>> THINGS THAT WORK FOR ME? [LAUGHTER] [00:00:01] >> 6:00 PM. GOOD EVENING. [1. Call to Order] WELCOME. I'M PLEASED TO CALL TO ORDER THIS REGULAR MEETING OF THE BATTLEGROUND SCHOOL BOARD OF DIRECTORS FOR OCTOBER 27TH, 2025 AT 6:00 PM. WE WILL START WITH THE PLEDGE OF ALLEGIANCE. PLEASE STAND. >> READY. >> OF ALLEGIANCE] >> NEXT, WHAT DO YOU RECALL? >> PRESIDENT AND DIRECTOR OF DISTRICT 1, MARY SNITILY? >> HERE. >> VICE PRESIDENT AND DIRECTOR OF DISTRICT 5, JACKIE MADDUX? >> HERE. >> DIRECTOR OF DISTRICT 2, DEBBIE JOHNSON? >> HERE. >> DIRECTOR OF DISTRICT 3, TED CHAMPAGNE? >> HERE. >> DIRECTOR OF DISTRICT 4, TERRY TATE? >> HERE. >> STUDENT REPRESENTATIVE ITZEL CONTRERAS MONTIEL? >> HERE. >> STUDENT REPRESENTATIVE TOBY NGUYEN? >> HERE. >> MADAM PRESIDENT, WE HAVE A QUORUM. >> THANK YOU. AGENDA APPROVAL. THIS EVENING ON THE AGENDA. WE HAVE STUDENT AND BOARD UPDATES, STUDENT VOICE AND STUDENT AND STAFF UPDATES, CITIZENS COMMENTS. WE HAVE A CONSENT AGENDA WITH ITEMS A THROUGH I. WE HAVE ONE ITEM OF OLD BUSINESS, AND WE HAVE FIVE ITEMS OF NEW BUSINESS, AND THEN AS TIME PERMITS, WE'LL TALK ABOUT FUTURE EVENTS. COULD I HAVE A MOTION TO APPROVE THE AGENDA? [4. Agenda Approval (Board Vote w/Student Voice)] >> I'LL MOVE THE BOARD OF DIRECTORS TO APPROVE THE AGENDA AS PRESENTED. >> MOTION HAS BEEN MADE TO APPROVE THE AGENDA AS PRESENTED, STUDENT REPS. >> APPROVE. >> YOU HAD TO THINK ABOUT THAT FOR A MINUTE. [LAUGHTER]. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> UNOPPOSED. MOTION PASSES 5-0. NEXT, WE HAVE STUDENT VOICE, AND THIS EVENING, [5. Student and Board Updates] WE HAVE STUDENTS FROM TUKES VALLEY, I BELIEVE, IS THAT RIGHT? TUKES VALLEY MIDDLE SCHOOL. >> YES. >> I SHOULD HAVE SAID. >> HI. MY NAME IS JACKSON. I'M A STUDENT. >> [OVERLAPPING] I'M GOING TO STOP YOU FOR JUST A SECOND. IF THERE ARE A PARENTS HERE OF THESE LOVELY STUDENTS, IF YOU'D LIKE TO COME UP WHERE YOU CAN GET A PICTURE, COME UP BEHIND THE DESK RIGHT HERE [OVERLAPPING]. YOU'LL GET THE BEST PICTURE FROM THERE. LET THEM GET UP HERE AND THEN YOU CAN START AGAIN. >> LET ME MOVE UP IN THE WAY. >> OKAY. >> AS I WAS SAYING, HI, MY NAME IS JACKSON. I AM A STUDENT AT TVM. MY EXPERIENCE AT TVM HAS BEEN AMAZING. IT'S A WONDERFUL SCHOOL AND IT ALSO CREATES A FRIENDLY AND COMFORTABLE ENVIRONMENT FOR EVERYONE. I LOVE THAT THERE ARE SO MANY PEOPLE I FEEL COMFORTABLE TURNING TO WHEN I HAVE A PROBLEM. THANK YOU. >> THANK YOU, JACKSON. >> THANK YOU. >> HI. MY NAME IS SARAH, AND I'M AN EIGHTH GRADE WHO TUKES VALLEY MIDDLE SCHOOL. TODAY, I'D LIKE TO TALK ABOUT HOW THE LEVEE FAILURE HAS AFFECTED MANY STUDENTS THROUGHOUT OUR DISTRICT. MY MAIN FOCUS IS ON SCHOOL SPORTS. SINCE THE LEVEE FAILURE, THE LOSS OF SCHOOL SPORTS HAS SO FAR HAD A HUGE IMPACT ON STUDENTS MENTAL HEALTH. IT'S NOT EASY FOR MANY STUDENTS TO FIND ALTERNATIVES, ESPECIALLY SINCE CLUB SPORTS OFTEN COST HUNDREDS OF DOLLARS, AND THAT JUST ISN'T POSSIBLE FOR MANY FAMILIES. FOR MANY OF US, SCHOOL SPORTS WERE AN IMPORTANT WAY TO STAY ACTIVE AND HEALTHY BOTH MENTALLY AND PHYSICALLY. THERE WERE OTHER SOLUTIONS THAT COULD HAVE BEEN CONSIDERED INSTEAD OF COMPLETELY CUTTING SCHOOL SPORTS ALL THROUGHOUT. AS A TEENAGE GIRL WITH ANXIETY, SCHOOL SPORTS HAS HELPED ME CHANGE BY GAINING CONFIDENCE, BUILDING MORE FRIENDSHIPS, KEEPING MY GRADES UP, AND LOOSENING UP A BIT. BUT THIS ISN'T JUST ABOUT ME. BRINGING THEM BACK WOULD MEAN RESTORING SOMETHING MEANINGFUL TO OUR SCHOOL AND OUR COMMUNITY. I BELIEVE MOST IF NOT ALL STUDENTS WOULD AGREE WITH THAT. THANK YOU. >> THANK YOU. >> THANK YOU. >> THANK YOU. >> HELLO, I'M EMMA AND I'M IN SIXTH GRADE. I BELIEVE I'M IN ASPIRE, AND I BELIEVE THAT THE ASPIRE HAS NOT REALLY BEEN THAT MUCH. BECAUSE IN MATH, I DON'T HAVE THAT MUCH OF A CHALLENGE AND I BELIEVE THAT WE SHOULD ADD MORE OF A CHALLENGE FOR MATH AND OTHER SUBJECTS FOR ASPIRE. [00:05:06] I BELIEVE THAT TUKES VALLEY HAS ALSO BEEN AN AMAZING PLACE TO MAKE FRIENDS, AND I LOVE THE PEOPLE THERE AND ALL THE TEACHERS, AND IT'S BEEN A LOVELY PLACE SINCE FIFTH GRADE. >> THANK YOU. >> THANK YOU. >> MY NAME IS ELA, AND I'M IN SIXTH GRADE, AND I'VE HAD LOTS OF GOOD EXPERIENCE AT TVM, AND IT'S A GOOD SCHOOL TO BE AND THERE'S PEOPLE TO TURN TO AND I HAVE PROBLEMS. >> THANK YOU. >> HI, I'M TILLA, I'M IN SIXTH GRADE TOO, AND I WASN'T AWARE THAT WE'RE SUPPOSED TO HAVE A SPEECH. [LAUGHTER]. I REALLY LIKE TVM. I HAVE LOTS OF FRIENDS THAT HELP ME IF I NEED HELP, AND IT'S A REALLY FUN PLACE. >> GOOD. >> THANK YOU. >> HI. MY NAME IS MERCY, AND I AM A SIXTH GRADE STUDENT AT TVM MIDDLE SCHOOL, AND I THINK THAT IT IS AN AMAZING PLACE TO HAVE SCHOOL AND SUPER FUN TO MAKE FRIENDS. I HAVE FRIENDS WHEN I HAVE PROBLEMS I CAN TURN TO AND HAVE FUN. >> GOOD JOB. >> THANK YOU. >> [OVERLAPPING] CAN WE DO A PICTURE TOGETHER. [APPLAUSE]. >> YOU GUYS COM BACK. >> STUDENTS COME BACK UP AND HAVE A PICTURE TAKEN TOGETHER. CAN YOU COME BACK OUT TO WHERE YOU JUST SPOKE TO US? >> PRETTY PLEASE, YOU GUYS DID SUCH A GREAT JOB. THERE THEY ARE. >> BECAUSE YOU DID A FANTASTIC JOB, AND SO WE WANT YOU TO HAVE SOMETHING TO REMEMBER IT. >> THERE YOU GO. PERFECT. >> [LAUGHTER] THANK YOU. [APPLAUSE]. >> DO WE HAVE ANY OTHER STUDENTS OUT THERE THAT WERE PLANNING TO SPEAK FOR STUDENT VOICE? IF NOT, I WILL TURN INTO OUR STUDENT REPS. >> IT WAS WONDERFUL TO SEE SOME OF THE TUKES VALLEY MIDDLE SCHOOL STUDENTS COME OUT AND SPEAK. I KNOW THEY TALKED ABOUT THE GOOD THINGS AND ALSO SOME OTHER CONCERNS, WHICH WAS AMAZING BECAUSE THAT WAS OUR GOAL TO HAVE STUDENTS TALK ABOUT THE GOOD AND THE BAD BECAUSE THAT'S WHAT WE'RE HERE FOR. WE'RE HERE TO MAKE THEIR EDUCATION A BETTER PLACE. THIS YEAR, ME AND TOBY WANTED TO DO A WHOLE NEW PROJECT ABOUT GETTING NEW RESPONSES, NOT JUST THE SAME RESPONSES THAT WE ALWAYS GET WHERE WE DON'T KNOW. WE'RE TALKING TO STUDENTS THAT ARE ATHLETICALLY GIFTED, ACADEMICALLY GIFTED. WE WANTED TO HEAR FROM STUDENTS FROM ALL AROUND THE SPECTRUM. WE MADE THIS THOUGHT EXCHANGE FORM, AND LAST YEAR, WE WOULD TALK TO A GROUP OF MAYBE 10-15 STUDENTS. AS YOU CAN SEE, ON THE SCREEN, WE HAD 94 PARTICIPANTS, SO STUDENTS FILL OUT THIS FORM COMPLETELY, WHICH IS AMAZING. WE WANTED TO HEAR FROM A BUNCH OF DIFFERENT STUDENTS IN TUKES VALLEY MIDDLE SCHOOL WAS THE FIRST SCHOOL THAT WE VISITED, AND IT CAME OUT SO POSITIVE AND WE WERE ACTUALLY SURPRISED ABOUT THE AMOUNT OF STUDENTS THAT ACTUALLY FILLED IT OUT AND EVEN TALKED TO US, BECAUSE WE WENT DURING LUNCH AND WE WERE SCARED THAT STUDENTS WOULD MAYBE PUSH US AWAY. IT'S THEIR LUNCH TIME. THEY WANT TO BE TALKING TO THEIR FRIENDS. BUT THEY REALLY TALKED TO US AND REALLY ENGAGE WITH US. I THINK THE BEST THING THAT ADMIN DID IS THAT THEY DIDN'T TELL THEM WE WERE COMING. WHEN WE GOT THERE, A LOT OF STUDENTS WERE SURPRISED. THEY WERE LOOKING AT ME AND TOBY, ARE THESE NEW STUDENTS OR THEY LOOK A LITTLE OLD. WHEN WE WENT UP THERE, AND WE TOLD THEM WHAT OUR GOAL WAS, ALL THE INFORMATION JUST STARTED SPILLING OUT, ALL THEIR FEEDBACK ABOUT THEIR SCHOOL. THEY JUST KEPT ON SPEAKING TO THE POINT WHERE WE WERE AT THE LAST BELL WITH EVERY STUDENT. WE CAN GO TO THE NEXT TO. >> THE SURVEYS, IT TAKES THEIR INPUT AND IT ORGANIZES IT IN THE MOST LIKE POPULAR, AND HOW HIGHLY RATED IT WAS. I FEEL LIKE WE ALL COULD HAVE GUESS LIKE SPORTS IS AT THE TOP OF THAT LIST. EVERY STUDENT KNOWS WHAT SPORTS, HOW IT'S AFFECTING THEM. I THINK IT WAS JUST REALLY, [00:10:01] LIKE, I DON'T WANT TO SAY SAD, BUT WHEN I WAS IN MIDDLE SCHOOL, I DON'T EVEN THINK I KNEW WHAT THE WORD LEVY MEANT, BUT FOR 94 STUDENTS AND REMIND YOU, THESE ARE FIFTH THROUGH EIGHTH GRADERS, SO MAJORITY OF THEM DON'T EVEN HAVE ELECTRONIC DEVICES TO FILL OUT THE SURVEY, AND YET SO MANY OF THEM KNEW HOW THEY'RE BEING AFFECTED BY THE LEVY. I THINK THAT GOES TO SHOW HOW IMPORTANT IT IS THAT KIDS AT SUCH A YOUNG AGE KNOW HOW MUCH MONEY IS AFFECTING THEM. SPORTS IS AT THE TOP OF THAT LIST. THERE WAS ALSO, LIKE, BULLYING AS WELL AND OTHER THINGS LIKE THAT. THE STUDENTS WERE ABLE TO RATE IT. I DON'T KNOW. IT WAS REALLY NICE TO SEE HOW MANY KIDS ENGAGED WITH THIS. THERE IT IS. PERFECT. I WAS WONDERING WITH THAT LIST. PHONE RESTRICTIONS IS AT THE TOP OF THAT LIST WHICH KIDS IN THEIR PHONES. THAT'S NO SURPRISE. BUT YEAH, SPORTS ARE THERE, THE FOOD QUALITY, HOMEWORK SCHOOL, ATMOSPHERE BULLYING. IT'S JUST SO MANY THINGS THAT ARE AFFECTED BY THE LEVEE BECAUSE YOUR ATMOSPHERE IS AFFECTED BY HOW YOU ENGAGE WITH YOUR TEACHERS AND THE STAFF AND THE LEVEE DECREASES THOSE NUMBERS, AND THESE KIDS ARE NOTICING THAT. WHEN I SURVEYED THEM, A LOT OF THEM BROUGHT UP THEIR MISSING LIBRARIAN. THAT'S JUST SAD, NOT HAVING A LIBRARIAN. ALSO, THEY BROUGHT UP LOSING A TEACHER AND LIKE PLAYGROUND EQUIPMENT. THEY HAD A LOT TO SAY ABOUT HOW THE LEVEE AFFECTED THEM, AND IT'S GREAT. >> THIS IS REALLY GOOD. >> IT'S NEAT TO KNOW HOW ENGAGED THEY ARE. >> IT WAS VERY COOL. >> PROCESS. >> VERY COOL. >> A LOT OF THE STUDENTS ALSO LIKED THAT THIS WAS THEIR ONE MOMENT THAT THEY COULD HAVE THEIR PHONE OUT AND ACTUALLY THOUGHT [INAUDIBLE] [LAUGHTER]. THEY THOUGHT IT WAS A TRICK. THEY WERE LIKE, ARE YOU SURE? IS THIS A TRICK OR SOMETHING LIKE THAT? BUT ALSO WHEN WE WENT AND TALKED TO STUDENTS, SOME STUDENTS DIDN'T HAVE PHONE, DIDN'T HAVE THEIR PHONES OR DON'T EVEN HAVE A PHONE. SOME OF THE THINGS THAT I ALSO FOUND THAT STUDENTS WERE NOTICING FROM THE LEVEE FAILURE WAS OVERCROWDING AND BUSING. LESS TEACHER HELP BECAUSE OF OVERCROWDED CLASSES. THEN EXTRA CURRICULARS, JUST LIKE SPORTS, A LOT OF STUDENTS HAVE REALLY FELT THE NEED FOR HAVING MIDDLE SCHOOL SPORTS. A LOT OF KIDS CAN'T PAY FOR THESE CLUBS AND ACTIVITIES. A LOT OF KIDS USE THESE SPORTS TO MANAGE THEIR MENTAL HEALTH AND PHYSICAL HEALTH AS WELL FOR THE STUDENTS WHO CAN'T AFFORD CLUB SPORTS. JUST OVERALL MEETING NEW PEOPLE. IN HIGH SCHOOL, WE HAVE THE OPPORTUNITY TO PLAY SPORTS WITH FRESHMEN WITH SOPHOMORES WITH JUNIORS AS ME BEING A SENIOR, AND THAT'S WHAT MIDDLE SCHOOL HAD. THEY HAD THE OPPORTUNITY TO MAKE FRIENDS WITH SIXTH GRADERS, FIFTH GRADERS, SEVENTH GRADERS, ALL OF THESE TYPES OF AGES THAT WENT ON INTO HIGH SCHOOL, LIKE SOME OF MY TEAMMATES WHO PLAYED MIDDLE SCHOOL SPORTS, WHEN THEY CAME INTO HIGH SCHOOL AND THEN THE PEOPLE THAT THEY PLAYED MIDDLE SCHOOL SPORTS WITH, THEY REGAINED THAT CONNECTION AND HAVE BEEN INSEPARABLE IN HIGH SCHOOL. SOME OF OUR GIRLS ON VARSITY SOCCER PLAYED THOSE MIDDLE SCHOOL SPORTS WHEN THEY WERE YOUNGER AND THEN THE OLDER GIRLS THAT WENT INTO HIGH SCHOOL, THEY REGAINED THAT CONNECTION AND YOU CAN SEE THE CHEMISTRY ON THAT FIELD WITHIN THOSE PLAYERS. JUST OVERALL, JUST WISHING THAT SOME OF THOSE OPPORTUNITIES THAT WERE BEFORE HANDED TO SIXTH THROUGH EIGHTH GRADERS, A LOT OF FIFTH GRADERS WISH THEY HAD THE OPPORTUNITY. WHEN WE BROUGHT IT UP TO THEM, THEY BROUGHT UP HOW THEY WISH THEY HAD THE OPPORTUNITY TO DO THOSE THINGS. THEY WISHED THAT THEY COULD HAVE THE OPPORTUNITY TO TRY SOMETHING NEW, TRY A NEW SPORT. WHEN WE TALK TO THOSE KIDS, THEY WERE LIKE, OH, MAN, I WISH I GOT TO PLAY TRACK. I REALLY WANTED TO RUN, I REALLY WANTED TO LEARN ABOUT THE SPORT, SO I CAN LEARN ABOUT IT IN THE FUTURE. BECAUSE FOR THOSE TYPE OF SPORTS, THERE'S NOT A CLUB FOR IT. FOR TRACK, YOU HAVE TO SIGN UP FOR EVENTS, AND THOSE EVENTS ARE VERY RARE OR OUT OF STATE OR OUT OF THE BOUNDARY OF BATTLE GROUND OR YOU HAVE TO DRIVE ALL THE WAY FOR HOURS. AS MUCH AS IT WAS HAPPY TO SEE ALL THESE KIDS COMPLETING THE SURVEY, IT WAS A LITTLE SAD TO SEE THAT ALL THESE KIDS ARE REALLY GETTING IMPACTED BY ALL THESE DIFFERENT THINGS, WHICH YOU WOULD NEVER EVEN KNOW. THEY WOULD NEVER KNOW THAT OVERCROWDING WAS BECAUSE OF THE LEVY OR LESS SECURITY LIKE BULLYING. THEY HAVE TALKED ABOUT BULLYING AND THEY TALKED ABOUT HOW THEY DON'T FEEL SOMETIMES SAFE AT SCHOOL, BUT THAT'S BECAUSE WE HAVE LESS SECURITY GUARDS AT SCHOOL. WHEN IT COMES TO EXTRACURRICULARS, THEY FEEL LIKE THEY JUST GO HOME AND THEY HAVE NOTHING TO DO BECAUSE WE GOT RID OF MIDDLE SCHOOL SPORTS. I THINK FROM LAST YEAR TO THIS YEAR OF HOW WE WENT ABOUT OUR BOARD TOURS HAS REALLY HELPED NOT ONLY ME AND TOBY, BUT HELPED THE BOARD IN UNDERSTANDING WHAT STUDENTS NEED AND WHAT WE WANT TO BRING UP TO YOU GUYS BECAUSE WE HAD THE CONVERSATION ABOUT. [00:15:05] GOOD THINGS AREN'T ALWAYS 100%. THERE'S BAD THINGS THAT COME WITH THE EDUCATION WITH MIDDLE SCHOOLS AND WITH THE LEVY FAILURE. >> WHAT A RICH REPORT. >> YEAH. >> THANK YOU SO MUCH, AND I'M GLAD YOU'RE GOING TO ENGAGE WITH STUDENTS THAT WAY THIS YEAR. YOU'RE HOPING TO MAKE IT AROUND TO ALL THE MIDDLE SCHOOLS. >> JUST LIKE ALL THE SCHOOLS IN GENERAL. >> WE ARE PLANNING TO TOUR ALL MIDDLE SCHOOLS, HIGH SCHOOLS, AND AOS. THAT'S WHAT WE TRY TO DO. >> RIGHT. >> COULD YOU EXPLAIN THE DIFFERENCE BETWEEN THE TWO GRAPHS? I DON'T UNDERSTAND. >> THE FIRST GRAPH IS LIKE THE TOP START AND SCORED THINGS. THESE ARE LIKE THE MAIN CATEGORIES, WHICH IS SPORTS, SPORTS BACK PEOPLE. IT PUT IT INTO CATEGORIES BASED ON THE WORDS THAT WERE BEING WRITTEN IN THEIR COMMENTS. >> OKAY. >> THEN THIS ONE IS JUST A MORE DETAILED ONE THAT STUDENTS ALSO STARRED OR LIKE THAT ANOTHER STUDENT HAD WRITTEN AND THESE ARE IN CONTEXT. >> LESS PEOPLE MENTIONED THESE, BUT ENOUGH MENTIONED TO GET THEM INTO [OVERLAPPING]. >> ENOUGH START THEM. >> GOT YOU. OKAY. >> THANK YOU. >> THANK YOU SO MUCH. >> WELL, I'M HAPPY TO SAY THAT EMPLOYEE RECOGNITION IS BACK, AND IT'S A NEW YEAR. >> [INAUDIBLE] IS GOING TO HAVE TO TAKE [INAUDIBLE]. >> THAT'S RIGHT. >> THANK YOU. GOOD EVENING. >> MICHELLE REINHARDT AND MYSELF FROM HUMAN RESOURCES GET TO PRESENT THESE EMPLOYEE RECOGNITION AWARDS TONIGHT. THIS IS FOR THE MONTH OF OCTOBER, AND THESE ARE STAFF MEMBERS THAT WERE NOMINATED BY COMMUNITY OR OTHER STAFF MEMBERS. THE FIRST ONES, I'M GOING TO ASK OUR ML TEAM OF NADIA, MARIA, GLEB, AND JOHANNA, TO COME FORWARD, PLEASE, SO EVERYBODY CAN SEE YOU. >> I'VE GOT IT RIGHT HERE. THEY'RE ALL THE SAME. IT IS MY PLEASURE TO CONGRATULATE YOU ON BEING SELECTED AS A RECIPIENT OF THE BATTLE GROUND PUBLIC SCHOOLS EMPLOYEE RECOGNITION AWARD. YOU WERE NOMINATED BY A PARENT IN OUR COMMUNITY AND SELECTED BY OUR DISTRICT OFFICE COMMITTEE BELOW IS A COPY OF THE NOMINATION LETTER. BATTLE GROUND PUBLIC SCHOOLS SERVES NEARLY 1,500 MULTILINGUAL STUDENTS WHOSE FAMILIES SPEAK MORE THAN ONE LANGUAGE AT HOME. THIS NUMBER HAS GROWN 38% IN THE LAST SIX YEARS. TODAY, 74 DIFFERENT LANGUAGES ARE SPOKEN IN OUR DISTRICT. COMMUNICATING WITH AND ENGAGING FAMILIES FOR WHOM ENGLISH IS NOT THEIR FIRST LANGUAGE PRESENTS BOTH CHALLENGES AND OPPORTUNITIES. LUCKILY, BATTLE GROUND PUBLIC SCHOOLS HAS TALENTED PARENT OUTREACH LIAISONS WHO ARE EQUAL TO THE TASK. NADIA BOIANSKA, [INAUDIBLE], [LAUGHTER] SUPPORT RUSSIAN AND UKRAINIAN SPEAKING FAMILIES, WHILE JOHANNA FLORES AND MARIA CARBAJAL LEND THEIR SERVICES TO FAMILIES WHO SPEAK SPANISH. TOGETHER, THEY HELP PARENTS AND GUARDIANS UNDERSTAND INFORMATION AND ENGAGE IN THEIR CHILDREN'S LEARNING. IN THEIR ROLE, AS THE BRIDGE BETWEEN SCHOOLS AND PARENTS, THESE LIAISONS COMMUNICATE ABOUT EVERY TOPIC RELATED TO EDUCATION, INCLUDING ATTENDANCE, PARENT TEACHER CONFERENCES, DISCIPLINE, MEDICAL NEEDS, SPECIAL SERVICES, COURSE OFFERING, SAFETY, BUDGET, AND MUCH MORE. THEIR CULTURAL SENSITIVITY GUIDES STAFF IN EFFECTIVE COMMUNICATION AND THEIR DEEP KNOWLEDGE OF HISTORY AND LANGUAGE HELPS COLLEAGUES AVOID UNINTENDED MISUNDERSTANDINGS. NADIA, MARIA, GLEB, AND JOHANNA OFTEN WORK LONG HOURS INTO THE EVENING AND ON WEEKENDS TO MEET THE DEMANDS. THEY ARE ALWAYS WILLING TO ASSIST IN CRITICAL SITUATIONS, YET REMAIN ORGANIZED, EFFICIENT, AND RESPONSIVE. AS A RESULT OF THE PARENT ALBERT LIAISON'S CONTRIBUTIONS, MULTILINGUAL FAMILIES CAN FIND A COMMUNITY IN BATTLE GROUND PUBLIC SCHOOLS. THANK YOU FOR YOUR CONTINUED DEDICATION TO OUR STUDENTS, STAFF, AND COMMUNITY. WE ARE GRATEFUL TO HAVE YOU AS PART OF THE BATTLE GROUND TEAM, AND WE LOOK FORWARD TO CELEBRATING YOUR WELL DESERVED RECOGNITION. [APPLAUSE] [00:20:11] >> AT THE END. [BACKGROUND] DID YOU GET A PICTURE? >> I CAN HARDLY WAIT TO SHAKE THEIR HANDS. >> I THINK WE HAVE ONE [INAUDIBLE] >> AS THEY DO THAT PICTURE, I WILL JUST SAY NEXT WEEK IS PROBABLY THE BUSIEST WEEK OF THEIR LIVES BECAUSE WE HAVE CONFERENCES. >> THIS WEEK. >> THIS WEEK I MEAN. THIS WEEK. WHAT AM I SAYING? [LAUGHTER] >> I'M SURPRISED THEY WERE HERE BECAUSE I KNEW IT WAS THIS WEEK. >> YEAH. LET THEM BEGIN. >> THEIR HANDS. WE'D LOVE TO SHAKE THEIR HANDS. >> I GUESS YOU'LL CALL THEM BACK. >> THEY'RE ALL GOING TO COME BACK UP PHOTOS. >> OKAY >> THIS IS NEW TO ME, SO I'M LEARNING AS WE GO TOO. OKAY. >> SHARON FOSTER, ARE YOU THERE? [APPLAUSE] LAUGHTER]. >> IT'S MY PLEASURE TO RECOGNIZE OR CONGRATULATE SHARON ON BEING SELECTED A RECIPIENT FOR THIS MONTH'S EMPLOYEE RECOGNITION AWARD, AND YOU WERE SELECTED BY A PARENT IN OUR COMMUNITY AND A COPY OF YOUR NOMINATION READ BELOW. MISS FOSTER DOESN'T TEACH TO EARN A PAYCHECK. SHE TEACHES TO CHANGE LIVES AND SUPPORTS FAMILIES ALONGSIDE HER STUDENTS. OUR SON WAS IN HER CLASSROOM LAST YEAR, AND WHEN WE MOVED ON TO SECOND GRADE, I CRIED ON BACK TO SCHOOL NIGHT BECAUSE I KNEW THAT EVEN IF MY CHILD HAD ANOTHER GREAT TEACHER, HE DOES. I WOULD NEVER HAVE ANOTHER SHARON WHO WOULD SUPPORT ME AS A MOTHER AND GUIDE ME IN SUPPORTING MY SON WHILE MAINTAINING A STRUCTURE