Sep 14, 2026 Board of Directors

[1. Call to Order]

[00:00:05]

WELL, GOOD EVENING, EVERYONE.

WELCOME TO OUR BOARD MEETING THIS EVENING FOR SEPTEMBER 14TH. WE'LL CALL THE MEETING TO ORDER AT 6 PM. COULD WE STAND PLEASE? I'LL START IT.

READY, BEGIN. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. THANK YOU. PLEASE BE SEATED. ROLL CALL, PLEASE.

PRESIDENT AND DIRECTOR OF DISTRICT 4, TERRY TATE. HERE.

VICE PRESIDENT AND DIRECTOR OF DISTRICT 3, CHRIS GREWELL.

HERE. DIRECTOR OF DISTRICT 1, LORRI SIBLEY. HERE. DIRECTOR OF DISTRICT 2, DEBBIE JOHNSON. HERE. DIRECTOR OF DISTRICT 5, MARSHALL MARROTT.

HERE. STUDENT REPRESENTATIVE ADDISON JUHNKE. HERE. AND STUDENT REPRESENTATIVE TOBY NGUYEN. TOBY HAS A PREARRANGED ABSENCE. MR. PRESIDENT, WE HAVE A QUORUM. THANK YOU VERY, VERY MUCH. SO AGENDA APPROVAL

[4. Agenda Approval (Board Vote w/Student Voice)]

MORE PUBLIC COMMENTS IF NEEDED.

I WILL BE TURNING MY RESIGNATION IN FROM THE PRESIDENT OF THE SCHOOL BOARD, SO DON'T ANYBODY PANIC OR ANYTHING.

OKAY, LET'S GET THAT ON THE TABLE RIGHT NOW. NO CRYING. OKAY, AND ELECTION OF A NEW PRESIDENT AND VICE PRESIDENT IF NEEDED. OKAY, ANY COMMENTS, THOUGHTS? I MOVE THE BOARD APPROVE THE AGENDA AS PRESENTED. ANY FURTHER COMMENTS? HEY, I DON'T, OH, WAIT A MINUTE, WE JUST EXCUSED YOU. I DON'T THINK WE CAN LET YOU BE SEATED. I'LL GO HOME. I MAKE A MOTION TO SEAT TOBY BEFORE WE GET OUT OF ORDER HERE. OKAY, ALL IN FAVOR SAY AYE. AYE. OKAY, LET'S DO IT. OKAY, SO WE HAVE A MOTION ON THE FLOOR. I CAN'T MAKE A MOTION. I WAS OUT OF ORDER. SO, WE HAVE A MOTION ON THE FLOOR TO ACCEPT THE AGENDA. ALL IN FAVOR SAY, OH WAIT, HOW DO YOU GUYS, HOW DO YOU USE YOUR AFFIRMATIVE VOTE? PRO.

ALL RIGHT, THIS ONE YOU SHOULD PROBABLY SAY NO ONE TIME JUST TO SEE WHAT HAPPENS. OKAY, ALL IN FAVOR SAY AYE. ALL OPPOSED, SAME SIGN. SO, UH, PASSED 5-0. ALL RIGHT,

[5. Student Voice]

BUT OTHER THAN THAT, I DON'T HAVE A WHOLE LOT.

OKAY. YEAH, WITH SCHOOL JUST STARTING UP, I GUESS LIKE SOME OF THE CLUBS AT CAM ARE STARTING UP, LIKE NHS AND INTERACT'S KIND OF LIKE GETTING THOSE FIRST MEETINGS AND STARTING TO PLAN STUFF. BUT ASIDE FROM THAT, I'D TELL YOU STUFF ABOUT STUDENT TOURS, BUT WE HAVEN'T STARTED THOSE YET, SO THERE'S NOTHING REALLY TO SAY RIGHT NOW. OKAY, ANY HOPES? WHAT DO YOU HOPE? WELL, FOR THIS YEAR, I KNOW LAST YEAR'S THEME WAS THE LEVY, BUT I DON'T KNOW ABOUT YOU, BUT I WANT TO FOCUS MORE ON LIKE WHAT WE CAN DO TO ACTUALLY ENGAGE THE KIDS, BECAUSE LAST YEAR WAS FOCUSED ON LIKE, LET'S AVOID LOSING RESOURCES.

WE WANT TO LIKE, YOU KNOW, MAKE DO WITH WHAT WE HAVE, LIKE WHAT WOULD HAPPEN IF WE LOST THOSE RESOURCES, RIGHT? WE'RE LIKE SHOWING THE EFFECTS OF LOVEY. AND THIS YEAR, I WANT MORE FOCUS TO BE ON LIKE, WHAT CAN WE DO WITH WHAT WE HAVE NOW? SO LIKE, HOW DO WE GET YOU GUYS MORE ENGAGED WITH WHAT WE HAVE? YOU KNOW, WHAT WOULD YOU GUYS LIKE? VERY GOOD. THANK YOU, TOBY. OKAY, NEXT THING ON THE AGENDA.

TERRY, IT LOOKS LIKE WE HAVE SOME STUDENTS. WE HAVE SOME STUDENTS. YOU KNOW, I FORGOT THAT THEY EXISTED.

THEY ARE ACTUALLY HERE. THEY ARE ACTUALLY HERE. WELCOME.

THEY ARE HERE TO WATCH WHAT HAPPENS WITH STUDENT VOICE BECAUSE THEY PLAN TO COME BACK NEXT TIME. OH MY GOODNESS. SO THANK YOU FOR COMING. THEY ARE HERE TO WATCH US. TELL US WHERE YOU'RE FROM. WELCOME. HEY, I AGREE. ALL 3 OF YOU, WELCOME.

SHEESH, WHAT A GREAT IDEA.

SEE, THAT'S WHAT WE NEED TO BE DOING HERE. YEAH, THANK

[00:05:01]

OKAY. ALL RIGHT,

[6. Board Updates]

SO BASICALLY NEXT YEAR, HE WANTS IT IN PLACE AS LEGISLATION.

BUT OF COURSE IT HAS TO GO THROUGH THE HOUSE AND IT HAS TO GO THROUGH THE SENATE AND PASS BEFORE IT GOES INTO LAW.

SO IF YOU HAVE A THOUGHT OR AN OPINION, CONTACT YOUR LEGISLATORS, LET THEM KNOW WHAT YOU'RE THINKING, WHAT YOU WOULD PREFER. I KNOW THERE'S STRONG EVIDENCE BENEFIT TO STUDENTS. I JUST WAS IN A SEMINAR ABOUT IT WHERE THE STUDENT, THEY FOLLOWED ONE STUDENT ALL DAY AND THEY HAD LIKE 274 INTERRUPTIONS BASICALLY.

DURING INSTRUCTION. SO THIS IS A LOT OF DISTRACTION FOR STUDENTS. SO THERE'S SCIENTIFIC SUPPORT FOR IT TO BE PUT AWAY FOR THE DAY AND BENEFIT TO THE STUDENT. BUT, YOU KNOW, WE ALSO HAVE OPPOSITION THAT HAS DIFFERENT THOUGHTS ON THAT. AND SO, LIKE, AGAIN, SHARE YOUR THOUGHTS AND FEELINGS WITH YOUR LEGISLATORS. A COUPLE OF OTHERS ON OUR HOUSE BILL 1796 IS COMING UP. THIS IS A BILL THAT SCHOOLS WILL BE ABLE TO SET THEIR LEVY RATE WITHOUT A VOTE OF THE PUBLIC, AND THE DIRECTORS WILL BE, OF ALL THE SCHOOL DISTRICTS IN WASHINGTON WOULD THEN BE ABLE TO SET THE RATE. SO THERE WOULD NOT BE A VOTE WITH THAT. SENATE BILL 6346 HAS TO DO, OF COURSE, WITH INCOME TAX, A WAY FOR THE STATE TO COLLECT MORE INCOME TAX FOR THE STATE. THEY SAY IT'S TO SUPPORT SCHOOLS. YOU MIGHT WANT TO DIVE INTO THAT AND LEARN MORE ABOUT IT. AND THEN HOUSE BILL 1296 IS THE PARENTAL RIGHTS THAT WAS PASSED, PUT INTO LAW, AND THEN PRETTY MUCH ROLLED BACK. SO IT'S UP AGAIN, HOUSE BILL 1296, RELATING TO PARENTAL RIGHTS. AND SO IF ANY OF YOU ARE INTERESTED IN ANY OF THOSE, LET YOUR LEGISLATORS KNOW WHAT YOU'RE THINKING. I HAD 2 THANK-YOUS THAT I FELT WERE REALLY IMPORTANT THAT I MENTION, THAT I CAME ACROSS READING A LOT OF THE NEWS THAT COMES OUT. I THINK THAT WE OWE A SPECIAL THANK YOU TO DOLLY PARTON, WHO PASSED AWAY. RECENTLY AND JUST ACKNOWLEDGE HER IMPACT TO WASHINGTON STUDENTS. HER IMAGINATION LIBRARY HAS PROVIDED OVER 40,000 FREE BOOKS TO WASHINGTON CHILDREN IN SCHOOLS, AND I JUST PERSONALLY WANTED TO THANK HER AND HER IMAGINATION LIBRARY FOR SUPPORTING LITERACY IN THAT WAY. AND THEN ALSO, I READ THAT VOLUNTEERS HARVESTED OVER 350 POUNDS OF BLUEBERRIES FOR SCHOOL CAFETERIAS, AND I JUST WANTED TO THANK THOSE VOLUNTEERS BECAUSE THAT'S, BLUEBERRIES ARE A GREAT ANTIOXIDANT, AND THAT WAS MAJESTIC FARMS THAT GAVE THAT AWAY. SO THANK YOU SO MUCH, MAJESTIC FARMS, AND ALSO THE VOLUNTEERS TOO. SO THAT'S NOT REALLY LEGISLATION THERE, BUT I JUST THOUGHT IT WAS REALLY COOL TO SAY THANK YOU. TOBY, YOU GOT BLUE STAINS ON YOUR FINGERS THERE, OR NO? FOR BLUEBERRY HARVESTING? NO? OKAY. ALL RIGHT. OKAY, HOW ABOUT, HOW ABOUT THE BGEF? WE DON'T HAVE TOO MUCH UPDATE.

THEY'RE WORKING

[00:10:03]

THERE WAS A FANTASTIC TURNOUT.

PARKING LOT WAS VERY FULL. I ALSO WENT TO PRAIRIE HIGH SCHOOL'S 9TH GRADE OPEN HOUSE, WHICH WAS REALLY GREAT TO SEE STUDENTS COMING IN. I WAS JUST THINKING ABOUT HOW SMALL AND HOW LITTLE THEY WERE IN COMPARISON TO THE OLDER KIDS. IT WAS JUST KIND OF A WEIRD THING IN MY MIND. I WAS THINKING, I DON'T REMEMBER 9TH GRADERS BEING THAT SMALL, BUT THEY ALL, THEY ALL WERE REALLY LIKE A LOT LITTLER THAN I REMEMBERED.

ALSO, I WENT TO THE KINDERGARTEN OPEN HOUSE AT GLENWOOD. I GOT TO MEET THE 4 KINDERGARTEN TEACHERS THERE, AND I MET SOME PARENTS. AND OF COURSE, THE LITTLE KIDS THAT WERE THERE WERE JUST DARLING.

WERE THEY PRETTY SMALL ALSO? THEY WERE SUPER SMALL, AND THEY WERE SO EXCITED TO BE THERE AND EXCITED TO MEET THEIR TEACHERS, AND IT WAS A DELIGHT. AND OF COURSE, THE PRINCIPAL THERE, KUDOS TO HIM, HE'S ALWAYS VERY WELCOMING AND REALLY ENJOYED HIM. JUST LASTLY, I WANTED TO REPORT ABOUT MY MEETING I HAD WITH TOBY AND ADDISON. IT WAS REALLY GREAT, AND WE TALKED A LITTLE BIT ABOUT THE, THE STUDENT GROUP THAT THEY'RE HOPING TO PUT TOGETHER CALLING IT STUDENT VOICE ADVISORY COMMITTEE. THEY'D LIKE TO MAKE IT 3 TIMES A YEAR, AND GOAL FOR THIS IS TO MAKE MORE CONNECTIONS WITH PARENTS. AND WE TALKED ABOUT CONNECTING WITH BATTLEGROUND BETTER SCHOOLS AND HELPING WITH, WITH ANY OF THEIR GOALS THAT THEY HAVE THAT THEY WANT TO WORK ON. AND THEN JUST MAYBE VISITING CLUBS ALSO, WHICH I KNOW THEY'RE DOING A LOT OF THAT ALREADY, BUT WE JUST TALKED ABOUT THAT POSSIBILITY OF MAKING THAT A FOCAL POINT.

BUT IT WAS A GREAT MEETING. I APPRECIATE BOTH OF YOU. THANK YOU FOR YOUR TIME. AND THEY'RE BOTH VERY MOTIVATED TO, TO GET MORE STUDENTS INVOLVED AND TO HEAR THEIR VOICES AND TO HEAR WHAT, YOU KNOW, THEIR IDEAS AND SUGGESTIONS ARE TO MAKE THINGS BETTER. SO, THANK YOU FOR THAT. THAT'S ALL I HAVE. THANK YOU. ANY OTHER? I ALSO WENT TO BACK-TO-SCHOOL NIGHTS AT DAYBREAK AND CAPTAIN AND JUST KIND OF WANDERED THE HALLS AND GREETED THOSE THAT WERE THERE.

AND YEAH, THE EXCITEMENT IN THE AIR. ALWAYS FUN TO SEE. AND THEN THE NEXT WEEK WAS THE KINDER BACK-TO-SCHOOL NIGHTS AND VISITED A COUPLE OF THOSE. I ALSO WENT TO THE BATTLEGROUND HIGH SCHOOL FRESHMEN, SO LIKE YOU DID THE PRAIRIE, I WENT TO THE BATTLEGROUND AND VERY WELL ORGANIZED AND FUN TO SEE.

EXCELLENT. ANYTHING ELSE? I WAS OUT OF TOWN DURING THE FIRST WEEK OF SCHOOL, BUT LAST WEEKEND ON FRIDAY NIGHT, WE WENT TO THE RIVALRY GAME BETWEEN BATTLEGROUND AND PRAIRIE. IT WAS, IT WAS GOOD. IT WAS A LOT OF FUN. I WAS HAPPY TO SEE THE TURNOUT. BOTH SIDES OF THE STADIUM WERE PRETTY PACKED. LOTS OF PEOPLE MILLING AROUND. I THINK IT'S CONTINUING TO GAIN SPEED AS WE AS WE ADVERTISE IT EACH YEAR. IT WAS INTERESTING TO SEE. I ALSO WENT TO THAT AND THE BANNERS, THE, WE COULDN'T FIGURE OUT WHY THE PRAIRIE KIDS WERE ALL IN CAMO. I DON'T GET IT.

AND THEN IT DAWNED AS THEY PUT UP THEIR BANNER THAT HERE KITTY, KITTY. SO THEY'RE HUNTING TIGERS. LIKE, OH, I GET IT. THEY LOST 0 TO 20, BY THE WAY. I WAS GOING TO LEAVE THAT PART OUT. YEAH, IT WAS A GOOD NIGHT THOUGH.

YEAH, IT WAS VERY FUN. SO YEAH.

ANYTHING ELSE? I GOT

[00:15:01]

OKAY, SO, THANK YOU FOR YOUR PRAYERS AND CONCERNS, AND I'M GREAT. OKAY. ALL RIGHT.

THAT'S NOT MUCH OF A COMMITTEE REPORT, THOUGH, YOU KNOW. OKAY. ALL RIGHTY. SO ANYTHING ELSE? WE MISSING ANYTHING? ALL RIGHT. ALL RIGHT.

[7. Agenda Items Public Comments]

OF THE MEETING THAT HAD NOTHING TO DO WITH THE AGENDA. OKAY, WE ONLY HAVE 3 PEOPLE WHO WANT TO SPEAK. THEY HAVE 3 MINUTES EACH, 3, 6, THAT'LL ONLY BE 9 MINUTES. AND SO, WE KIND OF DISCUSSED, WELL, IF THERE'S NOT VERY MANY, WE'RE GOING TO PUT THEM FORWARD. I'M THE LAST PERSON WHO'S OVERSEEING THIS CHAIR TODAY, TONIGHT, IN THIS WAY.

AND, AND THESE KIND OF THINGS ACTUALLY ARE MUCH THE, THE DISCRETION OF THE CHAIR.

OKAY, SO WE CAME UP WITH THIS IN A DISCUSSION FOR BOARD PREP, AND WE'LL SEE WHERE THIS GOES.

