gym is open there's a PE teacher run some activities in there to get some additional movement so we've got different ways that kids can utilize this time if they're not being selected for intervention from a particular teacher part of the work that we want to continue to do is continue
079working with the teachers to to utilize that T3 in an appropriate way to make sure that it is tied directly uh to our standards as we we're going through these PC presentations and we're looking at what teachers are having kids work on are we really intervening on those standards and question number four what when kids do know it you know there's extension opportunities that that could be taking place too so one of the things that we did as we were rolling this out was we surveyed staff constantly I think they were probably over it by the end of the four weeks we sent them a survey every week how's it going what are we doing what do we need to adjust and we've kind of included some of those graphs there and I think when
080we got to the end of four weeks we sent him a pretty comprehensive survey and that last question there was you know movie forward do we keep going with this new system or do we need to rethink it and we got up to 94% saying this is this is the way we want to go with this new system in the graphs above that you can see kind of the teacher analysis of what's the impact of this how effective do you think it is how satisfied are you with how it is working purple and green are four and five on that 52 scale so you can see the the majority of folks on staff felt that it was a positive adjustment on the right side here you're looking at kind of our attendance data so for
0819th and 10th graders there's been 18540 uh sessions if you take the number of days times the number of kids and of those 1.2% are kids not going to the right place and again I wasn't there last year and I don't know there was any formal data on how many weren't going to a place but it was a lot more than 1.2% I don't know if you guys can nod your head to that right yeah um so you can also see there like 140 students had one time where they didn't go to the right place and then that drops down to 59 twice 16 three times five four times and four five times so once we're having those conversations they realize they're being held accountable to go to these places that has deeply dropped off
082by this point so we're feeling pretty good about that but we're going to continue to work on it and it's application with staff is it just the teachers that have to like say this kid needs this E3 time like gu they're I mean are we looking at overall grades for every single student and saying hey man you may not think you need this but yeah you do so there's a report that comes out every Monday morning for because they do it in home room so every Home Room teacher gets a list of the kids that are in their home room and any classes that they're not passing and so as they are meeting with kids and they're doing this sign up they can check to make sure that kids are selecting into places that are
083appropriate okay for their needs for that leave it up to the kids too much there there's some voice but there's also some encouragement and that's when we do our some of our um tier three intervention work we one of the things we look at is where kids are going for their T3 um and it's it's pretty impressive how often they're being signed either by the teacher or self- selecting into the places that they need to go yeah yeah it's I I was surprised yeah we started looking that's amazing the gym all right the uh next big rock was cell phones uh last year actually the last couple years we have um we've had a a plan we've had a building policy which was there's no cell phones and those that was enforced at whatever level
084the teacher wanted to enforce it and so for some teachers that was a lot and some teachers it was not very much and so it was really inconsistent not just for me as the administrator that was walking around but it was really inconsistent for the the students as they go and navigate through six different classes and I know that the kids could figure it out um but I think it was exhausting to to to figure it out they had to go and try to figure out okay this teacher they don't allow it this teacher they do again they figured it out but I want them thinking about the content I want to think about what them to think about what they're going to be learning so changes for this year we this was another one
085I got a head start on is come together with the leadership and by extension then the rest of the staff and and thinking about what what can you enforce what are you willing to enforce and what is that that look like and we we came across a schoolwide alignment um for all classrooms to be a phone free zone now it's not perfect and we we know that there's some things that we didn't anticipate um but for the most part when I go around and I walk around in classrooms it I see very few cell phones they they're there but I mean last year it was you go to some classrooms every kid had their phone out and not just sitting on the desk but out um and I don't see that very much at all
086anymore so it's been a huge Improvement um I think next steps is making sure that we partner with the the district and have start working towards something a little bit more districtwide um that we can that we can enforce and looking at the you know a school board policy and procedure and what that that might Encompass um and making the adjustments that from this almost pilot year that we've had because I I feel like we've learned a lot and there's some changes that we we would make going forward is there still detention in high school yeah rubber rooms no just attention after school detention before school detention um we don't do before school we do uh lunch after school is the most common um formal consequence and it I mean it gets to that yeah
087that used to be a thing just for talking let alone having some distracting device out yeah I know you've been here the whole time Michelle but that startled I'm glad my voice startles you that has a lot keeping us awake thank you I do I do want to interject I think that there there are some pieces while we we do revert back to the old days like you know how good it was there are things that that are being done in policy and as we as We Know more we get better and there are things that are happening here that change behavior that also encourages agency so students are making wise choices I've never been a big fan of cut them off completely in a society where these are tools for efficiency and proficiency that
