001Okay, it's six o'clock everybody. If we could stand for the pledge of allegiance. I aliance to the flag of the United States of America to stand and justice for all. Okay, thank you. Has everybody had a chance to look at the agenda? I move that we approve this evening's agenda. Can you guys hear us out there? Ah, there we go. All right. Let's see if this I don't You can hear me now. Okay. I move to approve this evening's agenda. I second. Okay. Uh, all in favor? I. And we have an agenda. Next up is the superintendence report. Mr. Jesse. Thank you. board president Wheelander, other board directors, student representative, uh very large community contingency here, staff and students. Uh I'll start off. Um we're here at Mountain View and uh Mr. Greg Woods, who's
002the current principal at Mountain View, is leaving us for another position actually right at Southside School District. Uh so congratulations to Mr. Woods. want to thank him for his service this last two years. We will be announcing the new principal of Mountain View later this week. Um, and I would also like to thank all of the staff who participated on the interview panel. So, thank you to all those Mountain View staff who did that. Uh, Shelton Promise. So, I love having a lot of new faces here in the crowd to help possibly educate some folks. Did you know that the Shelton School District has a special relationship with Evergreen College? In fact, actually, the state legislature passed a um a bill last year that allows any graduates this year or next year from the Shelton
003School District to be able to go to Evergreen for tuition free. They will cover your enrollment fees. And then there's a sliding uh scale for basically room and board uh based on their particular family's uh economic uh uh situation. So Shelton Promise is really nice. Uh they can help you apply to Evergreen. It comes with coaching that comes with the application and uh it's a rolling admissions which is also I think really key. A lot of people sometimes miss particular dates. I know right now is a lot of people are hearing back from colleges, but if uh you uh are or your student is interested in Evergreen, just look on the district's website. We have a link to it. Um there's information and then you can of course uh either reach the counselor at your
004student's school or the team over at Evergreen State. Right now, currently there are 47 students who have been accepted to Evergreen State and in counting in counting. So there's more to come for sure. Uh so I'll make sure to keep everyone updated. So more information to come about other announcements for colleges and trade schools and I'll be making those announcements at future schoolboard meetings. Summer program. So last year we re uh designed our summer program for our students. Really is focused on strengthening the ELA or your reading, writing and math skills. uh in particular for grades going currently for grades 2 through 6th and that is going to run from June 23rd through July 17th 8:00 a.m. to 12:30 p.m. So again, current students, grades 2 through six, we are sending special invitations, especially for
005students who we think would benefit for a summer program. And and then again, the dates June 23rd through July 17th, 8:00 a.m. to 12:30. And um for those uh those going to high school, we do offer a pre-alggebra course. So, a number of students who want to bone up on their math skills and be ready to take algebra in ninth grade. We offer that. We've offered that since I've been here. Um, had a lot of success. I know this year for all the students, I think there was almost 30 a little over 30 students who took the pre-alggebra class this last summer. Uh, all of the students who took it this last summer are passing algebra um except for one uh after two tries. So, that's really good results. So helping those students and then
006we'll offer we'll continue to offer credit recovery. So for students who are credit deficient, need those for graduation, we will continue to offer uh again credit recovery. Um so just want to put those dates out and I'll finish off today. We're going to have a special presentation to Bordeaux. It's going to be second grade. I can't wait. Readers theater is uh something I absolutely adore. It's our ability to take uh literature and make uh use that as a play. But I would also like to remind everybody while we are getting a performance for second grade, the nice thing about the Shelton School District is that we all participate in the growth of these students, preschool all the way through 12. And this is one spot along their journey here in the Shelton School District to
007demonstrate not only the strengths and growth of our students in literature, but is also the outstanding instruction that our teachers have um in providing that literature because it is it is an outstanding program uh that I think we should be all be very proud of and you'll be able to showcase all that great instruction today in this performance. So, I can't wait to see it and I hope you can join me too in enjoying it. So, with that, thank you. Thank you. Good stuff. Uh, with that, we'll move on to community comments. Uh, as a part of the regular school board meeting, the board welcomes community members to make public comments in person and/or by phone as conditions allow. Please see the full script with call-in instructions and guidelines for community members displayed on the
008screen above. And first up will be Erica Marbett. Members of the school board, can you hear me? All right. Okay. Uh, thank you for the work that you do to keep Shelton schools moving forward. My name is Erikica Marbette and I am here on behalf of the group Multilingual Shelton. We support dual language education in Shelton schools. After so many years of the dual language program in Shelton, its alumni now staff the banks, clinics, and businesses of this town, speaking, reading, and writing in English and Spanish. Something to be proud of. My son is an alumni of the program, and he uses Spanish and English on the job in a welding shop. As you know, the percentage of Latino students is high in the district, about 40%, although the district the OSPI website was down,
009so I couldn't confirm, but we know it's high. Many of whom of are English learners. Dual language education is the best way for these kids to learn English. Shelton School District continues to fumble with its dual language education program, changing the format over and over to try to innovate some new pedagogical recipe to improve test scores. This is disruptive to students and a huge amount of work for teachers. What has been lacking for years is a champion of this program who has decision-making power and experience in dual language education. Currently, no one in leadership positions at the school district embraces or celebrates this program. You, the school board, have the ability to change that. Hire a superintendent and principal who embrace and with true capability. Support this program and implement it with fidelity to dual
010language teaching principles. Hire a superintendent and principal that are supportive rather than toxic to teachers. If you do that, you will see an improvement in student test scores. We are very excited to hear that the interp that interpretation will become a class in CTE uh in the CTE program in about a year. That is great news. Understand that inter interpretation program will find great success if its students are educated in dual language from elementary school. It's the same with interpretation as it is with a high school band. The band is a lot better if the students started studying music long before they enter high school. We urge the school district to again, as was done before 2020, uh extend dual language into middle school and of course to meet the needs of the district students
011by expanding dual language to all Shelton elementary schools. Thank you. [Applause] Tisa Wilson. Good evening. Tissa Wilson. I reside in Shelton, Washington, and I have two children that are currently at Evergreen Elementary School. I am here today to ask that the district administrators and in particular the superintendent do a better job and start pri prioritizing the children and community that they are here to support. I have witnessed repeatedly members of our community ask and request answers to their concerns and to request transparency from the district. I keep seeing the district lack accountability. I am asking the district to do better for our children and our community. Answer us and do it publicly. And if you're not willing to be transparent and accountable, then please leave. Our community deserves better. Thank you. [Applause] Uh, Yaharia Stro,
012I'm Yahaid Serotti. Uh, members of the school board, thank you for the work that you do to keep Shelton School moving forward. I'm here to tell you that the community of Mason County continues to support the dual language program. We are especially concerned that upcoming budget cuts will cut the dual language education. It is important that uh it is important that long experienced educators and dual language programs stay in place to keep that program strong. Long experienced educators like for example Miss Via Lovos and Miss Dawson are in close touch with their students and how they learn in two languages. They are essential to the to the dual language program. Dual language is the best way to teach English learners in this community. We have so many English learners that that we need to expand
013dual language education to all all of the elementary schools in Shelton. We are here today to support these two teachers but also all the teachers of the dual language program. I have a daughter who attends um Evergreen Elementary School and she has benefit a lot. She has improved in not only her reading, her math, but also the rest of her skills. I really, really would like to advocate for this program. Please keep it. Laura RmIrez. Hi, my name is Laara Ramirez. I am gonna say this in Spanish because I don't see um interpretation. I have two students here from Evergreen. My daughter, she's in third grade, and her friend Ula, she's in third grade as well. Shelton Shelton. Evergreen. They want to say something too. Go. Okay. Says, "My name is Yamirez. I am a