BUT TONIGHT, AS WE HAVE DONE, WE'RE JUST GOING TO GO AHEAD AND SKIP TO THE 3 PEOPLE WHO HAVE SOMETHING TO SAY. IT'S NOT BOARD AGENDA RELATED, BUT EUNICE, YOU'RE FIRST, AND THEN JESSICA, AND THEN GWEN. SO TERRY, YOU READ YOUR DISCLAIMER? YEAH, I'M GOING TO READ MY THING. YOU KNOW WHAT, I TOLD YOU I WAS GOING TO READ IT, DIDN'T I? YES, I DID. I SAID I WAS GOING TO READ IT TONIGHT. AS MY, MY LAST HURRAH. OKAY, AND I HAVEN'T READ IT REALLY THE LAST COUPLE OF TIMES. 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 PUBLIC COMMENTS AND ASKS THAT THOSE WISHING TO ADDRESS THE BOARD SIGN IN ON THE SIGN-IN SHEET PROVIDED NEAR THE ENTRANCE, WHICH THEY HAVE DONE. DURING THE AGENDA ITEMS ONLY PUBLIC COMMENTS SECTION, THE BOARD WILL HEAR COMMENTS RELATED TO AN ITEM LISTED ON THE MEETING AGENDA. PLEASE INDICATE ON THE SIGN-IN SHEET WHICH AGENDA ITEM YOU COMMENT, YOUR COMMENT PERTAINS TO. ALL OTHER COMMENTS CAN BE HEARD DURING THE OPEN PUBLIC COMMENTS SECTION OF THE, OF THE MEETING, WHICH IS AT THE END. PLEASE FOLLOW THE PUBLIC COMMENTS PROCEDURES BY STATING YOUR NAME, ENSURING THAT YOUR SPOKEN COMMENT IS APPROPRIATE FOR A FAMILY AUDIENCE IN ACCORDANCE WITH STATE LAW, COMMENTS MAY NOT PROMOTE OR OPPOSE ANY BALLOT PROPOSITION.

SPEAKERS SHOULD REFRAIN FROM DISCUSSING PERSONAL OR OTHER CONFIDENTIAL MATTERS, INCLUDING STUDENT OR STAFF NAMES. YOU KNOW, I'M GOING TO ADD TO THIS BECAUSE WE DON'T SAY IT. IT IS IN OUR, IN OUR BYLAWS, IN OUR POLICIES, THAT ALL PUBLIC COMMENTS ARE SUPPOSED TO ATTAIN TO THE SAME LEVEL OF DECORUM AND RESPECT THAT ALL OF US ARE INDICATED THAT WE HAVE. SO, WE SHOULD CONSIDER THAT MAYBE MORE, I THINK, IN MY PASSING ON. OKAY, PLEASE INDICATE ON THE SIGN, SPEAKERS SHOULD REFRAIN FROM DISCUSSING PERSONNEL OR OTHER CONFIDENTIAL MATTERS INCLUDING STUDENT OR STAFF NAMES. PLEASE REFRAIN FROM APPLAUSE, CHEERING, OR OTHER OUTBURSTS TO ENSURE AN ORDERLY FLOW OF BUSINESS AND TO ALLOW ALL SPEAKERS TO BE HEARD. PUBLIC COMMENT SECTIONS ARE LIMITED TO 30 MINUTES PER SECTION. TIME ALLOTTED PER SPEAKER WILL BE BASED ON THE NUMBER OF SIGNUPS RECEIVED, UP TO A MAXIMUM OF 3 MINUTES PER SPEAKER, AND THE MICROPHONE MAY BE MUTED AT THE END OF THE SPEAKER'S ALLOCATED TIME IF NECESSARY. SO BE CAREFUL, EUNICE. SPEAKERS MAY ONLY SPEAK DURING ONE PUBLIC COMMENT SECTION PER BOARD MEETING. ANY COMMENTS THAT CANNOT ADHERE TO THESE PUBLIC COMMENT RULES OR ANY PRINTED MATERIALS FOR BOARD MEMBERS CAN BE SUBMITTED TO THE BOARD SECRETARY. BOARD MEMBERS DO NOT TAKE TYPICALLY RESPOND TO QUESTIONS OR PETITIONS DURING PUBLIC COMMENTS. THEY WILL LISTEN AND GIVE DIRECTION TO THE ADMINISTRATIVE TEAM IF ACTION IS DEEMED NECESSARY.

THANK YOU FOR YOUR COMMENTS AND COOPERATION. EUNICE, PLEASE COME ON UP. DID I GET MY COMMENTS IN WITH 3 MINUTES? I DON'T KNOW HOW LONG THAT TOOK.

OKAY, WELL, HOPEFULLY I WAS UNDER MY 3-MINUTE ALLOWANCE.

WELCOME. THANK YOU. MY NAME IS EUNICE INGERMANSEN. MY PRONOUNS ARE SHE/HER. AND I'M A GRANNY IN THIS DISTRICT THAT WANTS TO SEE THIS GENERATION OF YOUTH THRIVE AND BE SAFE.

FIRST OF ALL, I WANT TO START WITH WISHING DIRECTOR TATE ALL THE BEST WITH HIS TREATMENT.

[00:20:02]

BUT THEY DID A PHENOMENAL JOB.

THEY HELP A LOT. AND I DON'T KNOW WHAT, WHAT IT WAS THEY DID SO PHENOMENAL OR WHY IT WAS SO DIFFERENT, BUT IT WAS REALLY, IT SEEMED LIKE A STEP ABOVE.

AND IT WAS GREAT AT THE NEW LOCATION. AND THEN THE DREAM TEAM STUDENTS STAFFING THEIR BOOTH TOO. I'M SORRY I HAD TO MISS PART OF YOUR RETREAT LAST WEEK. I DID APPRECIATE THE PART I WAS ABLE TO STAY FOR, AND I'VE GOTTEN THROUGH YOUR FIRST GOAL, AND I'LL LISTEN TO THE REST TO FINISH THE REST. BUT JUST A LITTLE FEEDBACK YOU GOT. FIRST OF ALL, I REALLY APPRECIATED THE STUDENTS' INPUT OF WHAT I HEARD ON GOAL 1. I REALLY APPRECIATE, YOU DID A GREAT JOB, LIKE, SHARING, YOU KNOW, TO HELP ME UNDERSTAND AND GET A FULLER PICTURE. AND THERE ARE SOME REALLY GREAT IDEAS IN THE DISCUSSION AND SOME FOOD FOR THOUGHT. I KNOW YOU CAN'T GO THROUGH ALL THE POSSIBILITIES.

YOU DON'T HAVE TIME FOR THAT.

THERE'S SO MANY POSSIBILITIES, SUGGESTIONS THAT YOU MAY NOT HAVE TIME FOR, BUT I'LL THROW THEM OUT ANYWAYS. INSTEAD OF, LIKE, THE HIGHEST PERCENTAGE OF, I'M TALKING ABOUT ATTENDANCE.

HIGHEST ATTENDANCE MAY BE THE MOST IMPROVED ATTENDANCE, OR I DON'T KNOW IF YOU COULD DO BOTH. POSSIBLY INSTEAD OF JUST ONE SCHOOL, YOU DO LIKE PUT THEM IN THEIR CATEGORIES LIKE ELEMENTARY, ALES, HIGH SCHOOL, YOU KNOW. AND ALSO, IN THIS, ATTENDANCE IS VERY IMPORTANT.

SO THE STUDENTS COULD BE HERE TO LEARN, LIKE YOU ALL SAID AT THE RETREAT.

BUT IT'S IMPORTANT THAT THIS IS FOR HEALTHY ATTENDANCE. SO IF YOU'RE SICK, PLEASE STAY HOME SO THE ATTENDANCE DOESN'T PLUMMET BECAUSE EVERYONE'S SICK. SO, YOU KNOW, BALANCING THAT.

BUT THANK YOU SO MUCH. AND I LOOK FORWARD TO LISTENING TO THE REST OF YOUR RETREAT.

THANK YOU. THANK YOU. OKAY,

[00:25:01]

THANK YOU. MY NAME IS WYNN GERSICH, AND I CAME HERE TONIGHT BECAUSE OF THIS BOOK.

AND THIS BOOK IS CALLED EVIDENCE OF HARM. MERCURY IN VACCINATIONS AND THE AUTISM EPIDEMIC AND MEDICAL CONTROVERSY. AND THIS IS BY DAVID KIRBY. AND I WOULD SUGGEST EVERY SINGLE ONE OF YOU SHOULD READ THIS BECAUSE WHEN THEY PUT THE MARISOL IN THE VACCINES, MY ADULT CHILDREN ARE 38 AND 39 YEARS OLD AND THEY WERE BORN IN '88 AND '89. AND THEY STARTED THIS GARBAGE IN 1986.

SO, IN CALIFORNIA, KAISER WANTED EVERYBODY VACCINATED AND CONSTANTLY, AND A LOT OF KIDS HAD GASTROINTESTINAL PROBLEMS, DIARRHEA, CONSTIPATION, SCREAMING ALL THE TIME. AND MY KIDS WERE PART OF THAT, BUT MY KIDS ARE NOT AUTISTIC, THANK GOD. BUT THE MAIN THING IS THAT THE SUFFERING THAT THEY WENT THROUGH, THE THROWING UP, THE SCREAMING ALL THE TIME, IT'S REALLY HARD TO HAVE A CHILD THAT'S MESSED UP BECAUSE OF WHAT OUR GOVERNMENT DID.

AND WHEN YOU READ THIS BOOK ABOUT WHAT MERCURY DOES, THERE'S ETHYLMERCURY AND METHYLMERCURY, AND ONE IS, THEY WERE SAYING ONE'S MORE TOXIC THAN THE OTHER, BUT MERCURY IS THE SECOND LEADING TOXIC THING ON EARTH NEXT TO PLUTONIUM.

AND THAT'S WHAT THEY PUT IN YOUR VACCINES. SO, AS YOU ACCUMULATE THESE SHOTS AND THEY KEEP ADDING MORE AND MORE AND MORE, MOST EVERYBODY'S GOT MERCURY IN THEM. AND WHEN YOU WANT TO, THE POPULATION, THAT'S A GOOD WAY TO DO IT.

AND THE FACT IS, IS THAT SOME PEOPLE CAN EXPEL THIS STUFF WHERE SOME PEOPLE CAN'T.

BUT ANYTIME SOMEBODY GOES TO THE BATHROOM OR URINATES, THAT'S IN OUR RECYCLED TOILET TO TAP WATER. SO, WHETHER YOU TOOK THOSE SHOTS OR NOT, YOU'RE DRINKING IT. IT'S IN THE AIR. THEY'RE SPRAYING IT BECAUSE BILL GATES PAID A UNIVERSITY IN CANADA TO DO AEROSOL VACCINES. AND WHAT YOU REALLY SHOULD DO IS LOOK UP DANE WIGINGTON FROM GEOENGINEERING WATCH AND SEE WHAT HE'S BEEN TALKING ABOUT FOR THE LAST 30 YEARS ABOUT STOPPING THESE CHEMTRAIL SPRAYS, WHICH OUR OWN MILITARY IS DOING ON US. AND IT'S MORE THAN JUST THE CHEMICALS THAT THEY'RE SPRAYING. THEY'RE SPRAYING THESE BUGS. THEY'RE SPRAYING WEEDS THAT GROW 6 INCHES IN ONE DAY. YOU GOT TO SEE WHAT'S GROWING IN MY BACKYARD. I PICK THAT STUFF OUT AND I HAVE TO GO OUT THE NEXT DAY AND FIX IT.

BUT THE THINGS THAT THEY'RE SPRAYING WITH THESE BUGS AND STUFF, THESE KIDS, WHEN THEY PLAY SPORTS AND THINGS, THEY SHOULD WEAR LONG SOCKS.

AND I DON'T CARE HOW HOT IT IS BECAUSE IF YOU GET BIT BY THESE KISSING BEETLES OR THESE TICKS, THAT'S SOMETHING THAT IT INJECTS MORE POISONS IN YOUR BODY, BUT IT ALSO INJECTS MORE WORMS. AND ALL OF THESE VACCINES, EVERYBODY SHOULD LEARN TO DEWORM BECAUSE NUMBER ONE THING IS THAT THESE VACCINES ARE PUTTING WORMS IN YOUR BODY.

AND IF YOU DON'T CHANGE THE SCHOOL DIET AND NOT SERVE COKE, THAT'S NUMBER ONE. DIET COKE'S THE WORST. BUT ANYWAY, THESE ARE THINGS YOU NEED TO FIX. THANK YOU. THANK YOU.

THAT CONCLUDES OUR PUBLIC COMMENTS UNLESS THERE'S

[8. Superintendent and Staff Updates]

SO, I'M GOING TO LOOP BACK. WE HAVE, WE'RE GOING TO LOOP BACK TO A CONVERSATION AROUND 3RD GRADE READING. I JUST, IF YOU TAKE ONE, PASS IT DOWN, IT'S A DATA SET. I HAD EXPRESSED WE DIDN'T HAVE ENOUGH TIME IN OUR RETREAT, SO THANK YOU VERY, VERY MUCH. I REALLY APPRECIATE IT. OKAY, SO WHAT WE'RE GOING TO DO IS WE HAVE A GOAL. CAN YOU HEAR ME, OKAY? YEAH, CAN YOU GUYS HEAR ME, OKAY? CAN YOU HEAR ME? OKAY, SO WE HAVE A GOAL IN DISCUSSION THAT SAYS RIGHT NOW READING BY 3RD GRADE AND JUST A LITTLE BIT OF BACKGROUND IN READING BY 3RD GRADE. 3RD GRADE IS THE SHIFT WHERE K-2 YOU ARE LEARNING HOW TO READ. IN 3RD GRADE ON, WE ARE READING TO LEARN. SO,

[00:30:01]

WE DID SOME DATA DIVES AND LOOKING AT WHAT IS THE CORRELATION BETWEEN IREADY DATA AND THE SMARTER BALANCED ASSESSMENT.

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

SO I'M GOING TO OPEN IT UP.

WELL, LET ME ASK THIS QUESTION.

SO THE TEACHERS TEACH THE STATE STANDARDS, RIGHT? SO THE STATE FOR 2ND GRADE. THEORETICALLY, ARE WE IN AGREEMENT THAT THE STATE STANDARDS ARE WHAT WE WANT OUR KIDS TO KNOW? YES.

OKAY, SO THE GOAL IS THAT WE TEACH TOWARDS THE STATE STANDARDS, BUT THE PROBLEM HAS BEEN THAT MAYBE WE'VE MISSED SOME THINGS, AND SO WE TALK ABOUT ESSENTIALS NOW, OKAY, WHICH IS REALLY IMPORTANT AND A VERY INTERESTING DEVELOPMENT.

OKAY, SO THE TEACHERS IN THE PLCS, THE PROFESSIONAL LEARNING COMMUNITIES, HAVE BEEN TASKED WITH TAKING THE VERY, YOU KNOW, BROAD STANDARDS THAT WE HAVE FOR 2ND GRADE THAT WE WANT THEM TO ACHIEVE BECAUSE THIS DATA SAYS THAT THIS SHEET HERE THAT WE WERE LOOKING AT. IT SAYS HOW

[00:35:01]

I THINK I WAS. I, SBA. YES.

OKAY. YEAH. AND I THINK THE IMPORTANT, AT LEAST IN MY MIND, AND BOARD, I THINK THIS IS WHERE WE'RE LOOKING FOR YOUR HEAD NOD OR YOUR AGREEMENT TO, IS THAT DISTINCTION BETWEEN STANDARDS AND ESSENTIAL STANDARDS. IF YOU LOOK AT THE FIRST GRAPH ON THE LEFT-HAND SIDE, ON THE LEFT-HAND SIDE, ESSENTIALLY WHAT WE'RE SAYING IS THAT THOSE ARE THE, THE STUDENTS THAT ARE INDICATING THAT THEY'RE READY FOR LIFE SKILL LEVEL. WE COULD TURN THEM LOOSE AFTER THEY GRADUATE FROM HIGH SCHOOL AND WE CAN EXPECT THEM TO BE SUCCESSFUL AS LONG AS THEY STAY ON THIS TRAJECTORY.

ON THE RIGHT-HAND SIDE, THOSE STUDENTS ARE PROBABLY ACHIEVING MORE THAN THE ESSENTIAL STANDARDS AND THEY WILL BE READY FOR ENTERING COLLEGE OR EXTENDED TRAINING BEYOND HIGH SCHOOL YEARS AND BEYOND FUNCTIONING IN SOCIETY IN GENERAL. THEY'RE GOING TO, THEY CAN ACHIEVE AT A HIGHER LEVEL, THEY'RE SHOWING THE SKILLS TO BE READY FOR A HIGHER LEVEL OF LEARNING. IT DOESN'T MEAN THAT THE SKILLS IN THE FOUNDATIONAL AREN'T, ARE, THEY'RE THE ONES THAT THEY MUST HAVE IN ORDER TO ACCESS THE NEXT YEAR'S STANDARDS AND THE NEXT YEAR'S STANDARDS AND THE NEXT YEAR'S STANDARDS.