AND EXPECTATIONS. SHARON SEES THE POTENTIAL FOR CHILDREN AND ALLOWS THEM ROOM TO GROW AND MAKE MISTAKES. SHE HELPS ME UNDERSTAND HOW WE CAN AVOID CHALLENGING BEHAVIORS AND FOCUS ON POSITIVES AND GROWTH. WHEN I WAS DOUBTING MYSELF AND AXE WAS HAVING A BAD DAY, SHE WOULD TALK TO ME AS A FRIEND AND HELP ME SEE THROUGH THE DIFFICULT SITUATIONS AND TO REMEMBER THEIR KIDS, AND WE ARE ALL ALWAYS LEARNING. I CAN'T DESCRIBE HOW INCREDIBLE OF A HUMAN SHARON FOSTER IS. SHE IS THE MOTHER AND GRANDMOTHER FIGURE WE ALL NEEDED AND STILL NEED DISGUISED AS A TEACHER AT DAYBREAK PRIMARY SCHOOL. SHE IS TRULY IRREPLACEABLE, AND I MISS HER DEARLY. WITHOUT HER, I TRULY THINK MY SON WOULD BE IN A DIFFERENT ACADEMIC SPACE THAN HE IS NOW. SHE HELPED HIM SEE HIS CAPABILITIES IN WAYS THAT WE COULDN'T. WE ARE FOREVER GRATEFUL FOR HER LOVE. SHARON. [APPLAUSE] [LAUGHTER] >> AND LAST TONIGHT IS SHARON GREY. [APPLAUSE] >> SHARON WAS NOMINATED BY A PARENT IN OUR COMMUNITY, AND THE NOMINATION READS AS FOLLOWS. SHARON IS AN AMAZING AND UPBEAT DRIVER WHO CONSISTENTLY ARRIVES ON TIME EVERY DAY. HER RELIABILITY AND CHEERFUL ATTITUDE SET A POSITIVE TONE FOR BOTH STUDENTS AND STAFF. SHE IS COMPASSIONATE AND CARING WITH EVERY STUDENT ON HER BUS, CREATING A WELCOMING AND RESPECTFUL ENVIRONMENT. AT THE SAME TIME, SHARON MAINTAINS CLEAR EXPECTATIONS AND FIRM CONTROL TO ENSURE EVERYONE'S SAFETY. HER BALANCE OF KINDNESS AND PROFESSIONALISM ENSURES THAT STUDENTS NOT ONLY ARRIVE SAFELY, BUT ALSO START AND END THEIR SCHOOL DAY ON A POSITIVE NOTE. THANK YOU, SHARON, FOR THE CARE, DEDICATION, AND EXCELLENCE YOU BRING TO YOUR ROLE EVERY SINGLE DAY. [APPLAUSE] [00:25:04] >> IF YOU WOULD ALL COME BACK UP FOR A PICTURE. CAN YOU COME BACK UP FOR A PICTURE? >> CAN WE SHAKE THEIR HANDS AS THEY GO AROUND AND THEY LINE UP FOR THE PICTURE? WE WANT TO SHAKE YOUR HAND, SHARON. I USED TO BE A BUS DRIVER. I DROVE FOR THREE YEARS. I KNOW WHAT YOU GO THROUGH. >> WE'RE SHAKING. >> THANK YOU SO MUCH. >> I FORGOT. >> APPRECIATE YOU. >> THANK YOU SO MUCH. >> THANK YOU, SHARON. >> THANK YOU SO MUCH. WE'RE VERY PROUD OF YOU. >> THANK YOU. >> THANK YOU. >> THANK YOU. >> THANK YOU SHARON. >> THANK YOU APPRECIATE YOUR ADVICES, YOU ARE ONE OF A KIND. [BACKGROUND] >> I REALLY ATTEMPTED. [LAUGHTER]. >> THAT'S A GOOD ONE. IT'S A GOOD ONE. I PROMISE. >> THAT'S TRUE. WHEN YOU'RE WELL KNOWN, AND YOU HAVE HISTORY. >> YEAH. [BACKGROUND] >> I JUST DON'T WANT TO. >> NO, I'M TRYING TO BECAUSE I'M RIGHT. >> IN THE LINE OF FIRE. [BACKGROUND] >> THANK YOU FOR THE WELCOME. >> THANK YOU, EVERYBODY. [APPLAUSE] >> NEXT, WE HAVE COMMITTEE REPORTS. SO WE'LL START WITH LEGISLATIVE COMMITTEE. >> SO I'LL KEEP MY REPORTS BRIEF BECAUSE THERE'S REALLY NOT THAT MUCH TO SAY. LEGISLATIVE SESSION STARTS JANUARY 12 TO MARCH 12. WASDA IS GETTING THEIR POSITIONS TOGETHER AND EVERYTHING, AND WHAT THEY'VE SAID SO FAR IS THAT IN MSOC WILL BE SOMETHING AGAIN, THEN PROBABLY THIS IS A TENTATIVE A LIST, AND THREE OF THEM ARE IN MSOC UNFUNDED MANDATES AND FUNDING FORMULA EQUITY OUT NEAR THE TOP OF THE LIST. ONE THING I THOUGHT I SHOULD REPORT IS THAT FOR THE '25/'27 PERIOD, PROJECTED REVENUES ARE $412 MILLION LOWER THAN THEY HAD PROJECTED. THAT'S IT. >> DO YOU WANT TO MAKE THE ANNOUNCEMENT OR SHOULD I? >> NO. YOU GOING TO MAKE. YOU DON'T EVEN TO MAKE AN ANNOUNCEMENT. >> SO DIRECTOR TED WAS ELECTED AS THE EDGE COMMITTEE. >> FOR WASDA. >> FOR DISTRICT 6. >> FOR DISTRICT 6 OUT OF 11. YEAH. I'LL BE REPRESENTING ALL OF THE DISTRICTS IN THE AREA. THAT'LL BE GOOD. >> CONGRATULATIONS. >> THANK YOU I'M EXCITED TO DO THAT. >> AUDIT COMMITTEE. >> SURE. WE HAD OUR REGULAR MONTHLY MEETING, TORE INTO A BUNCH OF P CARD TRANSACTIONS, MUCH OTHER INVOICES COVERED PAYROLL IN DEPTH, SUPERINTENDENT'S TIME CARD, BOARD BUDGET. EVERYTHING LOOKS IN ORDER, AND THEIR NEXT MEETING IS ON 17TH OF NOVEMBER. >> THANK YOU. BATTLE GROUND EDUCATION FOUNDATION? >> NO REPORT. >> OKAY. WIAA? >> WIAA, LIKEWISE, IS A QUIET TIME. THE BIG THINGS THAT THEY'RE TALKING ABOUT ARE, I WROTE A COUPLE OF THINGS DOWN. THIS POST SEASON PREPARATIONS, THAT'S WHAT THEY'RE TAKING THEIR TIME ABOUT, AND THEN THEY'RE CONCERNED ABOUT SCHEDULING, EQUITIES AND TICKET EQUITY AND THAT KIND OF STUFF. ALL THE PEOPLE ARE TALKING ABOUT GETTING ON THE SAME PAGE WITH THAT. THAT'S WHAT THEY'RE TALKING ABOUT. I'M GOING TO GO TO A MEETING THIS THURSDAY. ARE YOU GOING TO BE THERE, TED? >> NO. >> OKAY. I WILL BE THERE. [BACKGROUND] THIS IS SOMETHING THAT THIS IS SOMETHING THAT TED STARTED IF I'M [OVERLAPPING]. >> OH, YEAH, THAT. THAT'S ON [OVERLAPPING]. >> TRAVIS IS A PART OF WE MEET, THE SPORTSPEOPLE MEET AROUND HERE TO TALK ABOUT SOME OF THIS STUFF. I'LL BE THERE. OKAY. >> OKAY. THANK YOU. TOURS COMMITTEE. WE DID HAVE A GREAT TOUR AT AMBOY MIDDLE SCHOOL ON FRIDAY, AND SO I GIVE EVERYBODY A CHANCE TO SHARE WHAT THEY LEARNED. LET'S SEE. >> I'LL BE HAPPY TO GO FIRST THAT WAY, I DON'T HAVE TO THINK HARD. I WAS JUST AMAZED WITH THE BUILDING, WITH THE PEOPLE, WITH THE TEACHERS. I WAS JUST AMAZED WITH THE ATTITUDES AND THE ENERGY IN THE ENVIRONMENT, I REMEMBER WHAT SOMEBODY TOLD ME, BUT I WON'T STEAL HIS THUNDER ABOUT BEING AT THAT SCHOOL, [00:30:03] BUT IT WAS A REAL NICE EXPERIENCE. IT WAS A GREAT EXPERIENCE. THE ASB OFFICERS DID A WONDERFUL JOB. >> JACKIE, DID YOU WANT TO SHARE SOMETHING? >> DID YOU WANT TO GO FIRST? >> WE'LL GO TOBY FIRST. >> OKAY. >> HE LOOKS READY TO SHARE. >> IT WAS BEAUTIFUL. I LOVED IT. THE VIBES OF THE EXPERIENCE, EVERYTHING. [OVERLAPPING] >> YOU'VE NEVER BEEN THERE BEFORE. >> THIS WAS MY FIRST TIME GOING THERE. AS WE'RE WALKING THROUGH THE HALLS, I'M LOOKING AT THE POSTERS ON THE WALLS, THE DRAWINGS, THE ART. LIKE, EVERYTHING, IT WAS A BEAUTIFUL MIDDLE SCHOOL. IT WAS LIKE WE'D GO INTO THE CLASSES AND THE KIDS WERE A LITTLE SHY, BUT YOU COULD TELL THEY WERE GOOD GROUPS OF KIDS, AND THEY LOVED THEIR CLASSES. THEY GENUINELY LOOKED EXCITED TO BE THERE. THEY LOOKED LIKE THEY LOOKED FORWARD TO COMING TO SCHOOL EVERY DAY. IT WAS REALLY NICE TO SEE SUCH AN ENTHUSIASTIC GROUP OF KIDS. >> THANK YOU. GO AHEAD. >> NO, I'M GOING TO WAIT AND SEE IF NOBODY SAYS IT, BUT IF I'M LUCKY ENOUGH, I'LL GET TO SAY IT. GO AHEAD. >> I'M GOING TO SAY IT. >> I BET YOU ARE. >> I'M DYING HERE. >> SO THE POSTERS ON THE WALL. WHEN WE MET WITH THE PRINCIPAL AND STAFF, THEY TALKED ABOUT A BIG THING OUT AT AMBOY MIDDLE SCHOOL IS ATTENDANCE AND HOW THEY STRUGGLE WITH IT. WHETHER IT'S FAMILIES GO HUNTING OR YOU HAVE TO CARE FOR A SIBLING OR JUST ALL OF THE FACTORS THAT IMPACT LIFE. THEY HAVE A POSTER ON THE WALL WHERE THEY UPDATE ATTENDANCE DAILY. FOR EACH GRADE LEVEL. THAT WAS REALLY IMPRESSIVE THAT THEY CAN NOT ONLY SUPPORT THAT MONITORING THAT SO CLOSELY, BUT THE FACT THAT THEY UPDATE IT EVERY DAY. JUST HEARING WE JUST DON'T HEAR SOME OF THOSE STRUGGLES, I THINK IN THE BOARDROOM. THAT WAS A BIG TAKEAWAY FOR ME AS WELL AS THE PLC WORK THAT'S HAPPENING. THE BAND TEACHER THERE, JAMIE GALLAGHER. HE USED TO BE AT LAUREN AND GREAT GUY, GREAT BAND TEACHER GREAT PERSON ALL AROUND, AND HE WAS SHARING HOW THE PLC WORK. EVEN IMPACTED THE BAND TEACHERS AND HOW THEY WORK TOGETHER ACROSS THE DISTRICT, ALL THE MIDDLE SCHOOL BAND TEACHERS GET TOGETHER, AND THEY DO THEIR PLCS. IT WAS JUST A WHOLE NEW LEVEL OF EVERYTHING WE HAVE HEARD ABOUT PLCS OVER THE LAST SEVERAL YEARS. JUST BRING IN THAT LAYER TO THINK THAT WORKING. IT'S EVEN WORKING FOR THAT AS WELL. THE DRIVE OUT THERE IS BEAUTIFUL. OVERALL, IT'S BEEN ONE OF MY FAVORITE TOURS, AND I WILL SAY IT WAS REALLY BITTERSWEET THAT IT WAS MY LAST SCHOOL TOUR. BUT I ENJOYED IT VERY MUCH. >> WELL, IN MY LAST SCHOOL TOUR AS WELL. THAT WAS BITTERSWEET. YOU MENTIONED THE ATTENDANCE. I WAS JUST CHECKING OFF MY LIST HERE AS AS YOU WENT ALONG. ONE OF THE THINGS THAT ATTENDANCE IS THEY HAVE A SANDWICH BOARD WHICH SPELLS OUT EXACTLY WHAT THE REWARD IS FOR GOOD ATTENDANCE, AND THEY PUT IT OUT FRONT WHERE EVERYBODY GETS TO SEE IT THE WHOLE COMMUNITY, THE PARENTS, EVERYONE KNOWS EXACTLY WHAT THEIR GOAL IS, AND I LOVE THAT PART ABOUT IT. ALSO, AND MENTIONED THE STRONG PLCS, YOU COULD SEE THE EVIDENCE OF THE PLC WORK. AGAIN, WHEN WE LOOK AT BOARD DECISIONS THAT IMPACT STUDENT LEARNING. THAT IS ONE OF THE BIG ONES AND THE FACT THAT TEACHERS HAVE THE TIME TO COLLABORATE WITH ONE ANOTHER AND IT'S HAVING AN IMPACT ON KIDS. ANOTHER BIG PUSH THIS YEAR FOR THEM IS THEIR NEW INCLUSION MODEL, AND WE GOT TO SEE THAT IN ACTION AND I THINK THAT'S JUST AMAZING THAT THEY ARE JUST DIVING IN AND MAKING THAT WORK SO THAT ALL KIDS ARE GETTING THAT RICH SUPPORT THAT THEY NEED IN THE CLASSROOM WITH OTHER KIDS. >> I REALLY APPRECIATE THAT. >> I GOT SOMETHING TO SAY BEFORE YOU BOARD MEETING THING. I WANT TO SAY THIS ONE THING. YOU WEREN'T THERE. >> NO. >> NO SHE WASN'T THERE. >> THE DOG. >> I WAS GOING TO MENTION THOUGH. >> THEY HAVE ONE OF THESE PUPPIES, A DOG, OR 2, 3-YEAR-OLD DOG. >> LILY. >> WHAT DO THEY CALL IT? >> LILLY. >> WHAT IS IT LIKE? WHAT ARE THESE? >> GOLDEN NOODLES. >> SHE IS A THERAPY DOG. >> THERAPY DOG. VICE PRINCIPAL LAURIE TOLD ME THE THERAPY DOG WILL COME INTO MEETINGS LIKE WITH THE DADS AND THE KIDS IN TROUBLE, AND THE DADS THERE, THE THERAPY DOG WILL COME INTO ALL THE MEETINGS. THERAPY DOG WILL JUST SIT THERE AND WATCH THE STUDENTS. IF THE STUDENT LOOKS AT THEM, THE THERAPY DOG WILL GO PUT HIS HEAD IN THEIR LAP. >> CAN YOU IMAGINE HOW HAVING A THERAPY DOG CHANGES [00:35:01] THE DYNAMIC IN SO MANY ISSUES AND STUFF? EVERY SCHOOL'S GOT TO HAVE A THERAPY DOG. I TELL YOU, I'M SO. >> THAT'S GREAT. >> I LOVE IT. [LAUGHTER]. >> I WAS NOT GOING TO SAY IT. TALK ABOUT [INAUDIBLE]. >> [INAUDIBLE] I WOULDN'T SAY IT. [LAUGHTER] >> NO. I WAS JUST GOING TO ECHO SOMETHING THAT MARY SAID ABOUT ANNABEL BERNARDO. I DON'T KNOW THAT I'M SAYING HER LAST NAME CORRECTLY, BUT SHE'S THE SPECIAL ED TEACHER THAT WAS INTRODUCED TO US IN THE CAFETERIA. I WENT OUT TO ONE OF THEIR WAIVER DAYS LAST YEAR AND THEY WERE TALKING ABOUT THEIR STRUGGLES WITH INCLUSION BECAUSE YOU DON'T JUST SNAP YOUR FINGERS AND SAY, OH, WE'RE GOING TO DO IN. THERE'S STRUGGLES. THERE'S A LOT OF THINGS TO FIGURE OUT. BUT ONE OF THE THINGS I APPRECIATED ABOUT HER COMING AND NICK INTRODUCING US TO HER IS THAT THEY ARE WORKING AS TEAMS TO FIGURE OUT THE COGNITIVE STRUGGLE THAT THEY'RE HAVING IN ORDER TO MEET THE NEEDS OF THEIR KIDS, AND THEY'RE STARTING TO SEE SOME POSITIVE THINGS FROM THAT. I APPRECIATE THAT BECAUSE WE DON'T ALWAYS HAVE ALL THE ANSWERS. WHEN WE GO DOWN A PATH, AND THIS IS NOT SOMETHING WE REALLY HAVE A CHOICE TO GO DOWN THE PATH. THE STATE SAYS IT'LL BE IMPLEMENTED BY 2028. IT'S NOT SOMETHING WE GET A CHOICE IN, BUT I APPRECIATE THE FACT THAT THEY'RE TAKING THOSE RISKS AND TRYING TO FIGURE IT OUT FOR THE BETTERMENT OF OUR STUDENTS. I JUST REALLY APPRECIATE ALL THE EFFORTS THAT THEY'RE PUTTING IN FROM DOING BOOK STUDIES TO TRYING TO FIGURE OUT THE BEST PROCESSES, AND HOW MUCH TIME IS RIGHT AND HOW IS IT DIFFERENT FROM ONE KID TO THE OTHER. THAT COGNITIVE STRUGGLE THAT THEY'RE DOING WITH THE PLC WORK. I JUST REALLY APPRECIATE THAT. I ALSO THOUGHT IT WAS A LITTLE BIT EYE-OPENING TO ME. I KNOW IT TO BE TRUE AND I'VE SEEN IT BEFORE. BUT WHEN WE WERE IN THOSE SIXTH-GRADE CLASSROOMS, TALK ABOUT FULL CLASSROOMS. THE ONE THAT WE WERE IN 31 STUDENTS IN ELIZABETH CLAYTON'S CLASSROOM, AND YOU COULD FEEL IT. I WAS A SIXTH-GRADE TEACHER, SO IT RESONATED WITH ME CERTAINLY THAT IT JUST WAS A LOT AND IT MADE ME THINK ABOUT HOW THAT IMPACTS KIDS WHEN THEY DON'T HAVE THE TEACHER'S TIME AS MUCH BECAUSE THEY'RE HAVING TO SHARE IT WITH THAT MANY MORE STUDENTS. JUST THINKING ABOUT THE EXPERIENCE, GREAT TOUR, GREAT ENVIRONMENT, THE CULTURE, THE WELCOME AS WE CAME THROUGH THE OFFICE, JUST WONDERFUL STAFF. EVEN IT WAS FUN FOR ME TO SEE CHRIS KRAMER, THEIR HEAD CUSTODIAN IS IN THE CAFETERIA WHEN WE WERE IN THERE FIXING OR JUST TIGHTENING UP BOLTS ON THE CAFETERIA TABLES. IT WAS A BEAUTIFUL BUILDING, WELL-KEPT, WELL-ORGANIZED. I THINK WE'VE ALL TALKED ABOUT WHAT WE'RE ON THE WALLS, BUT JUST IMPRESSIVE. THEY'RE DOING A NICE JOB. >> WELL, SINCE YOU BROUGHT THAT UP, SHELLY, I'D LIKE TO SAY TO EVERY SINGLE BUILDING IN THIS DISTRICT THAT I'VE GONE ON A TOUR IN, THESE BUILDINGS ARE SO CLEAN. MY DEAR, I'VE BEEN TO MANY SCHOOL BUILDINGS, CLEAN, NEAT, TIDY. THAT'S THE EXAMPLE WE WANT TO SET FOR KIDS ORGANIZATIONS, SO WHY NOT? BUT I MENTIONED IT TOO. I DON'T KNOW IF I MENTIONED TO NICK, BUT I DID MENTION TO LAURIE JUST HOW CLEAN THE BUILDING WAS. I APPRECIATE THE WORK, ESPECIALLY SHORTHANDED. NOW, DIRECTORS' REPORTS. >> I ATTENDED THE YOUNG LIFE CLUB DESERT. IT WAS REALLY WONDERFUL. THERE WAS SO MUCH POSITIVITY. THE STUDENTS HAD SHARED THESE BOARDS OF THE CHANGES THAT HAD BEEN HAPPENING IN THEIR OWN LIVES, AND JUST THE IMPACT THAT THIS CLUB IS HAVING FOR THEM. THE LEADERS AND THE VOLUNTEERS AND THE SUPPORT. THEY SAID THEY NEED A LOT MORE LEADERS AND THEY NEED MORE VOLUNTEERS AND MORE SUPPORT FROM THE COMMUNITY. THIS IS A CLUB THAT'S CHANGING LIVES. TO GIVE A SHOUT-OUT TO THAT CLUB, AND I WAS VERY PLEASED TO BE A PART OF IT. IT WAS REALLY AN ENJOYABLE EVENING. >> I'LL GO AHEAD AND BRING IT UP CAUSE [INAUDIBLE] AND TOBY DIDN'T DO IT, BUT WE BEAT SKY VIEW ON FRIDAY. [LAUGHTER] IT'S A BIG DEAL. THAT WAS A 20-YEAR LOSING STREAK TO SKY VIEW THAT WE BROKE, SO I COULDN'T BE MORE PROUD OF OUR KIDS. >> 2004 WAS THE LAST TIME. >> 2004 WAS THE LAST TIME BATTLE GROUND B SKYVIEW. >> WOW. >> WE WATCHED THE GAME ON VANCOUVER PUBLIC SCHOOLS BGTV VERSION. >> YEAH. >> THEY HAD COMMENTATORS. ONE WAS FROM FORT AND ONE WAS FROM RIVER, AND IT WAS HILARIOUS. [LAUGHTER]. [00:40:02] >> I BET IT WAS. >> STUDENTS DOING IT. I DON'T KNOW WHAT THAT REP'S CALLING. BUT THERE'S A FLAG ON THE FIELD. IT WAS FANTASTIC. >> YEAH. >> YEAH. >> THAT'S ACTUALLY FUNNY. THAT WAS A GOOD GAME. GOOD GAME. >> ANY OTHER DIRECTORS' REPORTS? WE'LL MOVE ON TO SUPERINTENDENT AND STAFF UPDATES. [6. Superintendent and Staff Updates] JUST A COUPLE ITEMS FOR ME THIS EVENING. I WANTED TO LOOP BACK, TERRY, YOU ASKED A QUESTION ABOUT REED NORTHWEST. I DON'T WANT TO SKIP OVER THAT. WE, AS YOU KNOW, HAD REED NORTHWEST IN TWO SCHOOLS AT PLEASANT VALLEY PRIMARY AND GLENWOOD, AND WE ARE ADDING TO MAPLE GROVE AND DAYBREAK PRIMARY, AND IT'S JUST GETTING UNDERWAY. REED NORTHWEST HAS THE COORDINATOR HIRED TO DO THAT, AND THEY HAVE MANY VOLUNTEERS. THEY'VE GOTTEN A WONDERFUL RESPONSE. >> A LOT OF PEOPLE MAY NOT KNOW WHAT THEY DO. >> REED NORTHWEST IS BASICALLY READING BUDDIES. THEY WILL SET UP IN DIFFERENT PRIMARY SCHOOLS. THEY WORK PRIMARILY WITH FIRST GRADERS AND READING WITH STUDENTS. NOT NECESSARILY THE STUDENTS THAT WE HEARD ABOUT IN THE WORK SESSION TONIGHT THAT ARE IN READING INTERVENTION, BUT STUDENTS WHO MIGHT BE RELUCTANT READERS THAT HAVE A VARIETY OF SKILL NEEDS, MAYBE JUST NEED TO PRACTICE MORE, MAYBE MORE COMPREHENSION. BUT THEY TARGET A GROUP OF STUDENTS THAT HAVE BEEN SELECTED BY THE SCHOOL TO HAVE A READING BUDDY AND THEY COME IN FOR 30 MINUTES A WEEK, AND READ AT THE SAME TIME ON THE SAME DAY EVERY WEEK OF THE SCHOOL YEAR AND DO THIS PROGRAM WITH THEM. IT'S A WONDERFUL PROGRAM THAT HAS STARTED UP IN TWO OF OUR SCHOOLS PREVIOUSLY BEEN GOING, BUT PICKING IT UP IN TWO MORE OF OUR SCHOOLS, AND IT'S PRETTY EXCITING. THEY ACTUALLY HAD AN AUCTION A FEW WEEKENDS AGO, AND THEY MADE $300,000 IN ONE AUCTION WITH NO SILENT AUCTION ITEMS. NOT LIKE ANY AUCTION I'VE EVER SEEN IN MY LIFE. BUT ANYWAY, WE GOT TO FIGURE OUT HOW TO DO THAT. [LAUGHTER]. I THINK WE MIGHT HAVE A FUNDING SOURCE. BUT ANYWAY, REED NORTHWEST. WE'VE HAD PROGRAMS LIKE THIS IN THE PAST IN BATTLE GROUND. WE USED TO HAVE SOMETHING CALLED HOST. BUT IT'S NICE TO SEE A RENEWED EXCITEMENT AROUND VOLUNTEERING AND THE WORK THAT THEY'RE DOING. THERE ARE A LOT OF PEOPLE IN OUR COMMUNITY THAT ARE SPEARHEADING THE WORK AND IT'S SOMETHING OUR COMMUNITY SHOULD BE PROUD OF. IT'S A GREAT PROGRAM, SO I'M GLAD YOU ASKED THE QUESTION, TERRY. A COUPLE OF OTHER ITEMS. WE HAD OUR CTE ADVISORY MEETING THURSDAY, THE 16TH. THAT IS WHEN OUR GENERAL ADVISORY AND OUR INDIVIDUAL ADVISORIES COME TOGETHER AND THEY WORK ON THEIR PLANS FOR THE YEAR AND THEY BRING IN THE PARTNERS FROM BUSINESSES AND FROM INDUSTRY. GREAT MEETING. IN THE GENERAL ADVISORY, THEY WERE TALKING ABOUT THE FACT THAT THIS IS A NEEDS ASSESSMENT YEAR WHERE THEY ASSESS WHAT STUDENTS' INTERESTS ARE AND WHETHER THE PROGRAM ALIGNS WITH THAT. GREAT WORK FROM ALL OF OUR CTE TEACHERS AND STAFF IN PREPARATION TO MAKE SURE THAT WE'RE MEETING THE NEEDS OF OUR STUDENTS. THAT WAS A GREAT MEETING. ALSO WANTED TO DRAW YOUR ATTENTION TO AN EMAIL IF YOU HAVEN'T SEEN IT. I JUST WANT TO DRAW YOUR ATTENTION TO IT SO YOU WATCH FOR IT. THERE WERE THREE ELECTIONS, ONE FOR ESD 112 THAT WAS A TIE. THEY HAVE REOPENED THE ELECTION BETWEEN JOHN DEEDER AND ALFRED ROE FOR DISTRICT 4 POSITION ON THE ESD BOARD. YOU SHOULD BE SEEING AN EMAIL ABOUT THAT. THEN THERE'S WARD POSITIONS, AREA 1, THERE'S A RUNOFF BETWEEN KUSH BARAR AND JOE GREENHEREN, AND THEN THERE'S A RUNOFF BETWEEN SHERRY KELLY AND LINDY MOEN DOYLE. LOOK FOR THOSE EMAILS. I'LL SEND OUT WHAT I RECEIVED TODAY THAT TALKED ABOUT IT JUST SO YOU MAKE SURE THAT YOU SEE IT. IT'S GOING TO CLOSE. THE VOTING WILL CLOSE ON NOVEMBER 10. I THINK IT'S