088they have to understand how to use so I think I think what you've done is you you you struck a nice balance yeah thank you um and just a quick look at some data around cell phones uh last year the number of First offenses where a cell phone would come to the office um happened 60 times students that it happened the second time with 14 and then the third offenses last year there was two um and then you can see for this year and we still have a couple months to go so we're fingers crossed but we're down pretty significantly to 123 and one that's pretty good I appreciate your efforts my daughter is actually in your statistics [Laughter] I wasn't gonna say anything I know she came home she told on herself it was
089great that sounds like her all right so our last of our our four big rocks for the year and you already heard about this in the earlier presentation but just our student advisory Council and just this concept that we want to create a formal Avenue for students to be able to have some input on what's going around and I think what is fascinating and references but I think we left that first meeting that we had back in the fall and the things that they had brought up were literally the things that we talk about as we meet right and it was just it was so good to hear that the student alignment piece and get their input on these things that are top of mind for us as well so um we already kind of
090talked about increasing the frequenc these meeting expanding kind of what they're doing and their role for our school you know we were talking about as we're thinking about data for this and and we just kind of wrapped up our CE window for the year but we're excited to see is just these questions but there's a lot of questions on that CE survey for students that capture how connected do you feel to your school and I think a lot of the work of our student advisory is trying to build that connection in a lot of different ways right through support through communication but just overall how how are kids identifying as part of our Moran community so we're excited to see what impact Logan Kennedy's work and all of our work on student advisory has had
091this year ex we had similar thing last year and the course like it seems like kids are feeling much more comfortable and feel more welcoming Som I mean from this than last year that's definitely the trend yeah was awesome yeah so I think I've referenced the the my entry plan a couple of times and I'm really excited to uh par through some more there's data that we're getting the CE data that's coming out um and looking at there's there's a lot to look at there's a lot of people to talk talk to I'm looking forward to coming up with a really authentic um School Improvement plan uh going into next year working with the stakeholders uh breaking it up into into five different phases um phase one is is the planning who are the stakeholders
092um who need to be engaged in this process um phase two collecting and organizing all that data that we have what are the data sources and what data sources are available and they match what we need to know uh phase three is interpreting the information and doing a data review what's it what's it telling us um and then determine the priorities based on that what are our needs what are our strengths and then finally that fifth phase is is really put together a solid plan um how are we connecting the data and implementing it uh going into next school year if I could a building leader in education did is one of the hardest jobs in education and then it gets it gets to be a little bit harder yet at the high school level
093because it's it's where the outcome happens it's where we launch into whatever the next phase is and so being super thoughtful about how you approach the work and engaging and understanding even you you were here for but you you had a different Viewpoint right you were in a different role and so uh I want to commend the two of you for the way you've approach challenges and and look for ways to find wins it's been really good yeah thank you I I I have to say there's been a lot of support so that's going really help I have to say as the parent of a high schooler and I'm I'm in that building a lot um for you to identify T3 and the phone and the C and the belonging you nailed it and it's
094been so great to see um especially with T3 I was always questioning for a student like mine she goes and does her homework and she's caught up in everything um but even that extra time that's built into the school day helps so much with her extracurricular activities um and again both of you have just knocked it out of the park it's awesome I am curious about your 2025 26 for uh you know your five phase and as a parent uh I'd love to know when or how that would be communicated to the community or to the board um what that's going to look like or if that's part of the plan at all yeah as far as um communicating what that plan will look like correct what the Improvement plan would look like what are
095your your improvement goals for 2026 yeah so my my timeline is to have that done by the end of this school year um and I I I don't know what my venue is for sharing it will be available I don't know if that's several ways okay okay what they are yet we don't know yeah yeah um so yeah that's the timeline is there I guess the exact how um is is a little bit to be determined but you'll hear more about that Michelle no oh no that's great and that's just what I was wondering like will this be actually communicated out into to the community which would be fantastic yes than very cool thank you so much but we're not done with show but all right moving on to the CTE program report yeah get
096a s all right I want I think I left D you definitely did all right CTE program update um so just by the Numbers uh in our three areas in CTE agriculture we have 474 students participating in 12 different course offerings um our FCS our family consumer science we're at 142 in three different course offerings and then in business and Tech 153 students participating in four different course off offerings now there is some overlap there's students do engage in multiple of these um throughout the year on our on our schedule Staffing um agriculture we're at a 2.0 we have Mr Feller um and then this the other 1.0 has been spread out a little bit um Maria Nichols left uh in November on maternity leave and she was replaced by Miss Caitlyn Olsen um but