THOSE STUDENTS ACHIEVING AT A HIGHER LEVEL, WE CAN EXPECT IF THEY CONTINUE ON THAT TRAJECTORY THAT THEY WILL BE ABOVE THOSE HIGH SCHOOL STANDARDS BY THE TIME THAT THEY GRADUATE FROM HIGH SCHOOL. I GUESS THAT'S THE DISTINCTION. AND WHAT, WHAT I THINK IS IMPORTANT FOR US TO ASK THE QUESTION IS, ARE WE WRITING OUR GOALS, ARE WE SETTING OUR TARGETS OR OUR PERCENTAGE TARGETS FOR STUDENTS THAT ARE HEADED INTO COLLEGE, OR ARE WE SETTING THEM FOR ALL OF OUR STUDENTS? REALLY IS THE DISTINCTION THAT I THINK I WOULD MAKE. ARE WE, ARE WE SAYING THAT WE ARE EXPECTING ABOVE STANDARD EXPECTATION OR ABOVE, ARE WE EXPECTING ALL STUDENTS TO BE READY TO ENTER THE COLLEGE OR ARE WE EXPECTING STUDENTS TO BE READY FOR THE NEXT PHASE OF LIFE WHETHER THAT'S MILITARY, WORK, COLLEGE, OR A CAREER PATHWAY? LIKE AN APPRENTICESHIP PROGRAM OR THOSE TYPES OF THINGS. SO IT'S KIND OF A, WHAT ARE WE SETTING AS A COMMUNITY AS OUR EXPECTATION FOR OUR STUDENTS? 18 YEARS AGO, WHEN I MOVED INTO THIS DISTRICT, MY WIFE ASKED ME, I WAS TRAVELING UP HERE TO FIND A HOME, SHE ASKED ME, HOW ARE THE SCHOOLS AFTER WE'D FOUND OUR HOME. AND I WENT TO PLEASANT VALLEY.

IT'S NOT THE PRETTIEST SCHOOL EVEN 20 YEARS AGO. AND MY WIFE'S AN EDUCATOR, AND I SAID, WELL, WE CAN WORK WITH IT. AND I'M HAPPY TO SAY THAT OUR EXPERIENCE HAS BEEN GOOD WITH ALL 4 OF OUR CHILDREN GRADUATING THROUGH PRAIRIE. AS I MET WITH ONE OF THE COUNSELORS AT PRAIRIE, THE COUNSELOR TOLD ME NOT ALL KIDS NEED TO GO TO COLLEGE. NOT, YOU DON'T PUT TOO MUCH PRESSURE ON THEM. IT RUBBED ME THE WRONG WAY. I RECOGNIZE THAT NOT ALL KIDS ARE GOING TO COLLEGE OR HAVE THE SAME TRAJECTORY, THE SAME PATHWAY, BUT I THINK IT'S IMPORTANT THAT WE PREPARE ALL KIDS TO CHOOSE WHICH PATHWAY THEY GO ON. I WOULD PERSONALLY, I BELIEVE THAT IT'S IMPORTANT THAT THEY'RE READY FOR LIFE.

AND FOR THOSE STUDENTS WHO WANT TO GO ON TO COLLEGE.

THEY CAN. THEY CAN. AND AS LONG AS WE'RE PROVIDING THESE BASIC SKILLS,

[00:40:01]

AND I THINK THAT'S WHAT OUR JOB IS. SO SHORT ANSWER IS I THINK WE SHOULD BE LIFE-READY SKILLS AND PROVIDE OPPORTUNITIES FOR THOSE WHO WANT TO GO ON TO COLLEGE AND OTHER, OTHER EDUCATION. THEY'LL STILL HAVE THOSE OPPORTUNITIES. AND WE WILL NEVER STOP TEACHING ALL STANDARDS. IT'S WHAT, WHAT DO YOU FOCUS ON WHEN YOU CAN'T DO EVERYTHING? WHAT DO YOU MAKE SURE THAT WE OWE OUR STUDENTS? I THINK WE OWE THEM LIFE-READY SKILLS. I WOULD AGREE THAT, YEAH, WE, WHATEVER PATH THEY WANT TO PURSUE, WE NEED TO HAVE THEM READY, WHATEVER THAT IS. SO COLLEGE OR APPRENTICESHIP, MILITARY, LIKE YOU SAID, WHATEVER IT IS, IT IS OUR DUTY TO MAKE SURE THAT THEY'RE READY FOR THAT. IRONICALLY, THAT SON I WENT TO TALK TO THE COUNSELOR ABOUT, HE'S GETTING HIS DOCTORATE AND HE'S JOINING THE MILITARY THIS WEEK.

SO JUST SAYING, YOU CAN DO EVERYTHING. A LITTLE BIT OF IT ALL. THE MAIN QUESTIONS, THERE'S 2 QUESTIONS THAT HAVE COME UP AROUND THE DURATION OF THE GOAL. SO, WE HAVE IT AT 3 YEARS, WE WANT 80%, AND THAT'S NUMBER ONE. AND THEN NUMBER 2 TO DISCUSS IS, DO WE SET OUR GOAL ON THE SMARTER BALANCED ASSESSMENT IN GENERAL, AND KNOWING THAT WE'LL PROGRESS MONITOR IREADY ALONG THE WAY? SO THAT, THOSE ARE THE 2 QUESTIONS THAT HAVE BEEN BROUGHT UP THAT KIND OF NEED SOME DISCUSSION AND DIRECTION FOR OUR TEAM TO BE ABLE TO GUIDE. YEAH, I THINK MY 2 CENTS IS WE USE THE SBAC. IT'S A NOMENCLATURE THAT THE COMMUNITY ALREADY RECOGNIZES. THEY'VE ALREADY SEEN THAT. AND WE CAN USE THE IREADY INTERNALLY TO MONITOR THOSE GOALS KIND OF ALONG THE WAY SO WE CAN HAVE SOME LEADING INDICATORS.

AT LEAST THAT'S.

AND THEN QUESTION AROUND FOUNDATIONAL SKILLS, THE 2-3-4 OR THE 3-4? 2-3-4 WOULD BE, BECAUSE THAT'S PREPARING THEM LIFE SKILLS. IT'S, AS HAVING BEEN A TEACHER, I WAS NEVER INSTRUCTED, I'M SORRY, THIS IS NEW TO ME, OR TOLD, OH WELL, 2 IS LIFE SKILLS. I'VE NEVER HEARD THAT BEFORE AT ALL. NOT WHEN, THIS IS A NEW THING. YES, CORRECT. WHAT I HEARD WAS ALL OF OUR KIDS DESERVE THE BEST AND NEED TO HAVE HIGH EXPECTATIONS, AND WE WANT THEM TO KNOW WHAT THEY'RE SUPPOSED TO KNOW IN 2ND GRADE. AND SO, AND SO THAT WAS THE STANDARD, AS IT SAYS HERE. AND THIS AGAIN SAYS THE GREEN IS THE KIDS WHO ARE AT STANDARD. OKAY, SO THE AND THE SBAC DOESN'T QUITE HELP US ACHIEVE THAT BECAUSE GENERALLY IT JUST SAYS WHETHER YOU'RE AT STANDARD OR NOT. AND SO, MOST OF THE KIDS WHO ARE AT STANDARD CONTINUE AT STANDARD, AND THE KIDS WHO ARE NOT TURN OUT NEXT YEAR TO NOT BE AT STANDARD. OKAY, IT'S RARE THAT THAT CHANGES SIGNIFICANTLY. I FIND FOR THE PURPOSES OF KNOWING HOW WE'RE DOING, THIS DATA IS MUCH MORE SIGNIFICANT, OKAY. THESE CHARTS AND WHETHER OR NOT THEY'RE AT 2 OR WHETHER OR NOT THEY'RE AT 3, THE FACT IS IF YOU LOOK AT WHETHER OR NOT THEY'RE AT 03, THEY'RE AT WHATEVER THE SPACE IS DOWN BELOW, AND IF YOU LOOK AT 2, THEY'RE HERE AT THIS SPACE. THE POINT IS THAT AT SOME POINT WE SAID KIDS IN 2ND GRADE SHOULD KNOW THIS WHEN THEY'RE DONE IN 2ND GRADE. AND THAT'S WHAT WE WANT TO KNOW.

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

[00:45:03]

RIGHT HERE LAST YEAR. OKAY, THIS IS SBA SCORES 2, 3, AND 4. WHAT I'M SAYING IS THAT WHEN WE LOOK AT IREADY, IT IS ALIGNED WITH STUDENTS WHO SCORE 2S, 3S, AND 4S ON THE SBA. SO, WE ARE REQUIRED BY THE STATE TO USE SBA AS AN INDICATOR BECAUSE THAT'S WHAT WE'RE ALL MEASURED ON. ON THE SITS.

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

AND IN THE PAST, WHAT WE WOULD TELL THEM IS ONLY 41% OF OUR KIDS ARE AT GRADE LEVEL. YES. AND NOW WE'RE SAYING THEY'RE READY FOR COLLEGE, AND THE OTHER KIDS MAY BE READY FOR LIFE. I DON'T KNOW WHERE THAT'S COMING FROM. SO, I'LL TELL YOU WHAT WE'RE BEING TOLD IS, OH, THEY'RE READY FOR LIFE SO THIS IS GOOD ENOUGH. AND IN THE PAST, WE'VE ALWAYS SAID THEY NEED TO KNOW WHAT THE STANDARDS SAY THEY NEED TO KNOW. YEAH, AND I THINK WHAT THEY'RE NOTICING IS THE RIGOR OF THE TEST. AND OVER THE PAST, I DON'T KNOW HOW MANY YEARS THE SBA HAS BEEN IN PLAY, THEY'RE NOTICING THAT IT'S JUST NOT ALIGNED WITH WHAT THEY'RE SEEING. I THINK THAT THE IMPORTANT PIECE TO KNOW BECAUSE IT DOES SOUND LIKE THERE'S CONCERNS ABOUT LOWERING THE EXPECTATION. I DO NOT BELIEVE THIS IS LOWERING THE EXPECTATION. WHAT THIS IS, IS US LEARNING MORE THROUGH THE PLC PROCESS AND RECOGNIZING THAT ALL OF THE STANDARDS ARE IMPORTANT AND WE NEED TO TEACH ALL OF THE STANDARDS, BUT THERE ARE ESSENTIAL STANDARDS THAT IF OUR STUDENTS DO NOT HAVE THEM, THEY WILL NOT BE READY FOR THE STANDARDS OF THE NEXT GRADE AND THE NEXT GRADE AND THE NEXT GRADE AND LIFE. AND SO THAT IS WHY THERE IS A DISCUSSION OF WHY 2, 3, AND 4 IS A MORE APPROPRIATE TARGET FOR US TO PAY ATTENTION TO AND LEARN FROM, BECAUSE THOSE STANDARDS THAT ARE IN THAT 2, 3, 4 THAT ARE BEING TESTED, THAT WE ARE FINDING IN THERE, IF A STUDENT IS ACHIEVING THOSE THINGS, THEY WILL BE SUCCESSFUL IN LIFE, AND IT'S TELLING US THEY WILL BE SUCCESSFUL. SO WHEN YOU TALK ABOUT TARGETED INTERVENTION FOR STUDENTS WHO ARE NOT GETTING THEM, IT GIVES YOU AN INDICATION OF WHO REALLY NEEDS THAT TARGETED SUPPORT, FOR ONE THING, AND IT ALSO HELPS YOU DELINEATE OUT WHEN YOU ARE, WHEN YOU ARE FOCUSING INSTRUCTION AND YOU'RE IN YOUR PLCS, WHAT ARE THE THINGS THAT YOU REALLY NEED TO CIRCLE BACK TO AND WHAT THINGS CAN YOU MOVE ON, AND YOUR PACING IS MORE IMPORTANT.

IT IS MORE IMPORTANT TO CONTINUE TO MOVE ON IN YOUR INSTRUCTION THAN IT IS TO JUST STAY THERE, STAY THERE, STAY THERE, AND CONTINUALLY GO OVER SOMETHING. SO, I THINK IREADY NEXT TO SBAC, SBAC WILL CONTINUE TO BE THE END STORY, BUT BASED ON THIS CORRELATION, I THINK IT'S AN APPROPRIATE HYPOTHESIS TO SAY IF WE CONTINUE TO FOCUS ON IREADY AND USE IREADY, WE SHOULD EXPECT TO SEE SBAC PERCENTAGES INCREASE. WE SHOULD EXPECT THAT. IF WE GET TO THE END OF THIS YEAR AND WE DON'T SEE THAT BUDGE, I THINK WE NEED TO REVISIT THIS CONVERSATION AND NOT LET A GREAT DEAL OF TIME PASS BY WITHOUT GOING, OKAY, SO WHAT IS GOING ON THAT, THAT, THAT IS, IS INDEED NOT TRUE? BUT THAT'S WHAT WE'RE BEING, THAT'S WHAT WE'RE HEARING AND THAT'S WHAT WE'RE SEEING IN TERMS OF THE DATA. SO WHILE WE TALK ABOUT A 3-YEAR GOAL OF 80%, IN MY MIND I'M ALREADY BREAKING THAT 3 YEARS AND I'M

[00:50:03]

THAT'S WHAT'S HAPPENING IN MY HEAD. I DON'T KNOW IF THE BOARD WOULD PREFER US TO BREAK THAT DOWN THAT WAY AND SET A TARGET THAT DIRECTION. I CERTAINLY WOULD BE OKAY WITH THAT KIND OF A GOAL BECAUSE I THINK IT'S REALISTIC, BUT I THINK IT ALSO IS GOING TO PUSH US TO, I JUST THINK IT'S GOOD TO KNOW WHAT ULTIMATELY THE TARGET IS.

AND ULTIMATELY, 3 YEARS FROM NOW, I'D LIKE TO SEE IT AT 80%. SO I PERSONALLY DON'T MIND THE 3-YEAR GOAL. I MEAN, WE CAN, WE CAN LOOK AT INTERVALS THROUGH THE YEAR.

I THINK THAT'S EASY. WE CAN SEE IF WE'RE ON TARGET OR NOT.

SORRY, GO AHEAD. NO, I DO HAVE A QUESTION FOR THE, WHEN WE'RE LOOKING AT THE YELLOW AND THE IREADY DATA. WE HAVE AT GRADE LEVEL, RIGHT? WE HAVE EARLY ON GRADE LEVEL AND WE HAVE MID OR ABOVE GRADE LEVEL. IT'S KIND OF DIVIDED. IS IT POSSIBLE TO DIVIDE OUT THAT YELLOW WHERE THEY'RE CLOSE BUT NOT QUITE? YEAH. KIND OF WITH A HASH OR HOWEVER THAT WORKS. SO I SEE THE RED HAS HASH. YEAH. GREEN HAS A HASH. NO HASH IN THE YELLOW. YES, AND YOU KNOW WHAT, THERE'S BEEN KIND OF A TERM, I DON'T KNOW WHAT I FEEL ABOUT IT, BUT WE'RE CALLING THEM LIKE BUBBLE STUDENTS. YEAH, SO THAT'S WHAT LIKE OUR READING SPECIALISTS ARE CALLING THEM. AND REALLY, THAT, THOSE ARE A GREAT GROUP TO TARGET FOR LIKE AN EARLY READING INTERVENTION TO CLOSE THAT GAP REALLY QUICK.

AND SO THAT'S POWER. THAT'S WHAT READ NORTHWEST IS. WE'RE TRYING TO PICK UP THOSE BUBBLE STUDENTS. SO COULD WE HAVE THE BUBBLE STUDENTS HASHED? YES, WE CAN HAVE THE, YEAH, ABSOLUTELY. IT'S REPORTS THAT ARE ALREADY BEING RUN TOO, BECAUSE IT IS THAT, AND I'D LOVE, MAYBE WE CAN EVEN HAVE A SESSION ON THIS. LIKE, ONCE THE IREADY GETS ADMINISTERED FOR STUDENTS, WHAT WE DO WITH THAT DATA IS THE READING SPECIALISTS GO THROUGH AND REALLY LOOK AT BUBBLE STUDENTS, LOOKING AT STUDENTS THAT MIGHT QUALIFY FOR SERVICES, MIGHT QUALIFY FOR IN-CLASS SUPPORT, ALL OF THOSE THINGS. AND THEY DO THAT SINGLE-HANDEDLY ALONE, LOOKING AT DATA AND CREATING GROUPS.

AND SOME, SOME BUILDINGS HAVE TEAMS AROUND THAT TOO. I DIGRESS BECAUSE I COULD TALK ABOUT THIS ALL DAY. IT'S A PASSION OF MINE.

BUT I WOULD LOVE TO KNOW KIND OF GETTING US BACK ON TRACK.

THE FOUNDATIONAL SKILLS, JUST TO CLARIFY, LIKE THE LEVEL 2 AS DEFINED IN THE SBA DEMONSTRATES FOUNDATIONAL GRADE-LEVEL KNOWLEDGE AND SKILLS WITH A LIMITED RANGE OF COMPLEXITY. SO KIND OF EXACTLY WHAT WE'RE TALKING ABOUT. AND THIS IS COMING FROM THE CONSORTIUM, THE ACTUAL CREATORS OF THE TEST TYPES. THEN THE COLLEGE-READY LEVELS IS THE STUDENT DEMONSTRATES A PROFICIENT TO ADVANCED UNDERSTANDING OF THE GRADE-LEVEL MATERIAL.