JUST IMPORTANT FOR US TO WEIGH IN ON WHO OUR REPS ARE GOING TO BE ON THOSE BOARDS. >> JUST TO ADD TO THAT, I'M SORRY, BUT AREA 1 IS UP NORTH, WE WON'T BE VOTING IN THAT. THE STATES DIVIDED INTO 11 AREAS. WE'RE AREA 6, AND SO WE DO HAVE THIS ONE TIE ON THE ESD BOARD. >> BUT WE HAVE TO VOTE ON THE [OVERLAPPING]. >> WE'RE NOT INVOLVED IN [OVERLAPPING]. >> GREAT. >> WE WILL GET A BALLOT SENT TO US THAT SAYS, [00:45:05] PLEASE VOTE, AND IT'S ABOUT THAT ONE ELECTION ON THE ESD. >> THE JOHN DEEDER AND [OVERLAPPING]. >> I OPENED THAT ALREADY AND IT DOES JUST THE ESP [OVERLAPPING]. >> JUST THOSE TWO. >> [INAUDIBLE] NOT CONFUSED AT ALL. >> NO, NOT AT ALL WHEN THE EMAILS GET TO EVERYBODY. [LAUGHTER]. GREAT. GLAD YOU ARE ALL ON IT. I WANTED TO MAKE A POINT OF MENTIONING BECAUSE IT'S ON OUR CONSENT AGENDA TONIGHT AND IT'S A PRETTY SIGNIFICANT ITEM. YOU'LL NOTICE THAT PRAIRIE HIGH SCHOOL VOLLEYBALL BOOSTERS IS DOING A DONATION. I JUST WANTED TO POINT THAT OUT. MAINLY BECAUSE ONE, IT'S A GOOD DEAL OF MONEY, WHICH IS WHY YOU HAVE TO APPROVE IT. TWO, IT'S BECAUSE IT GIVES THOSE STUDENT ATHLETES THE ABILITY TO TRAVEL TO CALIFORNIA FOR THE 22ND ANNUAL SOUTHERN CALIFORNIA INVITATIONAL. YOU'VE ALREADY APPROVED THE TRAVEL FOR THEM, SO TAKING THE DONATION WILL ALLOW THEM TO ACTUALLY GO ALL THE WAY. [LAUGHTER] I JUST WANTED TO POINT THAT OUT. THAT'S IT FOR ME, BUT AS YOU KNOW, MY COUNTERPART LENEL IS HEADED OFF TO ANOTHER MEETING REPRESENTING US THIS EVENING SO SHE COULDN'T BE HERE FOR THIS PART. BUT I WANT TO INTRODUCE THREE OF OUR STAFF MEMBERS DOING DATA REVIEW FOR YOU. I'M PRETTY EXCITED TO WELCOME DAVID, ALLISON, AND LACY. >> GOOD EVENING, BOARD. >> GOOD EVENING. >> CAN YOU HEAR ME? >> YES. >> YES. >> I WOULD LIKE TO INTRODUCE YOU ALREADY KNOW DAVID, EXECUTIVE DIRECTOR OF SCHOOL IMPROVEMENT. THEN THIS IS LACY MARSAL, YOU MET HER LAST YEAR, AND SHE'S BACK AGAIN AS DISTRICT ASSESSMENT COORDINATOR FOR BATTLEGROUND SCHOOL DISTRICT. WE ARE HERE BECAUSE THIS IS OUR ANNUAL REPORT TO YOU THAT WE'RE REQUIRED TO GIVE BY THE STATE OF WASHINGTON ON OUR ASSESSMENT SCORES. I THINK WHAT YOU'LL SEE TONIGHT HAS A LOT OF CONNECTIONS TO THE INFORMATION THAT WE HEARD IN THE WORK SESSION TODAY, AND WE WILL BE TALKING A LOT ABOUT THE STRATEGIC PLAN, SO YOU'LL SEE LOTS OF CONNECTIONS WITH THAT. DAVID GETS TO START US OFF. >> SPEAKING ABOUT THE STRATEGIC PLAN, WE DO HAVE THREE GOALS AND 11 MEASURABLE OBJECTIVES TO THOSE GOALS, AND WHAT WE WANTED TO ACCOMPLISH TONIGHT IN SHARING THE DATA WITH YOU IS TO REALLY DRILL DOWN ON THREE OF THE MEASURABLE OBJECTIVES UNDER HIGH-QUALITY INSTRUCTIONS. WHEN WE'RE GETTING INTO THIS EVENING'S PRESENTATION, YOU'LL SEE US GOING BACK AND FORTH TO SPECIFIC ASSESSMENTS AND TYING THOSE ASSESSMENTS DIRECTLY BACK TO THOSE MEASURABLE OBJECTIVES THAT WE'LL BE HIGHLIGHTING THE THREE OBJECTIVES UNDER HIGH-QUALITY INSTRUCTION. >> THE FIRST ONE HAS TO DO WITH KINDERGARTEN, WE'RE GOING TO START WITH THE LOWEST LEVELS OF ASSESSMENTS AND MOVE OUR WAY UP TO THE HIGHEST. WE'RE STARTING WITH KINDERGARTEN STATE ASSESSMENTS. OBJECTIVE 1 OF THE STRATEGIC PLAN TALKS ABOUT MEETING OR EXCEEDING PROFICIENCY ON OUR STATE ASSESSMENTS. THE STATE REQUIRE TESTS FOR OUR YOUNGEST LEARNERS. IT'S NOT REALLY A MEASURE OF HOW OUR TEACHING IS GOING BECAUSE THIS HAPPENS AT THE VERY BEGINNING OF KINDERGARTEN. IT'S ABOUT THE READINESS, AND THEN FOR US, IT'S ABOUT THE POSSIBLE INTERVENTIONS THAT TAKE PLACE BASED ON HOW OUR STUDENTS COME IN. >> WASHINGTON KINDERGARTEN INVENTORY OF DEVELOPING SKILLS OR WAKIDS IS AN OBSERVATIONAL ASSESSMENT THAT KINDERGARTEN TEACHERS GIVE TO STUDENTS OVER THE COURSE OF THE FIRST 12 WEEKS OF SCHOOL. IT SHOWS STUDENT READINESS AND ALLOWS US TO TRACK TRENDS ACROSS YEARS. SIX DOMAINS ARE TESTED. TEACHERS GO THROUGH A SPECIFIC TRAINING. THIS TESTING IS A HUGE UNDERTAKING AND REQUIRES HOURS OF STUDENT OBSERVATION AND DATA INPUT INTO THE STATE SYSTEM. WE PROVIDE TEACHERS SIX HOURS OUTSIDE OF THEIR CONTRACTED WORKDAY TO UPLOAD THE DATA TO THE STATE SYSTEM. THE SIX DOMAINS ARE COGNITIVE, LANGUAGE, LITERACY, MATHEMATICS, PHYSICAL, AND SOCIAL-EMOTIONAL. EARLY INTERVENTION IS A PREDICTOR OF FUTURE SUCCESS. THERE IS A CORRELATION BETWEEN EARLY SUCCESS AND SBA AND GRADUATION. IT ALSO HELPS US UNDERSTAND WHERE WE NEED TO TARGET EARLY INTERVENTIONS. THE NEXT THE AREA WE WANTED TO TALK ABOUT IS SMARTER BALANCED, SO THAT IS GRADES 3 THROUGH 8 AND 10TH GRADE, AND THEN IN SCIENCE, IT'S ALSO 11TH GRADE. THESE ARE STATE-REQUIRED ASSESSMENTS, AND THEY MEET OBJECTIVE 1 ON THE STRATEGIC PLAN. [00:50:02] WE HAVE A CHART HERE THAT SHOWS A COUPLE OF DIFFERENT THINGS. THE DATA YOU'RE LOOKING AT TONIGHT IS FOR THE WHOLE SCHOOL DISTRICT, AND IT IS ALL OF THE GRADE LEVELS COMBINED. THREE THROUGH EIGHT AND 10TH GRADE FOR ELA AND MATH AND THEN THREE THROUGH EIGHT AND 11TH GRADE, WELL, I GUESS IT'S FIFTH GRADE, EIGHTH GRADE, AND 11TH GRADE FOR SCIENCE. IF YOU WANT DETAILED GRADE-LEVEL INFORMATION, YOU CAN SEE THERE'S A LITTLE LINK DOWN AT THE BOTTOM. IT SAYS 15 TO 25 STATE AND LOCAL SBA WCAS COHORT DATA. IN THE PAST, WE'VE PROVIDED YOU WITH A GIGANTIC SHEET WITH ALL THE DIFFERENT SCORES. THAT IS THE LINK TO THAT WE AREN'T GOING TO GO THROUGH THAT THIS EVENING, BUT IT ALLOWS YOU TO GET TO IT. LAST YEAR, WE MENTIONED THAT THE STATE WAS CHANGING THE REPORTING OF WHAT WAS CONSIDERED PROFICIENT ON THE STATE ASSESSMENTS. THE PUBLIC VIEW OF THE STATE REPORT CARD NOW SHOWS LEVELS 2, 3, AND 4 AS BEING PROFICIENT, AND SO THAT'S THE INFORMATION THAT'S ON THE LEFT-HAND SIDE OF THE TABLE. THEN YOU HAVE TO DIG A LITTLE BIT DEEPER TO GET THE TRADITIONAL LEVEL 3 AND 4 SCORES, BUT WE PUT THOSE FOR YOU ON THE RIGHT-HAND SIDE OF THE TABLE THERE. A SCORE OF LEVEL 2 OR ABOVE INDICATES THAT A STUDENT HAS DEMONSTRATED FOUNDATIONAL GRADE-LEVEL KNOWLEDGE. THEY'RE NOT LITERATE, BUT THEY'RE ALSO NOT COLLEGE-READY. WE WANTED TO DRAW YOUR ATTENTION TO WHAT IS BEING CONSIDERED A PASSING SCORE BY THE STATE BECAUSE IT'S CHANGED OVER THE COURSE OF THE LAST YEAR OR TWO. A SCORE OF THREE OR ABOVE INDICATES THAT THE STUDENT IS ON TRACK FOR COLLEGE-LEVEL LEARNING. THE LEFT-HAND SIDE OF THE CHART RIGHT THERE, YOU CAN SEE THE SCORES. ELA, 71.1%, 64.4 FOR MATH AND 66.4 FOR SCIENCE, AND ELA IS DOWN JUST SLIGHTLY FROM LAST YEAR. MATH IS STATIC FROM LAST YEAR, AND SCIENCE HAS INCREASED SLIGHTLY FROM LAST YEAR. THEN ON THE RIGHT-HAND SIDE, YOU CAN SEE THE TRADITIONAL LEVEL 3 AND 4 SCORES AND COMPARED TO THE PREVIOUS YEAR, WE HAD AN INCREASE IN ALL OF THOSE. ELA, MATH AND SCIENCE, IF YOU WERE JUST GOING TO LOOK AT THREE AND FOUR, WERE HIGHER THAN THEY WERE IN THE PREVIOUS YEAR. THEN THE FUN PART OF OUR STATE MANDATORY REPORTING IS TO TELL YOU THAT THERE WERE 46 TEST INCIDENTS LEADING TO 18 TEST INVALIDATIONS FOR SPRING 2025 STATE ASSESSMENTS. THIS IS A SIGNIFICANT DECREASE OVER THE PREVIOUS YEAR, WE HAD 137 TEST INCIDENTS AND 19 INVALIDATIONS. I BELIEVE THIS TO BE A CONNECTION TO OUR SAFE AND CARING ENVIRONMENT THAT THE DISTRICT HAS BEEN BUILDING TOWARDS. >> WE PUT TOGETHER SOME BAR GRAPHS THAT REPRESENT STUDENTS IN LEVEL 3 AND 4 TO COMPARE DISTRICT RESULTS WITH STATE RESULTS OVER THE LAST THREE YEARS. THIS SLIDE PERTAINS TO ELA. WE ARE WITHIN 1-3 PERCENTAGE POINTS WITH THE STATE. HERE ARE MATH RESULTS THAT ARE ALSO WITHIN 1-3 PERCENTAGE POINTS. THESE ARE OUR SCIENCE RESULTS THAT ARE CONSISTENTLY THE SAME OR ABOVE STATE LEVELS. AMONG THE 12 STATES THAT USE THE SMARTER BALANCED ASSESSMENTS, WASHINGTON HAS THE SECOND-HIGHEST PERFORMANCE IN ELA, AND IN MATH, WASHINGTON HAS THE FOURTH-HIGHEST PERFORMANCE. NOW WE'RE GOING TO SKIP AHEAD TO GRADUATION RATES AS CONNECTED TO THE DISTRICT STRATEGIC PLAN. THIS MEETS OBJECTIVE 2 OF THE PLAN. OUR GRADUATION RATE FOR 2024-25 WAS 78.4% FOR STUDENTS WHO COMPLETED HIGH SCHOOL IN FOUR YEARS. THERE ARE MULTIPLE REQUIREMENTS THAT A STUDENT HAS TO COMPLETE IN ORDER TO GET A WASHINGTON STATE DIPLOMA. THE FIRST ONE IS THEY HAVE TO COMPLETE WASHINGTON STATE HISTORY, AND THAT IS OFFERED IN SEVENTH GRADE. A STUDENT ISN'T GETTING CREDIT FOR IT, BUT THEY DO HAVE TO COMPLETE IT IN ORDER TO GET THEIR DIPLOMA. IF THEY DO NOT PASS WASHINGTON STATE HISTORY IN SEVENTH GRADE, THEY DO HAVE AN OPPORTUNITY IN HIGH SCHOOL TO TAKE A CLASS THROUGH THE SOCIAL STUDIES DEPARTMENT, AND IT'S A HALF-YEAR CLASS, A ONE-SEMESTER CLASS, AND THEY ARE GRADED FOR THAT COURSE. THEN THEY HAVE GRADUATION PATHWAYS. THERE ARE LOTS OF DIFFERENT PATHWAYS FOR GRADUATION, AND WE'LL TALK ABOUT THOSE ON A FUTURE SLIDE. THERE'S ALSO THE HIGH SCHOOL AND BEYOND PLAN, WHICH STARTS IN MIDDLE SCHOOL, AND STUDENTS HAVE TO GET 24 CREDITS, WHICH LEAVES A VERY LITTLE WIGGLE ROOM IN ALL OF THE REQUIREMENTS THAT HAVE TO BE DONE. [00:55:01] >> ACTUALLY, NO WIGGLE ROOM. [LAUGHTER] >> MOST ACCURATE WAY TO SAY THAT. >> LOOKING AT OUR GRADUATION RATES, IF YOU TAKE A LOOK AT THIS TABLE, AND YOU LOOK DOWN THE COLUMN ON THE LEFT-HAND SIDE, SO WE HAVE THE YEARS STARTING IN 2019 AND 20, ALL THE WAY THROUGH 2024, 2025. THAT'S OUR FOUR-YEAR GRADUATION PERCENTAGE RATE. YOU CAN SEE WE ARE IN THERE BETWEEN 75%, ALL THE WAY UP TO 81.8% AND THIS YEAR AT 24-25 WE'RE AT 78.4%. THERE'S A LITTLE ASTERISK ON THAT BECAUSE THIS IS PRELIMINARY DATA. WE DON'T HAVE OFFICIAL DATA FROM THE STATE, AND WE HAD AN OPPORTUNITY TO SUBMIT INFORMATION TO OSPI IF THERE WERE SOME MISTAKES, AND THOSE WILL BE CORRECTED LATER THIS FALL. THIS IS PRELIMINARY INFORMATION. WE BELIEVE THAT IN 23/24, THAT WAS THE LAST YEAR THAT WAIVERS WERE ALLOWED TO BE USED FOR STUDENTS, AND THAT'S WHY WE SAW A DECREASE IN THIS GRADUATION OVERALL. WE BELIEVE. >> THAT'S ACCURATE. BECAUSE I SIGNED THEM. [LAUGHTER] >> YOU CAN ALSO LOOK AT THE DATA BY COHORT. FOUR-YEAR GRADUATION RATE, FIVE-YEAR, SIX-YEAR, SEVEN-YEAR. IF YOU FOLLOW BY COLOR DOWN THROUGH THE CHART, YOU CAN SEE THAT IT GOES UP EACH YEAR BECAUSE WE HAVE STUDENTS WHO ARE ABLE TO ATTEND. IT'S ALWAYS BEEN 21 YEARS OLD, AND NOW IT'S 22 YEARS OLD, AND STUDENTS CAN ATTEND FOR ADDITIONAL TIME, AND WE SUPPORT THEM IN THEIR GRADUATION, THE ABILITY TO GO THROUGH THE PROCESS AND GRADUATE AND GET A DIPLOMA. THE STATE TRACKS THAT FOR SEVERAL YEARS, AND YOU CAN SEE OUR SCORES THERE. >> WE PROVIDE IN-DISTRICT OPPORTUNITIES FOR WORLD LANGUAGE TESTING. THIS IS ANOTHER OPPORTUNITY FOR STUDENTS TO MAKE UP CREDITS THAT MAY BE THEIR DEFICIENCY IN BECAUSE THEY HAVE NO WIGGLE ROOM, AND OUR MULTILINGUAL STUDENTS HAVE THIS OPPORTUNITY THAT WE OFFER. IN 24/25, I TESTED 14 DIFFERENT LANGUAGES, 140 STUDENTS PARTICIPATED IN TESTING LAST YEAR. A HUNDRED AND THIRTY-TWO OF THEM EARNED AT LEAST ONE CREDIT AND 77 OF THEM EARNED FOUR CREDITS. SIXTY-SIX OF OUR STUDENTS GRADUATED WITH A SEAL OF BI-LITERACY LAST YEAR. THE SEAL OF BI-LITERACY CAN KICK-START A CAREER IN TRANSLATION. ALREADY THIS SCHOOL YEAR, I'VE TESTED 50 STUDENTS. THE WORLD LANGUAGE TESTING ALSO HELPS STUDENTS WHO ARE CREDIT-DEFICIENT. IT FULFILLS THEIR WORLD LANGUAGE REQUIREMENT, AND IT CAN ALSO FULFILL ELECTIVE CREDITS IF THAT'S WHAT THE STUDENTS NEED. ALTHOUGH WORLD LANGUAGE TESTING CAN HELP STUDENTS WITH CREDITS, IT DOES NOT COUNT FOR A GRADUATION PATHWAY. WE'RE GOING TO TALK A LITTLE BIT ABOUT THE PATHWAYS THEMSELVES NOW. THIS WORKS ON OUR OBJECTIVE NUMBER 3 AND THE DISTRICT STRATEGIC PLAN. WE SHOWED YOU THESE SMARTER BALANCED RESULTS EARLIER, AND THE TESTS ARE THE EASIEST WAY FOR STUDENTS TO MEET THEIR GRADUATION PATHWAY, BUT THERE ARE LOTS OF OTHER WAYS TO MEET THEIR PATHWAY AS WELL. IT COULD BE THROUGH CTE. IT COULD BE THROUGH RUNNING START THROUGH ADVANCED PLACEMENT COURSES OR THROUGH TESTING LIKE SAT, ACT OR THE ASVAB, WHICH IS THE MILITARY ENTRANCE EXAM. >> WE HAVE A LOT OF OPTIONS FOR A STUDENT TO MEET A STATE-REQUIRED GRADUATION PATHWAY, AND WE HAD AN 8% INCREASE OVER 2024 SCHOOL YEAR, AND I THINK WE'RE REALLY PROUD ABOUT THAT. >> CTE, WE HEARD A LOT ABOUT THAT THIS EVENING IN OUR WORK SESSION. THERE ARE SIX DIFFERENT PATHWAYS, SEQUENCES THAT ARE AVAILABLE. A STUDENT HAS TO TAKE TWO FULL CREDITS FROM THE SAME SEQUENCE IN ORDER TO USE THAT AS A PATHWAY. WE HAD 692 STUDENTS WHO MET A CTE GRADUATION PATHWAY IN THE 24/25 SCHOOL YEAR, AND MANY OF OUR STUDENTS ARE MEETING THEIR GRADUATION REQUIREMENTS THROUGH ALTERNATE PATHWAYS SUCH AS THE CTE SEQUENCES. WE ALSO HAVE RUNNING START, WHICH GIVES STUDENTS AN OPPORTUNITY TO TAKE COMMUNITY COLLEGE-LEVEL CLASSES. I BELIEVE TOBY'S DOING SOME RIGHT NOW. THESE COURSES ARE USED TOWARD GRADUATION REQUIREMENTS, WILL ALSO GIVING THEM COLLEGE CREDIT TOWARDS AN AA OR BACHELOR'S IF THEY CARRY ONTO A FOUR-YEAR COLLEGE. IN 2024/25 SCHOOL YEAR, WE HAD 183 STUDENTS WHO PARTICIPATED IN RUNNING START AS 12TH GRADERS, AND 48 OF THOSE STUDENTS GRADUATED WITH AN AA. [01:00:04] >> THIS IS OUR ADVANCED PLACEMENT COURSE OVER THE LAST FIVE YEARS HERE. SEVENTY STUDENTS MET THEIR GRADUATION PATHWAY THROUGH AP COURSES. IT IS LIKELY THESE STUDENTS PASSED THE SBA AS WELL. BATTLEGROUND HAD 639 TEST TAKERS THAT COMBINED TOOK A TOTAL OF 996 TESTS LAST YEAR. TO RECEIVE COLLEGE CREDIT, A STUDENT MUST SCORE A THREE OR HIGHER ON THE TEST, 696 OF THOSE TESTS RECEIVED A SCORE OF THREE OR HIGHER. THAT EQUATES TO 70% OF TESTS TAKEN RECEIVED A SCORE OF THREE OR HIGHER. THERE ARE A FEW OTHER WAYS TO MEET YOUR GRADUATION REQUIREMENTS SUCH AS ACT, SAT, AND ASVAB. SEVENTY TWO STUDENTS MET THEIR GRADUATION PATHWAY BY PASSING THE SAT, 81 WITH THE ASVAB AND TWO WITH THE ACT. IT'S NOT A VERY POPULAR TEST ANYMORE, BUT WE STILL OFFER IT. >> I THINK THE FINAL THING WE JUST WANT TO EMPHASIZE TONIGHT, WE'RE ENTERING THE SEASON OF SCHOOL IMPROVEMENT PLANS. YOU SHOULD RECEIVE THOSE IN A FEW WEEKS. THEN STARTING IN DECEMBER, WE'LL BE REVIEWING THOSE. ONE OF THE ADDITIONS THAT WE'VE DONE IS IN EACH OF THE THREE GOAL AREAS ON THE SCHOOL IMPROVEMENT PLAN. WE'VE NOW ADDED A ROW THAT HIGHLIGHTS WHAT THE PREVIOUS YEAR'S SIP GOAL WAS AND WHETHER THEY ACHIEVED THAT SIP GOAL, WHAT THE RESULTS WERE. WE'VE TRIED TO BE RESPONSIVE TO SOME OF THE REQUESTS THAT HAVE COME FROM THE BOARD. BE ON THE LOOKOUT FOR THAT PROVISION AS WELL. ANY QUESTIONS THAT YOU GUYS HAVE AROUND THE THREE OBJECTIVES THAT WERE COVERED THIS EVENING, BE IT THE DISTRICT ASSESSMENTS FOR SMARTER BALANCE OR GRADUATION PATHWAYS OR THE VARIOUS OTHER COMPONENTS THAT WERE COVERED BY ALLISON AND LACY. WE'LL OPEN IT TO QUESTIONS. >> I DON'T HAVE A QUESTION. I JUST WANTED TO SAY, I REALLY APPRECIATE THE TIE BACK TO THE PLAN. IT'S VERY HELPFUL TO SEE THAT WHAT WE'VE PUT IN PLACE AS A BOARD IS ACTUALLY WHAT'S BEING CARRIED OUT. I THINK THAT'S BEEN IN PLACE A LONG TIME. WE ALWAYS JUST COULDN'T SEE IT. THANK YOU FOR BEING SO SPECIFIC ABOUT DRAWING OUR ATTENTION TO THAT. >> WELL, ALONG THOSE LINES, I DO HAVE A QUESTION, DAVID. THANK YOU. THANK YOU FOR THE PLAN WITH THE SIPS AND ALL OF THIS DATA IS JUST A LOT OF GOOD STUFF. ON THE THREE GOALS, SLIDE 3 AND WHATEVER THE OTHER TWO WERE, COULD YOU PLEASE HELP ME HERE NOW, CUT THROUGH ALL OF THE INFORMATION. THE FIRST GOAL WAS INCREASED PERCENTAGE OF STUDENTS MEETING OR EXCEEDING PROFICIENCY STANDARDS ON STATE ASSESSMENTS. CAN YOU DRAW MY ATTENTION TO THE SLIDE THAT WILL HELP ME BEST UNDERSTAND HOW WE DID ON ACHIEVING THAT GOAL? >> IT'S ACTUALLY A COMBINATION OF SLIDES, TERRY. WHEN WE TALK ABOUT STATE ASSESSMENTS, WE'RE TALKING ABOUT THE WALK HIS INVENTORY. SO THAT'S ONE OF THE STATE ASSESSMENTS THAT WE'RE LOOKING AT AND THE RESULTS FOR THAT [OVERLAPPING]. >> MAYBE WE SHOULD LOOK AT THE RESULTS FOR IT THEN. GIVE ME YOUR INTERPRETATION OF HOW WE DID ON ACHIEVING OUR GOAL. >> I'LL TURN THAT TO ALLISON. >> I WASN'T HOPING IT WOULD BE A LONG, DRAWN-OUT. BUT I WANT TO UNDERSTAND HOW WE DID ON OUR GOAL. >> IF YOU LOOK AT WALK KIDS HERE, YOU CAN SEE THAT WE DID 62.8% OF OUR KINDERGARTENERS CAME TO US READY FOR KINDERGARTEN. THAT PREDICTS THAT THOSE 62.8% OF THOSE STUDENTS ARE GOING TO PASS THEIR SMARTER BALANCE WHEN THEY GET TO THIRD GRADE. ALLISON AND I ARE NERDS WHEN IT COMES TO THE DATA. WE WENT BACK, AND WE LOOKED THE KIDDOS THAT TOOK IT LAST YEAR AS THIRD-GRADERS, WE WERE ABLE TO TRACK IT BACK TO THEIR KINDERGARTEN READINESS, AND WE ACTUALLY DID BETTER THAN THE 62.8% PREDICTION. FOR SMARTER BALANCED SCORES FOR THIRD GRADE. >> BUT IT'S NOT IN HERE FOR ME TO SEE. I GOT YOU. WE DID BETTER? >> YEAH. THE OTHER PIECE WOULD BE THAT, IF YOU'RE REALLY INTERPRETING THE WAY THE DISTRICT STRATEGIC PLAN IS WRITTEN, IT SIMPLY SAYS, INCREASE PERCENTAGE OF STUDENTS SCORING AT A PROFICIENT LEVEL ON STATE ASSESSMENTS. YOU WOULD HAVE TO LOOK YEAR TO YEAR. I DON'T HAVE THE 23-24 DATA TO KNOW IF IT WAS BETTER THAN 62.8 OR SLIGHTLY LOWER THAN 62. I THINK MAYBE YOU GUYS MAYBE REFERENCED IT WAS 66 THE YEAR BEFORE. I DON'T REMEMBER, BUT THAT'S WHERE YOU WOULD HAVE TO SEE WHETHER IT INCREASED. IT WAS 66, SO IT WENT DOWN SLIGHTLY TO 62.8. ON THAT PARTICULAR MEASURE FOR STATE ASSESSMENTS, WE DIDN'T MEET. >> IT'S ABOUT KINDERGARTEN READINESS. IT'S NOT ABOUT HOW WE HAVE TAUGHT THE CHILDREN. [01:05:03] IT'S AT THE VERY BEGINNING OF THE SCHOOL YEAR, THOSE FIRST 12 WEEKS WHERE KINDERGARTNERS COME TO US, AND WE'RE DETERMINING HOW READY THEY ARE TO PARTICIPATE IN SCHOOL. >> A MORE ACCURATE MEASURE TERRY, WOULD BE THE SLIDES REGARDING THE SMARTER BALANCE ASSESSMENT, AND SPECIFICALLY, THESE SLIDES