014third grade student at Evergreen Elementary School. I'm I am happy to be in the bilingual program and I want to say thank you to my Estra Via Lovos, My Estra Dawson, My Estra Keith, and Myestra Mary for teaching me Spanish. Thank [Applause] you, Jessica Brazette. Good evening, board. Let me just pull up. My name is Jessica. I'm a parent in the district and I'm here tonight because I'm frustrated. I have been up here a few times, spoken publicly about the lack of suicide awareness, bullying, and other programs that should be implemented starting at sixth grade. And if we're teaching sexed at sixth grade, we should be teaching this other stuff as well. We had a recent loss in the community and right before spring break. Completely devastating. Where's the support? Where's the the community for
015the loss of a child and the loss to the community? This is an ongoing problem. This is a nationwide problem. We should be teaching our students how to safely step in and handle bullying, who to report to, having secret or safe reporting areas so that people can report safely without feeling retaliated or whatnot. And then there should be accountability for the bully. Time and time again, we're letting these students who are being who are the bully back into the schools and it just continues to happen and happen and happen again. It is devastating. Suicide is the number one number two cause in teens from 13 to 24. Let's get in front of this, not behind it. We're already so far behind. There are programs that are offered free to schools through NAMI Thirstston County Mason
016NAMI NI AI. They teach and support bullying handouts at their level, not at adult level, you know, but at a level that they can understand. We need to do better as a community. We need to do better as a board. And we need to do be better as educators, people who are around our students all the time. We need to do better. We have children killing themselves. Disgusting, sad, heartbreaking. We need to do better. Thank you, Esther Castro. Good afternoon. My name is Esther Castro. Live here in Mason County. I too have children in Evergreen Elementary. Can you get a little closer to the mic, please? Um, and we're here to support the bilingual program. Um, as you heard from Laura and my other team members, um, we would like our long experienced educators like
017Miss Valovos, Miss Dawson, and all the other teachers at Evergreen to continue with their position. They are essential to the dual language program. Dual language is the best way to teach English learners in the community. We have so many English learners that need to expand the dual language to other elementary schools. We are here today to support the teachers in the dual language program. And if you see and look around, we have many people here bilingual or supporting this bilingual program. We would like you to keep it and expand it if possible to the other schools. Thank [Applause] you, William Sullivan. Hi, my name is William Sullivan. Um, can you stand closer to the mic? Yeah, I was going to have a different talk with you guys tonight, but there's a lot of kids present,
018so I won't. Um, I would like to let all the parents know that they need to look into the new health, mental health that they're doing, Daybreak. Um, I would encourage you, they're a company out of California, and I would encourage you to look them up and see what they're all about. They can now take private conversations with your children at 13 years old and from just a teacher telling them and they don't have to notify the parents and then at the teacher's request or the school's request, they will erase their record so there's no record of it ever happening. It's unacceptable. Um, I have gotten a little bit of clarification, which I appreciate. From 5 to 12, it sounds like parents will be involved, but after that, it's you just don't get a say.
019Um, week or month after month after month, we've had parents come up here and talk about bullying. And I've spoken to some board members um before the meeting and they tell me, you know, I don't see I don't know what you're talking about. I don't know the problem with this. Shelton School District is great. Month after month after month, parents come up here saying, "We need transparency. We need the bullying to stop." Took me four months to get a video of my daughter's incident on the bus. That's ridiculous. And I reported on day one. So, I'll leave you guys alone tonight because there's a lot of children present. I would appreciate if my email was responded to immediately. Have a good night, Marilyn. Aaron Good evening. So, let's be honest this evening. The board sits
020up here, listens to the community comments, and puts on the appearance of interest, but we all know the reality. Time and time again, you smile and thank us for our input and then you do whatever you want. Regardless of the concerns, ideas or frustrations voiced by the people in this community. There is no real accountability, not for the board, and certainly not for the superintendent. He continues to make decisions that are hurting this district, our students, and our staff. Morale is at an all-time low. staff are burned out and frustrated and have zero confidence in his leadership or his ability to fulfill the responsibilities he was hired for. Yet, the board allows this behavior to continue without accountability. Why? Where is the oversight? Where is the accountability? And that's really the heart of the issue,
021accountability. There is none. Not for the superintendent and not for the board. Mistakes are ignored. Poor decisions are swept under the rug. Concerns raised by staff, parents, and the community are brushed aside like they don't matter. You're supposed to be stewards of this district. But instead, you've become spectators, watching it all fall apart while refusing to act. You were elected to represent this community, not to protect each other and cover for a superintendent who's clearly lost the trust of the people who work in our schools every day. The silence and inaction from this board speaks volumes. Board positions were never meant to be long-term careers. If your time has passed, and if you're no longer willing or able to truly listen to the community you serve, then maybe it's time to step aside. Make room
022for those who care, who are present, and who are willing to fight for change. We need a board that listens, that leads, that holds people accountable, that represents us, not one that rubber stamps bad decisions, enables poor leadership, and ignores the people it was elected to serve. We're not asking for perfection. We're asking for leadership, accountability, and a board that serves the people, not protects the system. It's time to do better. Thank [Applause] you. Okay. And with that, we'll move on to item number five. The Bordeaux Elementary student uh students present their reader theater. Narator. Yep. One, two, three. All right. The microphone's not on up here for the for the Does yours work? Can you say test? How about yours? All right. Thank you all for coming tonight. Um, we are Mrs. Osorio's second
023grade class from Bordeaux and we are going to perform the tortoise in the hair. We've been working a few weeks on this, so we hope you enjoy. Once upon a time, there lived a tortoise, a hair, and a whole forest full of animals. The hair is the most popular animal in all the forest. I'm the hair. I'm the fastest, coolest, and most fantastic animal in the world. All the all the other animals want to be Harry's friend. Hair, you're the best. Do you want to hang out later? with me, too. Can we be besties? You're my hero. Hair and I thought I was fast. I love the Elas except for the tortoise. That is to be honest, I don't think hair is very nice. It's no fun to have a friend who only talks about
024themselves. Oh, come on, tortoise. You're just jealous. Yeah, everyone knows you're the slowest animal in the forest. And everyone knows I'm the fastest and coolest and most fantastic, smart, too. I don't know here. Someday all that pride would get the best of you. You're just a little tortoise. But no one listened to a tortoise. All the animals just laughed and laughed. [Music] Come on, hair. Let's get out of here. Yeah, this dog did nothing but stick in the mud. Tortoise felt sad that the other animals had laughed at him. But then Tortoise had an idea. Ding. Just a minute, Hair. If you're so fantastic, why don't you prove it? What do you mean? You think that you're the fastest animal in the forest, right? I know I'm the fastest animal in the forest. Okay, then
025let's have a race. The Anna Elmo could not believe what Toyus had just said. What? You want to race with hair? That's crazy. You won't stand a chance. Can you believe this guy here? I calculate hair would win by a landslide. Tortoise, are you feeling all right? No. You know you're a tortoise, right? But H was excited by the idea of a race. There was nothing he loved more than winning. You know what, tortoise? Let's do it. Let's have a race. You're on, Hair. The animals worked out a plan for the race. Taurus and Herro run through the forest, up a big hill, down into the valley, across the stone bridge, and up to the base of a old oak tree. It was a long race, the longest race hair has ever run. But H
026was not worried. After all, everyone knew he was that he was the fastest animal in the forest. Tortoise and Hail went to the storming line. All the other animals went to the finish to wait for them. Poor tortoise. He doesn't know what he's doing. H is going to be beach hair for sure and we'll all be home in time for lunch. At the starting line, hair and taurus got ready to race. You know to you know tortoise, you can still back out of this. You wish. The race was about to begin. Ready, set, go. H took off like a rocket landing as fast as he could. [Music] Tortoise went as fast as he could too, but he was no match for his speed. Hair ran through the forest, up a big hill, and down into
027the valley. Meanwhile, tortoise move slowly, taking the race one step at a time. When hair came to the stone bridge, he felt tired and now the bread. This was the longest race he'd ever run. But he was almost to the finish line. Tortoise was nowhere in sight. It'll take that tortoise hours to catch up to me. It won't hurt if I take a little break. P sat down next to the bridge to catch his breath. Soon he fell asleep. Meanwhile, Tortois crossed through the forest, up the hill, and down into the valley. When he came to the stone bridge, he did not feel tired at all. He walked across the stone bridge, and soon he could see the old oak tree. At the finish line, the other animals were still waiting. This is taking forever.