SCORING 3 OR 4 INDICATES THAT A STUDENT IS ON TRACK FOR SUCCESSFUL POST-SECONDARY OUTCOMES. SO THAT THEY'RE KIND OF DELINEATING THE MORE STUDENTS THAT TAKE THIS TEST, THE MORE ALL OF THE RESEARCH IS SHOWING THAT THAT IS WHAT THEY SEE WITH STUDENTS WHO ARE PERFORMING ON THIS TEST. AND THE QUESTION IS THAT YOU WANT US TO ANSWER, OH YES, DO WE KEEP THE MEASURES AT HOW THEY, HOW THE GOAL IS WRITTEN? THE GOAL IS WRITTEN RIGHT NOW 80% BASED ON SBA 2, 3, 4, KNOWING THAT YOU WILL EXPECT PROGRESS MONITORING UPDATES OCTOBER, JANUARY, FEBRUARY, AND JUNE.

SO MY QUESTION IS HOW ARE WE FEELING ABOUT THAT GOAL? AND I WILL SPEAK QUICKLY BECAUSE I HAVE A STRONG FEELING. I THINK IT'S GREAT. I THINK THE WORK THAT DAVID AND THE TEAM HAS DONE FOR THAT STRATEGIC KIND OF GOAL TALK WORKS WELL. THE THING THAT I'M CONCERNED ABOUT IS WHEN WE STARTED THIS CONVERSATION, WE WERE TALKING ABOUT STUDENTS AND GETTING TO 3RD GRADE AND READING AT GRADE LEVEL. OKAY, NOW IF WE'RE TALKING ABOUT STUDENTS AT THE END OF 3RD GRADE NOT READING AT GRADE LEVEL, AS YOU WERE SAYING EARLIER, WELL, YOU KNOW, SOMETIMES YOU JUST GOT TO PASS THEM ALONG. OKAY, WELL, MY, UNFORTUNATELY, MY PROBLEM, OR AT LEAST I KIND OF INTERPRETED WHAT YOU SAID AS BEING THAT WAY. I MEAN, YOU DON'T GET EVERYTHING, YOU KNOW, SO YOU KIND OF KEEP GOING. YOU DON'T JUST KEEP REWORKING, BUT READING IS

[00:55:01]

WELL, AND IT'S NOT READ NORTHWEST. THOSE KIDS, WELL, WHOEVER. YEAH, IT'S THE ARTICLES. IT'S THE SUPPLEMENTS.

IT'S THE SUPPLEMENTS BECAUSE KIDS NEED TO BE ABLE TO READ AND SHOULD NOT GET INTO THE 5TH GRADE AND BE EMBARRASSED ABOUT THEIR READING SKILLS. I DON'T BELIEVE IN PUSHING KIDS ON. I WANT TO BE CLEAR ABOUT THAT. WHAT I WANT YOU TO UNDERSTAND, AND I'M JUST GOING TO USE MYSELF AS AN EXAMPLE BECAUSE I STRUGGLED TO LEARN TO READ. I STRUGGLED TO LEARN TO READ BECAUSE I HAD EAR INFECTIONS AND I COULD NOT HEAR DIFFERENCES IN SOUND. AND SO, I WAS IN READING PROGRAM ALL OF MY EARLY YEARS, ALL OF THEM, UP UNTIL 3RD GRADE WHEN WE NO LONGER AT THAT POINT DIDN'T GET SERVICE. AND I CONTINUED TO STRUGGLE TO LEARN, TO LEARN THE CONCEPTS BECAUSE A SWITCH HAPPENS AND YOU'RE NO LONGER LEARNING TO READ, BUT YOU'RE READING TO LEARN. AND I STRUGGLED FOR A NUMBER OF YEARS WITH COMPREHENSION AND SOME OF THOSE THINGS BECAUSE IT TOOK ME SO LONG TO READ. MY FLUENCY WAS LOW. I DIDN'T HAVE A HIGH VOCABULARY. I CONTINUED TO WORK ON THOSE, BUT I HAD THE ESSENTIAL THINGS THAT I NEEDED.

I HAD THE INGREDIENTS. I DIDN'T HAVE SPEED. I DIDN'T HAVE A LARGE BASE OF VOCABULARY TO PULL FROM, BUT OVER TIME, WITH THAT CONTINUAL PRACTICE OF THOSE FOUNDATIONAL SKILLS AND SOME REALLY HIGH-QUALITY TEACHERS PUSHING ME AND MAKING ME BELIEVE THAT I COULD ACHIEVE AT A HIGH LEVEL.

BY 7TH GRADE, I WAS ABOVE AND BEYOND THE NORMAL LEVEL OF MY PEERS. SO WHEN, WHEN I SAY THAT YOU GET TO A CERTAIN LEVEL AND YOU HAVE THE ESSENTIAL SKILLS, YOU HAVE THE ABILITY TO FIGURE IT OUT, TO DECODE, TO READ. MAYBE YOUR FLUENCY IS BEHIND. MAYBE YOU DON'T HAVE A HIGH NUMBER OF WORDS, BUT YOU CAN STILL GAIN THOSE SKILLS.

YOU CAN STILL ACHIEVE AT VERY HIGH LEVELS, BUT YOU HAVE ENOUGH OF THE ESSENTIALS TO BE ABLE TO APPLY THOSE THINGS AS YOU CONTINUE TO MOVE THROUGH THE GRADES. AND THAT TO ME IS WHAT WE'RE AFTER.

WE'RE AFTER ALL OF OUR KIDS BEING AT A 2, 3, AND 4 SO THAT THEY CAN DO THOSE THINGS. DOESN'T MEAN IT'S GOING TO BE EASY, DOESN'T MEAN THAT THEY'RE HEADED OFF TO COLLEGE NECESSARILY, BUT THEY HAVE THE ABILITY TO SHOULD THEY CHOOSE TO, AND THEY, THEY GET, THEY PUSH THEMSELVES, THEY GET TO THE RIGHT LEVEL. SO I, I WANT TO BE CLEAR, I DO NOT BELIEVE THAT THIS IS A LOWERING OF EXPECTATIONS. IT'S A DELINEATING OUT OF WHAT IS ABSOLUTELY ESSENTIAL FOR OUR KIDS TO HAVE IN ORDER TO ACCESS THE NEXT STEP OF EDUCATION, WHICH AGAIN IT DOESN'T MEAN IT'S GOING TO BE EASY, DOESN'T MEAN THAT THEY'RE NOT GOING TO STRUGGLE ON THOSE TESTS AND, AND HAVE TO WORK THAT MUCH HARDER TO MAKE SURE THAT THEY CAN ACCESS THE CONTENT THAT THEY'RE SWITCHING OVER TO. THAT'S, I GUESS, THE BEST WAY I CAN EXPLAIN IT.

AND THE ONLY OTHER PIECE THAT I'D LIKE TO OFFER IS DAVID OVERSEES SCHOOL IMPROVEMENT, SO I WOULD LIKE TO INVITE YOU TO THE PODIUM, DAVID. AND IF YOU HAVE ANY OTHER THOUGHTS TO ADD. AND THEN 2 QUICK CLARIFYING THINGS, JUST TO BE ABSOLUTELY CLEAR. READ NORTHWEST IS A BUDDY MENTORING.

THEY DON'T TAKE THE PLACE OF ANY INSTRUCTION. JUST WANT TO MAKE THAT CLEAR. THE PEOPLE THAT SERVE OUR STUDENTS ARE CERTIFICATED. THEY'RE NOT THE ONLY PROGRAM. CORRECT. YEAH, YEAH, YES. SO WANT TO BE CLEAR ABOUT THAT. AND TO GIVE MORE MERIT ON THERE, THERE'S 2 READING SPECIALISTS THAT HAVE BEEN CUT. AND SO, WE HAVE 2 READING SPECIALISTS RIGHT NOW THAT ARE SERVING 800 AND 1,000 PRIMARY STUDENTS. SO MY HOPE WOULD BE WE CONTINUE ON THIS GOAL AND MAKE THOSE 2 WHOLE TO BE ABLE TO SERVE ONE SCHOOL.

ABSOLUTELY. THANK YOU, DAVID.

YEAH, SO I THINK I JUST WANT TO QUICKLY ADDRESS THE QUESTION OF, IF A STUDENT SCORES, AND I THINK THIS IS WHAT YOU'VE BEEN ASKING, TERRY, IS IF A STUDENT SCORES AT A LEVEL 2 IN 3RD GRADE, ARE THEY ABLE TO READ? WHAT DOES THAT LOOK LIKE? IF I SEE A KID COME BEFORE ME, THEY GOT A LEVEL 02, DOES THAT KID KNOW HOW TO READ? AND THE SHORT ANSWER

[01:00:01]

AND SO, WHEN WE TALK ABOUT THIS IDEA OF FOUNDATIONAL-LEVEL SCORING AND THIS IDEA OF BEING READY FOR A NUMBER OF DIFFERENT CAREER PATHWAYS, THAT IS SOMEONE WHO IS NOT ILLITERATE. THAT IS SOMEONE WHO IS VERY MUCH LITERATE.

AND I THINK THAT'S A REALLY CLEAR DISTINCTION THAT I JUST WANT TO PUSH ON AND EMPHASIZE. THE CONSISTENCY, THE WORD THAT STAYS THE SAME WHETHER WE'RE TALKING FOUNDATIONAL OR COLLEGE READY, WHETHER WE'RE TALKING LEVELS 02, 3, 4 OR LEVELS 3, 4, YOU KNOW THE CONSISTENT WORD THAT'S IN BOTH OF THOSE DEFINITIONS? IT'S 2 WORDS ACTUALLY. GRADE LEVEL. SO I'M GOING TO SAY IT ONE MORE TIME. THE CONSISTENT WORD IN BOTH OF THOSE DEFINITIONS IS GRADE LEVEL. WE'RE TALKING THE AMOUNT OF COMPLEXITY THAT EXISTS FROM A FOUNDATIONAL KID TO A KID WHO IS AT A COLLEGE-READY LEVEL. IS THERE A DIFFERENCE IN COMPLEXITY IN THOSE GRADE-LEVEL SKILLS? YES.

BUT THESE ARE FLUENT READERS.

WE ARE NOT PASSING ALONG ILLITERATE STUDENTS IN OUR GOAL OF 80% OF STUDENTS AT A LEVEL 2, 3, 4. SO I JUST, THAT'S THE MAIN THING I WANT TO SHARE AND KIND OF ALLEVIATE ANY CONCERNS, BECAUSE I UNDERSTAND FROM AN INTEGRITY STANDPOINT AS A BOARD, YOU DO NOT WANT TO BE SETTING GOALS THAT ARE LOWERING THE STANDARDS SO MUCH THAT WE'RE NOT ADEQUATELY PREPARING STUDENTS FOR A FUTURE. AS YOU WERE SAYING EARLIER LAST TIME, WE WERE MEETING, DEBBIE, THIS IDEA OF PREPAREDNESS, RIGHT? THAT'S AT THE CORE OF THE GOALS THAT YOU'RE REALLY LOOKING FOR.

IS HOW DO WE ENSURE THAT THESE STUDENTS ARE PREPARED TO PURSUE THOSE THINGS THAT REALLY ARE THOSE OPPORTUNITIES THAT THEY WANT TO GO AFTER AND SUCCEED WITH. AND THAT'S OUR JOB, IS TO CREATE THE CONDITIONS IN WHICH THEY ARE PREPARED. I FEEL VERY CONFIDENT HAVING WORKED IN THE SCHOOL IMPROVEMENT REALM NOW FOR ALMOST 4 TO 5 YEARS OF DOING THIS WORK. LEVELS, LEVEL 2 WILL PREPARE THEM.

IT'S JUST A DIFFERENT LEVEL OF COMPLEXITY. ALLISON, TOBY, OH, SORRY, I HAD A QUESTION.

HOW MANY OF THE, ACCORDING TO THIS, OF THE 294 STUDENTS THAT ARE ONE, WAIT A SECOND HERE, YEAH, THE ONE GRADE LEVEL BELOW AND THE 2 GRADE LEVELS BELOW, SO THAT'S 294 STUDENTS.

WHAT PERCENTAGE OF THEM ARE SPECIAL EDUCATION STUDENTS, OR ARE THEY COUNTED IN THAT? THEY'RE ALL ACCOUNTED FOR.

YEAH, THEY ARE. AND I WOULD SAY I DON'T HAVE THAT NUMBER OFF THE TOP OF MY HEAD, BUT YES, THERE'S A HIGH CORRELATION WITH THOSE STUDENTS THAT ARE 1 TO 2 GRADE LEVELS BELOW.

SPECIFICALLY, YOUR 2-GRADE LEVEL BELOW STUDENTS ARE GOING TO BE YOUR SPECIAL ED STUDENTS.

THAT'S LIKE 83 STUDENTS. AND IF THEY'RE NOT IN SPECIAL EDUCATION, THAT CONCERNS ME. OUR DISTRICT AVERAGE, IT'S AVERAGE ACROSS ALL GRADE LEVELS, IS ABOUT 14.5% FOR SPECIAL EDUCATION. SO IT GIVES YOU AN IDEA OF THE NUMBER OF STUDENTS WHO MIGHT BE STRUGGLING BECAUSE OF A LEARNING DISABILITY OR SOME OTHER DISABILITY THAT'S GETTING IN THE WAY OF THEIR, THEIR ACADEMIC SUCCESS. AND YOU HAVE YOUR ML STUDENTS WHO ARE JUST NEWCOMERS OR LANGUAGE LEARNERS THAT AREN'T QUITE THERE YET, OBVIOUSLY, FOR LANGUAGE PURPOSES. WHAT I ALSO NOTICED ABOUT THE IREADY DATA IS THAT THESE STUDENTS, IF THEY'VE BEEN IN BATTLE GROUND PUBLIC SCHOOLS SINCE KINDERGARTEN, THEY'VE HAD 3 FULL YEARS OF OUR DISTRICT-ADOPTED CURRICULUM THAT'S ALIGNED WITH THE SCIENCE OF READING.

SO THESE STUDENTS WILL HAVE RECEIVED 3 FULL YEARS. WHAT I REALLY AM INTERESTED IN IS THAT GAP IS ALMOST CLOSED IN PHONOLOGICAL AWARENESS, AND IT'S GETTING REALLY GOOD IN PHONICS. AND THAT COULD REALLY BE ATTRIBUTED TO A GUARANTEED VIABLE HIGH-QUALITY CURRICULUM. AND SO I THINK THAT'S SOMETHING TO POINT OUT TOO. WE HAVE 2 CURRICULA.

IT'S ONE IS THE WIT AND WISDOM, THE OTHER IS FOUNDATIONS THAT TEACHES THOSE 2 SUBSET SKILLS THAT I WAS JUST TALKING ABOUT.

BUT THESE KIDS, IF THEY'VE BEEN HERE SINCE KINDER, HAVE SEEN 3 YEARS IN THAT. I DIDN'T KNOW, ADDISON OR TOBY, IF YOU GUYS HAD ANY THOUGHTS ON THIS ONE TOO, BUT I'D LOVE TO HEAR THEM. I GUESS MY ONLY THOUGHT IS LIKE, I THINK WE SHOULD JUST GO WITH 2, 3, 4, BECAUSE THE IREADY I THINK IS A PRETTY ACCURATE DEPICTION OF GRADE LEVEL. ESPECIALLY TO WHAT YOU'RE SAYING IS LIKE YOUR WHOLE CONFUSION ON GRADE, LIKE THE SECOND, YOU KNOW, LIKE TIERS 2 OR WHATEVER.

[01:05:02]

BECAUSE IREADY, IT WAS, IT IS ALSO A PRETTY DIFFICULT TEXT TEST. AND I THINK IT IS PRETTY ACCURATE. BUT YEAH, I THINK WE SHOULD JUST DO 2, 03, 4. I DON'T THINK THERE SHOULD BE MUCH OF A DEBATE. NO OFFENSE, BUT I THINK IT'S PRETTY OBVIOUS. AND TO OUR GOAL, 80%, I THINK 3 TO 4% A YEAR IS ACHIEVABLE. BUT I DON'T THINK WE SHOULD CHANGE THE 3-YEAR GOAL. I LIKE BECAUSE IT GIVES MORE TIME, BECAUSE IF YOU SLACK OFF THIS YEAR, YOU CHANGE THINGS AND THEN YOU CAN MAKE UP FOR IT IN THE NEXT YEAR. I DON'T THINK WE SHOULD GO 3 TO 4% EACH YEAR BECAUSE YOU DON'T KNOW HOW THE YEAR WILL GO. I LIKE HAVING THAT, LIKE THAT TIMELINE TO TRACK HOW YOU'RE DOING, BUT YOU'RE NOT SET TO EACH YEAR. THANK YOU. SO QUESTION, FIGURE OUT HOW TO, SO ALLISON, WHAT YEAR DID WE PILOT? I SHOULD KNOW THIS BECAUSE I PILOTED, BUT WAS IT THE '23-'24 OR WAS THAT WHEN WE ADOPTED? ADOPTED. OKAY, SO MY CONCERN IS THAT PERCENTAGES HAVE NOT GONE UP AT ALL, AND I'M WONDERING ABOUT THAT BECAUSE FUNDATIONS IS SUCH AN AMAZING, I KNOW BECAUSE I'VE USED IT, PHONICS. AND SO HOW ARE WE GOING, I MEAN, IT'S SO GOOD, AND I THINK IT'S BEEN USED, I HATE THIS WORD FIDELITY. I KNOW PEOPLE OUT THERE ARE LIKE SHUDDERING AT THAT WORD, BUT I THINK FOUNDATIONS IS BEING USED WITH FIDELITY. AND SO WHY ARE WE NOT SEEING MORE INCREASES EACH YEAR, I GUESS? SO I THINK THERE ARE A COUPLE OF REASONS. SO I DO THINK THAT FOUNDATIONS IS USED WITH FIDELITY MORE THAN WIT AND WIS TO MAKE CURRENTLY. AND I DO THINK THAT WHERE FOUNDATIONS IS MOST BEING USED WITH MOST FIDELITY IS WHERE WE SEE THE MOST GROWTH WITH STUDENTS. SO IF YOU WERE TO DIG INTO THAT SCHOOL BY SCHOOL, I THINK YOU WOULD SEE SOME VARIATIONS, YOU KNOW. SO I THINK THERE IS THAT, BUT I HAVE ALSO BEEN TOLD BY THE COMPANY THAT THE FOUNDATIONS TEST AND, OR THE FOUNDATIONS PROGRAM ON SMARTER BALANCED AREN'T NECESSARILY CORRELATED TO EACH OTHER. IT'S MORE CORRELATED TO WHAT WE SEE WITH THE WIT AND WISDOM PROGRAM THAN IT IS WITH THE FOUNDATIONAL SKILLS PIECES.