HERE. I DON'T KNOW WHAT NUMBER THIS IS, IT DOESN'T HAVE NUMBERS ON IT, BUT THE SLIDE AROUND ELA. SLIDE 8, SLIDE 9 AROUND MATH. >> WELL, ELA, IF I'M INTERPRETING IT CORRECTLY, WHAT AM I LOOKING AT? >> IT WENT SLIGHTLY DOWN. >> IT WENT SLIGHTLY DOWN. WE WERE PROBABLY THE YEAR BEFORE IN 23/24, I THINK IT WAS LIKE 51%. LAST YEAR, WE WERE AT 48% AS A DISTRICT, SO IT WENT DOWN SLIGHTLY ABOUT 3%. IF YOU LOOK AT MATH, THE PREVIOUS YEAR, WE WERE AT 38.1, AND I THINK THIS LAST YEAR, WE WERE AT 38.3. WE INCREASED THE PERCENTAGE, BUT NOT BY MUCH. WE'RE TALKING TENTHS OF A PERCENT. THEN SCIENCE, WE WENT SLIGHTLY DOWN FROM THE PREVIOUS YEAR. >> I AS JACKIE, DO APPRECIATE TAKING THE DATA AND COMPARING IT TO OUR GOALS AND SAYING, BUT COULD YOU GUYS GIVE ME YOUR EVALUATION OF HOW WE ACTUALLY DID WITH REGARD TO ACHIEVING OUR GOALS? >> WELL, IT DEPENDS ON WHICH METRIC WE'RE LOOKING AT. >> I TRUST YOU. >> I THINK WHAT WE'RE SEEING WITH THE DATA AROUND SMARTER BALANCE IS THERE'S SOME STAGNATION THERE. IF YOU LOOK AT THE LAST THREE YEARS, WE'RE VERY SIMILAR TO THE STATE, I THINK, AS A WHOLE. STATE'S PERFORMANCE HAS BEEN FAIRLY FLAT-LINED AS WELL, YOU DON'T SEE GREAT VARIANCE FROM WE'RE JUST LOOKING HERE AT THESE SCORES ON SCIENCE. THE STATE SCORES ARE FAIRLY FLAT-LINED, IF YOU LOOK AT THE STATE SCORES IN OUR DISTRICT SCORES ARE THE SAME. >> VERY SIMILAR. >> VERY SIMILAR. NOW, WHAT I WILL SAY THAT WAS INTERESTING FOR US IN OUR OWN LEARNING, BECAUSE WE'VE PUT A LOT OF EFFORT AROUND INVESTING IN CURRICULUMS. WE'VE PUT A LOT OF EFFORT IN MAXIMIZING OUR COLLABORATIVE STRUCTURES. I FEEL VERY STRONGLY THAT THOSE ARE TWO REALLY POSITIVE THINGS THAT WE'VE BUILT INTO THIS DISTRICT OVER TIME. DO WE SEE THE RESULTS OF THAT SHOWING UP IN SMARTER BALANCE? NOT YET. IT HAS GIVEN US AN OPPORTUNITY TO REALLY THEN ASK, WHY NOT? I DO WONDER THAT OUR CURRENT EFFORTS MAYBE NOT AS CLOSELY COUPLED WITH THE RIGOR AND FORMAT OF SMARTER BALANCE TO SEE SOME OF THOSE RESULTS SHOW UP. WE ARE DOING SOME GREAT WORK, BUT IT DOESN'T NECESSARILY TRANSLATE ALWAYS TO SMARTER BALANCE. NOW, WITH THAT SAID, THE OTHER THING I WOULD JUST ADD REAL QUICK IS THE COMPARISON DATA TO THE STATES. THIS IS WHAT BROUGHT US A BIT OF HOPE. YOU KNOW WHAT THIS SLIDE SAYS, TERRY. THIS SLIDE SAYS, SMARTER BALANCE IS NO JOKE. IT'S A REALLY HARD TEST. IT'S INCREDIBLY RIGOROUS. WHEN YOU LOOK AT THE OVERALL PERCENTAGES ACROSS ALL OF THE STATES THAT ARE IN THIS CONSORTIUM, THERE ISN'T A SINGLE STATE THAT'S ABOVE 50% OR EVEN CLOSE TO 50%. WHAT'S THAT TELL YOU ABOUT THE ASSESSMENT? IT'S REALLY HARD. IT'S A HIGH, HIGH BAR, AND I THINK THAT'S PART OF THE REASON WHY THE STATE HAS ADJUSTED THEIR THRESHOLD FOR WHAT THEY DEEM MEETING PROFICIENCY TO INCLUDE LEVEL 2 NOW IS THAT STATES ARE WORKING HARD AT THIS. WE HAVE A LOT TO BE PROUD OF IN THIS DISTRICT AND IN WASHINGTON STATE. BECAUSE LOOK WHERE WE COMPARATIVELY RANK IN RELATION TO OTHER STATES. I LOOK AT OUR NEIGHBORS TO THE SOUTH, OREGON, WHICH HAS ALWAYS BEEN KNOWN TO BE VERY PROGRESSIVE WITH THEIR PBIS WORK, WITH THEIR PLC WORK, THEIR RTI WORK. LOOK WHERE THEY'RE SCORING IN COMPARISON TO US. WE DO HAVE SOME POSITIVES TO HANG OUR HAT ON. ARE WE HAPPY WITH WHERE WE'RE AT? NO. WE'RE NOT. THAT GIVES US AN OPPORTUNITY TO COME BACK AND REEXAMINE OUR EFFORTS BECAUSE IT'S NOT THAT WE'RE NOT WORKING HARD. BUT SOMETHING IN OUR EQUATION IS A BIT OFF TO BE ABLE TO SEE THE TYPE OF RESULTS AND IMPACT THAT WE WANT TO SEE. >> THANK YOU, DAVID. >> WELL, I JUST WANT TO SAY THAT SAYS SOMETHING ABOUT THE ASSESSMENT ITSELF, BECAUSE I HAVE NEVER ACTUALLY SEEN THIS PIECE OF DATA COMPARED TO OTHER STATES, AND I'M A LITTLE SHOCKED, FRANKLY, BECAUSE WE'RE ALWAYS BEATING OURSELVES UP ABOUT SPAC, AND I JUST PRESUMED MADE A LOT OF ASSUMPTIONS, BUT THIS TELLS A DIFFERENT STORY THAN I EVER THOUGHT IT DID. I ALWAYS HAVE QUESTIONS A LITTLE BIT. THIS IS NOT THE ONLY ASSESSMENT. IT'S A ONE-TIME ASSESSMENT. TO ME, WHAT'S MORE RICH? [01:10:02] >> WHEN I GO INTO A SCHOOL, AND I SEE WHAT'S HAPPENING WITH THE PLCS AND THE ASSESSMENT THEY'RE GETTING BACK, AND STILL THOSE SAME KIDS ON THE SBAC MAY NOT PERFORM AS WELL AS YOU WOULD THINK THEY WILL. I THINK THERE ARE A LOT OF ASSESSMENTS, AND I THINK THIS IS ONE DATA POINT. >> I APPRECIATE YOU HAVING THAT PERSPECTIVE. >> BECAUSE HAVING LOOKED AT THAT. IN TERMS OF THE KIDS, I'M WONDERING IF WE WILL BEGIN TO SEE, BECAUSE OF THE TRANSITIONAL KINDERGARTEN PIECE, IF WE WILL BEGIN TO SEE THOSE KIDS COMING IN, MORE READY, AND IF THAT WILL HAVE A HUGE IMPACT ON OUR THIRD GRADE. >> WE ALSO GIVE THE WALK KIDS TO OUR PRE-K AND OUR TK STUDENTS. THEY'RE NOT PART OF THIS DATA. WE DO HAVE DATA FOR THEM AS WELL. >> I JUST WANTED TO SAY THAT I KNOW THAT YOU GUYS WERE WITH US WHEN WE DID A LOT OF THE CURRICULUM ADOPTIONS THAT ALLISON DID. I'M EXCITED TO SEE WHEN THE KIDS WHO HAVE HAD THAT CURRICULUM STARTING IN KINDERGARTEN, THEY HAVEN'T YET TAKEN THE THIRD-GRADE SVA, SO I'M CURIOUS TO SEE WHAT IMPACT THAT HAS. I BELIEVE THEY'RE SECOND GRADERS. >> MAYBE ANOTHER YEAR. >> THE STUDENTS WHO CAME IN IN KINDERGARTEN HAVE HAD THE KINDERGARTEN CURRICULUM, FIRST GRADE CURRICULUM, AND THEY ARE NOW IN THE SECOND GRADE CURRICULUM. THIS IS OUR THIRD YEAR. WE'LL HAVE A COUPLE MORE YEARS STILL BEFORE WE MIGHT SEE AN IMPACT IN THOSE SCORES, TOO. >> I JUST WANT TO SAY TWO COMPARING DATA. WE LOOK AT THE SVAC, AND IT MIGHT SEEM SLUGGISH. BUT LOOK AT OUR AP. HOW MANY KIDS ARE TAKING AP CLASSES, PASSING THE TEST, AND GETTING CREDIT, AND YOU LOOK AT THE CHANGE OVER TIME IN THAT? TO ME, THAT IS A NATIONAL TEST. I PUT A LOT OF STOCK IN THAT. FIRST, WE HAVE SO MANY MORE KIDS TAKING THE TEST. BUT THEN ALSO THAT WE HAVE SO MANY MORE KIDS WHO ARE BEING SUCCESSFUL AT THAT. >> I THINK THERE ARE ALSO OTHER FACTORS THAT WE DON'T CONSIDER IN THIS. THIS IS SO GOOD BECAUSE IT GIVES US A SNAPSHOT, BUT YOU REALLY CAN'T COMPARE SCIENCE, FOR INSTANCE, YEAR OVER YEAR, BECAUSE THEY ONLY TAKE IT EVERY THREE YEARS, SO YOU SHOULD COMPARE THREE YEARS AGO TO NOW BECAUSE THEY'RE COMPLETELY DIFFERENT KIDS. THERE ARE COMPLETELY DIFFERENT COHORTS OF INDIVIDUALS, SO THERE'S THAT. THERE'S THE FACT THAT WHEN OUR KIDS ARE AT RUNNING START, IT'S REALLY HARD TO HOLD THEM DOWN AND GET THEM TO TAKE THE TEST BECAUSE WE'RE NOT HOLDING IT TO A GRADUATION REQUIREMENT LIKE IT ONCE WAS. IT WAS A GRADUATION REQUIREMENT TO TAKE THE TEST, AND THE MINUTE WE DECOUPLED THAT, THE MOTIVATION THERE WENT WAY DOWN. I THINK OUR TEACHERS CAN ATTEST TO THAT. THERE ARE MANY, MANY FACTORS. I DO THINK THAT FOR FUN, IF YOU'RE DATA GEEKS LIKE LACY AND ALLISON, YOU CAN CLICK ON THAT TAB AND THAT LINK IN THERE AND TAKE A PEEK AT SOME OF THE INDIVIDUAL SCORES. IT IS FUN, IF YOU'RE INTERESTED [LAUGHTER]. WE RECOMMEND. >> WE DID ADD A ROW TO THAT CHART ALSO, SO THERE ARE THE COLORFUL SECTIONS IN THAT CHART. THEN, AT THE BOTTOM, WE ADDED JUST A WHITE LINE THAT SHOWS THE OVERALL DISTRICT PERCENTAGE OR THE OVERALL STATE PERCENTAGE SO THAT YOU COULD COMPARE NOT JUST BY GRADE LEVEL, BUT THE OVERALL SCORE, LIKE WE HAVE ON THE CHART THAT HAD THE CIRCLES ON IT. YOU'LL BE ABLE TO COMPARE THAT FOR ALL OF THE DISTRICTS AS WELL. >> THEN ONE LAST THING I WANTED TO MENTION WAS SBA INTERIMS. IT'S LIKE A PRACTICE TEST FOR STATE TESTING THAT TEACHERS CAN GIVE TO STUDENTS THROUGHOUT THE YEAR TO HELP THEM PREPARE FOR THE STATE ASSESSMENT. IT WAS ASKED OF ME, BUILDINGS AND TEACHERS, AND ADMIN HAVE REACHED OUT TO ME TO TEACH THE TEACHERS HOW TO ADMINISTER THAT SBA INTERIM, SO I THINK I WENT TO SIX DIFFERENT SCHOOLS LAST YEAR, AND MAYBE THEY ARE LIKE 13 DIFFERENT TRAININGS WITH TEACHERS. THERE IS INTEREST AND A NEED FROM OUR BUILDINGS TO HELP INCREASE OUR SCORES JUST THROUGH LETTING THE STUDENTS PRACTICE AND BE MORE COMFORTABLE WITH THE TEST WHEN THEY TAKE IT IN THE SPRING, BECAUSE SOMETIMES IT CAN JUST BE THIS THING AT THE END OF THE SCHOOL YEAR THAT HAPPENS TO A STUDENT. BUT INVOLVING THEM THROUGHOUT THE SCHOOL YEAR, I THINK WE'LL HAVE A BIG IMPACT IF WE CAN CONTINUE THE ROLE THAT WE'VE BEEN IN LAST YEAR. >> QUESTIONS? ANY QUESTIONS, COMMENTS? >> CAN I JUST SAY, I JUST GEEKED OUT OVER THIS. THIS IS JUST CRAZY, GOOD. THE WAY THAT YOU TIED THIS TOGETHER. [01:15:01] I'M JUST SO IMPRESSED, AND I KNOW IT WILL CONTINUE TO DEVELOP, BUT I JUST REALLY APPRECIATE THIS AND THE WAY YOU'RE TYING THE SIT PLANTS INTO THAT. THIS IS JUST SO RICH, AND I APPRECIATE WHAT YOU DID, AND I KNOW HOW HARD IT IS TO BOIL ALL THAT DATA DO TO THIS PRESENTATION. THANK YOU FOR THE HOURS OF WORK YOU PUT INTO IT. I REALLY APPRECIATE THAT. VERY MUCH. I WANT TO POINT OUT TO THE BOARD, REMEMBERING OUR GOALS THAT WE HAVE AS ONE OF OUR GOALS TO REGULARLY REVIEW AND UNDERSTAND CRITERIA ASSESSMENT TOOLS, METHODS THAT MEASURE STUDENT ACHIEVEMENT AND DISTRICT PERFORMANCE, AND I WANT TO JUST POINT OUT THAT THIS IS ONE OF THOSE TIMES THAT WE'RE DOING THAT, AND I THINK THAT WE'VE DONE A GREAT JOB OF DIGGING INTO THAT AND ALSO TO HAVE THE OPPORTUNITY TO GO IN AND LOOK FURTHER. >> ABSOLUTELY. >> ALWAYS TO ASK YOU QUESTIONS. I KNOW THAT. >> THANK YOU. >> THANK YOU SO MUCH. NEXT UP, MICHELLE, NO. MICHELLE. GO AHEAD. >> TONIGHT ON THE CONSENT AGENDA INCLUDES OUR ANNUAL APPROVAL OF OUR SCHOOL SUPPORT ORGANIZATIONS, AND THIS IS JUST ONE OF MY FAVORITE TIMES OF THE YEAR WHEN WE GET TO WORK WITH OUR SCHOOL SUPPORT ORGANIZATIONS. WHEN I TALK ABOUT SSOS, I'M TALKING ABOUT OUR PTAS, OUR PTOS, OUR PIES, CAPS, BOOSTERS, AND THERE'S 31 OF THEM ON THERE TONIGHT, AND WE HAVE THE OPPORTUNITY TO NOT ONLY COLLECT CURRENT INFORMATION ABOUT THE CLUBS AND CURRENT BOARD MEMBERS, AND REGISTRATIONS, STATE REGISTRATIONS, AND JUST ALL THE GOOD PAPERWORK THAT COMES IN THE ANNUAL PAPERWORK, BUT WE ALSO GET AN OPPORTUNITY TO WORK WITH THEM AND DO TRAINING. MY OFFICE DOES THAT WITH AN ASB TECHNICIAN AND DISTRICT 1, AND ALSO A COUPLE OF OUR FISCAL SPECIALISTS. WE PROVIDE IN-PERSON TRAINING FOR OUR SCHOOL SUPPORT ORGANIZATIONS, AND WE ALSO PROVIDE ONLINE TRAINING. THAT IT'S ALL AVAILABLE IF THEY CANNOT MAKE THE IN PERSON, BUT WE ALWAYS PACK OUR STAFF DEVELOPMENT ROOM WITH PARENTS WHO ARE EAGER TO HELP WITH VOLUNTEERING AND GIVING BACK TO THE SCHOOLS, AND IT'S SUCH A JOY. REALLY ENJOY. THE TRAINING THAT WE DO COVERS JUST SO MUCH IN AN HOUR WE JUST WE'RE JUST GOING NONSTOP, BUT IT'S DISTRICT POLICIES, FUNDRAISING GUIDELINES, RULES AROUND GAMBLING, AND INTERNAL CONTROLS FOR CASH MANAGEMENT AND OVERSIGHT OF CASH HANDLING DOS AND DON'TS. INCLUDING RED FLAGS AND ALSO JUST SOME INFORMATION THAT WOULD HELP THEM UNDERSTAND SOME OF THE THINGS THAT HAVE HAPPENED IN THE PAST TO SOME OF OUR SCHOOL SUPPORT ORGANIZATIONS. THEN WE ALSO PROVIDE RESOURCES, AND WE REALLY ENJOY WORKING WITH OUR PARENT ORGANIZATIONS. WE GIVE THEM OUR PHONE NUMBER AND OUR EMAIL AND SAY, IF YOU HAVE ANY QUESTIONS, PLEASE CALL US. WE ARE HAPPY TO HELP, BUT THEY CAN'T SEEM TO GET SOMETHING THROUGH THEIR SCHOOLS. IT'S REALLY WONDERFUL TO WORK WITH PARENTS AS ONE OF THE BEST THINGS IN OUR JOB THAT WE GET TO DO, AND YEAH. I JUST WANTED TO LET YOU KNOW THAT THAT WAS GOING TO BE ON THE CONSENT AGENDA FOR YOUR APPROVAL. >> THANK YOU. >> THANK YOU, MICHELLE. KEVIN. >> THANK YOU. BOARD, I'D LIKE TO GIVE YOU AN UPDATE ON QUITE A FEW PROJECTS THAT ARE GOING ON, WRAPPING UP, AND STARTING IN THE MIDDLE OF. JUST WANT TO LET YOU KNOW THAT NONE OF THESE PROJECTS ARE FUNDED BY OUR NORMAL M&O LEVY; ALL OF THESE PROJECTS. PEOPLE OFTEN ASK HOW I'M DOING THESE PROJECTS, AND THESE ARE ALL FUNDED BY OUR IMPACT FEES, WHICH PEOPLE PAY WHEN THEY GET BUILDING PERMITS. THEN ANOTHER PROJECT IS FROM THE CAPITAL LEVY THAT WE PASSED, SO NONE OF THESE ARE OUR STANDARD M&O. THE CENTRAL OPERATIONS ARE JUST GREAT. WE'VE FINISHED UP. WE HAVE OUR OCCUPANCY. MY CREWS ARE ABOUT THEY'RE 100% MOVED IN, THEY'RE OPERATING OUT OF THAT BUILDING NOW. OUR STAFF IS ABOUT 50% BY THE END OF THIS WEEK, WE SHOULD BE WE'LL BE AT 100% OTHER THAN TRANSPORTATION AND BOUNDARIES, WE'LL KNOW LATER THAN NEXT WEEK THAT WE'LL ALL BE IN. I WANTED TO THANK THIS BOARD PERSONALLY FOR APPROVING THIS PROJECT AND FUNDING THIS PROJECT, THIS BOARD. I WANT TO THANK YOU FOR WHAT YOU'VE DONE. [01:20:03] IT'S A GREAT BUILDING, AND I'M GOING TO BE HAVING A GRAND OPENING BEFORE TOO LONG ONCE WE GET IN AND UNPACKED. THE NEXT PROJECT I WANT TO TALK ABOUT IS BATTLE GROUND VIRTUAL ACADEMY, WHICH IS FUNDED BY IMPACT FEES AS WELL. I'M STILL IN THE 9TH MONTH, AND I DON'T HAVE MY BUILDING PERMIT. WE ARE NOT GOING TO MAKE MY CHRISTMAS BREAK CHRISTMAS BREAK, MOVE IN FIRST OF JANUARY, BUT IT WILL BE MID-FEBRUARY. IT'S BEEN A REAL CHALLENGE. THE TRADES BUILDING, WHICH WAS REFERENCED EARLIER, DEREK MENTIONED WE HAD MET, MET WITH HIM AND JOHN GERARD LAST FRIDAY AND SHOWED THEM WHERE WE ARE AT OUR CONCEPTUAL, GETTING CLOSE TO A SCHEMATIC DESIGN, WHICH MEANS AND WORKING WITH OUR TEACHERS AND CINDY ARNOLD AT CTE. WE'RE ALL IN AGREEMENT ON OUR CONCEPT. THE SQUARE FOOTAGE, EVERYTHING NOW COMES TO THE REAL DESIGN. WE'RE PROGRESSING WELL ON THAT. I'M BEGINNING A RENDERING UP PRETTY SOON, SHOWING THAT BUILDING. IT'S GOING TO BE LOCATED JUST SOUTH OF THE CAGE AT BATTLE GROUND HIGH SCHOOL, THE BIG GYM. MY CIVIL WORK AND SITE WORK SURVEY, THAT THING IS ONGOING. WE ARE READY TO APPROACH SCHEMATIC DESIGN, AND NOW WE'LL START TO REALLY MOVE FORWARD. THE LAST PROJECT I WANT TO TALK ABOUT IS THE FUTURES BUILDING. NOW THAT WE'RE OUT OF THE 400 BUILDING, WHICH IS THE OLD BRICK BUS BARN ON MAIN STREET, WHERE ALL OF OUR WHITE VANS HAVE BEEN. IF YOU'VE DRIVEN BY THERE, YOU SEE THAT THE PARKING LOT IS EMPTY. ONE OF THE ASPECTS OF THE FUTURES PROGRAM, WHICH IS GOING TO BE GOING RIGHT NEXT TO THE POST OFFICE, IF YOU WILL. WE'RE GOING TO BE REDESIGNING AND RECONFIGURING PARKING AND MAKING A VERY REAL ATTEMPT TO SOLVE THE STUDENT DROP-OFF AND PICK-UP ISSUES THAT OCCUR AT BATTLE GROUND HIGH SCHOOL DAILY. JUST TO LET YOU KNOW, RIGHT NOW, NOW THAT MY FOLKS ARE OUT AND TRANSPORTATION IS OUT, BATTLE GROUND HIGH SCHOOL'S PARKING HAS INCREASED BY 50 SPOTS. WHEN I'M DONE WITH THE FUTURES PROGRAM AND REDESIGN THAT PARKING LOT AND ADD SOME FOR THE FUTURES. BATTLE GROUND HIGH WILL NET 100 NEW PARKING SPOTS, BUT I DON'T HAVE TODAY. THAT'S COOL. THANK YOU. THAT'S WHAT I HAD. THE TRADES BUILDING IS THE CAPITAL LEVY, AND FUTURES ARE AN IMPACT FEE AS WELL. THREE OF THOSE ARE IMPACT FEE PROJECTS, AND THE OTHER IS THE CAPITAL LEVY AND IT'S BEEN GREAT WORKING WITH DEREK AND JOHN AND THE COMMUNITY TO GET THAT BUILDING GOING BECAUSE I WAS A FRAMER IN HIGH SCHOOL. I DID IT A LOT; IT'S SUCH A GREAT PROGRAM, AND WE NEED IT. >> JUST A RANDOM FOLLOW-UP. YOU MENTIONED YOU CAN'T GET A PERMIT. IS THAT UNIQUE TO THAT PROJECT, OR IS THAT LIKE [OVERLAPPING] DELAYED OVERALL? >> IF YOU TALK WITH ANYBODY ABOUT THE COUNTY RIGHT NOW, CLARK HAS HAD A HUGE TURNOVER IN THEIR LEADERSHIP AND PROCESSES. I HAVE A SITE PERMIT, I HAVE A PARKING LOT PERMIT, AND THAT'S WHAT WE'RE WORKING ON AT BATTLE GROUND AT THE BGVA. SUPPOSED TO HAVE THE ACTUAL BUILDING PERMIT MONTHS AGO. THEY'RE HAVING SOME CHALLENGES, AND THEY'VE HAD A LEADERSHIP TURNOVER IN BOTH PLANNING AND BUILDING. SOME DIFFERENT PROCESSES, AND EVERYONE'S HAVING THAT CHALLENGE. >> GOT YOU. THANK YOU. >> JUST BEFORE WE MOVE TO AMANDA, I JUST WANTED TO SAY AGAIN, SO WE ALL UNDERSTAND. THE CAPITAL LEVY, OF COURSE, WAS VOTER-APPROVED FOR US TO DO SOME ROOFS, HVAC, AND SOME CTE PROJECTS. THIS IS EXCITING BECAUSE THIS IS ONE THAT OUR KIDS WILL FEEL. WE HAVE ALREADY DONE ROOFS AND SOME OTHER THINGS. BUT THIS IS EXCITING. THE THING ABOUT THE OTHER THREE PROJECTS THAT I THINK IS REALLY IMPORTANT FOR PEOPLE TO KNOW IS THAT THOSE IMPACT FEES ARE FEES THAT ARE PAID BY THE DEVELOPER OR THE PEOPLE BUYING, PURCHASING THE NEW GROWTH IN OUR DISTRICT. IT'S GREAT THAT WE CAN MAXIMIZE HAVING IMPACT FEES TO BE ABLE TO CHANGE AND GROW AS A DISTRICT. IT'S REALLY IMPORTANT WHEN WE THINK ABOUT HOW WE GROW AND CHANGE, [01:25:06] FOR INSTANCE, THE OPERATION BUILDING, THAT BUILDING WAS BUILT IN 1935 AND WAS A BUS GARAGE, AND FRANKLY, SCARES ME EVERY TIME I WALK IN IT [LAUGHTER]. WHEN I SEE THAT POST IN THE MIDDLE OF THE ROOM. BUT ANYWAY, THAT WILL BE NICE TO MOVE OUR DISTRICT BEYOND SOMETHING THAT'S ALMOST A CENTURY OLD INTO SOMETHING MUCH BETTER FOR THE FOLKS WHO ARE CLEANING IT. FOR INSTANCE, ONE OF THE THINGS THAT YOU NOTICE WHEN WE DO THE TOUR AND WE OPEN UP THE OPERATION BUILDING, WE WANT TO DO THAT OPENING AT THE SAME TIME THAT WE ALSO LOOK AT THE CONSTRUCTION TRADE SITE. I THINK WHAT'S IMPORTANT TO KNOW ABOUT WHAT OUR STAFF IS DEALING WITH IS BEING IN THAT OLD BUILDING. THEY DON'T HAVE A PLACE TO CLEAN OFF THEIR GEAR WHEN THEY HAVE BEEN OUT MOWING ALL THE LAWNS ACROSS THE DISTRICT AND CLEANING UP THE EQUIPMENT, AND TAKING CARE OF THE EQUIPMENT. THEY DON'T CURRENTLY, OR THEY DIDN'T CURRENTLY, IN THAT SPACE, HAVE A PLACE TO TAKE CARE OF IT. NOW THEY WILL HAVE A PLACE TO TAKE CARE OF AND TREAT THE MATERIALS AND THE EQUIPMENT THAT WE HAVE UP TO THE STANDARDS THAT WE WOULD EXPECT. THAT'S A WONDERFUL THING. IT'S ALSO A WONDERFUL THING THAT WE'RE GAINING SPACE IN OUR WAREHOUSE SO THAT WHEN THINGS GO ON SALE, WE CAN PURCHASE AT A LOWER PRICE AND NOT HAVE TO PURCHASE JUST WHAT WE NEED, AND THEN WE'RE NOT AT THE WHIM OF WHATEVER'S GOING ON WITH OUR