028I hope for sure Hill will be here by now. I would have been here a long time ago. Based on my calculations, hair should have been here 15 minutes ago. I'm hungry. But then they saw saw me coming across the old bridge. There's hair now. Why he moving so slowly? Come on, hair, you can do it. I knew all along hair be the one to cross first. But as that stone came closer, the animal saw it was not the he at all. Is that? No way. It can't be. But it was. It was tortoise. As the other animals watched, Tortoise made his way up to the old oak tree. Great to have to had one. A while a while late day, he woke up from his nap. I slept longer than I thought. I'm sure
029that silly old tortoise is still way behind. He went across the bridge and up to the old oak tree. To hair's surprise, Taurus was already there. Too late, hair, you lost. But how? Everyone knows I'm the fastest animal in the forest. That may be true, but I told you the pride your pride would get the best of you. You I passed while you were napping by the bridge. And you know what they say, slow and steady wins the race. It was then that Harry realized he has not been fair to tortoise. You know what, Tortoise? You were right. I should have not bragged so much. I'm sorry I've been so mean to you. Thank you. Here. Now, who wants some lunch? All right, but I'm always hungry. Me. I do. Me, too. Me three. We
030all do. All of the ate lunch together and the four friends lived happily ever after. The [Applause] end. Hey, can you excuse me? [Applause] Thank you so much everyone for coming. No, thank you for putting that on. That was great. [Applause] Thank you so much. We'll take a couple of seconds. So, the folks that don't want to stick around for the entire meeting, you can go ahead and go with your kids. Thank you for being here with us tonight. All right, let's moving on. Item 6.01, the presentation on readers workshop. Adrien Mining. You guys can come up next to me. All right. Good evening, esteemed board president Lelander. other board directors, uh, Superintendent Jesse, and all of those who were able to be here tonight. Thank you. Um, I am here to present tonight with,
031uh, my teacher, uh, team colleagues around our, um, our literacy approach, specifically tonight around our readers and writers units. And you were just able, thank you, to see an example of um one of our readers workshop units in action with our second grade students. I'm just not good at this. There we go. Um so this is a slide that you may have seen before. It's just a reminder of um when we're talking about highquality literacy instruction, what those components are that make that up. So these are what we call the big five. They were first identified by the National Reading Panel in the year 2000 and then reiterated in a second report in the year 2020. So backed up by many many years of research. When I was here uh in the uh previous board
032meeting, we talked we really focused on the first three. So the phmic awareness and phonics and fluency, what we often think of or call word study. And tonight I'm going to be here and we are going to be talking to more about the focus on comprehension, vocabulary, and then fluency as the bridge. So we really ground our approach to literacy instruction with the first priority area in our strategic plan that you see in the upper corner in research and specifically in the big five here. So here you'll see an example of what an elementary student might experience at one of our schools. This isn't everybody's schedule. Our schools design their schedules with parameters that we work on together. But you can see this is a sample second grade schedule actually from Mrs. Osorio's class last
033year. Um the blue components are uh where literacy instruction is really the focus. And so you can see there with this schedule they had word work in the morning and then transition to readers workshop and then small groups uh in the afternoon and then had time for writing as well. So tonight we're going to get a little bit of a deeper look at what is um the units and what's going on during those readers and writers blocks. So diving in just a little bit. I know there's a lot on this slide but this is uh presenting around very updated model around what research says about what works in reading. And this is uh what we call the active view of reading. And it's really the most up-to-date and current research and what is commonly out
034there called the science of reading. So we're really just talking about what is the update up-to-date research on what we know works to help our students develop those literacy skills. So the first one is the one that we talked about in the last board meeting with all of those skills that fall under word recognition. And tonight we're going to be focusing more around language comprehension, but I wanted to draw attention just to those bridging processes in the middle because often these become eitheror conversations uh that become very simplified when they're out in the world. But what you could see example, for example, here tonight with our second grade students was how they were bridging both the word recognition with the words that they were able to read with the comprehension that they built through study
035of folktales specifically in that unit and how they built their vocabulary and their fluency skills which were identified in those bridging processes. So that was really on display tonight. And then last and I just find this so fascinating how um active self-regulation so that those executive functioning skills like um impulse control, building your memory um and the motivation and engagement, how important and foundational those are to literacy learning and really all learning if you think about it. And so it really draws attention to why we program our um our instructional programming the way we do. Both paying attention paying attention to students uh the structures and routines is what we often refer to and building those safe and welcoming environments so that students are able to attend to their academics during uh instruction. And so
036I just wanted to draw attention to this again and then we'll also look at some sixth grade data. The exciting news is that we're starting to see the impacts we think of the programming. So this is growth data. It's looking at comparing national norms around growth. And this growth time period specifically we're looking at here is fall to winter. So it's comparing growth that Shelton school district students made to other that growth that other students made who took this test which is the most widely given one at those grade levels in the country. So you can see that our growth percentile increased at second grade from 29th percentile to the 42nd percentile and third grade increased from the 56th percentile to the 71st percentile which is pretty impressive I think. And here with our sixth
037grade uh because we have state testing data for those grades year-over-year which we don't for second and third and this is the data that's reported on our state report card. They also collect uh that growth it's they collect the achievement data but then also the growth data. So for individual students and then groups of students how was their growth year-over-year on state testing. And so what you can see here for sixth grade, which is the SIP goal at MS, is that in the 22 23 school year, they had 41% of students made high year-over-year growth, which increased to 48.18% last year. So almost half of our students made high year-over-year growth last year in just our second year of this approach, which means that overall about a threequarters of our students made average to above