AND SO, OUR TEST SCORES MAY NOT NECESSARILY REFLECT THAT IN SMARTER BALANCED. SO I THINK THAT THAT CAN ALSO BE A COMPONENT. AS WE LOOK AT THE IREADY DATA THOUGH, OKAY, SHOULDN'T WE EXPECT TO START SEEING THAT NUMBER GO UP? ISN'T THAT THE WHOLE POINT OF IT? YOU WANT TO SEE THE NUMBER GO UP? ABSOLUTELY. AND SO, WHAT ARE WE KIND OF EXPECTING IT TO GO TO NEXT YEAR? IT'S BEEN 63, 63. WHAT ARE WE EXPECTING FOR THE END OF '27? I HAVE, I HAVE LIKE COMPREHENSIVE IREADY DATA, LIKE OUR COMPREHENSIVE SCORES FROM IREADY COMBINED, ALL 1ST GRADE THROUGH 4TH GRADE LAST YEAR, ONLY 57% WERE ON THAT GREEN.

IF YOU EXTRAPOLATE AND TAKE THE 2ND GRADE OUT, WHICH WOULD BE OUR CURRENT COHORT OF 2ND OR 3RD GRADERS, THEY'RE ALREADY ACHIEVING AT HIGHER THAN THAT COMPOSITE.

AND LIKE I WAS JUST TELLING SHELLEY, THIS IS A GREAT COHORT TO HONE IN ON BECAUSE THEY WILL HAVE ALSO FOUNDATIONS ONE MORE YEAR IN 3RD GRADE, RIGHT? AND SO, THIS IS ACTUALLY A GREAT, WE ACTUALLY SHOULD BE SEEING THE HIGHEST GROWTH DATA IN THESE COHORTS BECAUSE AGAIN, TO MY POINT OF THEY'VE RECEIVED THIS CURRICULUM SINCE BEING IN KINDERGARTEN. THIS QUESTION ABOUT COHORT IS REALLY GOOD.

YES. SO YOU SEE, I WOULD RATHER SEE RATHER THAN, WELL, HERE'S WHERE THE 3RD GRADERS WERE AT THIS YEAR AND HERE'S WHERE THE 3RD GRADERS WERE AT THAT YEAR, AND THEN THE NEXT YEAR, HERE'S WHERE THE 3RD GRADERS ARE AT.

WE'RE LOOKING AT DIFFERENT KIDS. SO TRUTHFULLY, YOU MIGHT EXPECT THEM TO BE AT THE SAME PLACE EVERY YEAR BECAUSE THAT'S WHERE THEY'RE SUPPOSED TO BE, POSSIBLY.

YEAH. OKAY. I WOULD LIKE TO SEE THE DATA THAT SHOWS ME HOW MUCH THIS GROUP IS GROWING NEXT YEAR. I WANT TO SEE GROWTH. I DON'T WANT TO SEE A NUMBER THAT TELLS ME, WELL, 3RD GRADERS ARE ALWAYS AT THIS LEVEL. WAS THAT GOOD OR BAD? YOU KNOW, I DON'T KNOW.

YEAH, I THINK, I THINK ONE, IF I COULD JUST SPEAK TO THAT REAL QUICK. WE'VE HAD THESE INTERNAL CONVERSATIONS FOR QUITE SOME TIME. MY RECOMMENDATION WOULD BE THAT ON YOUR LEADING INDICATOR DATA, YOUR IREADY DATA THAT YOU'RE LOOKING INTERNALLY, YES, IT MAKES A LOT OF SENSE TO LOOK AT COHORTS AND SEE THE GROWTH THAT A PARTICULAR COHORT OF STUDENTS IS MAKING. I THINK

[01:10:01]

SO MY RECOMMENDATION WOULD BE TO KEEP KEEP YOUR LAGGING INDICATOR GOALS AROUND SMARTER BALANCED SPECIFIC TO A GRADE LEVEL, BECAUSE 3RD GRADE REALLY IS THAT KEY MOMENT IN TIME. IF YOU WANT TO TRACK COHORT DATA, WE CAN LOOK AT THAT THROUGH THAT LEADING EDGE OF SOME OF THE LEADING INDICATORS THROUGH IREADY, BUT I'M NOT SURE THAT IT WOULD BENEFIT YOU TO, TO BE CHANGING THAT, JUST TYING IT TO A SPECIFIC COHORT. AND I THINK IT'S IMPORTANT FOR THE BOARD TO UNDERSTAND WIT AND WIS WE ASKED ALL OF OUR EDUCATORS TO IMMEDIATELY BEGIN TEACHING WIT AND WISDOM, BUT IT'S BEEN A ROLLING PROCESS FOR FOUNDATIONS. SO THAT'S WHEN THEY'RE TALKING ABOUT, THIS IS THE FIRST GROUP THAT'S HAD IT BACK IN '23-'24. KINDERGARTEN STARTED THE NEXT YEAR. FIRST GRADE STARTED. NO, SECOND. AM I NOT SAYING THAT RIGHT? K-2 STARTED ALL THE TIME. OH, K-2 AND 3. ONLY 3RD GRADE WAS ADDED LATER. OH, OKAY, 3RD GRADE WAS ADDED LATER.

BUT, BUT YOU DO HAVE TO HAVE ALL OF THOSE COMPONENTS. THEY DO BUILD ON EACH OTHER. YES, THEY BUILD ON EACH OTHER. AND THE FIRST TIME THAT YOU'RE LEARNING TO TEACH A NEW CURRICULUM, OR FRANKLY 2 NEW CURRICULUMS AT THE SAME TIME, THE WORK OF THE TEAM HASN'T BEEN, EACH YEAR THE TEAMS ARE GETTING BETTER AND BETTER AT WORKING WITH THAT CURRICULUM.

CURRICULUM. THAT'S ONE OF THE REASONS WHY IT'S FRUSTRATING TO US WHEN A CURRICULUM IS GONE OR OUTDATED IN 6 YEARS, IS BECAUSE IT TAKES MORE THAN 6 YEARS TO REALLY GET GOOD WITH THOSE INSTRUCTIONAL MATERIALS.

AND OUR WIT AND WISDOM, THE COMPANY HAS A LEARNING PROGRESSION, AND THEY CALL IT THE LEARN DEEP AND KNOW PROGRESSION. SO THE FIRST COUPLE OF YEARS YOU'RE LEARNING THE PROGRAM.

YOU'RE, YOU'RE JUST LEARNING RIGHT ALONG WITH THE STUDENTS. YOU'RE TEACHING IT AND YOU'RE LEARNING IT AT THE SAME TIME. AND THEN THE YEARS 2 AND 3, 4, YOU'RE REALLY GETTING INTO REALLY UNDERSTANDING THE PROGRAM AND YOU KNOW THE INS AND OUTS AND WHERE YOU CAN FLEX THINGS AND YOU'VE ALIGNED IT WITH THE ESSENTIAL STANDARDS AND YOU'VE DONE ALL OF THAT WORK TO GET TO THE POINT WHERE YOU KNOW IT.

AND SO THAT LEARN DEEP AND KNOW PROGRESSION IS REALLY IMPORTANT. YOU CAN'T EXPECT TEACHERS TO HAVE IT OVERNIGHT. SO WE ARE IN YEAR 4. WE ARE REALLY IN THAT DEEP AND MOVING INTO THE, WE KNOW THAT CURRICULUM REALLY WELL AND KNOW HOW TO ALIGN IT AND HOW TO BACKWARDS DESIGN FOR IT SO THAT WE CAN SAY WE ARE GOING TO COVER ALL OF THE STANDARDS THAT ARE IN HERE, BUT WE'RE GOING TO FOCUS OUR TIME ON THESE PARTICULAR SKILLS BECAUSE WE KNOW THAT THESE ARE THE THINGS OUR STUDENTS ARE TESTED ON AND THESE ARE THE THINGS THAT OUR STUDENTS ARE GOING TO NEED FOR LIFE AND/OR FOR COLLEGE.

I'M HEARING THAT WE'RE COMFORTABLE WITH THE SBA GOAL, AND I'M ALSO HEARING A DESIRE TO LOOK AT THE IREADY DATA AT THOSE CHECKPOINTS AND IN DEPTH. THERE'S A COUPLE, AND I'D LOVE FEEDBACK SO I'M NOT GOING IN BLIND AND I WANT TO BRING THE RIGHT STUFF. DO WE WANT, DO YOU WANT THE COHORT DATA OF THE CURRENT 3RD GRADERS THAT WE'RE TRACKING, RIGHT? AND ADDITIONAL, LIKE THE OVERALL DISTRICT PERFORMANCE OF LIKE HOW ALL OF THE KIDS ARE DOING? KIND OF THE WAY I PRESENTED IT NOW, LIKE PRINTOUTS AND HAVING A DISCUSSION ON DURING THOSE CHECKPOINTS. DOES THAT WORK FOR YOU GUYS? I LIKE THE SBAC LOOK BACK TO UNDERSTAND YEAR AFTER YEAR.

I THINK THAT IF WE'RE GOING TO MONITOR DURING THE YEAR, AND WE'VE ASKED FOR 3 CHECKPOINTS DURING THE YEAR TO REPORT BACK ON, WE HAVE TO BE LOOKING AT IREADY. YOU KNOW, THEY DON'T CORRELATE PERFECTLY, BUT THEY'RE, TO WHAT YOU SAID, I APPRECIATE THAT IT REALLY IS LOOKING AT SYSTEMS TO SEE WHERE WE CAN GET IMPROVEMENT FROM ONE GROUP TO THE NEXT SO THAT WE HAVE CONSISTENCY. I THINK THE ONE THING THAT I HAVEN'T HEARD IS WITH THE SCORES THAT HAVE BEEN CONSISTENT, WHERE ARE WE GOING TO FIND THAT NEXT 12% OR THAT 3 OR 4% THIS YEAR? WHAT ARE WE DOING DIFFERENTLY THIS YEAR? I KNOW THAT IT'S, THAT WORK HAS BEEN COMING ALONG, AND THIS WILL BE OUR FIRST GROUP HITTING THIS WITH ALL 4 YEARS, K-3. WHAT OTHER THINGS ARE WE PUTTING INTO PLACE TO FIND THAT 3 OR 4% IN THIS NEXT YEAR? SO, I THINK THAT GETS INTO THAT ESSENTIAL

[01:15:01]

SO, THERE'S AN ORGANIZATION, THE WASHINGTON EARLY LITERACY ACCELERATOR, THEY'VE TALKED ABOUT IT ALL. WILA IS THE ACRONYM. BUT THEY'RE AN ORGANIZATION THAT IS HELPING US TO WORK WITH OUR TEACHERS TO DO BACKWARDS DESIGN WITH THE PROGRAM. SO, WE'RE TAKING OUR CURRICULUM AND DIGGING INTO WHAT IS IT THAT THE SKILLS THAT THE STUDENTS HAVE TO HAVE IN ORDER TO BE SUCCESSFUL ON THE END-OF-MODULE TASK, WHICH THOSE THINGS ARE THE ESSENTIAL STANDARDS FOR THE STATE OF WASHINGTON, AND THEN WORKING BACKWARDS TO DETERMINE WHAT ARE THE MOST IMPORTANT THINGS THAT WE ARE GOING TO REALLY, I DON'T WANT TO USE THE WORD POUND INTO KIDS' BRAINS BECAUSE OUR STUDENTS OVER HERE MIGHT JUST GO, OH MY GOSH, NO. BUT IN A VERY KIND, LOVING, AND INTERESTING WAY THROUGH THE MATERIALS THAT ARE PRESENTED. BUT THOSE ARE THE THINGS THAT WE HAVE TO REALLY IDENTIFY. WHAT IS IT THAT OUR STUDENTS NEED? AND NOW THAT WE HAVE THAT LEARN, DEEPEN, KNOW PROGRESSION, WE CAN REALLY DIG INTO THE KNOW PART OF IT AND IDENTIFY THESE ARE THE THINGS THAT WE HAVE TO DO TO MOVE THAT FORWARD. AND THE COMPREHENSION IS THE COMPONENT OF THAT THAT IS GOING TO MAKE THE DIFFERENCE. SO WE HAVE DONE LOTS OF FOCUSING ON THE FOUNDATIONAL SKILLS THROUGH FOUNDATIONS. NOW WE REALLY NEED TO GET INTO THAT COMPREHENSION SIDE OF THINGS AND DETERMINE WHAT IS IT THAT'S GOING TO HELP A STUDENT UNDERSTAND THIS TEXT.

SO WHAT I HEAR YOU SAY IS THE SKILLS OF OUR TEACHERS HAVE IMPROVED BECAUSE WE'VE BEEN USING THIS CONSISTENTLY, AND WE'LL, WE'LL BE MAKING CHANGES, IMPROVING WHERE WE'VE BEEN SKILL-WISE WITH TEACHERS.

YEAH, AND I WILL. SYSTEM-WIDE.

POINT OUT TOO THAT'S IN OUR ACTION STEPS. SO, WE PUT 2 ACTION STEPS OF WHAT WE'RE GOING TO DO. WE WILL CONTINUE OUR LITERACY LABS, AND THAT IS JUST A JOB EMBEDDED PROFESSIONAL DEVELOPMENT OPPORTUNITY TO WORK SIDE BY SIDE, DECONSTRUCT THE CURRICULUM, BACKWARDS DESIGN, BACKWARDS PLAN. AND THEN THE OTHER WOULD BE JUST THE FOCUS THAT WE HAVE ON OUR PLCS AND THOSE DATA HUBS. WE'LL TALK ABOUT IT LATER, BUT ALSO IN FRONT OF YOU, YOU HAVE A BOARD TOUR SCHEDULE, AND THERE WAS A DESIRE TO MAYBE EMBED A WAIVER DAY.

SO, IF WE PICK A PRIMARY SCHOOL FOR THAT TOUR, WE WILL SEE THOSE ALL HAPPENING IN REAL TIME AS WELL. SO THAT'S A LATER DISCUSSION, BUT THOSE ARE OUR 2 ACTION STEPS OF, OF THIS GOAL. AND AGAIN, WE WANT TO BE REALLY CAREFUL OF WALKING THE LINE OF WE ARE GRIEVING AND WE'RE FEELING THE LOSS OF WHAT THE IMPACT OF THIS LEVEE FAILURE IS DOING.

HOWEVER, THE SILVER LINING AND THE HOPE EXISTS IN THE CLASSROOM. IS WE HAVE EXCELLENT EDUCATORS THAT ARE DOING THE WORK AND THE VERY HARD WORK. AND WE WANT TO CONTINUE THESE SUPPORTS AND STRUCTURES LIKE THE LITERACY LABS AND THE WAIVER DAYS.

THANKS TO YOUR SUPPORT, THOSE, THOSE ARE HOW WE STICK TOGETHER AND LEAN ON EACH OTHER IN TIMES OF CRISIS, REALLY.

AND ONE FINAL THING. I KNOW WE'RE GOING ALONG, BUT I JUST WANT TO ADDRESS, MARSHA, WHAT YOU SHARED THERE.

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

AND HAVE IT NOT BE 2 DIFFERENT THINGS, LIKE WE'RE DOING OUR PLC WORK OVER HERE AND THEN WE'VE GOT CURRICULUM AND THEY'RE NOT REALLY JIVING. WE'VE REALLY WORKED TO MAKE THAT ONE THING, ONE SYSTEM THAT WILL, AND I REALLY DO FEEL THAT THAT IS GOING TO BE A KEY INGREDIENT FOR THE NEXT STEP OR NEXT GROWTH PHASE FOR US AS A DISTRICT, IS GETTING THOSE 2 THINGS ON THE SAME PAGE. AND I FEEL THAT WE'VE DONE THAT AND WE HAVE SUPPORT THROUGH WILA TO NOW HELP PROVIDE TEAMS ADDITIONAL DIRECTION. BUT IF WE CAN COUPLE OUR PLC WORK WITH THE CURRICULUM THAT WE'VE DEVELOPED AND TRAINED OUR TEACHERS ON, THAT'S WHERE I SEE THE NEXT STEP OF GROWTH FOR US AS A SYSTEM IN MOVING FORWARD. AS WE LOOK AT THOSE SCHOOLS, AS YOU SAID, SOME SCHOOLS THAT ARE DOING REALLY, REALLY WELL, HOW DO WE GET THAT TO SPREAD

[01:20:01]

OKAY, THANK YOU BOTH. THAT WAS GREAT. THANK YOU. THANKS FOR INDULGING QUESTIONS. THE EXTRA TIME ON THIS. YEAH, THAT WAS GREAT. IMPORTANT STUFF.