097she is then also going on maternity leave at is at the end of this month at April and April um so we're working on finding her replacement uh so that's been that's been great getting to know a lot of different people in that and then in for our FCS or family consumer science um we're Tammy Scott she's a 1.0 FTE um employee but point seven of that is the FCS the other is um dedicated to health and then in business and technology we're still rolling with Mr Jus in group out of point six so one thing that's that's kind of cool about what we do in CTE is the oper course equivalency so we have four options well three this year where a student can get a uh CTE credit and a Core Credit and
098so for plant science food science and um egg power and Tech they get their CTE credit satisfied and they also get um their their core science credit satisfied um next year we're we're rolling with uh personal finance as a third-year math option and that is articulated through um walking Community College and so they get a math third-year math credit and that CT credit satisfied so some real world student Industries when we're talking about CTE Career and Technical education it's really important to have that component established I mean really across all the Comprehensive High School but particularly in CTE um some of the opportunities that we've had to produce a high stakes audience for a high stakes audience while earning funds for the program um the plant sale this year will be May 2nd and 3D
099and now that uh my wife Amber has found this little nugget she is committed to it every year great is it I mean the quality the price just yeah she's always like can you get me in on that front line I like I don't don't think we're there yet a couple more years um so there's 60 students um plus involved in that in that program um I asked you know how many plants there too many to list so I put dozens it could be over a hundred I don't know um so different plants different uh hanging plants like it's it's really popular um definitely over definitely over 100 yeah um and then good looking that down and then they they do a Valentine's Day floral arrangement and then historically um they've done a a month
100of the an arrangement of the month club where you subscribe and um that's been really great for the last couple years that I've been there but with Maria not there this year they decided to take a year off so sorry Rebecca it's always been amongst the staff they always get in on that um so maybe next year maybe next year yeah yeah great all right um some of the real world student industries that we have also going on is the food family consumer science catering um recurring they they do all the um all the snacks and the the the beverages for the thriving driving Futures every month and then um they they they um Supply the the cookies and the coffee and the tea for the coffee cart um that goes on sale at the
101middle school and the high school um some of our special education programs take the lead on that it's a small business venture where they actually do they deliver it and they charge it they handle the money so that's pretty cool um and then they do a lot of Standalone events where they uh they feed us at staff work days uh the kids always are are there and doing a great job the The Pride that it's just so evident The Pride that they have when the the staff is coming through and they're getting fed and you know so many compliments like it's it's really pretty cool to see um then we have the yearbook where uh they have 52 graduation announcements and four business ads to date and then they also Run Sports Photography and there's
10224 teams so so far and then um 10 separate distinct orders depending on on the season some of our Community Partnerships that we have were uh we have a limitless learning uh program that is in a partnership with the Boys and Girls Club of watom and the BTC that's a grant that we have through the um The Gates Foundation um we also have the Wacom County dual credit Consortium dual credit is when students who take a CTE class at the high school that class is articulated at a college and so BTC walk Community College and these students get um High School Credit and college credit so they when when they get done with that class as long as they get a b or better um they they have an official college transcript and they have
103that college credit um and so so we have a wam County dual credit Consortium all the schools in wam County partner up um to uh have some alignment and in the way that those dual credits are Artic or those yeah those dual credit opportunities um are articulated and just getting some alignment and so from what I understand and you know this as the new CTE director this is new information to me I guess it's pretty rare for a county to have that level of alignment and commit to that each one of the school districts pays into that Consortium um so that it helps facilitate that work and so there's a c CT dual credit for Ryo that is five County um so snow homish Gadget watom um Island and San Juan um they're looking at
104the work that we're doing and they're trying to replicate that work it's funded through Olympia um and so that was that was pretty cool to find out that oh we're they're leveraging the work that we're doing and modeling um what we're doing to make that work at a at a bigger level um I also have to point out that the skill center ncta is a big part of that dual credit work a lot of our students when they go um go to SC to scad County to the skill center there they're getting that dual credit through the programs there and that the programs we run here with fire science and um and Welding they also are getting that that dual credit through the through the skill estage and then finally just some learning trips that
105that the students have gone on on um they're going out and they're seeing Industries Industries are coming in to see us um we're going to the scad Valley College there's a program called learning with leaders which is pretty cool um BTC does something similar in CA has it see your self here program at the end of this month um and it's just an opportunity for kids to see what's out there and and available to them does BTC still do that programs called the load The Road Less graveled it was a specific design for like a a women who are leaving school that might want to enter into other Industries and passive of wellbeing and stuff like that I know they used to do it and specifically for the girls of the community would go it