038average growth year-over-year on SBA, which is directly related to our schools uh school improvement plan and the district's school improvement plan. So, I've asked my teacher colleagues because this is really a partnership. We are all the district and we are working together on this approach to help me present tonight on the work that we're doing together. So, I'll just start us off here and then Miss Dagel is going to come up and help and we'll all join in together and then I'll wrap us up. So we do present units uh to our students which is a way of taking the instructional resources that we have and tying them together in a way that contextualizes for our students, contextualizes for our purposes and really makes our our work more efficient and meaningful for kids. So I'm
039going to hand it over here. Okay. Good evening board. Thank you. Um, as you can see up here, this is what we call a year at a glance. So, this is presented to all staff members and everyone can see it's mapped out our reading and writing standards throughout the year when we're going to be teaching them. And then we try to align them with our science and social studies as well so that we can have a better integrated system so that our students are getting all their needs met in the time that we have with our priority being the standards. This was built out. This is just a third grade snapshot. So you'll also see at the bottom we put embedded the SBA. So there's another extra layer for the third and fourth grade to
040have in their integrated units. This maps it out for the year. And this was built and the units themselves were built by teachers and teacher leaders coming together and working and going through the process and building the units for our members to use. Um you can see at the end just kind of an example. So, their reading unit is biographies. You can see the standards, their numbers. I'm not going to read them to you. They're going to do research and writing, and it's going to tie to motion and matter in their science kits. So, they'll be doing research on those types of things and writing papers in all three genres to support the SBA that they have to take later that month. Um, I don't think there's anything else there. Go ahead and I'll click
041when you tell me. Okay. So, um, what we've provided for you is a layout of a mini lesson for you to see, but I think some of you may have seen it. So, it starts with a template with the standard at the top. It's very hard for you to read, but it's there for every staff member to see. It starts with the standard, and then we give a success criteria for what we want the students to know and be able to do when they finish. And it's in a format that everybody can read and follow. And then we set with a small mini lesson. The many lessons are tended to intended to be intentional, specific, and focused. They're only 10 to 15 minutes. We want to keep our students engaged and on topic. And then
042they move to students doing independent work at their level. There's some moving back and forth so that they're practicing the skills at their independent level. Um, these lessons are built out in 16. The team get together, they look at the standard, and we built out 16 lessons that build upon each other that get through the unit to ensure that students are getting all the content and standards they need to have to master the success criteria by the end of the unit. Um, each lesson provides students with plenty of time to practice. And let's see, it's laid out for teachers to be able to use. Even a novice teacher can read through this. they can follow this word for word and know what they're going to need to do. It's supported with mentor text. It supports
043our science and social studies. And I'm getting a little nervous here. Great. Um like I said, these were created as a whole group. Every there's a teacher from every all three elementary schools at every grade level. So, we're all working together. And the great thing about that is we're all doing the same thing so that I can assure the students at Mountain View and Evergreen and Bordeaux are all getting the same content knowledge that they need to be have to be successful in the upper grades. And we're doing it all through reading and writing. So they're successful readers and writers as well. Am I missing anything? Mrs. I think that's great. Oh, I think the best part is um celebrations which you actually got to see today. Every unit includes a celebration time. the teachers
044can figure out what they'd like to do, but it can be simple from reading what they've created, reading a page from their book, writing for the staff. But today, the second graders actually celebrated everything they were learning about fables and presented in front of you. And what a celebration for them. I mean, they were so happy and the confidence that built for them, that's going to live with them for the rest of their lives. And not only that, they learned so much to present in front of people, use their reading and writing skills, use their speaking skills, everything we need to do as an adult. And many of them did way better than I did. So I'm very proud of them. And so thank you. And so Miss Osorio is going to talk, sorry, Miss
045Osorio is going to talk a little bit about how teachers then take the units and plan with them. Sorry. No, you're fine. So Janet, you did a really nice job of kind of explaining. I'm gonna I might touch on some things, too. But hello board. My name is Jessica Osorio and I teach second grade at Bordeaux Elementary. Um this is actually my ninth year teaching in the Shelton School District. I'm here to tell you a little bit about the process it takes um taking the unit plans and implementing them into meaningful classroom instruction. There are 16 lessons and per unit and around 25 instructional days. So it is our job as a grade level team to figure out which days we will teach each lesson and which lessons we which lessons may take more than
046one day. This requires using a calendar and mapping it out the unit. As a team, we then highlight priority standards within the unit. These are the standards and big ideas. We return to these standards during each lesson to ensure depth of understanding. We also need to identify students in our classrooms that will need extra support and any other support students may need collectively. We also predict which areas students will have misconceptions and other concepts students might pick up quickly. We then take the individual lessons and connect them back to our previous lessons. Last but not least, our favorite is we add our own flare. So every ant unit as you we were talking about ends in a celebration and as teachers we get to choose how that celebration looks. The play my students perform today
047is one of our reader theaters um in our current unit. And for this unit our grade level will host a celebration also to bring in families um and perform the plays at school. It's a lot of fun for our students. So yeah, you can introduce Hi. I'm gonna pull it down. Right. I am um Crystal Thornton. I teach kindergarten at Bordeaux and um I'm actually going to talk about celebrations that we do in kindergarten. Um so um this celebration was on our from our community unit. Um and so we take the unit plans that we have and as a team we we decide how we're going to how we're going to teach them and and go through the process and then we celebrate. So, with writing in our community unit, our celebration was pretty simple.