ALL RIGHT, I WILL PASS IT OFF TO MICHELLE. ALL RIGHT, WELL, GOOD EVENING, BOARD. JUST A COUPLE OF ITEMS TO SHARE. SO IT'S BEEN BUSY THE LAST FEW WEEKS IN HR. WE'VE BEEN WORKING THROUGH A LOT OF STAFFING SITUATIONS AND SPECIFICALLY AROUND, WE HAD COUNT DAY THAT WAS THE 8TH, SO LAST TUESDAY, AND THE PLAN WAS TO WAIT UNTIL COUNT DAY BEFORE DETERMINING WHERE WE WERE ADDING POSITIONS OR REDUCING POSITIONS. AND SO, WE'VE BEEN WORKING THROUGH THAT, THAT PROCESS. IF YOU RECALL, BACK IN JUNE, WE WENT THROUGH OUR RECALL PROCESS. WE PLACED PEOPLE WHO WERE DISPLACED. WE ALSO STARTED THROUGH CALLING PEOPLE BACK OFF THE RIF LIST BASED OFF SOME OF THE NEEDS THAT WE WERE ALREADY ANTICIPATING WE WOULD, WE WOULD HAVE FOR, FOR THE FALL OF 2026. WE PRESSED PAUSE PARTWAY THROUGH THAT AND JUST MORE AS A PRECAUTIONARY MEASURE. TODAY WE WERE ABLE TO COMPLETE THAT PROCESS AND FINISH CALLING PEOPLE OFF THE, THE RIF LIST.

WE STILL HAVE A HANDFUL, I'D SAY 3 OR 4, WHO REMAIN ON THE LIST WHO HAVE SOME UNIQUE ENDORSEMENTS THAT WE CURRENTLY, WE JUST DON'T HAVE A POSITION FOR.

BUT THE REMAINING INDIVIDUALS, WE'VE BEEN ABLE TO OFFER THEM CONTINUAL EMPLOYMENT FOR THIS YEAR. SO WE WORKED THROUGH THAT PROCESS AND IT DOES RESULT IN AN ADDITIONAL 3.1 FTE, SO NOT NECESSARILY 3 POSITIONS BUT 3.1 FTE, SO RESULTING IN ADDITIONAL FTE THAT HAS NOT BEEN BUDGETED FOR 4, BUT THAT IS BASED OFF THE OVERALL NEED. YOU WILL NOTICE POTENTIALLY THAT THERE ARE POSITIONS THAT ARE BEING POSTED NOW, SO WE STILL HAVE A NEED. WE HAVE POSITIONS THAT WERE NOT FILLED, ALL FILLED THROUGH THE CALLBACK PROCESS, AND SO WE ARE AT A PLACE NOW WHERE WE'RE GOING TO POST THOSE AND PURSUE FILLING. BUT OVERALL, IT LOOKS LIKE A LOT OF POSITIONS ARE OUT THERE. REALLY ONLY IS NETTING IN AN ADDITIONAL 3.1 FTE THAT HAS NOT BEEN BUDGETED FOR. SO I FEEL LIKE WE HAVE RESPONDED WELL TO BOTH THE NEEDS IN THE BUILDING AND MANAGING BUDGET.

SO I WANTED TO JUST KIND OF TOUCH ON THAT. AND THEN JUST SECOND, WE CONTINUE OUR CONTRACT NEGOTIATIONS WITH BGA. SO WE PICK BACK UP ON THURSDAY EVENING FROM 4 TO 7. SO WE'VE GOT ABOUT 4 SESSIONS SCHEDULED, AND SO WE'RE GOING TO CONTINUE TO WORK THROUGH THOSE, THOSE SESSIONS. AND THAT'S ALL I HAVE. MICHELLE SCOTT. GOOD EVENING, BOARD. SO NOW YOU'RE GOING TO TRY TO ALIGN THE NEED TO ADD STAFFING WHEN WE HAVE AN ENROLLMENT DECLINE FROM BUDGET. AND THAT'S VERY DIFFICULT TO RESONATE WHEN YOU DON'T HAVE KIDS ALL COMING IN PERFECT LITTLE BOXES IN PERFECT CLASS SIZE. SO WHAT

[01:25:02]

WE BUDGETED LESS STUDENTS THAN WE HAD LAST YEAR. AND WE STILL CAME IN UNDER BUDGET BY 106 STUDENTS FROM BUDGET. SO THAT'S 0.9% UNDER, AND YOU CAN SEE IT'S KIND OF SPLIT BETWEEN THE ALE AND THE K-12 COMPREHENSIVE K-12.

THIS DOESN'T HAVE TK IN HERE, DOESN'T HAVE RUNNING START, DOESN'T HAVE ALL THAT. THIS IS, THESE ARE KIDS THAT ARE JUST IN OUR BASIC ED CLASSES. SO YOU HAVE 2 CHARTS HERE TO LOOK AT. THE FIRST ONE ON THE LEFT IS FROM OUR SEPTEMBER ENROLLMENT FROM OUR ACTUALS FOR '25-'26, AND WE'RE ACTUALLY ABOUT 174 LESS THAN WE HAD LAST YEAR, BUT WE DID BUDGET TO BE DOWN 68 FROM THAT. SO THE BUDGET OVER BUDGET, WHICH IS THE CHART ON THE RIGHT, IS SHOWING THAT 106 THAT WE'RE DOWN. IT WAS A LITTLE SURPRISING IN KINDERGARTEN BECAUSE KINDERGARTEN BIRTH RATES HAVE GROWN IN OUR DISTRICT THAT WE THOUGHT THAT WE WOULD BE FINE WITH OUR ENROLLMENT WITH KINDERGARTEN, WE CAME IN SHORT IN KINDERGARTEN, WHICH SEEMED UNUSUAL WHEN YOUR BIRTH RATES ARE VERY STABLE, IF NOT GROWING, WHICH IN THIS CASE THEY HAD GROWN.

AND SO WE BUDGETED TO HAVE ABOUT WHAT WE HAD LAST YEAR, BUT THEY DID NOT COME IN AS CLOSE AS WE HAD HOPED.

SO THE IMPACT TO THE BUDGET IS GOING TO BE APPROXIMATELY $1.2 MILLION FOR ENROLLMENT AT THIS POINT. WE COULD MAKE SOME GROUND UP IN OCTOBER, BUT TRADITIONALLY WE HAVE NOT.

YOU KNOW, BY THE TIME WE'RE AT THE END OF THE YEAR, WE TEND TO DIP DOWN, SO WE'LL BE MONITORING BUDGET CLOSELY.

SO IF YOU COMBINE THE ENROLLMENT DECLINE AND THEN THE NEED TO STILL ADD SOME ADDITIONAL STAFFING, WE ARE AT A BUDGET DEFICIT RIGHT NOW OF ABOUT $1.5 MILLION. THAT'S NOT THE REPORT I WANTED TO GIVE YOU TONIGHT, BUT UNFORTUNATELY THAT'S OUR REALITY. I KNOW THERE'S A LOT OF QUESTIONS OF WHY, WHERE ARE KIDS GOING, AND WHAT ARE THEY DOING. AND WE HAVE SOME ANALYSIS WORK WE CAN DO. WE CAN GET WITHDRAW CODES OUT OF OUR SYSTEM. AND I DID START THAT WORK. IT'S A LOT OF WORK BECAUSE THEN WE NEED TO COMPARE IT TO LAST YEAR TOO, RIGHT? BECAUSE YOU CAN'T JUST SAY WHAT HAPPENED THIS YEAR, IS THAT THE SAME THING THAT HAPPENED AS LAST YEAR? BECAUSE THERE IS A LOT OF MOVEMENT OF STUDENTS MOVING OUT OF STATE. THERE'S A LOT OF MOVEMENT OF STUDENTS MOVING IN-STATE, AND THEN THERE'S OTHER CHOICES THAT FAMILIES MAKE. SO I DO HAVE SOME OF THAT INFORMATION THAT I HAVE FOR WHAT WE HAVE, WHAT WE KNOW TODAY OF WHAT HAPPENED THIS YEAR, BUT I DON'T HAVE IT TO COMPARE TO THE PRIOR YEAR TO REALLY DO THAT ANALYSIS WORK. BUT WE'LL BE WORKING ON THAT TO SEE. IT IS, IT JUST DID NOT, IT NORMALLY COMES IN OVER BUDGET, AND WE'VE ALWAYS HAD THAT ASSURANCE THAT IT HAS COME IN OVER BUDGET WHEN YOU BUDGET CONSERVATIVELY, AND IT HASN'T. IT DID NOT TURN OUT THAT TIME, THIS TIME. ANY QUESTIONS ON ENROLLMENT? I DON'T HAVE A QUESTION, BUT I JUST READ AN ARTICLE THAT THE STATE OF WASHINGTON BIRTH RATE HAS DROPPED 10%. SO I DO THINK THAT MAYBE IT'S, IT IS A, YOU KNOW, IT'S AFFECTING THE WHOLE STATE, AND THEY PREDICT IT WILL PROBABLY CONTINUE TO DROP IN THE NEXT 10 YEARS. SO SOMETHING FOR US TO THINK ABOUT AS A BOARD, THE REALITIES THAT, YOU KNOW, PEOPLE JUST AREN'T HAVING FAMILIES OR HAVING LARGE FAMILIES LIKE MAYBE IN THE PAST BECAUSE OF ECONOMICS PROBABLY AND OTHER REASONS. AND THAT'S EXACTLY WHY

[01:30:01]

SO, AND THERE MAY BE FAMILIES THAT ARE JUST WAITING UNTIL, YOU KNOW, THEY, THEY COULD BE LATER BORN CLOSER TO THE START OF SCHOOL, AND PARENTS ARE WAITING UNTIL THEY THEY, THEY HAVE ANOTHER YEAR UNDER THEIR BELT BEFORE THEY ENROLL. SO IT'S NOT A GOOD BUDGET SITUATION, DEFINITELY, BUT WE WILL BE MONITORING AND, AND WATCHING THE BUDGET. SO IF I UNDERSTOOD CORRECTLY, WE HAVE LESS KINDER STUDENTS THAN WE HAD PROJECTED? CORRECT. DO YOU KNOW HOW MANY? 21. AND THAT'S FOR, THAT'S INCLUDING ALE. I ADDED THE ALE TO IT, SO IT'S MORE THAN THAT IN THE COMPREHENSIVE, BUT WE ADDED SOME RIVER HOMELINK KINDERGARTEN CLASSES.

SO OVERALL IT WAS DOWN QUITE A FEW IN OUR COMPREHENSIVE. YEAH, WE HAD PROJECTED 740 FOR KINDERGARTEN, RIGHT? WE CAME IN AT 686, RIGHT? BUT THAT WAS WITHOUT ALE, RIGHT? AND WE ADDED QUITE A BIT AT RIVER HOME LINK. AS YOU KNOW, WE WOULD HAVE BEEN DOWN SIGNIFICANTLY MORE THAN THIS HAD WE NOT ADDED THE SPACE THAT WE CLEARED UP WITH BGVA MOVING OVER TO THE PRAIRIE CAMPUS. WE WOULD HAVE BEEN DOWN PROBABLY ANOTHER 100 STUDENTS. I HAVE ONE OTHER QUESTION. THAT IS, WE HAVE THE SEPTEMBER 2026 NUMBER OF 11,800, RIGHT? WE HAVE THE 2025-26 ENDING NUMBER OF 1,235? IS THAT WHAT THAT IS? THAT WAS THE ANNUAL AVERAGE, NOT THE ENDING ANNUAL AVERAGE.

ANNUAL AVERAGE. I'D LIKE TO ALSO KNOW, MAYBE IF YOU HAVE IT, YOU MAY NOT, WHAT WE STARTED WITH AT THE BEGINNING OF '25-'26.

OKAY. ALL RIGHT. I DON'T HAVE THAT RIGHT HERE WITH ME.

YEAH, OKAY, WE'LL GET THAT TO YOU. THANK YOU. OKAY, I HAVE 2 OTHER ITEMS TO REPORT ON.

ALSO, I HAVE ON THE, IN THE BOARD DOCS THAT YOU HAVE FOR FISCAL UPDATES, THERE IS THE STUDENT FEE SCHEDULES THAT I HAVE PREPARED AND SUBMITTED TO YOU. OUR BOARD POLICY 3520 IS THAT STUDENT FEES WILL BE PROVIDED TO THE BOARD ANNUALLY. SO THIS IS JUST A REPORT TO THE BOARD GIVING INFORMATION ABOUT ANY CHANGES TO STUDENT FEES THAT OCCURRED.

IS THERE ANY QUESTIONS ON THE STUDENT FEES, THAT INFORMATION THAT I PRESENTED? OKAY, I HAD A QUESTION. IF STUDENTS ARE NOT ABLE TO PAY THOSE AND WANT TO PARTICIPATE, DO WE HAVE A PROCESS FOR THAT? SO ATHLETIC FEES, ANYTHING EXTRACURRICULAR, STUDENTS THAT QUALIFY FOR FREE AND REDUCED MEALS AND HAVE A CONSENT TO SHARE ON FILE MUST HAVE BOTH THINGS FOR THE CURRENT SCHOOL YEAR.

THOSE ARE WAIVED FEES. SO ASB CARDS, SPORTS FEES, CLUBS, ACTIVITIES, FIELD TRIPS, ALL OF THOSE ARE WAIVED.

CURRICULAR FEES ARE A LITTLE DIFFERENT, BUT WE HAVE SOME REDUCTIONS BUILT IN FOR FAMILIES DEPENDING ON WHETHER THEY QUALIFY FOR FREE OR REDUCED. AND OUR, FOR EXAMPLE, OUR CHROMEBOOK ASSURANCE, THERE'S A THERE'S REDUCTIONS. OUR ARC FEES, THERE'S REDUCTIONS. SO SOME OF OUR FEES ALSO HAVE REDUCTIONS ON THOSE. IF A STUDENT IS DEEMED AS UNHOUSED, LIKE UNDER THE MCKINNEY-VENTO, IT IS WAIVED COMPLETELY. HOMELESS AND FOSTER CARE, WE BILL THEIR SOCIAL WORKER.

CAN WE RE-SAY THAT? SO STUDENTS THAT QUALIFY FOR MCKINNEY-VENTO SUPPORTS, IT'S A FEDERAL GUIDANCE OF STUDENTS THAT ARE HOMELESS OR UNHOUSED. THESE FEES ARE ALL WAIVED. STUDENTS THAT ARE IN FOSTER CARE, WE WORK WITH THE DCYS TO BILL AND SHARE COSTS. AND THEN TO WHAT MICHELLE WAS SAYING ABOUT THE STUDENTS THAT QUALIFY FOR FREE AND REDUCED LUNCH.

AND BATTLEGROUND EDUCATION FOUNDATION DOES PITCH IN AND SUPPORT OTHER STUDENTS THAT NEED HELP.

BUT ALSO I WILL POINT OUT TOO

[01:35:02]

AND THAT'S ONE OF THE THINGS THAT LEVY HAS BEEN FUNDING IS THOSE EXTRACURRICULAR FEES TO HELP, WE'VE BEEN HELPING SUPPORT OUR PROGRAMS WHEN WE HAD LEVY FUNDS. THE LAST THING I WANTED TO REPORT ON IS ON THE CONSENT AGENDA, YOU WILL FIND THAT THERE ARE 12 INTERGOVERNMENTAL COOPERATIVE PURCHASING AGREEMENTS. RUSS IS HERE FROM CHARTWELLS IF YOU HAVE ANY QUESTIONS ON THIS AT ALL. THIS IS LOOPING BACK TO WHEN WE WENT OUT TO BID FOR USDA PROCESSED CONTRACTS, AND IT HAS BEEN, RUSS AND I HAD A CONVERSATION, IT'S BEEN WORKING FABULOUSLY.

IT IS, IT HAS BEEN MEETING THEIR EXPECTATIONS. INSTEAD OF GETTING LIKE HOW MANY PALLETS FROM THE STATE? 7 PALLETS FROM THE STATE BEING DELIVERED TO 2 PALLETS AND THEN BEING ABLE TO GET WHAT THEY NEED OF DIVERTING OUR USDA FUNDS THAT WE GET FROM THE STATE. THAT'S OUR MONEY TO USE FOR, FOR CERTAIN FOODS, WE GET TO USE THOSE TO BUY THE PRODUCTS THAT KIDS, THAT HAVE BETTER TEXTURES AND FLAVORS AND THINGS LIKE THAT.