106was called The Road Less gravels I I haven't heard that one um I do know that they have they're always running programming like that and I can't remember the name of what Wacom community college did this year um but it was focused on the trades construction um for young women um middle school and high school and then they had a this one I do remember was called guys and guts and it was um focused um it was for young boys high school and middle school around Healthcare um healthcare industry yeah so those things are out there and we're trying to get kids out I mean women are some of the best welders especially some of that Ness work you see it do they do phenomenal work and they're just not lot of there a high
107paying job we can ask yeah we'll see we'll see that but yeah Sean could you go back to that previous slide this one so yes tell me about Limitless learning okay Limitless learning is a partnership between um Meridian School District um Bingham Tech College and the girls and boys and girls club and so the idea is to take a look at what students are doing at the high school um actually middle school and high school and try to create a continuum between what students are doing you know starting starting early on and build that Continuum from um Middle School to high school and then to the postsecondary and then into a into a career and and a successful career um and it's amazing those gaps that exist in in that work um and so Limitless
108learning is is built to try to close those gaps and to bridge those gaps um a big Focus that we have starting out is is the high school and Beyond plan a lot of our energies are going into that and so um we're partnering the Middle School uh Miss hammock from the Middle School is a part of that work too um to make sure that the the high school and Beyond plan isn't just to check the box but it's actually guiding what students are doing they're thinking about what kind of career they want to have and then how the um how their schedule what classes they're taking what kind of volunteer opportunities they're they're engaging in even their part-time jobs is that all lining up so that Continuum from from um Middle School to a
109successful career is happening okay so this is more of an advisory situation and students aren't actually getting Services out of that Hands-On services or are they I mean I think probably the direct service is the support around um is the support with the uh the high school and Beyond plan the grant portion of it has gone to fund a05 employee who is really starting to dig her teeth into what this um what the high school and Beyond Planet a new platform this year and so we're we're learning about that and how we're going to maximize that okay just looking at oh just real quick this is the grant we received last year that's a four-year um and so we're in year two and um that progression of how do how do we just as Sean
110said how do we help students so that when they work towards postsecondary they know where they want to go and where their interests are and maybe even have some credentials along the way no I think it's great and I hope we have opportunities to keep more students on campus um dollars leave you know over to different entities when students are off campus so anything that supports students staying on campus or additional College in the classroom I'm all for that that's it you had a busy night yeah I should sleep well you made it you did a great job thank you very much yeah that was nicely done thank you Sean all right thank you thanks Robert great bye Robert bye no more Sean so you can believe it we fly now just kiding we'll move
111on to some new business first review W County Capital project contract this is from wam County um a year and a half ago we applied for um funding to be able to stand up Early Learning Center and the first award we received was from wam County and it was their arpa dollars and the county had not put forward a contract because they were still trying to manage where their funding was was going to go and if you remember arpa um dollars were limited to December of 2024 so what they did is they reallocated some of their funding that they already had and used that funding for um some of their First Responders so then they formalized a contract and we've spent about two months back and forth with our legal team to make sure that
112it fits what we're looking for so it's a unique situation to receive funding from a county for a building that will house a contractor to serve children so there a lot of pieces to it um some pieces around you know a commitment to make sure that this this stays a child care center for at least 10 years but if you remember we had the board uh sign a resolution to make it be a Childcare Center for 20 years so there are pieces in here that are mutually beneficial um but it is a first reading so I do want people to take a look at it but we have had our label go through it and I didn't bring it to the board until after we went through that process so this is the first reading
113okay any questions sh I will write my questions and submit thank you okay uh first review of interdistrict Cooperative agreement for financing and operation of the ban County sorry I went too far yeah oh I didn't go pardon okay yeah so this is um this is that next phase for establishing a Walkin County Skills Center um the last year I've been working with our superintendents in the district or excuse me in the county with um director Lynett Brower to help our other um wam County districts recognize and understand the value of the asset that the skill center will be for Walky County not just for Meridian and answering questions and being able to help them feel confident that while they bring opportunities for students to again increase their post-secondary opportunities they also um want to
114make sure that they're not losing students or losing uh Revenue unnecessarily so the main thing that that we have to offer there is that there are so many Fantastic programs that a skill center can provide that a single high school can't provide and so um under that premise um we're at a point where all of the superintendant are ready to take the agreement to their boards for approval and so um this is the agreement it is actually set to uh be approved by May 1 of this year but won't go in effect until September of 2026 so we have a couple of programs that um ncta will run this next year um keep forgetting tourism and Hospitality Hospitality thank you and then um early childhood education will join uh fire science and Welding up on
115our campus and so they're enrolling now I think um wanting to see how well we get some enrollment here at the wam County it's new for our other districts they're not a part of the Consortium now so we have some membership from Lyndon and some from LC Valley but um they come to us and ride our bus down south but to come here cuts the travel down by th right so anyway this is um first reading and U done a lot of work with our other other districts to get to this spot any questions uh my concerns remain the same for traffic and parking but I'll that that hasn't changed ever so yeah to start with we have just two programs that will add to what we have and we will add some parking with