048They were going to publish a piece of work and it's now hanging in the hallways of our of our school. So, um that's this I was going to read these to you guys so you guys can um it's probably hard to see out there. Um but these are three of our kindergarten students. Um and it's opinion writing that we focused on that was the standard. Um and their their like instruction for it was to choose um their favorite job. We talked about different um jobs in the community. And I'll go ahead and I'll start. Um so Emry's is the one on the left. He says, "I want to be a construction worker because I like to work with my dad. I like to be outside, too. I work and I make money." And then Scarlet,
049she's the one in the middle. She wants to be a doctor because I can help people when they are dying and when they are hurt and when they are sick. And then Ben, our last one, says, "I want to be a firefighter because I want to help people if they are in a fire and I will help people's kids." So, pretty impressive for kindergarten. Um, and that is our writing. Um, for our readers workshop, we took um, yeah, thank you. Um, one of our standards was retelling and we were doing non-fiction text. So, we um had a book that we read that was called From Vine to Pizza. And so, to celebrate, our students um had to retell um everything that they learned in the book, which was how to make a pizza. And then
050we got to make pizzas in class. And the kids absolutely loved it. Um and I'm going to share a few quotes. Our students said this was the best day ever. And this was 10 out of 10. So, just a little snapshot of like how we celebrate um reading and writing in kindergarten. Yay. Hi, I'm Beth Chapen. I teach uh sixth grade at Olympic Middle School. I teach sixth grade English and social studies. Um this is my 10th year of teaching in the district. I actually started as a second grade teacher at Bordeaux um and recently transitioned to the middle level. Um, on the screen there's some pictures, there's some writing samples and I'm mostly here to talk about the work that we do when they transition into the middle school. I often refer to Olympic
051Middle School as Olympic Intermediate Elementary School. Um, because they're not quite middle schoolers yet, but the work that they're doing at K4 really informs the work that we do at 56. Um, I had the opportunity to sit in on some fourth grade team planning, watching this collaborative planning happen, and really loved looking at their unit plans and seeing that it really does transition. Well, when they moved to sixth grade, things change. So, this is from a unit we just finished. Um, it was an argumentative writing unit. Our social studies standards were about communities. Um, and they needed to take a stance on land use conflicts in the Amazon. It's really big stuff. It's a really big concept for them. And the prompt was write a speech that you would give to a group of people
052who have a vested interest in the Amazon. And so these are two of my students. These are speeches that were written. Um and I out of 55 students, all 55 presented orally to their peers. It was part of our that was our celebration was we're going to get up, we're going to say our speeches, we're going to work on um public speaking, we're going to work on uh how do these things sound when we say them out loud? So, we did a lot of practice. Um and we really wanted my goal as their teacher really was to how do we support our arguments factually? How do we support our arguments with research? How do we cite our arguments and make sure that we sound like we know what we're talking about? Um, and that's one
053of the beauties, one of the joys that I've had moving up to the sixth grade level is seeing all of the work that my peers at the K4 and five are doing to develop a like this excitement for literacy. There were 55 kids who were excited to share what they wrote in sixth grade at 12 years old. They were stoked to get up and sh and like this is my speech. This is what I believe. Um, and every celebration that I've had this year, I've noticed this ver like zest for reading and this zest for writing and this need to do better and be better. Um, and so as a sixth grade teacher just getting to I don't know take I don't know what is it take I can't remember credit take credit for all
054of this work when they do their SBA at the sixth grade like yes look at what I did when really it's the work as a district as a K6 even K12 program we are really changing um we're really changing the way we do things and I as somebody who's been here for the last 10 there's the the growth is immeasurable. Um test scores show it, but their just electric excitement for what we're doing and what we're learning and how we're learning it is um it's my favorite thing. Um, and I hope that you guys will all come in and watch us do the thing cuz they're they are just on fire to show people how good they are at reading and what they're working on. And um, so yeah, thank you. So with that, I'll
055conclude um, and open it up and thank you very much to my my colleagues. These guys have been laughing at me that, you know, don't ask. Here she comes. She's going to ask us again. So, I really really truly appreciate um you coming in tonight. So, I'll open it up for questions. Anyone? No questions, but I I do have comments. I really appreciate this as kind of a second part of a presentation that that I know you have done, Adrian, and and some of you were part of that first one. I just really appreciate hearing all of the collaboration that you all do to come up with these plans that then help teach the standards and the creativity and the excitement around the celebrations is is really wonderful to see especially tonight just actually getting
056a chance to see them come in and do that um was wonderful. But I I just really appreciate the professionalism and coming into a schoolboard meeting to not only tell us as a school board about the nuts and bolts that goes into all of this, but to share this because I know many people watch this online if they're not here in person. It's just not something that everybody gets a chance to hear about the work that is involved in in teaching and and having our kids learn. And it's wonderful to hear. We we have been hearing that test scores are getting better, but really the proof is in the excitement. I I even brought the letters that I was sent. Um these were the most wonderful things to get um to see and to be
057asked. They put my name on there, Mrs. Davidson, you know, what do you like reading? And just the other things that they wrote in these letters that were sent to our home, how wonderful it is to get a letter from the kids in our school district. So, um, yeah, I just really appreciate everything you're doing and thank you for presenting on it tonight. Great job. Um, the the presentation was was super. I love that you're, you know, you're celebrating and and I just want to kind of confirm. I I think I know the answer, but I want to ask anyways so you can brag a little bit on yourselves with kids being excited to read and the comp uh comprehension and everything going up and the in the reading and the celebrating and and everything.
058Are you seeing that lead in in that feedback loop through the rest of the subjects? So you're seeing all the other standards, social studies, science, even math now that math involves words and and or more than um is that is this all leading to more success in in all of that? Also, I'll I'll say something and I'll invite some of my teacher colleagues too. Just yes. The short answer is yes. Absolutely. Does anyone want to I would say when we're talking about content area and things students need to learn, some of them are actually starting to learn through reading and when you have second graders who are reading non-fiction books and properly pronouncing the word anemy on their own and repeatedly and then breaking it apart and saying, "Oh, I I really can do this."
059And then having fun and then reiterating facts. And you know, China, when you get back into a group that I haven't seen in two weeks, they come back and say, "Hey, do you remember when we read about this and they're listing all the facts? I went home and looked at this and I found this out, too. I got all this information about a spiked tail dragon that I never really wanted to know, but they're excited to go learn things on their own." So, they're using their skills to learn other science or math related objects, not subjects. So, yes, I do see it elsewhere. Yeah. So, um, my co-teer at MS, Jameson John's, uh, he's a science teacher, and he came to me waving some paper in the air, and I said, "What is that?" He
060goes, "We were writing about rock formations, and I decided to have him write a narrative from a rock's point of view." And I was like, "You did what?" And they wrote in science these um, the biography of a rock, and they had to pretend to be a rock when it's first forming, and then what happens to it during the rock cycles. You should see these things. He was like, "I've never had kids be able to do something like this." And he is just recently here from um Texas. He moved here from Texas. Um and he was just like, I didn't think that kids could do stuff like this. And that's the power that I see in this program is that we're we're seeing that moving through. you know, they leave my room and they go
061to science in the afternoon or whatever and they're able to then apply that skill in the sixth grade, 12-year-olds, writing about rock formations, writing about land use conflict in the Amazon, and really truly deeply understanding what we're talking about. It's been it has been amazing to see. So, well, as a parent who has ushered several kids through this school district, um seeing the uh the abilities in the the kindergarten in that that writing sample or those those three writing samples, uh the one on the right, by the way, rockstar. Um, I I'm very proud of all of my children, but I wonder how much further ahead they would be if they had that start. That's that's the question I have right now. So, thank you. Thank you. We really I think that's our passion and
062so we really believe that we're affecting families and it's actually a norm of our group our teacher leadership group is that um we are committed to providing and building resources that any family that um including us as parents would feel proud for our children to experience. So that's the bar that we hold. I can piggyback on that. Having a kindergartenner and a third grader, um I'm just so proud and excited for reading when they come home. And my third grader is still as excited as she was in kindergarten when she began learning. And every time I go to the school or I talk to her about her work and the the project she's doing, it's just so impressive. And I'm so grateful. And I I really appreciate you all coming here and the extra time
063and effort you put into to making this this standard lessons across the district. It's using your expertise and your years of experience. You're you're building mentorship that the teachers can use in this lesson plan in the classroom for success. And it's showing our scores are improving. The kids are so excited for reading. Um, I'm I'm really glad you shared the uh the what I want to be when I grow up because that was one of my favorite pieces that came home this year. I immediately put it away in a drawer. And for those people who don't have younger kids in the district or didn't experience a beginning reader as through this program right now, I mean, the engagement with the teacher is just incredible. Uh, every week we get a book home in an email
064and our my daughter reads it at home. She we get these pictures home from the classroom when they made a pizza and it's just I feel so involved. I'm able to help them and I'm just eternally grateful and I I just really appreciate your time and I hope you feel that way and you feel that way when you engage with families because the kids going through this program are going to be really successful and thank you. And go ahead, man. Id like to also add a little bit of additional praise. Uh, you know, honestly, hearing about how this uh learning program is going, it reminds me a lot of how we do CL classes at Cedar where we combine multiple subjects as been discussed. The uh story about writing a narrative from a rocks perspective.