SO IT'S BEEN WORKING FABULOUSLY, AND THESE 12 SCHOOL DISTRICTS ARE EXCITED TO JOIN IN THAT, BE ABLE TO KIND OF, WE CALL IT A PIGGYBACK BASICALLY, BUT THEY ARE GOING TO BE ABLE TO, BECAUSE OUR PURCHASING AGENT DARCY SPEAKERMAN WROTE IT WITH HAVING THE ABILITY TO HAVE IT INTERLOCALS WITH THAT, THAT THEY CAN PARTICIPATE AND NOT HAVE TO DO ALL THE WORK THAT WE'VE ALREADY DONE AND BE ABLE TO BENEFIT FROM THAT. SO IT'S A GOOD THING FOR THOSE OTHER DISTRICTS AS WELL. OH, THAT'S GREAT. THAT'S REALLY GOOD. MICHELLE, I'M SORRY, I HAD A QUESTION ABOUT THE FEE STRUCTURE, THE THINGS THAT WE WERE LOOKING AT EARLIER, AND I DIDN'T QUITE GET TO ASK THAT. MAY I? YES.

OKAY, I WAS JUST WONDERING ABOUT THE NEW FEES, IF I WAS READING IT CORRECTLY.

SO SUMMIT VIEW SAYS THEY HAVE A $10 SCIENCE LAB FEE. IS THAT FOR LIKE SELECTED SCIENCE LABS, AND IS IT MORE THAN ONCE DURING THE YEAR THAT THEY HAVE TO PAY $10? I WOULD HAVE TO.

IT'S PER SEMESTER. IT'S PER SEMESTER. SO IT'S NOT DRIVEN BY THE COURSE, IT'S PER SEMESTER. YEAH, RIGHT.

AND THEN ON THE RIVER HOME LINK, THE, UH, PARTICULARLY LIKE I'M LOOKING AT THE THIRD, THE THEATER, $30. IS THAT LIKE, ARE ALL THESE A ONE-TIME ANNUAL FEE OR ONE SEMESTER FEE? I SEE. YEAH.

OKAY, SO IT'D BE IF I WANTED TO BE IN THEATER, IT WOULD BE $60 FOR THE YEAR. TYPICALLY IT'S INTERESTING COST OF MATERIALS. SO LIKE A GREAT EXAMPLE, I CAN UNDERSTAND FOR SURE.

YEAH, AND THAT DOESN'T SEEM TOO EGREGIOUS, EGREGIOUS, BUT BUT, YOU KNOW, YOU KNOW, I'M WONDERING, SEE HOW THAT GOES.

YEAH, THANK YOU. ALL RIGHT, KEVIN, YOU'RE UP. I'LL TRY TO BE BRIEF. AM I ON? OKAY.

OUR ESCO PROJECTS ARE GOING GREAT. WE'LL BE WRAPPED UP NEXT MONTH IN NOVEMBER, EXCUSE ME, OCTOBER. OUR AMBOY ROOF IS COMPLETED. THAT'S THOSE ESCO PROJECTS, CAPITAL LEVY FUNDED, AS WELL AS OUR ROOF WAS CAPITAL LEVY FUNDED. GREAT ROOF, TO MY KNOWLEDGE, NO CHANGE ORDERS. FUTURES PROJECT, WHICH IS IMPACT FEES, WE'VE BROKEN GROUND, GETTING THAT COMPLETED, OUR DEMOLITION, AND WE'RE GETTING TO GRADE. WE'VE GOT A NEW KITCHEN CANOPY GOING ON BATTLEGROUNDS AT THE CAFETERIA. THAT'S INSURANCE FUNDED BY THE PERSON WHO KNOCKED IT OVER. ENTRY MODS FOR BATTLEGROUND, OUR LAST ENTRY MODS, WE'VE SIGNED THAT CONTRACT.

IT'S GETTING READY TO START THE WORK ON THAT. OUR TRADES BUILDING, WHICH IS CAPITAL LEVY, BATTLEGROUND, THE TRADES BUILDING OVER AT THE BATTLEGROUND CAMPUS JUST SOUTH OF THE CAGE. I WANT TO LET EVERYBODY KNOW THAT OUR GROUNDBREAKING CEREMONY IS THIS THURSDAY AT 3:30. YOU'RE WELCOME TO COME SEE SUPERINTENDENT DIG SOME DIRT. PERFECT. THE LAST THING I'LL MENTION,

[01:40:01]

GOOD, THANK YOU. THANK YOU, KEVIN. AMANDA. GOOD EVENING, BOARD. WANTED TO SHARE A COUPLE OF FUN HIGHLIGHTS WITH YOU.

LEADING UP TO LEGACY NIGHT, WE PUT A SURVEY OUT TO ALL OF OUR STAFF. WE KNOW THAT A NUMBER OF OUR STAFF MEMBERS ARE GRADUATES OF OUR SCHOOLS.

THEY'VE RETURNED TO OUR DISTRICT IN ORDER TO CONTINUE INVESTING IN OUR CURRENT STUDENTS. SO YOU MIGHT RECOGNIZE A COUPLE OF FACES UP THERE. WE DID A SERIES HIGHLIGHTING OUR CURRENT STAFF WHO ARE ALUMNI OF OUR SCHOOLS AND GOT SOME REALLY GREAT PHOTOS AND QUOTES. AND A LOT OF PEOPLE JUST TALKED ABOUT HOW MUCH THIS DISTRICT MEANS TO THEM AND HOW GRATIFYING IT IS FOR THEM TO BE ABLE TO WORK WHERE THEY THEMSELVES WENT TO SCHOOL AND WHAT IT MEANS TO GIVE BACK AND CONTINUING TO KNOW FAMILIES AND COMMUNITY MEMBERS. SO IF YOU GET A CHANCE, IF YOU GO TO OUR WEBSITE, YOU CAN SEE ALL OF THE ONES THAT WE SHARED THERE. THEY'RE ALSO ON OUR SOCIAL MEDIA ACCOUNTS.

YEAH, THE TOP ROW CENTER ONE MAY LOOK FAMILIAR. THANK YOU FOR, SHELLEY FROM HERITAGE.

BIG HAIR DAYS. BUT YOU WERE WEARING YOUR SAME JACKET.

YEAH, THAT WAS REALLY NEAT.

THAT WAS GOOD. SEEING THE WITTENS IN THEIR LETTERMAN JACKETS, MR. AND MRS., THAT WAS PRETTY COOL. AND THEN THE NEXT SLIDE, I WANT TO GIVE A SHOUT OUT TO THIS SMALL CREW OF STUDENTS FROM BOTH BATTLEGROUND AND PRAIRIE, AND THEN TEACHER JASON FOSTER IN THE CENTER.

YOU MAY NOT KNOW THAT BEHIND THE SCENES FOR ALL SPORTS, WE HAVE A SMALL BUT MIGHTY CREW OF STUDENTS AND TEACHERS. WHO WORK TO PUT ON PROFESSIONAL QUALITY SPORTS BROADCASTS.

THEY GET LIVESTREAMED ON YOUTUBE BUT ALSO SHOWN ON A COUPLE OF COMCAST CHANNELS AS WELL. AND THAT'S HOURS AND HOURS OF WORK THAT THEY PUT IN TO OFFER THIS SERVICE TO OUR COMMUNITY. SO I WANT TO GIVE THEM A BIG SHOUT OUT FOR THE WORK THAT THEY DO. AND WE'VE GOT THE BROADCAST SCHEDULE POSTED ON OUR WEBSITE IF ANYONE'S INTERESTED IN CHECKING THAT OUT. AND THEN RECENTLY WE HAD 2 STUDENTS STUDENTS WHO WERE INTERVIEWED ON OREGON PUBLIC BROADCASTING AS PART OF THEIR THINK OUT LOUD SHOW. 2 STUDENTS, THE TOP, ON THE TOP IS KENNEDY TANDRO, WHO IS THE EDITOR OF PRAIRIE HIGH SCHOOL'S FALCON FLYER NEWSPAPER. AND THEN THE LOWER PHOTO IS RYE GEILENFELD, WHO IS THE EDITOR OF THE YOUR BATTLEGROUND PUBLIC SCHOOLS PUBLICATION, WHICH YOU MAY BE FAMILIAR WITH. AND THEY BOTH SPOKE WITH THE HOST ABOUT WHAT THEIR WORK MEANS TO THEIR SCHOOLS AND BEYOND.

AND DURING THE SHOW, THEY SHARED THAT HIGH SCHOOL JOURNALISM IS ACTUALLY ON THE DECLINE NATIONALLY. SO BETWEEN 2011 AND 2021, THE NUMBER OF HIGH SCHOOLS IN THE U.S. WITH A SCHOOL NEWSPAPER DROPPED 20%. SO THE FACT THAT WE HAVE THESE 2 STUDENT PUBLICATIONS, AS WELL AS THE TIGER TIMES AT BATTLEGROUND HIGH SCHOOL, IS JUST A REALLY GREAT TESTAMENT TO THESE STUDENTS AND THEIR TEACHERS AND THE WORK THEY DO TO PREPARE THESE STUDENTS TO THINK CRITICALLY AND SHARE INFORMATION IN IN THEIR SCHOOL COMMUNITIES AND BEYOND. SO THAT IS ON OPP'S WEBSITE IF ANYONE WANTS TO GO AND LISTEN TO THAT CONVERSATION WITH OUR 2 STUDENTS. AND THEN A COUPLE OF UPCOMING EVENTS TO BE AWARE OF. CUSTODIO IS AN APP THAT PARENTS IN OUR DISTRICT CAN DOWNLOAD FOR FREE, AND THEY CAN USE IT TO MONITOR THEIR CHILD'S ACTIVITY ON A SCHOOL-ISSUED CHROMEBOOK. SO THEY CAN SEE WHAT THEIR CHILD IS DOING, THEY CAN SET SOME SCREEN TIME LIMITS WHEN A CHILD IS USING THAT DEVICE AT HOME AND A LOT OF OTHER FEATURES. SO WE'LL BE HOLDING A TRAINING ON THE 24TH FOR ANYONE WHO'S INTERESTED.

THAT IS OVER ZOOM, SO WE'LL RECORD IT AND THEN HAVE IT AVAILABLE AFTERWARD IF SOMEONE CAN'T WATCH IT IN THE MOMENT.

AND THEN ON OCTOBER 8TH WILL BE OUR NEXT CITIZEN ADVISORY COMMITTEE MEETING, BUT IT'S ALSO A LEVY INFORMATIONAL EVENT, SO EVERYONE IS WELCOME TO COME TO THAT EVEN IF THEY ARE NOT INTERESTED IN JOINING THE COMMITTEE ULTIMATELY. THEY ARE WELCOME TO COME AND JUST LEARN MORE ABOUT THE LEVY. SO THAT WILL BE FROM 5:30 TO 7:30 PM AT BATTLEGROUND HIGH SCHOOL. AND WE WILL HAVE CHILDCARE AVAILABLE AS PART OF THAT. AND THEN LASTLY, I JUST WANTED TO LEAVE YOU WITH A SHORT VIDEO HIGHLIGHTING SOME OF THE SIGHTS AND SOUNDS OF THE FIRST WEEK OF SCHOOL.

SO IN CASE YOU WEREN'T ABLE TO BE THERE THAT FIRST WEEK.

WE SAW AND HEARD A LOT OF GREAT THINGS, SO WE'LL JUST TAKE A QUICK LOOK AT THIS VERY BRIEF VIDEO.

THANK YOU.

[01:46:00]

[01:50:01]

AND SO I WANTED TO LET YOU KNOW THAT WE HAVE USED THOSE MONIES FOR SUBSCRIPTIONS, CURRICULUM SUBSCRIPTIONS FOR SMOKING SATIATION. WE'VE USED IT TO HELP WITH OUR PREVENTION INTERVENTION PROGRAMS THAT WE'VE HAD. WE CURRENTLY ONLY HAVE ONE PREVENTION INTERVENTION SPECIALIST BECAUSE THAT PROGRAM HAS SEEN CUTS.

WE'VE USED IT FOR SRO SALARIES. WE'VE USED IT TO INCREASE BEA MONITORING IN RESTROOMS. WE DID A SHORT PILOT OF VAPE SENSORS AND DETERMINED THAT THAT WAS A NIGHTMARE AND WE WOULD NOT BE PURCHASING THOSE ACROSS THE DISTRICT, BUT HAVE LOOKED INTO A VARIETY OF THINGS TO HELP SUPPORT VAPING. WE HAVE A LITTLE BIT OF MONEY LEFT, NOT A LOT, BUT AGAIN, IT WILL BE TIED DIRECTLY TO THE SUPPORT THAT, THAT HELPS MEDIATE ANY INFLUENCES THAT VAPING HAS ON OUR STUDENTS.

AND THEN IN 2023, THE YEAR AFTER WE JOINED THE VAPING PIECE, WE SIGNED ON TO A SOCIAL MEDIA LITIGATION.

AND AT THIS POINT, WE'VE RECEIVED NO FUNDS AROUND THAT, BUT BECAUSE THERE'S A LOT OF RUMBLE ABOUT THINGS THAT HAVE BEEN HAPPENING ACROSS THE NATION AND SOME LITIGATION THAT HAS PLAYED OUT IN THE COURT SYSTEM, THERE'S A HIGHER EXPECTATION THAT WE MIGHT SEE SOMETHING FROM THAT. WE SENT IN OUR FACT SHEET. WHEN YOU JOIN THESE THINGS, YOU HAVE TO TALK ABOUT HOW IT'S IMPACTED THE SCHOOL SYSTEM. WE SENT THAT INFORMATION TO THEM IN MAY AND RECENTLY HEARD FROM THEM, AND THEY SAID THINGS ARE MOVING ALONG. WE DON'T KNOW WHAT THAT WILL LEAD TO, BUT I WANTED TO PUT THAT ON YOUR RADAR.

CERTAINLY THERE'S A VARIETY OF THINGS THAT, THAT COULD SUPPORT FOR US.

TOBY TALKED ABOUT IT IN OUR BOARD RETREAT. ONE OF THE THINGS THAT THAT WE'VE SEEN WITH OUR STUDENTS IS A STRUGGLE WITH ENGAGEMENT, AND CERTAINLY WE'VE SEEN THE IMPACTS OF SOCIAL MEDIA ON, SOCIAL MEDIA ON THAT. WE'VE CERTAINLY HAD A NUMBER OF BULLYING ISSUES THAT HAVE HIT THE SCENE RELATED TO SOCIAL MEDIA. HAVE SPENT NUMEROUS HOURS WITH ADMINISTRATORS, STUDENTS BUILDING SAFETY PLANS.

OUR COUNSELORS ARE SOMETIMES INVOLVED WITH THAT PROCESS AS WELL.

WE'VE SEEN IMPACTS TO OUR STUDENTS IN TERMS OF THEIR MENTAL HEALTH, AND CERTAINLY THAT HAS SHOWN UP IN OUR COUNSELING DEPARTMENT.

SO THERE'S A VARIETY OF WAYS THAT WE COULD USE THAT, THOSE FUNDS TO SUPPORT IN THE SCHOOL SETTING, BUT I WANTED TO LET YOU KNOW KIND OF WHERE WE SIT, AND MAYBE, MAYBE NOT SOMETHING WILL HAPPEN BECAUSE OF THAT, BUT I WANTED TO GIVE YOU A UPDATE ON THAT.

QUESTIONS? THOUGHTS? OKAY, THE ONLY OTHER THING THAT I REALLY QUICKLY WANTED TO MENTION IS AGAIN ONE OF MICHELLE'S TEAM MEMBERS HAS SUCCESSFULLY RENEWED THEIR DESIGNATION OF CERTIFICATED SCHOOL BUSINESS SPECIALIST IN PAYROLL, AND THAT'S JEANETTE HENDRICKS. ONE OF OUR PAYROLL SPECIALISTS. SO I JUST WANTED TO GIVE HER A SHOUT-OUT AND AGAIN THANK HER TEAM FOR CONTINUING TO DO A REALLY GOOD JOB STAYING UP TO, KEEPING THEIR RECERTIFICATION UP TO DATE. SO I APPRECIATE THAT. AND THAT WOULD BE IT FOR

[9. Consent Agenda (Board Vote w/Student Voice)]

THANK YOU VERY MUCH. NEXT THING ON THE AGENDA THEN IS OUR CONSENT AGENDA. SO HERE ARE THE ITEMS ON IT. THE APPROVAL OF THE MINUTES, PERSONNEL REPORTS, STUDENT TRAVEL, COMPLETED PROJECTS REQUEST FOR APPROVAL, APPROVAL OF THE TRANSITIONAL BILINGUAL INSTRUCTIONAL PROGRAM, TBIP, GRANT PROGRAM FOR '26-'27, APPROVAL OF THE HIGHLY CAPABLE GRANT PROGRAM FOR '26-'27, APPROVAL OF OSSI SCHOOL IMPROVEMENT PLANS. SOME OF YOU HIGH SCHOOL AND OPEN DOORS GRANT FUNDING. AND LAST OF ALL, APPROVAL OF INTERGOVERNMENTAL COOPERATIVE PURCHASING AGREEMENTS FOR PROCESSED USDA FOOD CONTRACTS WITH OTHER WASHINGTON STATE SCHOOL DISTRICTS. IS THERE ANYTHING ON THE CONSENT AGENDA THAT NEEDS TO BE TAKEN OFF SO THAT WE CAN DISCUSS IT? HEARING NOTHING, THEN IS THERE A MOTION TO ACCEPT? I MAKE A MOTION THAT THE BOARD OF DIRECTORS APPROVE THE CONSENT AGENDA AS PRESENTED. ADVISORY VOTE? PRO.