116the building of the new district office and so um we'll also encourage people to come over on bus so um we'll see how that because as we are getting to Spring our sophomores are now driving and there's already major problems with parking at the district are at that location and just to clarify I understand this is through OSI and all these things um are children at private schools eligible to participate in CTE programs the skill center programs yes they are okay LC has students um attending ncta right now okay great thank you y cool okay all right moving on to Old business still me what's that is this still me I think it's me no it's old business old business you want to talk about anything all right um item a second review and approval
117revised 2024 2025 school year calendar and modified graduation date can I please get a motion to approve motion to approve revised 2024 25 school year calendar and mod okay oh sorry ladies do you care about it this is good yeah this is good what do you mean May 12th okay all right all those in favor all right and now that we've voted will this go out soon to parents because they've been asking already okay great thank and we are skipping over Item B um second review of item C review approval of policy procedure 2407 is whole education Mastery based credit L can I get a motion to approve motion to approve Poli procedure 2407 all second all those in favor I okay D second review and approval policy and procedure 2410 High School graduation requirements
118they feel about this um we had a question about like the culminating projects like the senior presentation because like in my experience and Kenedy can vouch for this too especially since she's a senior but students don't see the value in senior presentations is there like an alternative to that or like why do we do that in the first place I can answer that so years to go like 2012 and especially 2013 I think got point they used to have a thing called the senior project it was a very very negative experience especially with the students who were involved with it and and and the parents as well too I think you know that's probably the most trying time in my life was when my son was a senior trying to get him to finish his
119senior project and it was so I I actually called 10 different families and and students from the past and ask them what their thought was on the um the the senior project the same year that we did this we had a a girl she was from I think Guatemala or something she was really struggling with her senior project doing it so we finally got her stopped at paid shway with us and we just said will you tell us your story and stuff so then she went told her story so at that time the board decided say hey instead of heading a senior project and make it so stressful they were frustrated too they have a senior project where you to totally tell Dad built it there's no ways it did it or the one like
120Craig wosi boy actually built a bike from scratch and then another one ordered a kit online put it together and they both got the exact same score we didn't so as a board we didn't see valum so after the experience and feedback we decided to move it toward more towards the senior presentation so less stressful on the students less stressful for the parents and so then at that point then we thought there was just less pressure on the students as far as meeting the timelines getting it done so that's why now if you don't mind to your point if unifying value in it that's I guess that's some feedback we need use too but but that that's how we got to that point so because all 10 that I called said they like no it
121was a negative experience I think with the this when the my understanding as well when the board shifted it from the project to the presentation it was a way to make it more meaningful and like Marty said to tell their story um with an idea of also of hey what coming next how did bryian High School prepare us for my next steps into the future and I actually think that's something to talk with Mr it's too bad he's not here with Mr doing and Mr kic because as we start the new high school and Beyond process there's a lot that the presentation looks at what you've done the last four years and I know there's an interest but he would know better where they're going to go with it there's an interest in having it
122actually be a springboard to where you're going to go what interests you what what certifications have you gotten what experiences have you done you know so I think that there's also some interest in not having it be what it's been and we just found we found as a panelist it more interest to hear about students far as who they are and what they've done or their presentation not that hey look how I put the bite together from Costco you know just it's you hear so many I mean I know where you're at now but over the years we just heard so many just unique stories through the presentation that I think the community found more valume it maybe not the student like your there's also value in presenting in front of an authentic audience there's
123the exercise of that to It prepares you so much for even interviewing presenting yourself it I love it and I love getting to know little tidbits about our students as someone who typically volunteers for that day thank you yeah I El was I graduated in 04 it started in 05 so I didn't have to do it just say um can I get a motion to approve policing procedure 2410 High School graduation requirements I'll make a motion to approve 2410 High School graduation request Ms second oh paper I I okay um item e second review and approval policy and procedure 3226 interviews and interrogations students on schooles Logan question so this is saying that like if immigration people come to school they can't immigrate students unless it's required by law right so if a if an
124immigration official comes to comes to school um to interview a student they have to have the right documentation okay to be able to meet with those students yeah and that was the signature requirement correct uh yeah that was the main update in this one okay okay can I get a motion to approve uh policy procedure 3226 motion to approve poliy procedure 3226 I'll second all those in favor all right right second view approval uh item F policy and procedure 4300 limiting immigration enforcement in schools Danny Logan question so this is also saying like if somebody was like like it couldn't be like school's like a safe Zone and then like government officials can't come to the school and like pick some up right yes prior to the updated Federal guidance schools hospitals and churches were