065It sounds exactly like something that our students could have done at Cedar High School in a class that maybe would have been ELA mixed with geology. And I think it's just a testament to show that when you have your students be involved in projects that they're working on, instead of just instead of simply learning and being taught how about a subject, when they're able to apply that knowledge into a tangible project that they can see and that they can work on with each other, I do think it leads to not only better engagement, but also uh better learning and a deeper desire to learn even when they're outside of school. Thank you. And that was from a kid. All right. Okay. Anything else? All right. Thank you very [Applause] much. Okay. 6.02 report from the
066student board representatives. Abigail from Shel High School. April 28th and 29th is state testing for sophomores and juniors. May 17th will be prom. We are hosting this in the Olympia ballroom. May se or May 9th is our annual honor society mariners game. And Skills USA is still selling um really nice water bottles that the students are making with the lasers. They're like engraving them and they're for sale to the public. It's for fundraising for their club. And then the Shelton invite is coming up on May 3rd. We're expecting about 600 athletes and a thousand guests. Um, a mathematics seminar club has officially been started as of yesterday. We passed it in ASB. And spring sports assembly will be this Friday. Don't leave without telling us how to get a hold of those water bottles. Um,
067I believe if you call the front desk, they might be able because I'm not fully sure how they're able to purchase from the outside perspective. I know they're for sale um in like the concession stands, I'm pretty sure, during games, but I'll double check on that. All right. And from Cedar, Alan Ramirez. Unfortunately, today we I do have a bit of a heavy speech with me here today. Cedar High School has long prided itself over its unique collaborative identity. A place for students who want to collaborate with each other while going through a comprehensive curriculum. What Cedar is not, however, is an alternative high school or a school that functions well when assimilated with an alternative school. This is not because Cedar is unwilling to work with other schools. That is what we have been
068sort of founded on. But because Cedar only thrives when it is its own separate public high school, one of three in the district. And as the student school board representative of Cedar High School, I feel that it is my responsibility and my duty to report on how the district's cuts could have and continue to negatively affect us. Before sharing these experiences, however, it is necessary to acknowledge the financial situation of our district. It is unavoidable that budget cuts would and continue to happen. This has undoubtedly been difficult for everyone, teachers, students, administration, and families. Unfortunately, however, because of our school's low total population, Cedar High School has been disproportionately affected by the district's budgetary cuts. This includes the current 100% loss of our support staff which was comprised of our singular parah educator and the
069future 100% loss of our administrative staff respectively comprised of our one singular principal who will we who we will be without next year. These unfortunate circumstances have led to agitation within Cedar High School student body and generally leaving students confused about the future of their beloved school. With much hard work from our staff and students, Cedar High School will continue its education focused on collaboration project-based learning and will remain as the highest scoring school in the district. And to go along with this, I would like to report that we are having our ECP pretty soon. We are looking forward to a very special guest for our Cedar graduates. I think you will all be very excited to meet him. Uh yesterday we did a little bit of or of work for Earth Day a little
070early. Uh we took one of our block classes to the Huff and Puff Trail to not only plant a whole bunch of native plants with Americanore, but also to pull Scotch Broom to keep that trail clean. We have a a school dance coming in May. And Cedar will be sending its Environ team to compete on Thursday. And I have a good feeling about us going to state. Thank you. And we'll move on to 6.03, the budget status report with Clinton Sherman. Good evening, board of directors. Uh, tonight I wanted to walk through where we're currently at with There we go. I want to share uh as we do every month the balances of each fund. Um as we've talked about this is overview of the dollars. Uh the general fund is is still negative and
071it will continue to be uh it'll actually hit positive in April as there's a larger aortionment schedule payment and also tax collection happens in April. Um the rest of the funds um talked about this a couple of times. Capital projects um normally builds buildings. We don't have that going on currently. The debt service fund fund services our bond debt that we have. ASP is managed by the students and the transmission vehicle fund buys u buses each year which we've already done. Um kind of a graphical representation of that data is this quick chart that we've seen quite a bit and we continue to update. We are still forecasting a positive balance at the end of the year. That number is changing. Um, I'll talk about a thing later about the water damage at Shelton High,
072but things like that that are unexpected do impact our budget uh each time they occur. And so we are trying to build as much cushion as we can to make sure we end in a positive. And that is still our intent. And that's all I have for you. What questions do you have for me? No. Thank you. Okay. On to item number seven, the consent agenda. Is everybody taking a look at that? Yes. It looks like there's a lot on it this time, but that's because this is all happening in one meeting instead of two since we had spring break in the month of April. So, with that, I move that we approve the consent agenda. I'll second. All in favor? I I Okay. Item number eight, discuss discussion and action items. Uh 8.01 is
073the proposed revised policy 3245 students and telecommunication devices. This will be the first reading in discussion. Good evening board president Wheeler, other board directors, student representative and superintendent Jesse. Uh my name is Dusty Trickle. I am the director of student wellness and I am here this evening to discuss the first reading of revised policy number 3245 regarding students and telecom te telecommunication devices. This policy addresses restriction of cell phones during the school day. Um high school students will still be allowed to access their devices during transition periods as well as lunch periods. Um I've put together some data around phone use um research that has taken place. Um the first piece is just how much teenagers are using phones during the school day. So uh this year Seattle Children's Research Institute found teens spend an
074average of 23% of the school day on their cell phones. So about a fourth of the time that they're in school. um one in four teens report using their phones for over two hours a day during the school day. So that's a lot of missed instruction that they're spending on their phones. We know that there's an impact on academics um when students have cell phones in school. Um one particular study once the school implemented cell phone restrictions found an increase of 6.27% 27% in the academic success of their students as well as a 44% decrease in behavior referrals. We know that 53% of school leaders across the nation have reported negative impacts of cell phone use on academics, mental health, and attention spans of children. One in three teachers site phone use as their top
075classroom challenge. Just that constant debate of put the phone away, put the phone away. Students who multitask on phones during instruction time retain significantly less information. According to multiple cognitive psychological studies, we know if we have the phone out and something else is going on, we can't quite fully pay attention to the other thing that's going on. Another thing that we've noticed is that really since the introduction of smartphones, so um we can kind of see in this data that about 2013 is really when most kids started to have cell phones in their hand. Um that there is a significant decrease in academic scores since those have been introduced. Um, and you'll also notice students that are already scoring below the 50th percentile are taking a bigger hit based on that data as well. Um,
076we also know that almost every teenager owns a cell phone now. You'll be hardressed to find one that doesn't. So, um, our fears that this will continue to dip if we keep having cell phones in the classroom. We know that it has an impact on mental health. Um there's a direct correlation between heavy phone use and social media use and symptoms of anxiety and depression in teens. Um a 2023 study that found that adolescents who spend more than three hours a day on their phones were more likely to report depressive symptoms as well as suicidal ideiation. Social media you media use during schools increases peer comparison and sometimes cyber bullying. I know talking with OBJH that was one thing that they reported when they enacted their cell phone policies that there was less conflict between
077students because they weren't able to be texting and kind of starting conflict during the day. Um 89% of social media users believe that it's damaging to their mental health. So people self-reporting that it's having a negative impact on them. Um so just a couple lessons moving forward with this policy. um that we've learned from MS and OBJH. Um we're going to make sure that we have early communication with students and families about these policies so they know what it looks like. Um ensuring that staff implement it and enforce the new policy across the board so everyone's on the same page. Um having staff support students in learning the new expectations and educating students and families about the negative impacts of cell phone use during school. And thank you. Do you have any questions? Fantastic. I
078like the new policy. Good job. Thank you. Yeah. I just want to say thank you. I think this is uh a brilliant step forward. Really appreciate the work. And I know it's probably going to take a little bit of work to retrain what we become accustomed to. How does that communication look? um because there's a attempt probably for buyin but also this is what we're doing. So how do you do that with families and students? How do you start that this year? Yes. So I think once this policy goes through it'll be really early education to parents and like I said this is already in place all the way from K 8. So it'll really just be a shift for our high schools. So making sure that we contact those families early. Yeah. So for