ECONOMY, OR AT THE COST THAT IS COMING AT THIS TIME. THOSE THINGS ARE GOING TO SAVE US, AND THANKFULLY, WITH THOSE IMPACT FEES THAT WE'VE HAD, THEY'RE VERY IMPORTANT TO US HERE IN BATTLE GROUND. IN FACT, I HEARD THE STATISTIC, AND I HAVEN'T CHECKED IT, BUT I HEARD THE STATISTIC THAT WE ARE ONE OF THE FOURTH LARGEST INTAKERS OF IMPACT FEES ACROSS THE STATE. I THINK IT'S JUST BECAUSE WE ARE ONE OF THE STILL LARGEST GROWING COUNTIES IN THE STATE. THERE ARE FOUR COUNTIES THAT CONTINUE TO GROW, AND CLARK IS ONE OF THEM. I THINK THAT'S WHY WE'RE ABLE TO COLLECT ENOUGH IMPACT FEES TO DO SO MANY GREAT PROJECTS. I JUST REALLY APPRECIATE KEVIN AND HIS TEAM, THE WORK THAT THEY'VE BEEN DOING ON THAT, GETTING THOSE PROJECTS GOING. THANK YOU. AMANDA. >> GOOD EVENING. GOT A COUPLE OF HIGHLIGHTS TO SHARE WITH YOU. FIRST OF ALL, A NEW EPISODE OF THE BG CAST PODCAST CAME OUT RECENTLY. THIS WAS RECORDED LAST MAY PRIOR TO DENNY'S RETIREMENT, AND HE AND SHELLY WERE JOINED BY FORMER SUPERINTENDENT MARK ROSS, SO THEY GOT TO HAVE A REALLY NEAT IN IN-DEPTH BEHIND-THE-SCENES CONVERSATION ABOUT WHAT GOES INTO THE VERY BIG JOB OF BEING A SUPERINTENDENT. >> AND THEN ALSO EARLIER THIS MONTH, CHIEF UMTUCH MIDDLE SCHOOL WAS HOST TO THE ASSOCIATION OF WASHINGTON STUDENT LEADERS FALL LEADERSHIP DAY EVENT, AND THAT WAS PROBABLY ABOUT A DOZEN SCHOOLS FROM ALL OVER CLARK COUNTY, INCLUDING FOUR BATTLEGROUND MIDDLE SCHOOLERS. KIDS GOT TO COME TOGETHER AND TALK WITH KIDS FROM DIFFERENT SCHOOLS, BUILD SOME OF THEIR LEADERSHIP SKILLS, DO SOME COMMUNICATION ACTIVITIES, AND TEAM BUILDING. JUST A REALLY NEAT CHANCE TO LEARN NEW THINGS AND TAKE THOSE BACK TO THEIR OWN BUILDINGS, PUT THEM INTO EFFECT. THEN TWO HIGHLIGHTS RECENTLY FROM PRAIRIE. ONE IS THAT ONE OF THEIR SENIORS, WHO ALSO IS A RUNNING START STUDENT, BREYDON, ON THE LEFT, HE IS A NATIONAL MERIT COMMENDED STUDENT, AND HE EARNED THAT BASED ON HIS PRELIMINARY SAT SCORE. NOW THIS PUTS THEM IN THE RUNNING TO SEE IF HE IS NAMED A NATIONAL MERIT SEMIFINALIST. THEN, ALSO ON THE RIGHT IS A PICTURE OF PRAIRIE'S RECENT RIBBON-CUTTING OF THEIR NEW STUDENT-RUN IQ CREDIT UNION BRANCH. THIS IS A REALLY NEAT OPPORTUNITY FOR STUDENTS TO LEARN FINANCIAL LITERACY SKILLS, BUT ALSO BUSINESS AND CUSTOMER SERVICE SKILLS AS WELL. WE HAVE TO GIVE A LOT OF THANKS TO IQ FOR COVERING THE COST TO REMODEL THAT SPACE AND MAKE IT POSSIBLE FOR STUDENTS TO BE ABLE TO LEARN AND GET THIS ON THE JOB EXPERIENCE. AND THEN FINALLY, I JUST WANTED TO MENTION THAT BALLOTS HAVE BEEN MAILED, AND NOVEMBER 4 IS ELECTION DAY. WE ENCOURAGE EVERYONE TO MAKE SURE THAT THEY GET THEIR BALLOTS IN AS SOON AS POSSIBLE. THANK YOU. >> THAT'S IT FOR SUPERINTENDENT STAFF UPDATES. >> THANK YOU. >> NEXT IS CITIZENS' COMMENTS. [7. Citizens' Comments] THIS IS A MEETING OF THE BATTLEGROUND PUBLIC SCHOOLS BOARD OF DIRECTORS, AND IT IS OPEN TO THE PUBLIC TO ATTEND. VIEW PRESENTATIONS AND HEAR BOARD MEMBERS DISCUSS TOPICS DURING OPEN SESSIONS. THE BOARD WELCOMES COMMENTS FROM CITIZENS DURING CITIZENS' COMMENTS, AND ASK THAT THOSE WISHING TO ADDRESS THE BOARD SIGN IN, WHICH YOU HAVE DONE. [01:30:01] PLEASE FOLLOW THE PROCEDURES FOR CITIZENS' COMMENTS BY STATING YOUR NAME, LIMITING YOUR TIME TO 3 MINUTES, AND REFRAINING FROM DISCUSSING CONFIDENTIAL MATTERS. I WOULD ALSO ASK THAT YOU DO NOT MENTION TEACHERS' NAMES. OR STAFF NAMES. THE BOARD REQUIRES THAT ALL COMMENTS SPOKEN AT THE MEETING BE APPROPRIATE FOR A FAMILY AUDIENCE. COMMENTS INAPPROPRIATE FOR A FAMILY AUDIENCE CAN BE SUBMITTED IN WRITING. BOARD MEMBERS DO NOT NORMALLY RESPOND TO QUESTIONS OR PETITIONS DURING CITIZENS' COMMENTS. THEY WILL LISTEN AND GIVE DIRECTION TO THE ADMINISTRATIVE TEAM IF ACTION IS DEEMED NECESSARY. IF YOU HAVE HANDOUTS, PLEASE GIVE THEM TO MS CARLA BARRETT OVER THERE, AND PLEASE REFRAIN FROM CLAPPING. FIRST ON OUR LIST IS MARY MENDOZA HANSEL. >> GOOD EVENING, BOARD MEMBERS, SUPERINTENDENT, AND MEMBERS OF THE COMMUNITY. I'M MARY MENDOZA HANSEL, BATTLEGROUND EDUCATION ASSOCIATION PRESIDENT. I WANT TO TAKE A FEW MINUTES TONIGHT TO TALK ABOUT SOMETHING THAT'S BEEN WEIGHING HEAVILY ON MANY OF US, HOW WE AS EDUCATORS AND AS A UNION ARE BEING SEEN AND SPOKEN ABOUT IN THIS COMMUNITY. LATELY, I'VE SEEN POST AFTER POST ON SOCIAL MEDIA WHERE PEOPLE SPEAK POORLY ABOUT OUR TEACHERS AND ABOUT OUR UNION, PAINTING US AS A BAD GUY OR SOME BOOGIE MAN. OVER AND OVER, I'VE SEEN THE WORD INDOCTRINATE USED TO DESCRIBE WHAT WE DO IN OUR CLASSROOMS. WE ARE NOT TRYING TO INDOCTRINATE ANYONE. THERE IS NO AGENDA OR CURRICULUM TO MAKE A CHILD GAY OR TRANSGENDER. NEVER HAS THERE BEEN A LITTER BOX IN A SCHOOL RESTROOM. LET ME BE CLEAR. MOST DAYS, WE'RE LUCKY IF WE CAN GET STUDENTS TO FOLLOW DIRECTIONS WITHOUT REPEATING THEM THREE TIMES. THE CLOSEST I'VE EVER COME TO INDOCTRINATING ANYONE IS TRYING TO CONVINCE THEM TO GO TO WSU, AND SO THAT PURPLE SCHOOL UP NORTH. WE DO, HOWEVER, TRY TO HELP STUDENTS THINK CRITICALLY, ASK QUESTIONS, AND GROW INTO THOUGHTFUL CITIZENS. OUR JOB AS A UNION IS NOT MYSTERIOUS OR SINISTER. IT'S SIMPLE AND ESSENTIAL. WE COLLECTIVELY REPRESENT EDUCATORS AND STAFF TO ADVOCATE FOR FAIR PAY, STRONG BENEFITS, AND SAFE, SUPPORTIVE WORKING CONDITION. BUT WE ALSO ADVOCATE FOR BETTER LEARNING CONDITIONS FOR OUR STUDENTS, THINGS LIKE SMALLER CLASS SIZES, ACCESS TO MENTAL HEALTH SUPPORT, RECESS, AND MORE TIME FOR TEACHERS TO CONNECT WITH KIDS. WHEN YOU HEAR THE WORD UNION, I DON'T WANT YOU TO THINK OF SOME DISTANT ORGANIZATION OR POLITICAL ENTITY. THE UNION IS US. WE ARE YOUR SCHOOL COUNSELORS, PSYCHOLOGISTS, SPEECH LANGUAGE PATHOLOGISTS, OCCUPATIONAL THERAPISTS, NURSES, AND CLASSROOM TEACHERS. WE WORK HERE, BUT WE ALSO LIVE HERE, SHOP HERE, GO TO CHURCH HERE, VOTE HERE, AND SEND OUR OWN CHILDREN TO THESE SAME SCHOOLS. WE ARE NOT OUTSIDERS. WE ARE PART OF THIS COMMUNITY. WHEN WE COME TO SPEAK BEFORE YOU OR WHEN WE WERE READ TO SHOW UNITY, IT ISN'T TO OPPOSE YOU, BUT IT'S TO REMIND YOU AND OURSELVES THAT WE ARE ALL ON THE SAME SIDE. WE ALL WANT OUR SCHOOLS TO BE SAFE, STRONG, AND SUPPORTED. TONIGHT, I'M ASKING THAT WE REMEMBER THE PEOPLE BEHIND THE WORD UNION. WE ARE NOT THE ENEMY, WE'RE YOUR NEIGHBORS, WE'RE THE ONES IN SCHOOL EVERY DAY TRYING OUR BEST FOR THE STUDENTS OF BATTLEGROUND. THANK YOU. >> THANK YOU. EUNICE INGER MANSON? >> GOOD EVENING, BOARD. MY NAME IS EUNICE INGER MANSON. MY PRONOUNCER, SHIA, AND I'M A RESIDENT IN THE SCHOOL DISTRICT, WHO IS VERY INTERESTED IN SEEING EACH AND EVERY ONE OF OUR STUDENTS FEELING SAFE AND THRIVING, AND BEING EQUIPPED TO BECOME PILLARS IN A LOCAL COMMUNITY AND CONTRIBUTING MEMBERS OF OUR GLOBAL COMMUNITY IN THEIR ADULTHOOD. I'M IN HEARTY AGREEMENT WITH A PROPOSED POLICY 1821, STANDARDS FOR INDIVIDUAL SCHOOL DIRECTORS. I READ THE DOCUMENT OVER AND OVER. EVERY LINE LOOKS LIKE A NO-BRAINER, COMMON-SENSE STATEMENT THAT SHOULDN'T EVEN NEED TO BE STATED BECAUSE EVERY DIRECTOR SHOULD KNOW IT AND LIVE IT. SOMETIMES, SOME THINGS ARE JUST SO SELF-EVIDENT THAT YOU DON'T MAKE RULES ABOUT IT. MAYBE THAT'S WHY THERE WERE NO LAWS AND RULES PREVENTING THE ENTIRE EAST WING OF THE WHITE HOUSE BEING DEMOLISHED. SEEMINGLY AT SOMEBODY'S WILL. I DO AGREE THAT THE STANDARDS FOR INDIVIDUAL SCHOOL DIRECTORS SHOULD BE SPELLED OUT. [01:35:03] THE PROPOSED POLICY 1821 LOOKS GOOD. IT TELLS THE DIRECTORS THAT THEY'RE NOT THERE TO CARRY OUT THEIR OWN AGENDA, BUT TO DO PARTICULAR JOBS IN PARTICULAR WAYS. MY QUESTION IS, HOW WOULD YOU ENFORCE THIS? CAN YOU SCREEN OUT CANDIDATES WHO ENDORSE SCHOOL VOUCHERS OR THINK THAT PARENTS NEED TO KNOW TRUMP'S STUDENTS' RIGHT TO PRIVACY AND SAFETY, OR THINK THAT IMMIGRANTS OF COLOR OR STUDENTS WITH UNCOMFORTABLE IDENTITIES SHOULDN'T GET EQUAL TREATMENTS AS OTHERS? FORGET CANDIDATES. HOW ABOUT IF A DIRECTOR WANTS TO UNDERMINE PUBLIC EDUCATION? OR WANTS TO GOVERN BY A SET OF STANDARDS THAT ARE CONTRARY TO THE US CONSTITUTION, WASHINGTON STATE CONSTITUTION, AND LAWS? YOU AND I HAVE SEEN DIRECTORS ADVOCATING DEFYING STATE LAWS IN OUR DISTRICT IN THE NAME OF LOCAL CONTROL AND COMMUNITY VALUES. I WOULD LIKE TO ASK THAT YOU ALSO PUT INTO YOUR POLICY MANUAL WHAT SHOULD BE DONE TO FIX THINGS ONCE YOU FIND THAT SOMEBODY IS NOT LIVING UP TO THESE EXCELLENT STANDARDS THAT ARE BEING PROPOSED TONIGHT. I WOULD LIKE THESE STANDARDS TO BE NOT MERE SUGGESTIONS, BUT WORKING GUARDRAILS THAT PROTECT PUBLIC EDUCATION IN THIS DISTRICT. THANK YOU. >> THANK YOU. ZACHARY SELF? >> GOOD EVENING. MEMBERS OF THE BOARD, THANK YOU FOR THE OPPORTUNITY TO SPEAK THIS EVENING. MY NAME IS ZACHARY SELF. I AM A FATHER, A CHURCH GOING NEIGHBOR, AND A MEMBER OF THIS COMMUNITY, AND I WAS GREATLY DISTURBED AND DISMAYED TO RECENTLY SEE A VIDEO CIRCULATING, HEARING FROM THIS VERY MICROPHONE, A WOMAN SPEAKING ABOUT OUR CHURCH, AND OUR PASTOR, A PERSONAL FRIEND OF MINE, IN A DEROGATORY MANNER, PUBLICLY LABELING OUR CHURCH AS VIOLENT CHRISTIAN NATIONALISTS WITHOUT PRECEDENT. BROADSIDE RHETORIC SUCH AS THIS DOESN'T JUST SLANDER, IT ENDANGERS. I ALSO DID NOT SEE ANYONE ON THE BOARD STOP THIS WOMAN FROM SPEAKING TO REMIND HER THAT WE DON'T NAME NAMES, WHICH SEEMS INCONSISTENT WITH MEETINGS I'VE ATTENDED IN THE PAST. TO BE CLEAR, WE ARE HERE BECAUSE WE LOVE BATTLEGROUND. WE CARE ABOUT OUR KIDS AND YOURS, AND WE WANT SCHOOLS THAT FORM CITIZENS WHO LOOK FORWARD TO SERVING THE COMMON GOOD OF ALL, REGARDLESS OF RELIGIOUS OR POLITICAL AFFILIATION. AMERICA'S PROMISE BEGINS WITH THIS. EVERY PERSON HAS GOD GIVEN DIGNITY AND EQUAL RIGHTS. ALL PEOPLE POSSESS CERTAIN UNALIENABLE RIGHTS ENDOWED BY THEIR CREATOR, WHICH CANNOT BE TAKEN AWAY. FROM THE START, SCHOOLS WERE MEANT TO SHAPE GOOD CHARACTER AND KNOWLEDGE, IMBUING STUDENTS WITH SOUND JUDGMENT, SELF-CONTROL, LOVE OF NEIGHBOR, AND SERVICE TO THE COMMUNITY. ASK NOT WHAT YOUR COUNTRY CAN DO FOR YOU, BUT WHAT YOU CAN DO FOR YOUR COUNTRY. IRONICALLY, THE MAN WHO SAID THAT WAS ALSO ASSASSINATED IN FRONT OF HIS FAMILY AND FRIENDS, BUT I DON'T THINK ANYONE CHEERED OR DANCED OR MADE DISPARAGING REMARKS, REFERRING TO JFK AS A NAZI, AND JUST AS AN ASIDE. THE TERM NAZI IS A SHORTHAND FOR THE NATIONAL SOCIALIST MOVEMENT OUT OF GERMANY. HEARD THAT IT WOULD BE USED IN CONTEXT OF A REPUBLICAN IN THIS COUNTRY. BUT I DIGRESS. THE BOTTOM LINE IS THIS, CLASSROOMS MUST BE PROTECTED AND MAINTAINED AS PLACES OF RESPECT AND RESTRAINT, MODELED FIRST BY THE TEACHER. WHEN THIS TEACHER PUBLICLY MOCKED THE DEATH OF A NON-VIOLENT CONSERVATIVE WHO WAS A WELL-KNOWN AND BELOVED PUBLIC FIGURE IN A COMMUNITY SUCH AS BATTLEGROUND, WHERE I AM CERTAIN THERE ARE MORE THAN A FEW CONSERVATIVES, THE LESSON WASN'T WELL-INTENTIONED CIVICS. IT WAS CONTEMPT, AND CONTEMPT SPREADS. SKILL WITHOUT CHARACTER IS DANGEROUS. KNOWLEDGE WITHOUT MORAL BALLAST CAN BE USED AS A WEAPON. TRUST IS THE CURRENCY OF GOOD TEACHING, AND IT WAS BROKEN. I URGE YOU TO STAND BY YOUR POLICY ON REGULATING STAFF SPEECH THAT WAS CLEARLY VIOLATED. FOR THESE AND OTHER REASONS, YOU WILL NO DOUBT HEAR THIS EVENING, I'D ASK YOU DO NOT TO REINSTATE AMANDA GONZALEZ. THANK YOU. >> NO. THEY'RE JUST KIDS. JOSIAH GREEN? I'M GOING TO REITERATE, PLEASE DO NOT MENTION A STAFF NAME. [01:40:07] >> HELLO, MY NAME IS JOSIAH GREEN. IT APPEARS TO ME THAT THERE IS A BIAS HERE. I SEE CRITICAL RACE THEORY IS STILL ALIVE AND WON'T DIE. IN THIS POLICY 3241, THAT WE WILL CERTAINLY BE CHALLENGING RCW 2AA.640 AND 2AA.642 PROHIBIT DISCRIMINATION ON THE BASIS OF SEX, RACE, CREED, RELIGION, COLOR, NATURAL ORIGIN, AND IT GOES ON TO MENTION OTHER QUALIFICATIONS. IN REGARDS TO THIS CULTURAL COMPETENCY AND DEI STANDARDS, HOW IS THIS RESPONSIVE TO THE CULTURE OF SUCH DISCRIMINATION THAT IS CLEARLY ARTICULATED IN THIS POLICY OF RCW2AA.64.010? DISCRIMINATION IS PROHIBITED. HOW IS THIS SHOWING EQUALITY AND UPHOLDING DIVERSITY WHEN ONE IS DISCIPLINED DIFFERENTLY BASED ON A CULTURAL BACKGROUND OR A SKIN COLOR? WHAT WOULD BE THE OUTCOME IF SAY, A COLORED CHILD COMMITS THE SAME INFRACTION IN SCHOOL AS ONE WHITE CHILD? DO THEY GET SPECIAL TREATMENT? OR EXAMPLE, IS ONE WHITE AND ONE HISPANIC CHILD GET INTO A FIGHT. WHO GETS THE HARSHER PUNISHMENT? OFFENDERS SHOULD BE DEALT WITH PUNISHMENT AND SHOULD NOT BE NEGLECTED. THIS POLICY CAN CAUSE CONCERNS FOR THAT IT CAN CREATE AN US-VERSUS-THEM IDEOLOGY WHERE IT CAN POLARIZE AND CREATE SOCIAL TENSIONS. ANOTHER THING, IT CAN FOSTER EQUITY OVER FAIRNESS, MEANING UNEQUAL TREATMENT, AND GOD HATES UNJUST BALANCES. THIS ALSO CAN PRESENT ERRONEOUS SOCIOECONOMIC FACTORS BEING OVERLOOKED, WHICH CAN HINDER EDUCATION. JAMES E. FORD, WHO IS AN EDUCATOR AND EXECUTIVE DIRECTOR OF THE CENTER FOR RACIAL EQUITY AND EDUCATION, WRITES AS HE HAS HAD EXPERIENCE AS A TEACHER AND SAW FIRSTHAND EXPERIENCE OF THESE RACIAL AND UNJUST DISPARITIES IN URBAN SCHOOLS, WHERE THERE WERE FALSE ASSUMPTIONS ON CERTAIN CLASSES OF PEOPLE AND PARTICULAR DISCIPLINES THAT HE IDENTIFIES ON SUCH DISCRIMINATION EVER, CALLED SCHOOL-TO-PRISON PIPELINE, THERE ARE CONCERNS OF THIS THAT CAN MANIFEST DIVISIVE RHETORIC. THE BIBLE SAYS THAT TO SHOW PARTIALITY IS NOT GOOD. IN JEREMIAH 22, THE PROPHET PRONOUNCES A WOE AGAINST KING JEHOIAKIM, ACCUSING HIM OF BUILDING HIS LUXURIOUS PALACE THROUGH EXPLOITATION AND INJUSTICE. WE SEE A STARK DEMONSTRATION IN THE BIBLE, GREED AND DISREGARD FOR THE POOR. THE PROPHET CONTRAST JEHOIAKIM'S GREED WITH THE RIGHTEOUS WILL OF HIS FATHER, KING JOSIAH, WHO UPHELD THE CAUSE OF THE POOR AND NEEDY. JEHOIAKIM, HOWEVER, FOCUSED ON HIS ONLY OWN DISHONEST GAIN, SHEDDING INNOCENT BLOOD, AND PRACTICING OPPRESSION AND VIOLENCE. THUS WHAT CAN BE THE CONCLUSION THAT THIS RACE-BASED DISCIPLINE, WHERE IT CAN SINGLE OUT INDIVIDUALS AS CONTROLLED ACTIONS, IT IS PRACTICING OPPRESSION ON A DIFFERENT CLASS OF PEOPLE AND DOING VIOLENCE TO THEIR SOULS. THANK YOU FOR YOUR TIME. >> THANK YOU. RINDA MILLER? >> MY NAME IS BRENDAN MILLER. THANK YOU FOR HEARING OUR THOUGHTS TODAY. I'M HERE TO DISCUSS THE PROPOSED CHANGES OF THE BATTLE GROUND SCHOOL DISTRICT DISCIPLINE POLICY. I UNDERSTAND THAT THIS IS NOT NECESSARILY INITIATED BY THIS BOARD, BUT A REACTION TO SOME STATE LEGISLATION. IT APPEARS THAT OUR BOARD IS TRYING TO SIMPLY STAY IN COMPLIANCE WITH STATE GUIDELINES, WHICH I COMMEND BY CAUTION AGAINST A BLIND FOLLOWING. THE SCHOOL BOARD IS CHARGED WITH STANDING UP AND LEADING FOR THE GOOD OF OUR YOUTH AND THE GOOD OF OUR COMMUNITY. IF THAT MEANS DEFYING A CORRUPT HIGHER MAGISTRATE, THEN SO BE IT. THE STATE HAS MANDATED THAT SCHOOL DISTRICTS ALTER THEIR DISCIPLINE POLICIES TO BE CULTURALLY RESPONSIVE. I'M CURIOUS WHAT CULTURE THAT IS. HOW ABOUT THE CULTURE OF THE UNITED STATES, THE NATION TO WHICH WE PLEDGED ALLEGIANCE JUST A FEW MOMENTS AGO? NOW, THE STATE LEGISLATORS WANT TO AFFIRM THE ILLUSION THAT DIFFERENT STUDENTS ACT DIFFERENTLY BASED ON THEIR SKIN COLOR OR SOME OTHER NEBULOUS RACE DEFINITION OVER WHICH THE CHILD HAS NO CONTROL. WITH THAT, THE STATE CONTENDS WE SHOULD DISCIPLINE DIFFERENTLY BASED ON RACE. WHAT IS A TEACHER SUPPOSED TO DO? IF A STUDENT THROWS A PAPER AIRPLANE, A SPIT WAD, OR USES A SWEARING EPITHET. IS THIS TEACHER SUPPOSED TO QUICKLY ASSESS THE STUDENT'S CULTURE BEFORE DECIDING? THIS IS RIDICULOUS. IF MY DARKER SKINNED NEIGHBOR AND I TAKE A DRAG RACE DOWN A CITY STREET AND WE BOTH SPEED AND GET PULLED OVER BY THE POLICE, BUT ONLY ONE OF US RECEIVES A TICKET, EVERYBODY WOULD CALL THAT EITHER RACISM OR AT LEAST BIAS ON THE PART OF THE OFFICER. EVERY ONE IN THIS ROOM RECOGNIZES THIS, BUT SOMEHOW THE FOLKS IN WASHINGTON DON'T SEE IT. THE PROBLEM WITH OUR STATE OFFICIALS IS THAT THEY HAVE A SEVERE CASE OF APOPHENIA. APOPHENIA IS THE TENDENCY TO PERCEIVE MEANINGFUL CONNECTIONS BETWEEN UNRELATED THINGS. DO ANYBODY HONESTLY BELIEVE THAT BECAUSE A STUDENT IS WHITE OR NOT WHITE, THAT THEIR BEHAVIOR SHOULD BE TREATED DIFFERENTLY FOR THE SAME OFFENSE? IF THIS BOTHERS YOU, [01:45:01] IT'S BECAUSE IT'S ANOTHER FALSE NARRATIVE BY A LIBERAL STATE GOVERNMENT TRYING TO EXTEND CRITICAL RACE THEORY INTO OUR SCHOOLS AND THE MINDS OF OUR YOUTH. JUST LIKE MY NEIGHBORHOOD DRAG RACE, THE WHITE STUDENT AND THE NON-WHITE STUDENT ARE BOTH GUILTY AND SHOULD BE TREATED THE SAME? YOU BOARD CONTROL WHAT HAPPENS IN OUR DISTRICT. IF OLYMPIA ORDERS SCHOOLS TO DO SOMETHING IMMORAL, THE SCHOOL DISTRICT HAS THE RESPONSIBILITY TO NOT COMPLY. I URGE YOU TO CLING TO TRADITIONAL VALUES OF DISCIPLINE BASED ON THE SERIOUSNESS OF THE INFRACTION AND MAINTAIN A CLEAR POLICY OF WHAT BEHAVIORS WILL GET A STUDENT EXCUSED OR EXPELLED. EVERYONE UNDERSTANDS THIS, AND THE POLICY WILL ACT AS A DETERRENT TO FUTURE MISBEHAVIOR. THANK YOU. >> THANK YOU. JOEY DERUNTZ. >> GOOD EVENING, BOARD. THANK YOU. MY NAME IS JOEY DERUNTZ, I'M A PASTOR AT MASTER'S BIBLE CHURCH. WISDOM DECLARES, WOE TO THOSE WHO CALL EVIL GOOD AND GOOD EVIL, WHO SUBSTITUTE DARKNESS FOR LIGHT AND LIGHT FOR DARKNESS, WHO SUBSTITUTE BITTER FOR SWEET AND SWEET FOR BITTER, WOE TO THOSE WHO ARE WISE IN THEIR OWN EYES AND UNDERSTANDING IN THEIR OWN SIGHT. I WANT TO REMARK REGARDING THE TERMINATION OF AN IMMORAL TEACHER. I WANT TO ENCOURAGE YOU ON THAT FRONT AND I WANT TO SAY, THANK YOU FOR DOING THE RIGHT THING. ALL OF THE STUDENTS WE HAVE SPOKEN WITH, AND IT WASN'T JUST ONE. ALL OF THE STUDENTS WE HAVE SPOKEN WITH STILL HOLD TO THEIR ORIGINAL STORY ABOUT THE TEACHER WHO MOCKED CHARLIE