125what I'll call them safe zones where immigration officers were not either either were not allowed or chose not to um the federal recent Federal recent federal guidelines changes that um and it just says that those schools hospitals are no longer those safe zones um but that's that's the change in this is before it used to say that District follows the guidance of these being safe and now that's that's gone away so now we're encouraging them to still follow them but the but the procedure hasn't really changed I but they still immigration officers still need the correct documentation it's when we talked about last recommended to find a different way to contact that student yeah if they have the proper information proper paperwork and there is a situation that needs to be addressed they have to
126have all that information and then from what I understand James B or somebody that's qualified has to be there to review that paperwork before they get to come s correct Adrian yeah you were shaking your head yes I okay well can I get a motion to approve polic procedure 4300 motion to approve Poli procedure 4300 I'll second yeah all those in favor right I Okay g second review and approval of policy 431 District relationships with law enforcement and other government agencies do you have any questions okay Michelle I'm just confirming that this is still the sensitive location rewarding and that all of this has been approved from federal and state conflict uh by our legal attorneys by attorneys okay our legal attorney advis us okay I'll make a motion to approve 4310 District relationships with
127law enforcement and other government agencies second it yeah all those in favor okay by and and as a parent child who had to actually go through this I thought it was handle for superintendent report here we are so lot happened in the three weeks time I was away so um first I want to just bring everyone's attention to our Thrive a Wars this is a recognition program that Lisa Gilchrist has brought forward over the last couple of years and has continued to refine and um allows for people um both families and staff members in the district to be able to recognize individuals tied to the district along those categ ories that match with our Collective commitment so inspiring educator Community Builder Communications Excellence partnership and then Wellness Champion so um until the 28th uh you
128are able to put in um recommendations for people be recognized um I want to thank the board for the ability to be present at a few of the the different organizations that I support uh on behalf of the District uh and we receive quite a bit of information and guidance and support uh and one of those is the Northwest Council for computer education this is the biggest educational technology conference in the Northwest and uh so we have uh 850 participants from Alaska Oregon Idaho Montana and Washington and then we had people from Connecticut and Florida and other places from afar um this year as you'll hear a little bit more just a lot of emphasis on uh AI um we've reconnected with colleague AI Dr Minon actually met with her in Seattle when when this
129was going on um and talking about how there really are very few districts who are way out in front and there are some dangers to being way out in front on AI and thinking about how we collectively Implement AI in the district setting when we have a lot of things that we have to consider um around implementation limits um legal um student privacy things of that nature so um it feels slow but it it's not bad it's good and so we're continuing to work through that that process um several good days of learning lots of sessions um so that was in Seattle and uh quite a good conference for for us to have participation in um James was this only for superintendent or who was the typical attendee did anyone bring actual it or or
130teach computer education teachers we didn't have any this year we have had in the past so this year we didn't have anybody attend and so um some of some of that may have been consideration of cost some of that may have into consideration just the timing when when it occurred but it the target audience uh decision makers and um teachers uh folks who are uh on the ground working with students and the whole premise on educational technology is you're not teaching content for uh how the tool Works you're using the tool to teach Concepts and and help solidify um learning and and impact the effectiveness of your teaching so it's a tool as opposed to I'm going to teach you how to drop down menus go no exactly but I was just wondering why we
131didn't have someone with like on the ground I just wondering why they didn't attend as well the next was the National Conference on education this is um the N is put on by aasa which is the national superintendent conference or Association um and that was in New Orleans there were over 5200 conference attendees uh again um funding AI technology integration uh you think about anything that impacts education it was a topic and there were sessions on it there were um folks from Washington this is uh again it's a national conference aasa released their uh their new agenda which is the public education promise the American dream uh and it has a lot of content um around uh trying to trying to find Common Ground throughout the country um and so um things that they identified
132with this American dream and action was to have a new new campaign that emphasizes alignment with Workforce needs student centered learning and measuring what matters in schools um items that they focused on in the new agendas is emphasizing student centered learning uh recognizing that students come to learning at different from different places um one size does not fit all uh teaching the new Basics which would be skills like how to use artificial intelligence and to keep up with the evolving Workforce needs uh Rec recruiting and retaining the best employees and you've heard me talk about the leadership Pipeline and teacher pipeline is a problem building strong family and Community Partnerships and then uh collecting and Reporting indicators of student achievement achievement that go beyond just your one year you end of the year test score