079um both MS and OBJ uh Dr. Dale we did like it starts now like that's why this this policy is coming to the board and then uh allows us to communicate now again. So we have like orient like right before the end of school um and then we have orientation and then back to school with family. So, so all these events because people um since we're on the topic of communication uh once isn't is never enough and so reaching everyone um plus just uh especially where English is not the primary language want to make sure they understand that we do have sometimes some issues where the student sometimes tries to outwit the parent does English or no English and so we just want to make sure parents really understand what this policy means and the
080things behind it too. It's not just here's our policy, this is how it's going to be enforced. And we purposely try to take and simplify some things in this policy and procedure so that it can be more easily just implemented um for us. And I and I'll just take one note here um that the Shelton School District takes this very seriously and for two really primary reasons and things that do come to this board. they are please educate my kid. Well, you can't drive and on and be on a cell phone. You should you can't learn to be on a cell phone. So, we take that seriously. The other one is around our students mental health and their safety. We we cell phones are again they are the number one thing getting in the way
081of students overall social emotional health. That is what's going on right now. And I just want to call that out because that is not just our job which we take very seriously. It is all of our jobs and it is all of our jobs to really have that conversation which I think what you're also inviting here director Dale is have that conversation with your student. I do as a parent. I we have talked about this many times. again and ask them to do that too because it's easier to take a swipe I think sometimes at us and Apple's not there for you. They're not going to be the ones that take take up your complaint but that usage is a real issue and I don't we'll take the heat but I just want to really
082be called this is a health crisis in front of us. It is getting in the way. You can see the data. That data is national data from 2013. That dip is across for math and reading across the nation. Significant dips in performance. And that is absolutely attributable to these smartphones. Um, and so I just I know I'm sorry I'm passionate about this. Uh, I know I'm not going to make everybody happy about that, but uh, it is, you know, it is something we all need to take seriously and work together on. So anyway, sorry about that. Thank No, thank you. Thank you so much for your passion on this. I think you can do anything to educate, but if you have this in the way, every single student's going to be distracted. And so, I
083really appreciate your effort and I know it's going to have some conversations and some cost and some some work behind it. Thank you guys for for leading in this area. Really appreciate that at the district level. I do have a question because I take it seriously as well, but I also get a lot of feedback. I have two teenage daughters that go to Shelton High School. I get feedback from other parents and the concern is logistically how does this work? Because obviously that child is going to have the cell phone on them. So I think it needs to be clear when they can use it and when they can't, especially high school students. I think, you know, if you're looking at communication with parents, communication with work, communication with siblings if you're having to drive
084people places, um, and also if there are emergency situations, I know there are parents that want to know that their child has accessibility to that phone. So, while I totally take it seriously as well, and I think it does get in the way of learning, I just want I that is something that I have heard personally as feedback with concerns because I think when people hear that there's a cell phone policy, they immediately think they can't even bring it in or something like that. So, I think that just understanding better what that actually means would be helpful. and and if they can use it at any time of the day, like does that mean that they can't or are there designated times where they can? I don't I don't want to leave people guessing about
085that. So, we do have answers to those issues. And again, the issue is to try to keep it as simple as possible, right? Because if we add a lot of complexity. So, um there are different allowances for high school students than there are for the younger students. Younger students are they bring it in. Yeah, kids kids do have them sometimes on them. Many keep it in their backpack inside their locker. Um, and obviously that's an issue again back at SHS. Keeping them on them or keeping their backpack is fine. The high schoolers will be able to bring it out during lunch. So, they will have a be correspondence. This is not just um our own learnings because it's obviously different at the high school. Uh, this is stuff that we've reached out to other districts
086that do have this for high schoolers. This is like a lot of other districts and high school students and they have found that that is the thing that works the best and then it is a progressive discipline thing just taking it for the period giving it back to the student you know if you can't handle it and then it moves from there and brings into a parent teacher conference or with administration so we really try to keep it small as possible and I and again I just can't emphasize with this and what we've have learned is educating understanding that purpose keep these kids engag age, which is also our other thing. And so that we don't have to to take it. Kids do have access to it and they can't bring it onto campus. We
087don't want to get in the business of holding it all the time like like you you mentioned and I know the issue with that. So, um I I've been chomping at the bit on this particular policy since the first time I read a a study that showed how damaging um kids having cell phones are in general, not just at school. uh the amount of bullying, the the the rise in suicides that has gone up to directly related to um cell phone and social media use. Uh I don't think I've had a meeting with Superintendent Jesse where I didn't bring up we need to get cell phones off campuses. Um I'm pleased as punch uh that we are not implementing a a policy and a procedure because a law changed. This is truly uh for the
088safety, health and well-being of the students I at every grade level in in our school district. Um it is taken extremely seriously. Uh the the uh procedures on on things, especially the the one I've even pointed out today, you know, like smartwatches, uh you know, everybody's got a smartwatch. We got to figure out that specifically. Um, but this is great great stuff. Um, I I hope it with with everything else we've seen tonight as far as, you know, kids learning to read and doing better, I I hope that getting the distractions out of the classrooms, uh, especially at the the upper ages, um, we're going to see, uh, our kids' abilities and and mental health sore. I I'm excited for this. So, thank you. I'd also like to promote this policy. The very little bit
089of time I've spent in the classroom at the high school, uh, cell phone usage was really shocking to me as an adult. Um, I would, you know, encourage parents if maybe your student is struggling to look at their app usage in their phones, see the hours they're active and what apps they're on. Uh, it was very common for students just to keep their phone out and they're just they're not focused on the lesson. They're worried about whatever is popping up here or they're flipping it over or I mean we all do it too. My phone barely leaves my hand, but I've already passed high school so I've gone through that and there it's every minute matters and they're also not engaging with each other um when they're passing. Uh, you know, when I was in
090school, you'd come in, you get in the classroom, you talk to people. Every student looks at their phone, they're talking to their smaller clicks or their groups, their other friends in classrooms. And it's it is a problem. It's a problem. And I know kids are going to be frustrated, but it's it's for the best. Thank you. I I guess I would finish up with this. We're looking for a new norm. When I was a kid, we didn't have cell phones. I bought my first one when I was 23. Uh, we got ourselves into this. We'll get ourselves out. Everything will be fine. Thank you. Thank you. All right. 8.02. Clinton Sherman. Uh, good evening again. uh before you is a resolution to what um it's an RCW that allows the school board uh based on
091the severity of damage to just have a emergency declaration for the water damage that happened at Shelton High School. What that really does is it expedites the remediation and reconstruction of that project to get it back up and running because right now we have um two four four classrooms and some office spaces and some other learning spaces down because of that. that. So those students are all displaced right now. And so what this resolution allows us to do in partner with our insurance is expedite those repairs and get those back up and running quicker. So that's that's what this is. Any questions about the resolution, I guess. Just could you clarify for those that don't know what has occurred? Sure. On March 31st, we came back from the weekend and found uh a severe amount
092of water damage at the third story of Shelton High School. uh that flowed down from the third story down as as gravity will let will let it do to the second all the way down to the first floor uh closing off a handful of classrooms and some office spaces. Uh pretty significant. It looks like it'll be um roughly a half a million dollars worth of damage. Uh we do have insurance that'll that'll cover uh a big portion of that and we'll have a deductible to meet. Um, and so after that, we also partner with insurance and we're receiving water sensors for every building in all the spaces where there could be leaks that are all connected. So now if there's any standing water at all, it alert maintenance and someone can get there much quicker.