KIRK'S VIOLENT MURDER. THE STUDENTS WANT TO COME FORWARD AND SPEAK. BUT AS WE SPOKE WITH THEM OUT OF FEAR OF RETALIATION FROM SPECIFIC TEACHERS, ESPECIALLY AFTER THE LAST SCHOOL BOARD MEETING, THEY RECOGNIZE THAT THERE IS A LACK OF INCLUSION, A HARMFUL CULTURE OF DISCRIMINATION AND BULLYING FROM THE TEACHERS AGAINST STUDENTS JUST FOR HOLDING OPPOSING VIEWS. THESE TEACHERS ARE ALSO ENABLING OTHER STUDENTS TO BE AN EXTENSION OF THEIR BULLYING PROPAGANDA. I HOPE YOU SEE THAT THIS SITUATION WITH THE TEACHER WHO MOCK DEMANDS MURDER EXPOSES A DEEP, A DEEPER CULTURE OF MORAL DECAY, SOME AUTHORITARIANISM, AND TO ANY SANE STUDENT OF HISTORY, A NAZI LIKE TYRANNY, USING THE TERM IN ITS HISTORICAL CONTEXT. I HOPE YOU SEE IT, AND I HOPE YOU ACT WITHIN YOUR POWER TO RECTIFY IT. THANK YOU. >> THANK YOU. TYLER WONG. >> GOOD EVENING. I AM TYLER WONG, AND AS YOU KNOW AND ITS PUBLIC RECORD, I'VE HAD MANY DISAGREEMENTS WITH THIS BOARD, INCLUDING ON THIS VERY ISSUE THAT WE'RE ABOUT TO DISCUSS. HOWEVER, RIGHT IS RIGHT AND WRONG IS WRONG. A GREAT INJUSTICE WAS PERPETUATED ON THIS DISTRICT AND ITS STUDENTS AT THE LAST MEETING. IT IS TOO EGREGIOUS FOR ME TO KEEP QUIET ABOUT IT. IT'S IMPORTANT THAT THE PUBLIC RECORD REVEAL THE LIES TOLD BY THE BATTLE GROUND EDUCATION ASSOCIATION PRESIDENT AND THEIR SUPPORTERS AT THE LAST MEETING. I'M THANKFUL THEY'RE HERE TO LISTEN. THEY FELT FREE TO SLANDER THE DISTRICT AND ITS STUDENTS PUBLICLY BECAUSE THEY KNOW THE DISTRICT CAN'T RESPOND PUBLICLY BECAUSE OF THE SENSITIVE NATURE OF THE HR ISSUES, AND THEY SOLD THESE LIES TO THE WILLING MEDIA, WHICH PARROTED THEM. THERE WERE MANY LIES TOLD THAT THEY WERE ALL BASED ON THESE TWO FUNDAMENTAL LIES. LIE NUMBER ONE IS THAT THERE WAS ONE STUDENT, INCORRECT. THERE ARE MULTIPLE. I HAVE PERSONALLY TRACKED DOWN AND TALKED TO TWO OF THEM, AND THEY KNOW OF MANY OTHER WITNESSES THAT HAVE SIMILAR TESTIMONIES. THE UNION KNOWS THAT THERE'S MORE THAN ONE WITNESS, BUT PRETENDED THERE WAS ONE. SURELY, I'M NOT MORE RESOURCEFUL WITHIN THEIR SCHOOLS AND KNOWLEDGEABLE ABOUT THEIR STUDENTS THAN THEY ARE. LIE NUMBER TWO IS THAT THE TESTIMONY WAS RECANTED. INCORRECT. NO, IT WAS NOT. FOR STARTERS, THERE WERE MULTIPLE TESTIMONIES, AS I JUST SAID, NOT ONE, SO THERE WOULD HAVE TO BE MULTIPLE RECANTATIONS. THERE HAS NOT BEEN THEN. NONE OF THE WITNESSES THAT I'VE TALKED TO RECANT THE SUBSTANCE OF THEIR STATEMENTS.WHAT YOU HAVE IS THIS, A SCREENSHOT FROM ONE STUDENT MEANT FOR HIS MOM ALONE WENT VIRAL, WHERE HE SUMMARIZED BOTH WHAT HE HEARD DIRECTLY AND WHAT OTHERS HAD TOLD HIM ABOUT THAT HE HEARD, AND HE SUMMARIZED IT IN ONE SENTENCE. WHEN QUESTION, HE CLARIFIED, THIS IS NOT A RECANTATION. THE TEACHERS UNION KNOWS THIS AND THEY'RE WILLING TO TWIST THE TRUTH, SLANDER STUDENTS, AND CALL THEM LIARS IN ORDER TO PAINT AN IMMORAL TEACHER AS THE VICTIM. HERE IS WHAT IS VERIFIABLY TRUE FROM THE TWO WITNESSES BASED ON MY OWN CITIZEN JOURNALISM THAT ANYONE IS FREE TO CONDUCT ON THEIR OWN. HOW MUCH MORE WILL BE FOUND TRUE IF THE TESTIMONY OF ALL WITNESSES WERE TRULY CONSIDERED AND KNOWN? STUDENT NUMBER ONE DIRECTLY ASKED SAID TEACHER WHAT SHE THOUGHT OF CHARLIE KIRK'S MURDER. HER RESPONSE, "I HAVE NO SYMPATHY FOR HIM." [01:50:04] THEN WENT ON TO TALK ABOUT HOW KIRK HATES WOMEN. STUDENT NUMBER TWO WAS TALKING ABOUT KIRK'S DEATH, NOT EVEN TO THIS TEACHER, BUT THIS TEACHER OVERHEARD AND MOCKINGLY SAID TO HIM, "BOO HOO, I THINK IT'S FUNNY THAT A GUN ACTIVIST DIES TO GUN VIOLENCE." I REPEAT, "I THINK IT'S FUNNY." RESPECT FOR LIFE, DEFENSE OF PEOPLE'S RIGHT TO LIFE AND SYMPATHY FOR ANYONE WHO HAS THEIR LIFE UNJUSTLY TAKEN AWAY IS THE BARE MINIMUM LINE OF HUMAN DECENCY. IT'S NOT A LINE, IT'S THE LINE. IT'S PRECISELY THIS LINE IRONICALLY THAT SEPARATES US FROM NAZIS. THIS TEACHER FAILED NOT ONCE, NOT TWICE, BUT MULTIPLE TIMES THIS BARE MINIMUM TEST OF HUMANITY. THE BGA EA, KNOWING THIS, HOLDS HER UP AS A PILLAR IN OUR SCHOOLS WORTHY OF PRAISE. WHAT DOES THIS SAY ABOUT THE BGEA, ITS VIEWS, ITS OPINION OF HALF THE PEOPLE IN THIS DISTRICT, AND ITS AGENDA. THANK YOU. >> THANK YOU. EXCUSE ME. PLEASE NO CLAPPING. BRIANA HARPER. >> HI. >> HI. >> GOOD EVENING. BOARD MEMBERS, SUPERINTENDENT, AND MEMBERS OF THE COMMUNITY. MY NAME IS BRIANA HARPER, AND I'M HERE BECAUSE WE'RE AT A CRITICAL CROSSROADS IN PROTECTING STUDENTS' RIGHTS IN OUR SCHOOLS. MY NEPHEW IS A STUDENT IN THIS DISTRICT, AND THE DECISIONS MADE HERE WILL DIRECTLY AFFECT HIM AND HIS PEERS. THE OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTIONS NEW DISCIPLINE REVISIONS RAISED SERIOUS CONCERNS FOR FAIRNESS SINCE JULY 11, 2025. DISTRICTS MUST REVIEW DISCIPLINE DATA COLLECTED USING RACE, DISABILITY, AND CULTURE AS THE RELEVANT DATA FACTORS, AND TAKES ACTION IF ANY GROUP IS DISCIPLINED OR AT A DISPROPORTIONATE RATE BASED ON THESE DATA POINTS. THESE RULES ALSO REQUIRE CULTURALLY RESPONSIVE DISCIPLINE PRACTICES, WHICH I WAS READING ON THE WEBSITE WHAT THAT WAS, AND IT'S STILL UNCLEAR HOW WE WOULD IMPLEMENT THAT. IN EFFECT, THIS MEANS DISCIPLINE COULD BE INFLUENCED NOT BY BEHAVIOR, BUT BY STATISTICAL OUTCOMES. ACCORDING TO THIS REVISION, IF DATA SHOWS ONE GROUP IS DISCIPLINED, MORE OFTEN, DISTRICTS MUST ACT TO REDUCE THAT DIFFERENCE, POTENTIALLY CREATING DIFFERENT STANDARDS OF DISCIPLINE FOR DIFFERENT STUDENTS. ALL DISCIPLINE MUST BE EQUAL, CONSISTENT, AND BASED ON CONDUCT, NOT BASED ON RACE, DISABILITY, OR CULTURE, OR OTHER DEMOGRAPHICS. THESE RULES SHIFT FOCUS FROM INDIVIDUAL ACCOUNTABILITY TO GROUP OUTCOMES, WHICH UNDERMINES FAIRNESS TO EVERYONE. I URGE THIS BOARD TO KEEP DISCIPLINE FOCUSED ON BEHAVIOR AND DUE PROCESS, PREVENT POLICIES THAT TREAT STUDENTS DIFFERENTLY BASED ON RACE, DISABILITY, OR CULTURE, LIKE THIS CURRENT REVISION, AND REFUSE TO PARTIALLY ADOPT OR COMPLY WITH THE STATE MANDATE. INSTEAD, STAND UP FOR EQUAL TREATMENT FOR ALL STUDENTS FOR EVERY CHILD, INCLUDING MY NEPHEW, DESERVES A SAFE, FAIR AND RESPECTFUL EDUCATION. THANK YOU. >> THANK YOU. WIN GRUSICH. >> HI, MY NAME IS WIN GRUSICH, AND I CAME HERE TONIGHT TO SUPPORT THESE PARENTS AND ME AS A TAXPAYER FOR YOUR SCHOOL DISTRICT. FIRE THAT LADY. THAT'S AS SIMPLE AS YOU COULD DO. WHEN YOU SAID YOU WANTED PARENT PARENTAL INPUT AND YOUR TAXPAYER INPUT, YOU GOT IT. BUT MOST IMPORTANTLY, I WANTED YOU TO KNOW, SINCE EVERYBODY'S READING BOOKS NOW, THIS IS AN ARTICLE THAT WAS WRITTEN THE FIRST PART OF OCTOBER, AND IT WAS IN THE EPIC TIMES, AND THEY WERE TALKING ABOUT LINK BETWEEN TRANSGENDERISM AND VIOLENCE IN THE SPOTLIGHT. THIS IS A WHOLE ARTICLE ON MOST OF THE SHOOTERS IN THE SCHOOLS ARE THE TRANSGENDER PEOPLE. MASSIVE ARTICLE, AND THIS IS IMPORTANT THAT YOU ALL READ IT BECAUSE SEE THIS, THIS IS NATIONWIDE. [01:55:04] WHEN YOU TAKE A YOUNG PERSON AND YOU CUT OFF THEIR PRIVATE PARTS TO REPRODUCE, AND THEN YOU GIVE THEM ALL THESE HORMONES. THERE'S ALL KINDS OF BRAIN DAMAGE AND STUFF FROM THOSE COVID SHOTS AND THESE HORMONES. THERE'S THREE PAGES ON MENTAL ILLNESS. THESE PEOPLE HAVE BEEN CHEMICALLY CASTRATED BECAUSE OF THE GLYCOPHATE IN THE VACCINES. I READ THAT TO YOU FROM DR. RUSSELL BLAYLOCK, AND HE'S A NEURO BRAIN SURGEON WHO IS FAMOUS GLOBALLY. PLUS THE FACT, ONE OF THE OTHER THINGS TOO IS, WHEN I WAS IN SONOMA, CALIFORNIA, THIS IS 2015, I DROVE TWO HOURS TO SPEAK AGAINST FLUORIDE. I MET PAUL CONNETT WHO WROTE THIS BOOK, THE CASE AGAINST FLUORIDE, HOW A HAZARDOUS WASTE PRODUCT END UP IN YOUR DRINKING WATER AND BAD SCIENTISTS AND POWERFUL POLITICS KEEP IT THERE. THIS IS FROM DR. PAUL CONNETT FROM FLUORIDE ACTION NETWORK, AND I GOT THE HARVARD BRAIN DAMAGE STUDIES FROM THEM, WHICH I GAVE YOU, NONE OF YOU CARED ABOUT IT BECAUSE I DIDN'T SEE TOO MANY PARENTS. I DIDN'T SEE ONE TEACHER BECAUSE YOU GET MORE MONEY WHEN THE KIDS ARE LOWER IQ AND DOWN SYNDROME. THAT IS ONE OF THE BIGGEST THINGS THAT FLUORIDATED DRINKING WATER CAUSES IS DOWN SYNDROME. I'D LIKE TO KNOW HOW MANY DOWN SYNDROME CHILDREN YOU HAVE IN THIS SCHOOL DISTRICT. THIS IS SOMETHING THAT PEOPLE NEED TO KNOW THAT WE'VE GOT TO GET THIS OUT OF THE WATER. NOBODY RAN AGAINST YOUR MAYOR OR VICE MAYOR. IF YOU LISTEN TO HIS PODCAST OF THEIR CITY COUNCIL ON JULY 21, WAS THE MOST SMU I EVER HEARD IN MY LIFE. HE MADE UP STUFF THAT WAS THE MOST STUPIDEST THINGS I'VE EVER HEARD. HE SAID, SOMEONE SAID FLUORIDE CAUSES TRANS. NO, IT DIDN'T. NOT ONE PERSON SAID THAT IN THAT MEETING. BUT THE VICE MAYOR, HE WAS ON BOARD WHEN THEY PUT THE STUFF IN THE '70S. HE KNEW IT. HE KNOWS THE STUFF IS POISON. THIS IS THE HAZARDOUS WASTE PRODUCT THAT COMES OUT OF THE SMOKE STACKS OF CHIMNEYS OF CHINA. THEY DON'T EVEN PUT IT IN THEIR OWN WATER. THEY SELL IT TO US TO REDUCE IQS. NOBODY IN THIS SCHOOL WENT AFTER THAT. I LOOK AT THESE TEACHERS AND I'M THINKING, YOU KNOW WHAT? YOUR PAYCHECK ISN'T WORTH HANDLING MORE OF THE LOWERING CHILDREN'S IQS, BUT IT'S VERY IMPORTANT THAT PEOPLE READ THESE PAPERS I PUT ON PUBLIC RECORD. >> THANK YOU, WIN. I MESSED UP. I MISSED JEANNI FERDON AND I APOLOGIZE. THANKFULLY, I HAVE OTHERS WHO ARE WATCHING ME AND MAKING SURE. SAY YOUR LAST NAME AGAIN. >> NO PROBLEM. MY NAME IS JEANNI FERDON. >> FERDON. YES. >> I'M ALSO WITH MASTER'S BIBLE CHURCH, AND I JUST ALSO I AM HERE TO SUPPORT THE THINGS THAT THEY HAVE SHARED WITH YOU. I KNOW THAT WE HAVE SENT LETTERS TO YOUR BOARD AS WELL, BUT I DO WANT TO ADDRESS THE TOPIC OF THE DISCIPLINING, AND I WANT TO BEGIN WITH TITLE VI OF THE CIVIL RIGHTS ACT OF 1964, AND IT IS EFFECTIVE TODAY. THIS IS A FEDERAL CIVIL RIGHTS LAW THAT SAYS NO PERSON IN THE UNITED STATES, SHALL ON THE GROUND OF RACE, COLOR, OR NATIONAL ORIGIN, BE EXCLUDED FROM PARTICIPATION IN BE DENIED THE BENEFITS OF OR BE SUBJECTED TO DISCRIMINATION UNDER ANY PROGRAM OR ACTIVITY RECEIVING FEDERAL FINANCIAL ASSISTANCE. NOW IN THE SCHOOLS, AND I'M ADDRESSING OUR BATTLE GROUND SCHOOL DISTRICT HERE, THAT MEANS THAT OUR STUDENTS SHOULD NOT BE DISCRIMINATED AGAINST BASED ON RACE, COLOR, OR WHERE THEY OR THEIR PARENTS COME FROM. THIS TITLE VI PREVENTS DISPROPORTIONATE DISCIPLINE IN SCHOOLS. DISCIPLINE AND GRADING, PLACEMENT, AND OPPORTUNITIES MUST BE APPLIED FAIRLY AND EQUALLY TO EVERY STUDENT. NOW THE US DEPARTMENT OF EDUCATION OFFICE FOR CIVIL RIGHTS, OCR DOES ENFORCE THIS LAW. NOW, IT'S AN EXAMPLE, IF A DISTRICT SUSPENDS A STUDENT OF ONE RACE MORE THAN OTHERS FOR SIMILAR BEHAVIOR, THAT CAN AND OFTEN DOES VIOLATE THE TITLE VI BECAUSE IT SUGGESTS RACIAL DISCRIMINATION. NOW, WITH THIS PROGRAM IN PLACE, THIS IMPROVES STUDENTS OUTCOMES. SCHOOLS WITH EQUITABLE DISCIPLINE POLICIES HAVE HIGHER ATTENDANCE RATES, LOWER DROPOUT RATES, BETTER ACADEMIC PERFORMANCE, HEALTHIER SCHOOL CLIMATE AND RELATIONSHIPS. WHEN STUDENTS FEEL SAFE AND UNDERSTOOD, THEY STAY ENGAGED AND LEARN BETTER. THIS ALSO REDUCES BIAS. [02:00:01] TRAINING AND DATA ANALYSIS HELPS EDUCATE, RECOGNIZE AND REDUCE IMPLICITIVE BIAS, AND IT ALSO PROMOTES POSITIVE SCHOOL CULTURE. EQUITY, DISCIPLINE, ENCOURAGE RESTORATIVE PRACTICES, SO REPAIRING HARM NOT JUST PUNISHING. SOCIAL AND EMOTIONAL LEARNING HELP STUDENTS MANAGE EMOTIONS AND RELATIONSHIPS. STRONGER TEACHER, STUDENT CONNECTIONS. THAT'S WHAT WE'RE HERE FOR IS THAT THESE THINGS ARE BEING PUT INTO PLACE SO THAT OUR STUDENTS FEEL LIKE THEY ARE BEING HEARD AND NOT BEING SLANDERED IN ANY WAY TO STAND UP FOR THEIR BELIEFS. THANK YOU FOR YOUR TIME. >> THANK YOU. >> I THINK I GOT EVERYBODY ON THE LIST THIS TIME. NEXT IS THE CONSENT AGENDA. [8. Consent Agenda (Board Vote w/Student Voice)] ON THE CONSENT AGENDA THIS EVENING, WE HAVE APPROVAL OF THE CONSENT AGENDA, APPROVAL OF THE MINUTES FOR OCTOBER 13TH, 2025, REGULAR BOARD MEETING. BUSINESS AND OPERATIONS, PERSONNEL REPORTS, STUDENT TRAVEL, COMPLETED PROJECTS REQUESTS FOR APPROVAL, THE DONATION APPROVAL FROM THE PHS VOLLEYBALL BOOSTERS THAT WE HEARD ABOUT EARLIER, AND THE APPROVAL OF THE PARENT SUPPORT ORGANIZATIONS FOR 2025/26 THAT WE HEARD ABOUT EARLIER, AND APPROVAL OF RESOLUTION K25, THE CANCELLATION OF OUTSTANDING WARRANTS. ANYTHING ON THE LIST THAT NEEDS TO BE PULLED OFF FOR MORE DISCUSSION? >> I MOVE THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED. >> IT'S BEEN MOVED THAT THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED. IF THERE'S NO DISCUSSION, I CALL FOR THE VOTE. FIRST, OUR STUDENT REP. >> PRO. >> AND FOR BOARD MEMBERS, ALL THOSE IN FAVOR SAY AYE. >> AYE. >> AYE. >> ALL THOSE OPPOSED. MOTION PASSES 5-TO-0. NEXT ON THE AGENDA IS UNDER OLD BUSINESS, [9. Old Business (Board Vote w/Student Voice)] IS THE STUDENT DISCIPLINE POLICY 3241 THAT WE VOTED LAST TIME TO TABLE UNTIL THIS MEETING. THANK YOU, TAMRA FOR BEING HERE. >> GLAD TO BE HERE. [LAUGHTER] I AM BACK FOR A LOOK AT SOME REVISIONS THAT WE MADE TO POLICY 3241 STUDENT DISCIPLINE BASED ON THE FEEDBACK THAT THE BOARD PROVIDED TWO WEEKS AGO WHEN WE WERE HERE. IN THE BOARD PACKET, WHAT YOU'LL SEE IS I LEFT ALL OF THE RED AND GREEN LETTERING THAT SHOWS WHAT WAS STRUCK FROM THE ORIGINAL POLICY, WHAT WAS ADDED TO THE RECOMMENDATIONS THAT WE MADE. THEN I MADE A THIRD COLOR. THERE'S BLUE TO INDICATE WHAT I'M RECOMMENDING THAT WE CHANGE FOR THE POLICY THAT GETS CODIFIED INTO OUR BOARD DOCS. I'D LIKE TO TALK A LITTLE BIT ABOUT THE PROCESS THAT I USED. I MET WITH A GROUP OF PEOPLE. WE HAVE A DISTRICT OFFICE ACTION COMMITTEE. IT'S CALLED. IT'S A GROUP THAT GETS TOGETHER MONTHLY AND REVIEWS DISCIPLINE DATA. WE REVIEW THINGS LIKE OUR SCHOOL ATTENDANCE DATA, WHAT'S HAPPENING DISTRICT WIDE, AND BY SCHOOL, BY GRADE LEVEL. IT INCLUDES A BUNCH OF WONDERFUL PEOPLE AT DISTRICT OFFICE, BUT MOST IMPORTANTLY, TO ME, IT ALSO INCLUDES THREE ASSISTANT PRINCIPALS. ASSISTANT PRINCIPALS ARE THE ONES WHO ARE DEALING WITH DISCIPLINE DAY IN AND DAY OUT. IT HAS JESSICA DRAKE, KELSEY KAI, AND DARREN FOX. THEY PARTICIPATED IN REVIEWING THE RECOMMENDATIONS THAT WE HAD PUT FORWARD AND ALSO REVIEWING THE RECOMMENDATIONS THAT YOU HAD GIVEN TO US GIVEN TO ME TO MAKE CHANGES TO. THE BLUE LANGUAGE THAT YOU SEE HERE IS THE RECOMMENDATION FROM THAT COMMITTEE. WE'VE SAT TOGETHER AND WORKED ON THE WORDING, AND IT WAS REALLY IMPORTANT TO US THAT WE MADE IT SOMETHING THAT IS TRUE TO OUR COMMUNITY, THAT IS TRUE TO THE VALUES THAT OUR COMMUNITY HOLDS, AND IS ALSO TRUE TO THE LAW. WHAT WE DID IS WE LEANED PRETTY HEAVILY INTO OUR DISTRICT STRATEGIC PLAN, AND I THINK YOU'LL HEAR A LOT OF ECHOES OF IT AS WE GO THROUGH OUT THE CHANGES. I'D LIKE TO START FROM THE VERY BEGINNING. YOU'LL SEE THE FIRST CHANGE THAT WE MADE AS WE REMOVED THE WORD EQUITABLE. WE THOUGHT THAT THE WAY THAT OUR DISTRICT CAPTURES THAT IDEA IS THROUGH THE CONCEPT OF EACH AND EVERY. YOU'LL SEE THAT WE'VE GONE AWAY FROM WORDS LIKE EQUITABLE AND EQUALITY AND HAVE GONE TO TALKING ABOUT EACH AND EVERY STUDENT. THAT APPEARS AGAIN LATER. IN NUMBER 3 ON THIS LIST HERE, WE REMOVED THE REFERENCE TO CULTURALLY RESPONSIVE AND ADDED EACH AND EVERY. WE REMOVED ITEM 5 BECAUSE AS WE REVIEWED THIS LIST, IT LOOKED LIKE IT WAS REDUNDANT WITH ITEMS 3 AND 4. [02:05:04] THAT'S WHY THAT WAS PULLED OFF. THEN ON THE SECOND PAGE, YOU'LL SEE THAT WE REMOVED THE WORD EQUITY AND CHOSE TO STICK WITH THE WORD FAIRNESS. FAIRNESS SEEMS TO BE A MUCH BETTER FIT FOR OUR COMMUNITY AND FOR THE CULTURE THAT WE HAVE HERE IN BATTLEGROUND. THOSE ARE THE CHANGES THAT THE COMMITTEE PROPOSED. WHAT QUESTIONS DO YOU HAVE? >> I HAVE A QUESTION ABOUT ONE OF THE THINGS CITIZEN COMMENTS MADE. THIS DATA REPORT OR WHATEVER YOU HAVE TO SEND TO SPI. WHAT HAPPENS IF YOU SEND IT AND IT'S SHOWN THAT A CERTAIN RACE OR CERTAIN TYPE OF STUDENT IS BEING DISCIPLINED MORE. WHAT HAPPENS IN A CASE LIKE THAT? >> I DO. I'M GOING TO PUNT TO SHELLY ON THIS ONE, THOUGH. I CAN SEE SHE'S READY. >> I AM. [LAUGHTER] IN MOST CASES, IT'S A CONVERSATION TO FIGURE OUT WHY AND IF THERE'S ANY CONCERN TO BE HAD. IT DOESN'T NECESSARILY INDICATE THAT THERE'S SOMETHING THAT HAS TO CHANGE WITH OUR SYSTEM. IT'S JUST THAT POINTS OUT IS THERE SOMETHING THAT YOU NEED TO LOOK AT IN OUR SYSTEM. WE HAVE HAD TIMES WHERE WE HAVE HAD DISPROPORTIONALITY. USUALLY THEY'RE IN SPECIAL EDUCATION, FOR INSTANCE AND WE HAVE FOUND THAT A STUDENT HAS AN IEP FOR AN AREA THAT THEY STRUGGLE IN, AND WE NEED TO THE WAY IN WHICH WE GATHER DATA FOR THAT STUDENT AROUND THEIR BEHAVIOR AND THEIR GOALS THAT WE WERE WORKING ON IT NEEDS TO BE DIFFERENT FOR THAT STUDENT THAN FOR OTHER STUDENTS. THAT DOES NOT NECESSARILY MEAN THAT WE CHANGE HOW WE'RE GOING TO HANDLE IT. IT DOESN'T MEAN THAT SUDDENLY SOMEBODY TELLS US YOU CAN'T DO X, Y, OR Z. WE STILL HAVE THE ABILITY, AND THAT'S ONE OF THE THINGS THAT'S IMPORTANT FOR US TO BE CLEAR. FAIR IS NOT EQUAL IN MANY CASES BECAUSE YOU HAVE TO TAKE CERTAIN THINGS INTO CONSIDERATION. THIS DOESN'T STOP THAT FROM HAPPENING. ALL IT DOES IS IT TELLS US THAT WE NEED TO PAY ATTENTION TO THE DATA JUST LIKE WE SHOULD FOR ANYTHING ELSE AND DETERMINE IF THERE'S A PROBLEM IN OUR SYSTEM AND TRY AND ADDRESS IT AND FIX IT. WE DID HAVE TO LOOK AT OUR SPECIAL EDUCATION DATA AND MAKE SOME CHANGES TO THAT. BUT NOBODY IS DOING, YOU'RE BEING TOLD TO FIX IT AND THEN YOU'RE BEING TOLD TO TELL HOW YOU'RE FIXING IT, AND THAT'S ABOUT IT. IT IS IMPORTANT TO LOOK AT IT BECAUSE WE'VE FOUND ISSUES IN THE PAST. >> THANK YOU. >> THAT COMMITTEE THAT I DISCUSSED LOOKS AT THE DISPROPORTIONALITY DATA TO TRY TO GET AHEAD OF IT. WE'RE LOOKING AT