133right um that's the reference to measure what matters when I think about what they put into the American dream and action what we're doing around Early Childhood learning what we're doing around the skill center and what we're doing with the we're part of that first group that's implementing the high school Beyond plan that's looking at the Partnerships that we have like Limitless learning and the things that Sean talked about with dual credit we're really positioning our kids well taking advantage of some of the things that they're talking about here so it was uh it was affirming I'm pleased with that um they also m some changes to their platform uh part of my role being on the governing body is that we approve or or actually modify some of the language and um one of
134the things they did is removed references to co it's not present right now nationally and so those were taken out of the bylaws and then also shifting um beginning emphasis on Early Childhood learning at age three they actually shifted that to birth um there was some examination of the impact on the dismantling of the department of education and funding needed for students across the country and I was expecting there to be a large conversation about that there wasn't the the leadership said you know what it may look different it may not come across as title one two three and four you might see large block grants going to States and then States having to manage it so um no one really knows but there was really a lot of let's calm down not get excited
135until there's a reason to um lots of conversation again about developing and supporting the leadership Pipeline and then also career Focus K12 I went to several sessions uh a couple school districts in Ohio who've done uh I would say they're three or four years in front of where we want to go um they have Elementary programs for students to identify different areas that they might be interested in where they have people come in and talk about the jobs that they do and then in middle school they get to go visit places um pretty exciting made some contacts with folks to be able to have some conversations and help help move us forward so that was good and then this is the uh governing board region one and I don't if you can see it but
136the states there are really the west states um and then um we actually have in in there are five people from Washington Ron Banner is in the back he's the Washington State superintendent of the year and then down at the bottom left is Ryan NS he's Oregon's superintendent of the year um and so um these are all superintendents who come in and help to give some of the governing body um recommendations on that's the commitment I have on first on the day before the conference any questions on the National Conference do you have any fun I did have fun I actually as you know I took a couple personal days Marty bra was happening the weekend before so I got to enjoy a couple of parades and um learned a lot about New Orleans and
137ate some good food so it was good cool all right um Middle School career fair so while I was in Seattle uh we had the career fear career fair and um this was just phenomenal um Carol strongberg is the part-time classified staff that organizes the work to help students with their career work both the Middle School in the high school and she put this together with our middle school counselors I'm sure many others and we had just a lot of representation from the community lots of folks coming in um tables and it's not just come and look at a table it's actually a program where students have questions that they need to ask people that they're stopping off to see and they turn that in um and they do Reflections as well um but that's
138some really great response from the community and so it's that kind of partnership with our community that's going to help our kids you b c was a good friend of mine excepted you didn't tell me he was going to be riding his bike on our gym and then as you know some athletic success as well we had three people place at State wrestling and then had a couple academic state champions which is awesome uh and then State boys basketball for fourth place so um really great success and um it's really nice for our students to experience the success and see the community come out and support them for all their hard work everybody came down too the welcome home thing too I had light sticks up and down the road welcome home I think it
139play End coach coaches I was thoroughly impressed with how well our community traveled to Yakama for the state tournament it was even on well Saturday it we just kept winning and we just kept showing up but um the to see that many people come in just for that day's game was impressive wonderful and then yesterday no today's Wednesday Monday I was in Seattle um we have a state funding convening and so um about 14 U superintendents and then um leadership from University of Washington Dan steel leads the legislative group out a Wasa uh Seattle Times and there were some other people that came in and spoke and it's really talking about what we have for funding in the state of Washington is never going to be adequate to teach our kids we don't have the
140right bottle and so we did some examing of the history of how we've gotten to where we are and also talked a little bit about needing to continue the message around big three we don't have any illusions that we're going to get everything we need this year but we need we need help in one of those three and then talked about how what we have now which is called the prototypical school model it's built on the adults in the system so when you look at a a school system how many teachers do you have how many administrators do you have how many classif I staff and you get funding based on that which has nothing to do with the needs of your kids what we need to do where we're starting to land is look
141at changing the models so that we actually get funded by how many students we have and then how many students have extra needs whether whether that be in poverty or they have they need supports because of of development or or whatever the case may be or they they need support because their first language isn't English um whatever the case may be there are categories to fit those and to be funded to meet the needs of the kids that we have in the state and then you staff appropriately so um and listening to some experts uh had people come in from they've just done this shift in Tennessee um this is not a one-year thing it would be something that would happen over four to six years but we have to start the conversation and be