093So and and those are all free of charge from the insurance provider because they would rather spend, you know, 30 grand on sensors than a half a million dollars on remediation, reconstruction, right? Thank you for that information. Could I get a motion for resolution number 25.06? I'd like to make a motion. I second the motion. All those in favor of passing resolution number 256 declaring an emergency repair to water damage at Shelton High School. I. and we got it. Thank you. Thank you. Okay, on to the legislative update. It's been a long meeting. I'll make this one brief because it's not great news. uh to continue our discussion that um each each meeting on the MSOC materials supplies and operating costs and special education. Uh the House and Senate are continuing to disagree over basic
094education funding. Um the legislature aimed to pass an additional tax measure to uh balance the budget to and increase the funding for special education and possibly MSOC. Um the Senate's proposed operating budget included 2.2 billion for special education over four years and over 400 million for the materials supplies and operating costs. In contrast, the House um only proposed 200 million for special education and $0 for material supplies and operating costs. Um the they continue to go back and forth on the two big bills. [Music] Um and that's basically it. It's it's out outlook is not great on some of this funding and I'd like to use this time to plug in for the levy which uh as we are not looking at a great increase on this MOC money. Um, we is it 82% of
095our of our money goes to salaries? 80 86.5 86.5% goes to goes to teacher salaries and we we need to make up this additional money. A lot of people have come and over the last few weeks and spoken about the importance of Am I okay? I can't plug that in here. I can give the facts. I apologize. Um sounds like I need to stop talking. Okay. So, what I was leading to is the importance of um we're we're going to have a gap in funding. The gap keeps increasing and that is, you know, in those additional funds, the district pays for mental health supports for students. That's not something that is funded. And um as we continue to lose money and not have these these things covered, we're at risk of losing some of our
096most essential items in the district. and please reach out to your legislature because we need this money so that we don't have to rely slow solely on levies. Thank you. Okay, on to board member comments and we'll start on the end with Director Dale. Thank you. Um, a lot of the people that were here when we started have gone home, but thank you to the teachers. Um that that presentation was amazing. Thank you to the public comments um for your passion and showing up. Again, it is always an honor to have you get up there. And public speaking is not everybody's favorite thing to take that risk and to share with the community. Thank you uh to the team presenting what's going on in our reading in this school district. Um, it is often easy
097to only talk about the things that are negative and what a blessing to get to see so much positive impact. So, well done everyone. We appreciate all that effort. Keep up the good work. Ditto. Thank you. You always have a great presentation. Appreciate it. and everybody who came to speak. Thank you for coming this evening and um bringing your children to celebrate with us. It was very special and um just really appreciate everything that the teachers are doing above and beyond to to get students to be successful. Yeah, kind of the same. Thank you very much. It's we're all getting back to the swing of things after having the spring break break. Um I do again and I want to thank the students in particular who sent me the letters. So Edwin, Cadence, and Britney
098from Bordeaux Elementary, thank you very much for your letters and inviting me to the reading event that's going on. I believe it's May 1st. I'm definitely going to move my work schedule around to try to be there for that because of your letters and because they were so special to receive. Um the all of the board has had the opportunity to read the Drake scholarships that have come in over the past couple of weeks. The deadline for that um was April 14th. And that for me is always one of the most special things that I do as a school board member because outside of graduation and things like that, but we really get to hear personal stories from the students. And it's wonderful to just see what how they present themselves, what they've gone through,
099and what their future plans are. Um, so thank you to everybody who has actually applied for that Drake scholarship. It's always wonderful to be a part of the board and and get to oversee that. Alan, thank you for your comments tonight and for standing up as the student representative for Cedar. Um sometimes these budget cuts, they do things that um I wish they didn't. And you know, it's hard to hear the impacts because it's it's ultimately not what I think anybody would have wanted to have happen. and your school culture. All of you are very strong and I just I appreciate you being the voice of that and always being um just the way you present yourself. I appreciate that very much. So, thank you for doing that and I wanted to say that I
100don't have a whole lot else to say. Um, I am excited about May 1st with the first. Uh, got my invitations for the first grade, uh, reading stuff. I'm pumped for that. Uh, ended up with a stack of paper on my dinner table and reading all of them and, uh, registering with the the QR things. They were great. um going through the Drake scholarships and and seeing the the Shelton Promise data and everything coming back, um we got kids that are out there that are have big visions. They're they're not dreams anymore. They're visions and and they're they're able to to go out and do this. Um we've got kids getting scholarships and doing things that weren't in the past. um the you know and that that goes back to um the faculty and staff
101and and everybody and and everything that you've done. Um again, I know I say it a lot, but thank you. Um I don't think you can hear it enough. So, uh keep up the good work. Uh is all we saw was positive data up there. Um and for those of you who really don't think we hear you, believe me, we do. That was part of where that cell phone policy came from. Um, there's more to everything that was said at that podium this evening. I guarantee it. Um, I, as always, welcome comments, suggestions, and deep conversations in the parking lot afterwards. Uh, but there is only so much we can do in a school board by law, RCW42. It's deep reading. Look it up. Um, Allan, uh, I I echo what, uh, Director Davidson said.
102Um, I love the Cedar program. Um, it is very unfortunate there. Again, there is more to that story and I will talk to you about it later. Um, and with that, we do have an executive session. How long you think? We'll be back around 8:05 to adjourn. Uh, you can stick around if you want, but that's pretty much it.