THINGS LIKE STUDENTS WITH DISABILITIES. ARE WE TRACKING THAT DATA IN A WAY THAT MAKES THE MOST SENSE BASED ON WHAT THEIR STRUGGLES ARE? >> GETTING AHEAD OF IT. >> EXACTLY. >> IT'S NOT ABOUT RESPONDING DIFFERENTLY TO DIFFERENT STUDENTS. I THINK WE TALKED THROUGH THAT LAST TIME AND I WISH THAT PEOPLE WERE HERE TO HEAR THAT AGAIN. >> I APPRECIATE WHAT YOU'VE DONE. I HEAR DENNY'S VOICE IN MY EAR. I WISH THEY WOULD CALL IT CARING AND SHARING. THESE TRIGGER WORDS ARE REALLY DIFFICULT. BEING FAIR IS BEING FAIR, AND THAT'S WHAT WE GOT TO DO, AND WE GOT TO GET AHEAD OF IT. WE NEED TO PAY ATTENTION. THAT'S WHAT YOU'RE SAYING YOU'RE DOING, YOU SAY. I REALLY APPRECIATE WHAT YOU'VE DONE. >> THANK YOU. >> OTHER QUESTIONS, COMMENTS, DISCUSSION. >> I WASN'T HERE FOR THE FIRST ONE, SO IT SOUNDS LIKE YOU GUYS [OVERLAPPING] VETTED. >> I SAID SOME. >> WE TOOK OUT SOME TRIGGER WORDS. >> I HAD SOME CONVERSATIONS, AND IT SEEMS LIKE A LOT OF THE STUFF THAT YOU GUYS SPOKE ABOUT HAS BEEN ADDRESSED IN THESE CHANGES. I TOO HAVE ALWAYS STRUGGLED WITH A LOT OF THE TERMINOLOGY THAT HAS BEEN USED NOT JUST LOCALLY, BUT NATIONALLY, AND IT'S BEEN COMPLETELY DISTORTED, AND NOW THERE'S CERTAIN WORDS THAT USED TO HAVE ONE MEANING, NOW HAVE SOMETHING COMPLETELY DIFFERENT. WE CAN'T USE THOSE ANYMORE BECAUSE IT MAKES PEOPLE FEEL BAD. I THINK THAT'S UNFORTUNATE, BUT IT IS WHAT IT IS. WHAT YOU KNOW, I THINK THIS DISTRICT'S DEFINITION OF EQUITY VERSUS MAYBE WHAT SOMEONE WOULD THINK ON A MORE SOCIAL PLATFORM OR A NATIONAL LEVEL LOOK PROBABLY PRETTY DIFFERENT. I THINK USING A TERM LIKE FAIR IS A REASONABLE REPLACEMENT FOR A TERM LIKE EQUITY IN THIS SITUATION AND I [02:10:02] THINK WE HAVE TO HAVE A STRONG DISCIPLINE PLAN BECAUSE I TOO BELIEVE THAT WITHOUT THAT, YOU'RE JUST GOING TO SELL THE SEEDS OF CHAOS AND NOBODY'S GOING TO LEARN IN THAT ENVIRONMENT. I THINK AT THE END OF THE DAY, THE PROBLEM YOU'RE ALWAYS GOING TO RUN INTO WITH THESE TYPES OF POLICIES IS THAT ONE PERSON'S INTERPRETATION OF FAIR IS NEVER THE SAME AS THE OTHERS, ESPECIALLY WHEN THEY'RE THE ONE BEING DISCIPLINED. I THINK THAT FROM WHAT I CAN READ, I DID I READ THIS EARLIER TODAY, AND I'M NOT UNCOMFORTABLE WITH THE WAY IT READS RIGHT NOW. SEEMS FAIRLY BENIGN AND STANDARD. >> I THINK THE DISPO METRICS HELPS A LOT. I GIVES A LOT OF CLARIFICATION. >> THANK YOU. >> FOR ME, IT DID. >> I THINK IT'S UNFORTUNATE AND YOU'LL HEAR ME PUSHING BACK ON A LOT OF THIS STUFF BECAUSE I FEEL LIKE WE'RE DIGGING HOLES SOMETIMES. I'LL POINT ONE OUT HERE. I KNOW YOU'RE GOING TO JUST HANDLE IT JUST PERFECTLY. BUT ON THE SECOND PAGE, NUMBER 4 SAYS STUDENTS FUNDAMENTAL RIGHTS. UNLAWFULLY INTERFERE IN A STUDENT'S PURSUIT OF AN EDUCATION WHILE IN THE CUSTODY OF THE SCHOOL DISTRICT, THAT'S NOT THE ONE I WANTED TO READ. DEPRIVE A STUDENT OF THE STUDENT'S RIGHT TO AN EQUAL EDUCATION OPPORTUNITY IN A WHOLE PART BY A SCHOOL DISTRICT WITHOUT DUE PROCESS OF LAW. WHERE IS IT? THE RIGHT TO HOPEFULLY. THE ONE THAT'S IN HERE THAT SAYS THAT YOU CAN'T DEPRIVE THEM OF THE RIGHT TO THEIR EDUCATION. ONE OF THOSE SENTENCES IS? >> NUMBER 4. >> NUMBER FOUR. >> UNLAWFULLY INTERFERE IN A STUDENT. >> UNLAWFULLY INTERFERE. ROOM CLEARING, YOU HAVE TO ADMIT INTERFERES IN MY EDUCATION. >> ACTUALLY, I THINK YOU WERE TALKING ABOUT NUMBER 3, TO DEPRIVE A STUDENT OF THE STUDENTS CONSTITUTIONAL RIGHT. THAT THE ONE TO SECURE THE STUDENTS. >> I'M SORRY I DIDN'T MARK IT. I DIDN'T WRITE IT. SEE, SO YOU, THE TEACHERS, THE STAFF, THE PRINCIPALS, YOU FOLKS, GOT A CLEAR ROOM BECAUSE YOU CAN'T TAKE THE STUDENT OUT. YOU TAKE ALL THE OTHER STUDENTS OUT. YOU'RE DEPRIVING THEM AND I'VE HEARD SOME TEACHERS COME IN AND COMPLAIN WE WE'RE CLEARING THE ROOM TOO MUCH. I GUESS SO DIFFICULT. IF THEY WOULD JUST LET YOU GUYS DO WHAT NEEDS TO BE DONE WITH THAT STUDENT AND UNDERSTAND AND DEMONSTRATE WITH THE PARENT. BUT IT'S JUST VERY DIFFICULT. I APPLAUD YOU ON YOUR ABILITY TO MANEUVER THROUGH. >> I APPRECIATE THAT. IIN DEED IT IS VERY COMPLICATED. I KNOW THAT IT WEIGHS HEAVILY ON THE HEARTS OF EDUCATORS THAT, YES, WE HAVE TO BE VERY THOUGHTFUL ABOUT THE STUDENT WHO'S DOING THE BEHAVIOR AND NOT DEPRIVING THEM OF THEIR RIGHT TO A FREE AND APPROPRIATE PUBLIC EDUCATION. THERE ARE 30 OTHER KIDS IN THIS ROOM WHOSE RIGHT TO AN EDUCATION IS BEING IMPACTED. >> VERY DIFFICULT. >> I APPRECIATE YOU ACKNOWLEDGING THAT THE DIFFICULT SITUATION THAT IT PLACES US IN. I THINK THE DISTINCTION THERE IS THAT ROOM CLEARS ARE FOR SAFETY, THEY'RE NOT FOR DISCIPLINE. THAT DOESN'T MEAN THAT IT'S NOT IMPACTING. >> SOMEBODY BRINGING A LAWSUIT. I'M NOT TRYING TO GIVE ANYBODY ANY IDEAS. >> FOR MATIS, ANYTHING TO ADD? >> I HAVE NOTHING TO ADD. THANK YOU. >> ALL OF THE BOARD OF DIRECTORS APPROVED THE REVISIONS TO POLICY 3241 AS PRESENTED. >> IT'S BEEN MOVED THAT THE BOARD OF DIRECTORS APPROVED THE REVISIONS TO POLICY 3241 AS PRESENTED. >> PRO. >> BOARD. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> AYE. >> OPPOSED. MOTION PASSES 5-TO-0. THANK YOU FOR CAMRA. >> THANK YOU. >> MOVING ON TO NEW BUSINESS. [10. New Business (Board Vote w/Student Voice)] WE HAVE A RECOMMENDATION TO APPROVE THE COLLECTIVE BARGAINING AGREEMENT BETWEEN PUBLIC SCHOOL EMPLOYEES, PSC OF THE BATTLE GROUND AND BATTLE GROUND PUBLIC SCHOOLS, NUMBER 119, AND WE HAVE MICHELLE HERE TO BREAK IT DOWN FOR US. >> GOOD EVENING BOARD. WHAT I HAVE BEFORE YOU ARE THREE DOCUMENTS. THE FIRST ONE IS A DOCUMENT OUTLINING ALL OF THE TENTATIVE AGREEMENTS THAT THE DISTRICT AND PSC, THAT IS THE COLLECTIVE BARGAINING AGREEMENT OR A UNIT FOR OUR CLASSIFIED EMPLOYEES. THIS IS A LIST OF THE CHANGES AND AGREEMENTS THAT WE AGREED UPON, [02:15:04] AND IT IS ALL IN ONE DOCUMENT THERE. ADDITIONALLY, THERE IS A SLIGHT CHANGE ON THE JOB DESCRIPTIONS ON THE SALARY SCHEDULE. WE ADDED A NEW POSITION, AND SO THERE IS NO CHANGE OTHER THAN WE ARE ADDING A NEW POSITION AND THE LEVEL. THE AGREEMENT THAT WE ARE PUTTING FORWARD THAT PSC AND BGPS WISH TO ENTER IN IS A THREE YEAR AGREEMENT FROM SEPTEMBER 1ST OF THIS YEAR TO AUGUST 31ST OF 2028, AND IT WILL REPLACE THE CURRENT COLLECTIVE BARGAINING AGREEMENT THAT WE HAVE WITH PSC. IT ALSO INCLUDES A WAGE REOPENER IN JUNE OF 2026 OR A DISCUSSION ANYWAY ON POSSIBILITIES. ADDITIONALLY, I'VE ALREADY SPOKEN ABOUT THE SALARY SCHEDULE. THOSE ARE THE THREE ITEMS BEFORE YOU. ANY QUESTIONS? >> I HAVE A QUESTION. IF FOR SOME REASON, OUR LEVY DOESN'T PASS. ARE WE GOING TO BE EXPECTED TO GIVE RAISES AND EVERYTHING IF IF THE DISTRICT IN GENERAL IS HAVING TROUBLE? >> THAT'S A GOOD QUESTION. THE WAY THE LANGUAGE READS IS NO LATER THAN JUNE 2026, THE PARTIES WILL MEET TO REVIEW BUDGET STATUS, DISTRICT FINANCIALS AND TO NEGOTIATE WAGES FOR THE 26/27 AND 27/28 SCHOOL YEARS. >> THERE WOULD BE A DISCUSSION. >> THERE WILL BE A DISCUSSION. >> NOT AN AUTOMATIC CHALLENGE. >> CORRECT. >> GOT IT. THANK YOU. >> WHAT IS THE CHANGE THAT IS REFLECTED IN THIS DOCUMENT FOR THIS YEAR, OR IS THERE A CHANGE FOR THIS YEAR? FOR THE FIRST YEAR OF THE THREE. >> WHAT'S BEFORE YOU IS A LIST OF ALL OF THE AGREEMENTS, ALL THE CHANGES IN THE CONTRACT THAT WE AGREED TO. THAT'S THE DOCUMENT THAT'S ATTACHED. AS A BOARD, YOU'VE ALREADY APPROVED THE SALARY SCHEDULE THAT WAS BROUGHT TO YOU AT THE END OF AUGUST. >> YOU'RE JUST APPROVING THE LANGUAGE CHANGES THAT ARE IN BLUE [OVERLAPPING] >> THERE ARE CHANGES. >> I HAVE A QUESTION ON THE TEMPORARY POSITION. WE STRUCK THE WORD PERMANENT AND CHANGED THAT TO CONTINUING. I'M NOT HR, SO I DON'T UNDERSTAND THE DIFFERENCE BETWEEN THE LEGAL CONTEXT BEHIND THE TERMS PERMANENT AND CONTINUING. >> ARE YOU REFERRING TO THE BEHAVIOR INTERVENTION PARADE? [OVERLAPPING] >> NO. HE'S LOOKING AT SECTION 1.35, AND I'LL TAKE A STAB FOR MICHELLE UNTIL SHE FINDS IT. WE HAVE NON-CONTINUING AND CONTINUING POSITIONS. ANYTIME A PSC MEMBER IS HIRED OR A CLASSIFIED PERSON IS HIRED, THE LANGUAGE IS CONSISTENT. IF IT'S A CONTINUING POSITION THAT'S GOING ON FOREVER UNLESS WE RIF THEM, THEY ARE EVALUATED IN THE FIRST 45 AND THEN 90 DAYS FOR CONTINUING EMPLOYMENT, AND SO IT BECOMES A CONTINUING POSITION ONCE THEY GET PAST THAT TIME FRAME. ALSO, THE OTHER THING IN THAT LANGUAGE IS THAT, AND I'M NOT SURE WHICH THIS ONE IS. TEMPORARY POSITIONS, WE ONLY POST TEMPORARY POSITIONS FOR 90 DAYS OR LESS. IF THEY BECOME MORE THAN THAT, THEN WE WILL MAKE THEM CONTINUING POSITIONS AND WE WOULD HAVE TO RIFT THEM. ESSENTIALLY, IT'S THE NUANCE OF THAT. >> IT'S JUST TO PROVIDE CONSISTENCY IN THE TERM CONTINUING IS WHAT WE USE WITH CLASSIFIED STAFF. THAT'S CONSISTENT THROUGHOUT THE CONTRACT. >> IF THEY EXCEED THE 90 DAYS, DOES THAT MAKE THEM ELIGIBLE FOR ADDITIONAL BENEFITS UPON A RIF, OR LIKE, WHAT'S THE IMPLICATION, I GUESS? >> THIS IS UNDER THE SECTION UNDER TEMPORARY EMPLOYEES, TYPICALLY LESS THAN 90 DAYS. THEY'VE BEEN HIRED JUST FOR A SHORT PERIOD OF TIME IN THE EVENT THAT THAT NEEDS TO BE EXTENDED OR GOES BEYOND, THEY BECOME CONTINUING. WITH THAT COME OTHER BENEFITS SUCH AS HEALTH INSURANCE. >> THE FACT THAT YOU WOULD HAVE TO RIF THEM TO SAY GOODBYE. YOU WOULD HAVE TO GO THROUGH A PROCESS OF REDUCTION. >> RATHER THAN A ONE-YEAR CONTRACT ENDED. THANK YOU. HOW WOULD THAT APPLY TO SUBS, OR JUST YOU'D HAVE TO CREATE [OVERLAPPING] [02:20:01] >> NO PERCENT. >> THEN GO AHEAD. >> NO, YOU GO AHEAD. >> THE 2.5% INCREASE IS THAT FROM THE LAST NEGOTIATION? THAT WOULD BE THE END OF IT, OR IS THIS PART OF A NEW? >> THAT WAS IPD, AND THAT WAS BROUGHT TO THE BOARD AT THE END OF AUGUST. IT'S BEEN CONSISTENT WITH OTHER BARGAINING UNITS. >> NO. I FELT LIKE I RECOGNIZED THAT, AND I'M LIKE, THIS SEEMS FAMILIAR [LAUGHTER] >> IT IS. [OVERLAPPING] >> WE JUST DIDN'T HAVE THE TENTATIVE AGREEMENTS AT THAT TIME. >> WHAT WE'RE SAYING IS THERE'S PROVISION TO LOOK AT THAT AS WE MOVE THROUGH THE YEAR. >> ANYTHING. >> I'LL MOVE THE BOARD OF DIRECTORS TO APPROVE THE ATTACHED REVISION TO THE COLLECTIVE BARGAINING AGREEMENT BETWEEN PUBLIC SCHOOL EMPLOYEES OF BATTLE GROUND AND THE BATTLE GROUND PUBLIC SCHOOLS NUMBER 119 AS PRESENTED. >> WE HAVE A MOTION TO APPROVE THE COLLECTIVE BARGAINING AGREEMENT BETWEEN PUBLIC SCHOOL EMPLOYEES OF BATTLE GROUND AND BATTLE GROUND PUBLIC SCHOOLS, NUMBER 119, AS PRESENTED. >> PRO. >> BOARD. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> OPPOSED. MOTION PASSES FIVE TO ZERO. THANK YOU, MICHELLE. >> THANK YOU. >> I DO HAVE ANOTHER ITEM. >> THIS IS YOURS TOO? >> YES. >> OKAY. >> THIS SHOULD READ A POLICY 5011, SEXUAL HARASSMENT OF DISTRICT STAFF PROHIBITED, BUT IT LOOKS LIKE PROHIBITED MIGHT HAVE BEEN LEFT OFF IN THE TITLE. BUT WHAT I HAVE BEFORE YOU IS POLICY 5011; IT'S BEEN UPDATED TO MATCH CURRENT LAW AND THE LATEST WASDA MODEL. AFTER A COURT VACATED THE 2020 TITLE 9 RULE IN JANUARY 2012, 25, THE US DEPARTMENT OF ED CONFIRMED THAT THE TWO THAN 20 TITLE 9 REGULATIONS WILL APPLY OR STILL APPLY. THIS REVISION ALIGNS WITH THOSE RULES AND CLARIFIES THAT STAFF COMPLAINTS NOT COVERED BY TITLE 9 ARE STILL ADDRESSED UNDER WASHINGTON STATE LAW. THE PROCEDURE IS NOT ATTACHED, BUT THERE ARE SOME CHANGES IN THE PROCEDURE AS WELL, AND THAT'S TO HELP CLARIFY RULES AND STRENGTHEN OUR COMPLAINT PROCEDURES. >> WHAT QUESTIONS DO WE HAVE BOARD? >> I HAVE NONE. >> I MOVE THAT THE BOARD OF DIRECTORS APPROVE THE REVISIONS TO POLICY 5011 AS PRESENTED. >> IT'S BEEN MOVED THAT THE BOARD OF DIRECTORS APPROVED THE REVISIONS TO POLICY 5011 AS PRESENTED. STUDENT REP. >> PRO. >> BOARD. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> UNOPPOSED, MOTION PASSES FIVE TO ZERO. THANK YOU. >> THANK YOU. >> WE'LL PASS THIS TO SHELLY. >> BOARD. I HAVE A SLOW FOR YOU HERE, AND I'LL PROBABLY FOR THE NEXT FEW BOARD MEETINGS. IF YOU'VE BEEN READING THE POLICY NEWS, THEY'RE MAKING A WHOLE BUNCH OF CHANGES IN THE 1,000 SERIES. THIS FIRST ONE IS THE OATH OF OFFICE, AND IT IS TO REFLECT THE CHANGE IN THE RCW THAT NOW INCLUDES THE WORDS AND THE LAWS OF THE STATE OF WASHINGTON. THAT REALLY IS THE ONLY CHANGE. I DID GET AN FAQ. I DON'T KNOW IF YOU'VE RECEIVED IT YET. I GOT IT FROM WASA, SO I DON'T KNOW IF YOU'VE RECEIVED IT YET. >> WE DIDN'T GET IT. I DON'T THINK I HAVE SEEN IT. >> YOU HAVEN'T SEEN IT? >> NO. >> I'LL SEND IT OUT. I SHOULD HAVE SENT IT, BUT I CAME IN LATE THIS AFTERNOON. I HAVEN'T FULLY READ THROUGH IT. BUT, ESSENTIALLY, THEY'RE GIVING US SOME DIRECTIVES. WE'VE ALWAYS HAD TO TAKE THE OATH OF OFFICE WHEN WE START IN A NEW POSITION. THEY'RE MAKING SURE THAT WE TURN IN THAT INFORMATION TO THE STATE AUDITOR'S OFFICE AND ACTUALLY TELL ON MYSELF A LITTLE BIT. WE DIDN'T REALIZE THAT I WAS SUPPOSED TO TAKE THAT ON THE VERY FIRST DAY OF JULY. I THINK IT WAS A FEW DAYS LATER THAT WE REALIZED THAT. WE FOUND THAT OUT FROM THE SUPERINTENDENT OF ESD. WHAT HAPPENS IS IT DOESN'T MATTER IF YOU'RE A BOARD MEMBER OR SUPERINTENDENT, YOU'RE SUPPOSED TO TAKE THE OATH, AND THEN YOU DO A CEREMONIAL BEFORE YOU START, YOU HAVE TO DO THAT. FOR ME, WE DID THE CEREMONIAL, BUT I'D ALREADY HAD TO DO THE OATH BECAUSE THE BOARD MEETING WASN'T UNTIL THE END OF JULY. WHEN WE DO THIS OATH OF OFFICE FOR NEW BOARD MEMBERS THAT COME IN, WE'LL ACTUALLY DO IT ON THE NIGHT THAT THEY'RE SWORN IN, [02:25:02] THE FIRST BOARD MEETING IN DECEMBER. BUT WE NEED TO MAKE SURE WE'RE DOTS AND IRI'S AND CROSS AND RTS. THE NEW RCW JUST SAYS YOU NEED TO ADD THE WORDS AND THE LAWS OF THE STATE OF WASHINGTON. THAT IS ALL FOR POLICY [OVERLAPPING]. >> I THOUGHT I HAD TO OBEY THE LAWS OF WASHINGTON ANYWAY, BUT I GUESS I JUST MISSED MY OPPORTUNITY. >> IT SOUNDS TO ME LIKE, TECHNICALLY, WE DIDN'T TAKE THAT OATH. >> WE DIDN'T DO THAT. >> WELL, THE WAY IT READ PREVIOUSLY WAS TO TAKE THE OATH OR AFFIRM TO SUPPORT THE CONSTITUTION OF THE US AND THE STATE OF WASHINGTON. THE CONSTITUTION OF THE STATE OF WASHINGTON IS INFERRED, AND I THINK THE LAWS OF THE STATE OF WASHINGTON ARE INFERRED, BUT IT DOESN'T REALLY SAY WHAT OF THE STATE OF WASHINGTON. >> IT DOES IN ONE OF THE LAWS THAT THEY PASSED STIPULATE EXACTLY THE LAWS OF WASHINGTON. >> I THINK THAT THIS IS FOR CLARITY OF THAT. >> WHAT IF THERE'S A CONFLICT BETWEEN THE CONSTITUTION AND THE STATE OF WASHINGTON? >> WELL, THAT'S FOR ANOTHER DISCUSSION. [OVERLAPPING] >> MAKE SURE THAT THERE ISN'T, BECAUSE IF THERE IS, WE'RE ALL IN TROUBLE. >> THAT ONE OUT. >> MATTER ALREADY BE. I MOVE THE BOARD OF DIRECTORS TO APPROVE THE REVISION TO POLICY 1111, AS PRESENTED. >> THANK YOU. [OVERLAPPING] >> WE HAVE A MOTION TO APPROVE THE REVISION TO POLICY 1111. >> PRO. >> BOARD. ALL THOSE IN FAVOR, SAY AYE. >> AYE. >> OPPOSED? NONE. MOTION PASSES FIVE TO ZERO. SHELLY. >> THIS POLICY 1210 ANNUAL ORGANIZATION MEETING. ACTUALLY, THIS WAS GREAT BECAUSE I NEEDED TO LEARN A LITTLE BIT MORE ABOUT THE WAY THIS PROCESS WORKS, BECAUSE I COULD NOT REMEMBER HOW WE'D DONE THESE THINGS IN THE PAST. THE CHANGES THAT YOU CAN SEE HERE ARE PRETTY SMALL. I ADDED SOME PIECES FOR CLARITY AFTER TALKING TO WASDA, SO WE HAD THE LINE: A NEWLY APPOINTED BOARD MEMBER WILL NOT BE ELIGIBLE TO SERVE AS AN OFFICER UNLESS A MAJORITY OF THE BOARD IS APPOINTED. BUT THEY SAID, IT'S NOT JUST APPOINTED, IF THEY HAVE BEEN NEWLY APPOINTED OR ELECTED, BASICALLY THE IDEA BEING, IF YOU'RE A NEW BOARD MEMBER, THE ONLY TIME THAT THOSE INDIVIDUALS WOULD HOLD OFFICE IS IF A MAJORITY OF THE BOARD LEAVES. I WANTED TO MAKE IT CRYSTAL CLEAR WHAT THAT MEANT BECAUSE WE'RE GOING TO BE IN THAT SCENARIO VERY SOON, AND I WANTED TO MAKE SURE WE ALL KNEW. >> I WOULD SUSPECT THAT WE HAVEN'T HAD THIS SITUATION FOR QUITE A WHILE, IF EVER. >> IT'S BEEN A WHILE. I ACTUALLY HAD REACHED OUT A WHILE AGO TO THE FORMER PRESIDENTS OF THIS BOARD. THEY BOTH POINTED ME TO THIS AND SAID EXACTLY WHAT SHELLY MEANT, BUT IT WAS NOT THE READING WASN'T CLEAR. ACTUALLY, ONE OF THEM SAID THAT THEY HAD CHANGED IT AT THAT TIME BECAUSE THAT'S EXACTLY WHAT HAPPENED. A QUORUM CAME ON, AND IT WAS PRESUMED THAT NONE OF THEM COULD HOLD OFFICE AND THAT WASN'T THE CASE. SO HE SAID WE TRIED TO MAKE IT. >> I HOPE THAT IS NEWLY APPOINTED OR ELECTED MAKES THAT MORE CLEAR. THEN THE OTHER THING THAT WE ADDED IS IN EVEN-NUMBERED YEARS BECAUSE TYPICALLY THE RANGE GROW-UP POSITION IS A TWO-YEAR TERM, OR WELL, IT IS A TWO-YEAR TERM. BUT SO WE ADDED THE TERM IN EVEN-NUMBERED YEARS AT THE SAME MEETING, THE WASDA REPRESENTATIVE WILL BE ELECTED TO SERVE A TWO-YEAR TERM. OBVIOUSLY, THERE ARE TIMES LIKE ANY OF THESE WHERE PEOPLE FALL OFF, AND NEW PEOPLE WILL BECOME APPOINTED OR WHATNOT. BUT WE WOULD ALWAYS KNOW THAT DURING THAT TIME, THAT'S WHEN WE'RE GOING TO GO THROUGH THAT PROCESS OF SELECTION. EVERY OTHER YEAR. >> ARE WE IN AN ODD-NUMBERED YEAR THIS YEAR? >> WE ARE. >> THE INTENT IS THAT I SERVE FOR ANOTHER YEAR AFTER THIS. >> UNLESS YOU'RE IN THAT WE TALK. WE'LL SEE. THEN ALSO, I JUST ADDED THE TERMS, WELCOME INTRODUCTION AND OATH OF OFFICE BECAUSE WE KNOW THAT IF THERE'S A NEW AND THEN PUT IF APPLICABLE, WE WOULD BE DOING THE OATH OF OFFICE JUST LIKE IT TALKS ABOUT OR JUST REALLY WE JUST DID THE OATH OF OFFICE PIECE, BUT WE KNOW THAT IN MOST YEARS, WE ARE GOING TO HAVE SOME TURNOVER OR A LOT OF YEARS, WE ARE GOING TO HAVE SOME TURNOVER. BUT IF NOT, IT'S NOT APPLICABLE. WE ADDED IF APPLICABLE IN TWO OTHER PLACES. [02:30:01] >> IT LOOKS LIKE YOU GOT EVERYTHING. >> I THINK. WE'LL SEE. BUT THAT'S IT FOR THAT ONE. ANY QUESTIONS? >> I MOVE TO THE BOARD OF DIRECTORS. DID