142able to to talk about how what we're going through right now is inadequate and there is talk that if they if the legislature doesn't fund what we need we could see another lawsuit like mclaran the difficulty of that is it took 12 years for that to take place because it kept getting kicked down the road so um but I feel honored to be part of the conversation and be able to advocate for what's going on in wam County and what the needs are for our kids a good exploration so Dr Everett yes um with Tennessee being you know going a different model and then you talked about Ohio being three four years ahead of us and some other approaches are they seeing are they already able to see the outcomes and where we could use
143those as examples in all of these conversations a different prototype and yeah so for the prototypical model or for a resource need based like we have now we're only one of Six States so there have been other states who have been making the shift over time that do have results um they're also not clean models so some states that have done student need don't pay their their staff very well and so they lose staff because they're not competitive so it's not all it's not all Rosie right so there are things to consider um Tennessee is just a recent change um Ohio I know Ohio about 10 years ago really leveraged the governor made a made a a commitment to including industry in the school system in Ohio and so I think what what I saw
144in the presentation when I was at the National Conference was the result of that work not necessarily how they're funded but that they committed to putting money there Washington state has the most Progressive constitution in terms of Education Title 9 says it is the Paramount duty of the legislature to fund schools first and fund them amply and in McClary they actually defined the definition that ample is better than just meeting the need and so we have a legislature that doesn't do that and clearly we have a lot of needs in the state but what it says is take care of Education First and then take care of the other needs so um i' I'd be curious to see how that all comes out um because I believe our nationally I think we rank really high
145with compensation and not as high with results so I I'm curious to see how this conversation unfolds agreed and and unfortunately I think we won't see outcomes until after I'm out of profession I mean it's it's that the work has to start right and and not that we're just starting it there are people before us that have been having conversation to say this isn't quite right but it's really coming to fruition now it's pretty glaring we have so many districts that if they're not in binding conditions I think 26 other districts are at the precipice of being in B that means that they're borrowing money to make payroll right so that we shouldn't have districts that are in that that kind of situation so um it's the long it's the long game really but yeah
146appreciate that again the big and then I can tell you that the transportation funding those those bills have have pretty much died um and we have two competing bills one for special education uh there there are two House and Senate and then for M soo's House and Senate that um we're still waiting to see uh again the session doesn't end till April 27th so we we have some more time to go with that and then um the last trip I have is the is the national risk pool uh trip that's coming up uh next week and then I will be back and then we have a couple Schoolboard meetings and then uh as Sean talked about the Limitless learning we have a convening fall and a convening in spring so we have a two day
147that's happening in the APR that's very important just a reminder uh myself and Jared will not be here on the 26 so Mar Michelle and Janet and Michelle you're good yep and thank you for being here tonight even even from afar so we could have it Coral appreciate that I'm really sorry and she is coughing up along so I'm sorry I'm staying muted as much as I can no it's it's it's it's great because we have business to do and and really appreciate you being flexible so thank you thank you Michelle um do we have any information from student board Representatives yes well I just want to say that I'm doing Capital conom with ap and we're looking at special education bill so it was very cool we''ve been add with like letters from the
148district so yeah um WE Logan and I went to a conference on Friday it was every school board rep was invited from the ESD is that what it's called yeah es so that was really cool we just got with people like I know Lyon was there and ber was there and haror and a bunch of other schools and then like they kind of just talked about like what they're doing at their school and then also it's just I feel like I got out of it like me and L doing a pretty good job like I was like worried that we weren't doing enough but sounds like everyone else is doing an advisory and likeing having success with that so it's good to be on like the same track as them and then like we kind
149of like Define the RO student advisory or no student board reps yeah and yeah it was really good yeah and then we also speaking of student advisory we have a coming up next Tuesday with just the high school group and we're going to talk about um wellness and then is that the week yeah the week after we're gonna have our second district meeting which really looking forward to we're gonna have it here I think um and we're gonna yeah and we're gonna focus on just talking about support which is one of the core values very cool I'm glad you were able to get the sense you're doing a good job because doing a great job yeah you guys are doing a great job and you're so heavily involved in so many different opportunities at the
150school it's amazing yeah anything else is there any information from board directors I just wanted to throw out that we do have a vote for in a middle school on April 22nd just to know we're moving forward on those pieces and there are a lot of pieces that are coming out with M Christ so very good y okay well we gonna sign some official documents and adjourn thanks Michelle I haven't gone remote before do I need to stop at the office and sign anything or what do you need me to do yes at your convenience um if you could swing by and then you know it can be next week you know we just if we have to we can wait we can wait next meeting okay I just want to and I'm keeping a
151distance just for all of you appreciate appreciate that so it can be until next time too okay okay I I I just want to play it safe okay Yeahs we'll flag it for we'll flag it for Angie she won't forget okay all right thank you all right thank you by thank you yes take care thank you