YOU HAVE ANOTHER QUESTION? >> NO. I WAS JUST GOING TO SAY A STATEMENT, ACTUALLY. >> GO AHEAD. >> I WAS JUST GOING TO SAY IT'S NOT ON HERE AND IT DOESN'T NEED TO BE, BUT JUST A REMINDER TO THE BOARD TO REVIEW THE AUDIT COMMITTEE CHARTER BECAUSE THERE WILL BE AN OPEN POSITION IN DECEMBER AS WELL. WE NEED TO MAKE SURE THAT ALL OF THE NEW BOARD MEMBERS' POSITIONS GET A COPY OF THE CHARTER AS PART OF THEIR ONBOARDING AND THAT THOSE POSITIONS ARE APPOINTED, NOT ELECTED. THEY'RE APPOINTED. WHOEVER SERVES AS THE BOARD PRESIDENT WILL BE APPOINTING SOMEONE TO THE AUDIT COMMITTEE. THERE ARE TWO PEOPLE ON THE AUDIT COMMITTEE, AND ONE IS APPOINTED IN DECEMBER AND ONE IS APPOINTED IN JUNE. >> JUNE. >> SOMETHING TO KEEP IN MIND. WE'LL HAVE OTHER POSITIONS TO FILL, LIKE BGEF. >> BY THOSE APPOINTED BY A CHARTER? >> THE PRESIDENT APPOINTS THOSE SPECIFICALLY. >> I MEAN, BUT THE BGEF. PERSON, COMMITTEE MEMBER, WHOEVER. THERE'S THAT ONE. ARE THERE ANY OTHERS THAT ARE APPOINTED LIKE APPOINT VOLUNTEER APPOINTED? >> THERE'S A CONVERSATION. >> YOU'RE ASKED AND YOU'RE DOING IT. >> BUT THE VOLUNTEER AUDIT COMMITTEE HAS A CHARTER. >> IT HAS A CHARTER. THAT'S THE ONLY THING THAT HAS A CHARTER. >> MICHELLE KNOWS ALL ABOUT IT. >> SHE CAN LEAD YOU THROUGH. >> ESPECIALLY THIS TIME. >> VERY GOOD. >> YES. WE COUNT ON HER. YES, I COUNT ON HER. >> I MOVE THE BOARD OF DIRECTORS APPROVE THE REVISION TO POLICY 1210 AS PRESENTED. >> WE HAVE A MOTION TO APPROVE THE REVISION TO POLICY 1210. STUDENT REP. >> PRO. >> BOARD. ALL THOSE IN FAVOR SAY AYE. >> AYE. >> OPPOSED? MOTION PASSES FIVE TO ZERO. MOVING ON. >> ONE MORE TIME. THIS IS A NEW POLICY, AND ACTUALLY, WHEN I SAW IT ORIGINALLY, I WAS LIKE, NO. BUT THEN I GOT THINKING ABOUT SOME CONVERSATIONS THAT WE'VE HAD ABOUT HELPING ON BOARD OUR NEW BOARD MEMBERS. WHEN I READ THROUGH IT, I JUST REALLY FELT LIKE IT WOULD BE A POINT IN THE RIGHT DIRECTION TO HELP OUR INCOMING BOARD MEMBERS UNDERSTAND THE AREAS WITH WHICH WE WORK IN OUR MAJOR FUNCTIONS. I THOUGHT THAT THIS WAS A GOOD POLICY. IT'S PRETTY CLEAR, TALKS ABOUT THE DIFFERENT AREAS IN WHICH WE WORK IN. >> IF I MAY, 1210. I WOULD SUSPECT THAT THE WAY THAT THIS GOT HERE IS THAT YOU UNDERTOOK LOOKING AT IT, AND CONSIDERING IT AND MAKING THE CHANGES, THAT DIDN'T COME FROM WSADA, 1210. >> WE'RE GOING BACK TO 1210? >> I'M JUST ASKING IN REFERENCE TO 1821, 1210 DIDN'T COME FROM WSADA. IT WAS JUST SOMETHING YOU INITIATED. >> IT WAS SUPPOSED TO BE REVIEWED IN TERMS OF UPDATES. >> SURE, AND 1111 WAS SOMETHING THAT ACTUALLY WSADA SAID, HEY, YOU GUYS GOT TO CHANGE THAT. >> YEAH, YOU GOT TO GET YOUR LAW [OVERLAPPING]. >> NOW I'M WONDERING HOW DID 1821 GET INITIATED? THIS IS A BRAND NEW POLICY, DID [OVERLAPPING]. >> IT WAS IN THE POLICY NEWS, AND IT WAS UNDER WHATEVER THE SECOND AREA. I'M GETTING THEM CONFUSED BECAUSE IN THE POLICY [INAUDIBLE] UPDATE THOSE, THEY FOUND THAT THERE WAS REDUNDANCIES IN THE 0000 POLICIES, WHICH NO ONE IS USING ANYMORE, AND 1,000 POLICIES. THEY LOOKED TO COMBINED ELEMENTS OUT OF THE DEFUNCT ZERO POLICIES INTO THESE OTHERS. ALL OF THESE UPDATES THAT ARE HAPPENING IN THE THOUSAND POLICIES HAPPENED IN THE OCTOBER BULLETIN. >> THAT MAKE SENSE. >> BUT I WILL ALSO TELL YOU I SENT AN EMAIL DIRECTLY TO THEM. THAT'S WHY YOU DON'T HAVE MORE POLICIES FROM ME TONIGHT. [LAUGHTER] BECAUSE SOME OF IT DOESN'T MAKE SENSE BECAUSE THEY'RE ALSO RETIRING THREE POLICIES, AND I CAN'T FIGURE OUT WHY. >> OKAY. >> THAT ARE IN THE THOUSANDS. THEY'RE GOING AWAY, AND THEY'RE REPLACING THEM WITH SOME NEW ONES. >> THEY'RE ASKING US TO RESEND THEM, IS THAT WHAT THEY'RE GOING TO ASK US. >> YEAH. THEY'RE GOING TO ASK US TO RETIRE THEM. BUT I'M HESITANT TO DO THAT UNTIL I UNDERSTAND THE RATIONALE. >> WELL, THAT GOES WITH MY NEXT QUESTION BECAUSE THIS IS A NEW POLICY, SO IS THIS CONSIDERED THE FIRST READING? >> YES. >> YES. >> TODAY WOULD BE THE FIRST READING? >> CORRECT. >> WHEN WOULD BE THE SECOND READING? >> NEXT BOARD MEETING. [02:35:01] >> YEAH. THEN THE SECOND READING WOULD GIVE YOU TIME TO FIND OUT YOUR ANSWERS TO THOSE OTHER QUESTIONS THAT YOU HAVE. >> WELL, THOSE WILL BE COMPLETELY DIFFERENT POLICIES [OVERLAPPING]. >> I UNDERSTAND. IT'LL HELP YOU GET THE BIG PICTURE, RIGHT? >> I HOPE SO. >> THEN WHEN WE GET THE SECOND READING, WE COULD TABLE, IF WE WANTED TO TO GET MORE INFORMATION ABOUT ALL THIS OTHER STUFF THAT'S COMING DOWN. >> WELL, THE OTHER ONES ARE COMPLETELY DIFFERENT POLICIES. >> OKAY. >> THEY DON'T HAVE ANYTHING TO DO WITH THIS, BUT I'M TRYING TO FIGURE OUT WHY THEY'RE RETIRING THEM. >> YEAH. >> WE DON'T EVEN HAVE A LOT OF THE 0000 POLICIES. I JUST HAVEN'T BEEN OVERLY HAPPY WITH OUR POLICY NEWS EXPLANATION, AND I WANT TO KNOW MORE. I JUST WANT TO BE ABLE TO EXPLAIN IT TO YOU. THIS ONE I FEEL LIKE IS GOOD FOR US BECAUSE IT'S BASED ON OUR SCHOOL DIRECTOR STANDARDS, AND IT GIVES PEOPLE A CLEAR PICTURE OF WHAT THE JOB RESPONSIBILITIES ENTAIL. I JUST FELT LIKE WE'VE NOT HAD THIS AVAILABLE TO US, BUT IT DOES FOR ON-BOARDING. IT JUST MAKES A WHOLE LOT OF SENSE TO HAVE SOME DOCUMENTS THAT GO WITH THE MANUALS THAT WE'VE USED IN THE PAST AND SO I THOUGHT IT WAS [OVERLAPPING]. >> AS I READ IT OVER, I FELT A LITTLE UNCOMFORTABLE WITH SOME OF THE LANGUAGE, BUT WE'LL TALK ABOUT IT, AND I MIGHT WRITE YOU SOME NOTES OR SOMETHING. >> IS THERE A POLICY THAT'S GOING TO GO WITH THIS PROCEDURE? >> NO. >> THERE'S NO PROCEDURE FOR IT? >> OKAY. >> NO. >> WELL, THERE'S STUFF TO THIS THAT I'M A LITTLE UNCOMFORTABLE WITH, BUT WE'LL LOOK AT IT. >> OKAY. >> FIRST READING. >> WELL, TO ME, IT'S A REALLY GOOD SYNOPSIS OF OUR SCHOOL BOARD STANDARDS, WHICH WE EVALUATE OURSELVES ON EVERY YEAR. I LIKE THE IDEA THAT IT WAS IN THIS FORMAT BECAUSE AS A NEW BOARD MEMBER, GOING THROUGH THE RUBRICS OF THE SCHOOL BOARD STANDARDS IS PRETTY RIGOROUS. THIS GIVES, TO ME A REAL OVERVIEW OF [OVERLAPPING]. >> TO ME, IT TAKES THE FIVE STANDARDS AND IT BREAKS IT DOWN INTO SIX FUNCTIONS. >> YEAH. [LAUGHTER]. >> IT'S LATE. BUT THESE ARE THINGS THAT WE'VE BEEN OPERATING ON WITHOUT THIS POLICY. >> EXACTLY. >> WE'VE BEEN DOING THIS FOR YEARS. WE DON'T NEED A POLICY. WE'VE BEEN DOING IT. WHY DO WE NEED A POLICY? WELL, IT MAKES IT CLEAR FOR OUR NEW BOARD MEMBERS LIKE MARSHALL WHEN HE COMES IN. WELL, THEN JUST PRINT THIS ON A PIECE OF PAPER AND GIVE IT TO MARSHALL, AND LET HIM READ IT. WE DON'T HAVE TO HAVE A POLICY. WHY DO WE HAVE TO HAVE A POLICY, SAY, AND SO THERE'S SOMETHING THERE THAT ELUDES ME A LITTLE BIT. AS I READ SOME OF THE VERBIAGE, I'M A LITTLE UNCOMFORTABLE WITH SOME OF THE VERBIAGE. THAT'S ALL. >> CAN YOU SHARE WHICH VERBIAGE YOU'RE UNCOMFORTABLE WITH. >> I CAN'T. AGAIN, IT'S TERRIBLE THAN THE OTHER ONE. >> I JUST WANT TO ADD TO WHAT HIS CONVERSATION IS LIKE. WELL, I'M NOT COMPLETELY UNCOMFORTABLE THE IDEA OF IT BEING A POLICY OR EVEN IF IT'S IN THE MANUAL. IT DOESN'T BOTHER ME EITHER WAY. ONE OF THE THINGS THAT I DIDN'T LIKE ABOUT IT IS THE SENTENCE IS WEIRD FOR ME BECAUSE IT SAYS TAKING PERSONAL RESPONSIBILITY FOR THEIR OWN WORDS, AND ACTIONS AND THE IMPACT THEY HAVE ON OTHERS. I GOT NO PROBLEM TAKING RESPONSIBILITY FOR MY WORDS, BUT I CAN'T CONTROL HOW SOMEBODY ELSE FEELS ABOUT WHAT I SAY, AND I DON'T WANT TO BE HELD ACCOUNTABLE FOR THEIR HURT FEELINGS. YOU SEE I'M SAYING? WHILE I UNDERSTAND IT, I CAN'T CONTROL THAT. IT'S LIKE YOU'RE GOING TO HOLD ME ACCOUNTABLE FOR SOMETHING THAT'S OUT OF MY CONTROL. THOSE THINGS I'M WITH TERRY ON THAT, AND I WOULD TAKE EXCEPTION TO THAT PART. BUT IT'S VERY SMALL COMPONENTS OF IT ALL. I'M NITPICKING AT THIS POINT. >> I WOULD ASK YOU IF SOMEBODY REACHED OUT TO YOU BY EMAIL, AND SAID, HEY, I DIDN'T LIKE WHAT YOU HAD TO SAY HERE. >> YEAH. >> WOULD YOU IGNORE THE EMAIL OR WOULD YOU RESPOND? EXPLAIN YOUR POSITION. >> YEAH. IF IT'S [OVERLAPPING]. >> HAVE A CONVERSATION ABOUT IT. >> I MIGHT SAY, WELL, IF YOU'RE HAPPY TO MEET FOR LUNCH AND HAVE A CONVERSATION, I'M HAPPY TO TALK TO YOU, BUT MAYBE THAT'S PART OF TAKING RESPONSIBILITY FOR YOUR OWN ACTIONS. >> THEN THAT'S NOT BEING ACCOUNTABLE. >> WELL, THAT'S FINE, BUT I CAN'T CONTROL HOW THEY FEEL ABOUT IT. I'M NOT GOING TO CHANGE MY OPINION ON IT. >> IT'S NOT ASKING YOU TO CHANGE YOUR OPINION. IT'S SAYING BE ACCOUNTABLE. I GUESS IT'S LIKE YOU'RE NEVER GOING TO MAKE EVERYBODY HAPPY ALL THE TIME. I THINK IF YOU BELIEVE THAT YOU WOULDN'T BE A BOARD MEMBER BECAUSE WE'RE ALL GLUTTONS FOR PUNISHMENT. >> RIGHT. [LAUGHTER]. >> I THINK BEING OPEN TO A CONVERSATION OR WHAT OTHERS ARE FEELING AND BEING, YOU JUST DON'T STOMP YOUR FOOT, AND SAY, I DON'T CARE THAT I HURT YOUR FEELINGS. THAT'S NOT VERY NICE. YOU WOULD AT LEAST LISTEN EVEN IF YOU DON'T AGREE. OR MAYBE YOU GO, OH, I NEVER THOUGHT ABOUT IT THAT WAY. THAT'S HOW WE ALL LEARN. [02:40:03] I THINK WHAT I TOOK AWAY FROM THIS POLICY IS THE FIRST THING THAT IT SAYS IS PLACE STUDENTS NEEDS FIRST. I THINK IF WE ALL LOOK THROUGH THAT LENS, ANYBODY WHO'S A BOARD MEMBER OR ANYBODY WHO'S STAFF OR ADMIN, IT'S A WIN. IT'S ALWAYS ABOUT THE STUDENTS. I RESPECTFULLY DISAGREE WITH YOU. I DON'T THINK WE'VE ALWAYS OPERATED UNDER THESE RULES. I THINK IN THE LAST COUPLE OF YEARS, I'VE SEEN SEVERAL OF THESE, WHAT I WOULD SAY, INTERPRETATIONS BY BOARD MEMBERS FEELING THAT THEY'VE FOLLOWED THESE RULES, BUT I CAN EVEN SAY FOR MYSELF, THERE'S BEEN TIMES WHERE I HAVE MAYBE NOT FOLLOWED THESE RULES. I THINK FOR ME, NOT JUST NEW BOARD MEMBERS, I THINK FOR OLD BOARD MEMBERS LIKE MYSELF, THIS IS A REALLY GREAT REMINDER FOR ME TO SAY, HEY, NOT ONLY DO I TAKE AN OATH OF OFFICE. NOT ONLY AM I NOW GOING TO UPHOLD THE LAWS OF THE STATE OF WASHINGTON, WHICH I DIDN'T BREAK BEFORE. BUT NOW, I'M GOING TO BE ETHICALLY RESPONSIBLE AS WELL, AND I'M GOING TO HOLD MYSELF TO THE STANDARD THAT A SCHOOL BOARD LEADER, AND AN ELECTED OFFICIAL SHOULD. I THINK IT'S A GREAT ADDITION TO OUR POLICIES. I THINK IT'S A GREAT REMINDER. THERE'S NO CONSEQUENCE TO THIS. THERE'S NO PROCEDURE, AS DEBBIE POINTED OUT, THERE'S NO, IF YOU DON'T DO THIS, THIS IS WHAT HAPPENS. THIS IS GUIDELINES TO FOLLOW. I FEEL LIKE IT'S A GREAT POLICY TO PUT BEFORE US TO REMIND US WE'RE ALL ACCOUNTABLE NOT ONLY TO EACH OTHER, BUT TO OUR STUDENTS TO OUR DISTRICT, AND TO OUR COMMUNITY. >> ONE THING ABOUT IT IS THAT IT VERY WELL MIGHT, I'M NOT SAYING IT WILL, BUT IT MIGHT BRING COHESIVENESS TO A BOARD IF THEY'RE ALL OPERATING UNDER THE SAME MINDSET. THAT'S JUST THE THOUGHT. >> WELL, I AGREE AND I LIKE THE CLARITY OF THIS VERSUS, LIKE I SAID, HANDING SOMEONE THE BOOK OF STANDARDS THAT'S A RUBRIC THAT'S MANY PAGES LONG, WHICH EVEN WHEN WE GO TO EVALUATE OURSELVES, I KEEP HAVING TO GO BACK AND [OVERLAPPING]. >> CROSS REFERENCE. >> READING EXACTLY WHAT WAS THAT? THIS IS A REAL SIMPLE LIST THAT I CAN LOOK AT AND EASILY SAY, NOT DOING WELL THERE, BUT I AM DOING BETTER HERE. I JUST FEEL IF I REALLY BELIEVE THIS, WHICH I REALLY BELIEVE THIS IS THE WAY BOARD MEMBERS SHOULD BEHAVE, AND THE WAY BOARD SHOULD OPERATE, WHY WOULDN'T I MAKE A POLICY? WE MAKE POLICIES FOR THE WAY WE WANT CHILDREN TO BEHAVE IN OUR SCHOOLS, WHY WOULDN'T WE PUT ONE ON OURSELVES? >> I HAVE A GOOD FRIEND HERE THAT I'VE HAD COFFEE WITH TALKING ABOUT THINGS WHERE WE DON'T QUITE UNDERSTAND EACH OTHER, AND TRYING TO FIGURE IT OUT. I DON'T THINK SHE WOULD MIND, IF I QUOTED HER BY ASKING TONIGHT, OKAY, THIS IS A GREAT POLICY, BUT HOW ARE WE GOING TO ENFORCE IT? THIS ISN'T EVERYTHING IT SHOULD BE. IT NEEDS TO HAVE SOME ENFORCEMENT CLAUSES IN IT. THAT MAKES ME VERY UNCOMFORTABLE. >> WITHOUT ENFORCEMENT CLAUSES? >> WE WERE ASKED TONIGHT TO CONSIDER THE FACT THAT THIS POLICY NEEDS TO HAVE MORE ENFORCEMENT WRITTEN INTO IT. NOW, WHY IS THAT? >> I PERSONALLY DON'T THINK THAT YOU NEED THAT. >> OKAY. BUT IT WAS SUGGESTED. >> WELL. >> OKAY. YOU SEE THAT'S PART OF WHAT I FEEL UNCOMFORTABLE WITH, IS WE'RE LOOKING FOR HAMMERS TO GO AFTER EACH OTHER WITH? >> NO. I THINK THAT WHAT YOU'RE DOING IS YOU'RE MAKING IT CLEAR WHAT THE EXPECTATIONS ARE SO THAT WE CAN TALK TO EACH OTHER. >> I TOTALLY AGREE. >> I THINK THAT'S [OVERLAPPING]. >> [INAUDIBLE] ENFORCEMENT. >> EXACTLY. I THINK THAT WITH GOOD CONVERSATION AMONG BOARD MEMBERS AND MYSELF, I THINK WE CAN HAVE A GREAT WORKING RELATIONSHIP, AND I THINK THIS GIVES US TALKING POINTS. >> YES. >> I THINK TO YOUR POINT, TERRY, I THINK THAT'S A DIFFERENT POLICY. I THINK THERE ARE TIMES WHERE INDIVIDUAL BOARD MEMBERS CAN ACT OR VIOLATE SCHOOL DISTRICT POLICIES OR I DON'T HAVE AN EXAMPLE [OVERLAPPING] >> I THINK THERE IS A POLICY CALLED THE ETHICAL SOMETHING OF SCHOOL BOARDS. SOMETHING LIKE THAT. >> YEAH. >> BUT I HAVE TO LOOK AT BACK UP. I DIDN'T GRAB IT AS [OVERLAPPING]. >> I'M JUST FEELING, YOU KNOW, LET'S BE SURE WE'RE HEADING IN A DIRECTION HERE WHERE WE'RE ALL COMMUNITY, AND WE'RE ALL WORKING TOGETHER, AND WE'RE ALL DOING WHAT'S BEST FOR THE KIDS, AND TRYING TO SERVE ALL OF OUR CHILDREN, REGARDLESS OF ANYTHING. [02:45:01] THAT'S WHY I APPRECIATED HOW WE GOT RID OF THE EQUITY TERMINOLOGY. THAT'S ALL I'M SAYING. I'M JUST A LITTLE UNCOMFORTABLE WITH WHY WE'VE BEEN ABLE TO OPERATE WITHOUT THIS FOR YEARS AND YEARS, AND NOW ALL OF A SUDDEN, WE NEED THIS. >> WELL, YOU'RE RIGHT. WE HAVE BEEN, AND YET I WOULD HAVE VALUED THIS WHEN I CAME ON THE BOARD, AND THROUGHOUT THE TIME I'VE BEEN ON THE BOARD, I WOULD HAVE VALUED HAVING THIS. I WASN'T AVAILABLE. I DID DIG THROUGH A LOT OF TIMES I WAS DIGGING THROUGH THE STANDARD SCHOOL BOARD STANDARDS, AND LOOKING AT OUR OTHER POLICIES TO FIND THE CLARITY THAT'S IN HERE. >> IF YOU LOOK IN THIS, WE'VE GOT THIS IN HERE. I WAS GIVEN THIS AS A NEW BOARD MEMBER. >> YOU HAVE THE STANDARDS IN THERE? >> I HAVE STUFF VERY MUCH LIKE THIS TALKING ABOUT NORMS, AND DIFFERENT THINGS IN HERE THAT WE'RE SUPPOSED TO OPERATE ON. I WAS GIVEN THIS WHEN I WAS A NEW BOARD MEMBER. >> THAT'S WHAT I'M TALKING ABOUT, TERRY, I WOULD GO TO THIS POLICY, THAT POLICY, I FEEL LIKE THIS BRINGS CLARITY. MAYBE SOME OF THOSE OTHER POLICIES. >> I FEEL LIKE I'M TRYING TO EXPLAIN FOR SOMETHING I'M FIGHTING FOR. YOU ASKED ME, WHAT ARE YOU CONCERNED ABOUT? I'M TRYING TO COMMUNICATE AND ANSWER YOUR QUESTION. I HAVE SOME CONCERNS HERE, WHERE ARE WE REALLY GOING WITH THIS? WHAT IS THIS ALL ABOUT? WE'VE BEEN OPERATING WITHOUT THIS GREAT FOR YEARS AND YEARS. >> I TEND TO AGREE WITH TERRY TO AN EXTENT ON THE FACT THAT I DON'T LIKE THAT IT'S BEING CALLED A POLICY. IT'S A GUIDELINE. IF IT'S NOT SOMETHING THAT WE'RE GOING TO ENFORCE OR IS ENFORCEABLE, IT'S NOT A POLICY. IT'S A GUIDELINE. I HAVE NO PROBLEM WITH IT BEING PART OF THE SOP. A GUIDELINE THAT'S GIVEN NEW BOARD MEMBERS. EVERYTHING IN THERE IS GREAT. I DON'T THINK A POLICY IS THE RIGHT WAY TO IMPLEMENT IT. I THINK IT'S MORE OF A GUIDELINE OR PART OF THE SOP. I DON'T KNOW THAT EVERYTHING THAT'S IN HERE IS IN THAT, BUT IT SHOULD BE. >> I HAVEN'T CROSS REFERENCED IT WITH ALL OF THE DOCUMENTS THAT WE PUT IN THE NEW BOARD MEMBER PACKET. BUT I CAN TELL YOU THAT WHEN I READ IT IN POLICY NEWS, I SAID, THAT, THAT DOCUMENT COULD BE HELPFUL IF I WERE A NEW BOARD MEMBER, AND THUS THE REASON THAT YOU HAVEN'T IN FRONT OF YOU TODAY. [LAUGHTER] >> BUT AGAIN, I WOULD SAY LET'S PUT IT IN THIS, JUST PRINT IT OUT. FIRST READING, RIGHT? DO WE HAVE TO MAKE A MOTION? >> YES. I THINK WE DON'T HAVE ONE. >> I MOVED THE BOARD OF DIRECTORS APPROVED THE ADDITION OF POLICY 1821 AS PRESENTED. >> THE FIRST READING. IT WOULD JUST BE APPROVED THE FIRST READING, WOULDN'T IT? >> THAT'S WHAT I UNDERSTAND I'M DOING. APPROVE THE FIRST READING OF THE NEW POLICY. >> IT'S NOT. >> IT WASN'T IN THERE IS THE ONLY PROBLEM ON THE AGENDA, I WASN'T PUT IN AS [OVERLAPPING]. >> WELL, IT'S SUPPOSED TO BE A FIRST READING. ANY POLICY HAS A FIRST READING AND A SECOND READING. >> IT'S A ADDITION OF POLICY. >> IT'S A NEW POLICY. >> 1821. >> IT'S NOT A REVISION, BUT IT'S [OVERLAPPING]. >> I DON'T THINK IT MATTERS WHAT IT SAYS IN THE RECOMMENDED ACTION. MOTION IS SUPPOSED TO BE A FIRST READING, SO I THINK WE CAN RECORD IT AS A FIRST READING. >> ABSOLUTELY. >> YEAH. ANY MORE DISCUSSION? THERE'S A MOTION. WE HAVE A MOTION FOR THE BOARD TO APPROVE THE FIRST READING OF THE ADDITION OF POLICY 1821 AS PRESENTED. >> [INAUDIBLE]. >> BOARD, ALL THOSE IN FAVOR SAY AYE. >> AYE. >> AYE. >> UNOPPOSED. MOTION PASSES FIVE TO ZERO. >> I DIDN'T ACTUALLY VOTE. I JUST VOTED NAY. >> OKAY. FOUR TO ONE. [11. Future Agenda Items and Board Events] FUTURE EVENTS. I CAN'T REMEMBER WHEN THE CAC MEETING IS, BUT I THINK WE HAVE A BOARD MEETING BEFORE THE CAC MEETING? >> NOVEMBER 15TH. >> THEN I AND I WANT TO PUBLICLY APOLOGIZE TO DIRECTOR TATE BECAUSE EARLIER, I MENTIONED NOVEMBER 10, AND INDICATED THAT WE'D HAD A INVITATION FOR NOVEMBER 10, BUT HE HAD NOT RECEIVED THE INVITATION FOR NOVEMBER 10 WHEN WE WILL HAVE OUR NEXT [OVERLAPPING]. >> THANK YOU. >> WORK SESSION, AND IT WILL BE ON THE LEVY AND LOOKING AT OUR POSSIBILITIES FOR THE LEVEE. IF THERE IS NOTHING ELSE FOR THE GOOD OF THE [OVERLAPPING]. >> ATTENDANCE AT THE CAC MEETING? >> IT'S NOT TO ASK [OVERLAPPING]. >> IT'S AFTER THE NEXT MEETING [OVERLAPPING]. >> HAVE WE ALREADY APPLIED FOR OUR ATTENDANCE SEATS? I'LL SEND MINE THROUGH. OKAY. ALL RIGHT. [02:50:02] >> IF THERE'S NOTHING ELSE, WE WILL ADJOURN AT 8:50. THANK YOU. >> THANK YOU. * This transcript was compiled from uncorrected Closed Captioning.