THANK YOU. ALL IN FAVOR SAY AYE.

AYE. ALL OPPOSED, SAME SIGN.

[01:55:03]

[11. New Business (Board Vote w/Student Voice)]

KEVIN. THANK YOU, BOARD. SO BEFORE YOU ARE STANDARD EASEMENTS, RIGHT-OF-WAY EASEMENTS, AS WELL AS COVENANTS RUNNING ALONG WITH LAND. VERY STANDARD OPERATING PROCEDURE PROCESS.

THIS IS FOR 2 BUILDINGS. ONE IS A WRAP-UP, THE CENTRAL OPS, THE LEGAL DOCUMENTS ON OUR WATER, STORMWATER, AND A BIT OF SANITARY. AND THEN THE NEXT ITEM IS FOR BATTLEGROUND VIRTUAL ACADEMY. SO I'LL TALK ABOUT CENTRAL OPS. ALL THE EASEMENTS ARE IN HERE. THESE ARE, THE REASON THEY'RE NOT ON CONSENT IS THEY REQUIRE BOARD APPROVAL AND SHELLEY SIGNS. I CAN'T SIGN THESE BECAUSE IT HAS TO DEAL WITH PROPERTY. SO NEEDS YOUR APPROVAL AND HER SIGNATURE. SO I WON'T GO DEEPLY INTO THEM. YOU'VE HAD, THEY ARE IN THERE. BUT ON THE CENTRAL OPS, WE HAVE A WATER EASEMENT THAT'S GOING TO GRANT THE CITY ACCESS FOR CONSTRUCTING, INSTALLING, RECONSTRUCTING, REPAIR OF RIGHT AROUND 600 FEET OF WATER LINE THAT RUNS ALONG, ON THE NORTH SIDE OF STADIUM WAY, BRANCHES OFF, FEEDS OUR OPS BUILDING, THEN CONTINUES ON AND FEEDS A FIRE HYDRANT.

STORMWATER FACILITY COVENANT GRANTS THE CITY ACCESS FOR REPAIRS, INSPECTIONS. WE HAVE 2 UNDERGROUND STORAGE FACILITIES THERE. PICTURE A VERY LARGE UNDERGROUND SWIMMING POOL FULL OF GRAVEL THAT GETS FILLED UP WITH WATER. AND SO THE PURPOSE OF THESE IS SO THAT TO LIMIT THE AMOUNT OF WATER HITTING THE SYSTEM IF THERE'S A FLOOD OR TO PREVENT FLOODING.

SO IF THE RAINS ARE HEAVY, IT STORES ON SITE AND WILL GRADUALLY HIT THE SYSTEM.

THERE'S ALSO A VACATION OF A SANITARY EASEMENT. IT'S ON THE NORTH SIDE OF OUR, THE BUILDING THERE, THE PROPERTY, AND IT ENDS RIGHT AT THE END OF THE NURSING HOME. THEY HAD PLANNED BACK IN 1959 TO RUN CONTINUOUSLY THERE.

THEY'VE CHANGED THEIR PLANS, SO WE'RE VACATING AN EASEMENT WE PROVIDED IN 1959. ARE THERE ANY QUESTIONS? HEARING NONE, IS THERE A MOTION? I MOVE THE BOARD OF DIRECTORS APPROVE THE REQUIRED LEGAL DOCUMENTS FOR THE CENTRAL OFFICE PROJECT AND AUTHORIZE, EXCUSE ME, THE SUPERINTENDENT OR DESIGNEE TO SIGN THE DOCUMENTS ON BEHALF OF THE DISTRICT AS PRESENTED.

ARE THERE ANY OTHER FURTHER CONVERSATION? NO DISCUSSION? NO. SO OUR ADVISORY VOTE? PRO. OKAY, THEN MOTION ON THE FLOOR. ALL IN FAVOR SAY AYE. AYE.

OPPOSED, SAME SIGN. 5-0. THANK YOU. THANK YOU. THE NEXT ITEM IS FOR BATTLEGROUND VIRTUAL ACADEMY LEGAL DOCUMENTS.

AGAIN, FINISHING UP THE PROJECT, HANDLING THE PAPERWORK, VERY SIMILAR TO THE CENTRAL OPS BUILDING OTHER THAN THERE'S NO VACATING.

SO WE HAVE A STORMWATER COVENANT RUNNING WITH THE LAND. THIS GRANTS THE COUNTY ACCESS TO INSPECTION, MAINTENANCE AND REPAIR.

THERE'S A STORM LINE IN THE PARKING LOT. THERE'S ALSO SOME BIOSWALES. SO VERY, VERY, VERY LITTLE COMPARED TO OUR CENTRAL OPERATIONS BUILDING. THERE'S A RIGHT-OF-WAY DEED. IT'S ROUGHLY 8 FEET, 7.9-SOMETHING, ALONG THE ENTIRE 119 FRONTAGE WHERE WE ADDED A BICYCLE PATH AS WELL AS SIDEWALK. SO WE'RE GIVING A RIGHT-OF-WAY DEED TO THE COUNTY. AND FOR CLARK REGIONAL WASTEWATER, THERE IS A BILL OF SALE. SO WHEN YOU HAVE, AND WITH THE CITY, WE BUY, WE PAY FOR, WE INSTALL LINES, AND IF THEY HAPPEN TO BE IN A RIGHT-OF-WAY OR AN EXISTING STREET, AN EXISTING EASEMENT, WE IN ESSENCE SELL IT TO THEM FOR FREE. SO WE PAY FOR IT, WE UPGRADE, WE WARRANTY, WE WARRANTY OUR MAINLINE FOR 1 YEAR AND WE WARRANTY OUR LATERALS FOR 2 YEARS. SO THERE'S A PROBLEM IN 1 YEAR ON THE MAINLINE OR 2 YEARS, WE FIX THEM. BUT IN ESSENCE, WE'RE GIVING THEM THE INFRASTRUCTURE. ANY QUESTIONS?

[02:00:10]

PRO. MOTION ON THE FLOOR. ALL IN FAVOR SAY AYE. AYE.

OPPOSED, SAME SIGN. 5-0. THANK YOU. THANK YOU. WE'VE HANDLED

[13. Election of Officers]

IS THERE ANYTHING ELSE THAT I'M FORGETTING? WE NEED A STATE OF THE FUTURE ITEMS IN THE BOARD. THAT'S AFTER MY RESIGNATION THEN, HUH? WHO'S GOING TO BE IN CHARGE AFTER I, WHO'S GOING TO BE IN CHARGE OF FUTURE AGENDA ITEMS? AND.

WE'RE GOING TO HAVE, MAYBE WE SHOULD HAVE FLIPPED THAT.

BUT I GUESS SOMEBODY'S GOING TO GET, WE'RE JUST GOING TO HAVE TO RIDE THE PONY OR WHATEVER.

YEAH. OKAY, ALL RIGHT, ALL RIGHT, ALL RIGHT, ALL RIGHT, ALL RIGHT. SO I HAVE SUBMITTED A LETTER. SHALL I READ THE AGENDA ITEM DETAILS, OR THE ACTION IS THE BOARD OF DIRECTORS ARE ACCEPTING, IS THAT THE BOARD OF DIRECTORS ARE ACCEPTING MY RESIGNATION, TERRY TATE, AS BOARD PRESIDENT EFFECTIVE IMMEDIATELY? AND SO WE'RE GOING TO CALL FOR A NOMINATION OF NEW BOARD PRESIDENT. ARE THERE NOMINATIONS? I NOMINATE MARSHALL MARROTT. MAYBE WE SHOULD READ THE STATEMENT THAT THEY'VE GIVEN US TO READ.

YOU'VE GOT IT THERE IN FRONT OF YOU, OR YOU DON'T? SORRY.

THAT'S GOOD ENOUGH. YOU SAID IT GOOD ENOUGH. DID SHE SAY IT GOOD ENOUGH? YES. OKAY. ALL RIGHT. SO MARSHALL MARROTT. IS THERE ANY OTHER, ARE THERE ANY OTHER NOMINATIONS? I NOMINATE CHRIS FOR PRESIDENT OF THE BATTLE GROUND SCHOOL BOARD STARTING IMMEDIATELY UNTIL THE ANNUAL BOARD REORGANIZATION SCHEDULED FOR 12/14/26 REGULAR BOARD MEETING. AND THAT IS YOUR INTENT ALSO IN HERE? YEAH. SO THIS IS UNTIL THE NEXT ELECTION, WHICH IS DECEMBER 14TH. ARE THERE ANY OTHER NOMINATIONS? ACTUALLY, I APPRECIATE THE NOMINATION. I'M GOING TO ALSO SUPPORT MARSHALL.

FOR PRESIDENT. SO I'D LIKE TO WITHDRAW MINE. IS THERE ANY OTHER NOMINATIONS? AND IT IS USUAL AND CUSTOMARY THAT YOU MAKE CERTAIN THAT THE PERSON WHO'S BEING NOMINATED IS AGREEABLE TO DOING THE JOB.

YES. OKAY. ALL RIGHT. WELL, AT LAST CALL, ARE THERE ANY OTHER NOMINATIONS FOR PRESIDENT OF THE BOARD? HEARING NONE, THEN WE WILL HAVE THE VOTE HERE AT SAYS DOWN BELOW THAT CARLA BARRETT WILL POLL EACH BOARD MEMBER. SECOND ON LORRI'S NOMINATION. OH SURE, WE NEED A SECOND FOR THIS.

IT'S ONE OF THE FEW THINGS THAT WE WILL NEED A SECOND ON. I'LL SECOND LORRI'S. THAT'S A WISE WAY TO GO SINCE YOU, WHAT YOU SAID. YES, THAT'S VERY GOOD. ALL RIGHT, SO WE HAVE A CALL, WE HAVE A MOTION, WE HAVE A NOMINEE, WE HAVE A SECOND. OKAY. CHRIS GREWELL, DIRECTOR OF DISTRICT 03, HOW DO YOU VOTE? YAY. THE QUESTION ON THE TABLE IS MARSHALL MARROTT AS A NEW BOARD PRESIDENT. DEBBIE JOHNSON, DIRECTOR OF DISTRICT 2, HOW DO YOU VOTE? YAY. LORRI SIBLEY, DIRECTOR OF DISTRICT 1, HOW DO YOU VOTE? YAY. TERRY TATE, DIRECTOR OF DISTRICT 4, HOW DO YOU VOTE? YAY. AND MARSHALL MARROTT, DIRECTOR OF DISTRICT 05, HOW DO YOU VOTE? YAY! GREAT, OUR NEW BOARD PRESIDENT IS MARSHALL MARROTT, DIRECTOR OF DISTRICT 5.

CONGRATULATIONS. THANK YOU.

THANK YOU FOR STEPPING FORWARD IN AN EMERGENCY KIND OF A SITUATION LIKE THIS.

THANK YOU. WE GOT YOUR BACK.

ALL RIGHT, GOT YOU. THANK YOU, TERRY. THANK YOU. OH SURE, THANK YOU SO MUCH. YEAH, WE APPRECIATE YOU, AND WE'RE ANXIOUS FOR YOU TO TO BE WELL. OH, THANK YOU.

SEND THE GIFT CARDS TO MY ADDRESS, YOU KNOW. AND, AND, AND THANK YOU FOR THAT. BUT THE FACT IS, I, YOU, YOU KNOW, I, I'VE GOT A REALLY FINE PROGNOSIS. THERE'S NO, THIS IS ALL EARLY STUFF THAT THEY'RE GOING TO HAVE TO TREAT, YOU KNOW, AND IT'LL BE JUST FINE. YEAH, THANK YOU. OKAY, SO I AM NOW OFFICIALLY, WE'RE NOT OFFICIALLY DONE WITH THE MEETING. FINISH THE

[14. Future Agenda Items and Board Events]

SURE. YEAH, COME ON. YOU KNOW WHAT? OKAY, SO WE HAVE SOME

[02:05:02]

HOPEFULLY YOU CAN TAKE A PEEK AT THAT AND PROVIDE INPUT SPECIFICALLY ON, WE TYPICALLY MAKE SURE THAT WE SEE THE CAMPUSES THAT WILL BE PROVIDING THE SIPS, AND THIS YEAR CAM, TUKES VALLEY PRIMARY AND MIDDLE, AND BATTLEGROUND HIGH SCHOOL WILL BE OUR SCHOOLS THAT ARE PRESENTING. SO YOU CAN SEE THAT THOSE ARE OUTLINED TO TRY AND MAKE SURE THAT WE VISIT ALL OF THEM BEFORE SIP APPROVALS.

SO THOSE, THOSE ARE PRETTY SOLID IN THERE. AND THEN THE QUESTION AROUND WAIVER DAY, WE HAVE A WAIVER DAY ON DECEMBER 2ND. AND WE DIDN'T KNOW IF YOU HAD A PREFERENCE, BUT WE PUT 2 POSSIBLE SCHOOLS.

WE THOUGHT IT WOULD BE BEST TO HIT A PRIMARY SCHOOL SINCE WE WERE JUST TALKING ABOUT 3RD GRADE READING.

DIDN'T KNOW IF YOU HAD A PREFERENCE, BUT WHAT WAS THE LAST, LAST YEAR WE SAW A MIDDLE SCHOOL WAIVER DAY, SO IT MAKES SENSE TO DO A PRIMARY. PRIMARY, OR YEAH, YEAH, IN MY MIND. I HAVE A CONFLICT OF ON THE 20TH BECAUSE I'M DOING READ NORTHWEST THAT DAY. ON OCTOBER 20TH? ON THE 20TH, YEAH. AT LEAST THAT'S WHAT, OH, AND THAT'S THE FIRST. THAT'S WHAT I HAVE. YEAH, THAT'S OUR FIRST. OH YEAH, THAT'S, THAT'S OUR START DAY. SO THAT'S AN IMPORTANT THING THAT I DO THAT. YEAH. AND, AND THIS BIT TOO. AND SO THAT WOULD BE A BYE FOR ME. OKAY. IS THAT FOR YOU TOO, LORRI? OKAY.

YEAH, SO WHAT DO WE WANT TO CHANGE THAT TO? THE OTHER OCTOBER DATE THEN? I HATE, YEAH, I DON'T WANT TO MISS A TOUR, SO I DON'T KNOW IF IT CAN BE, WHAT IF WE DID IT ON OCTOBER 13TH, LIKE THE WEEK, THAT'S A DAY AFTER A BOARD MEETING, IF YOU GUYS PREFER THE 13TH OR THE 15TH. 15TH WOULD BE THURSDAY, OCTOBER 15TH WOULD BE GREAT FOR ME. BETTER, I DON'T KNOW UNTIL LIKE THE DAY BEFORE, DEPENDING WHAT'S GOING ON, YOU GUYS. I'M, TO COME TO SOME OF THESE, USUALLY IT'S THE DAY BEFORE. I DID HAVE A QUESTION.

SO IMPORTANT. WE HAD TALKED BEFORE ABOUT MAKING SOME OF OUR BOARD TOURS OPEN TO THE PUBLIC. WHEN WE'RE THERE, THEY CAN KIND OF JOIN US. WE HAD SPOKE BEFORE. YEAH, WE DID MENTION IT, BUT I DON'T KNOW THAT WE WOULD GET, DID WE LAND? BECAUSE I KNOW, LIKE, EUNICE TALKED ABOUT JOINING. I THOUGHT WE HAD, AT LEAST IN MY NOTES, IT'S FUNNY THAT YOU BRING THIS UP, I HAD SAW IN MY NOTES THAT WE WERE GOING TO TRY AND TIE THAT TO EVENTS AT SOME THE SCHOOL, RIGHT? OKAY. YES, BUT THESE ARE A LITTLE BIT DIFFERENT THAN THAT BECAUSE WE'RE REALLY LOOKING AT, STILL THINKING THAT BECAUSE WE WANT TO TALK ABOUT EVENTS TOO, RIGHT? RIGHT. THAT WAS MY RECOLLECTION, IS WE WERE GOING TO KEEP BOARD TOURS AS IS.

OKAY. AND TIE IN PUBLIC WITH OTHER EVENTS DURING THE CALENDAR YEAR, AND THAT'S KIND OF WHAT DEBBIE AND LORRI BEEN WORKING ON.

YEAH. YEAH. SO WE WE CAN BRING THAT DOCUMENT THAT LORRI HAS UP AFTER WE FINISH WITH THIS AND THEN SEE IF THERE ARE SOME SPECIFIC ONES WE WOULD WANT TO IDENTIFY FOR TO PUT OUT TO THE PUBLIC TO SAY, HERE'S A GREAT EVENT. PERFECT.

OKAY, THE, YOU'LL NOTICE THE FIRST ONE IS NEXT WEEK AT CAM. TOBY SAID HE CAN ALREADY JOIN, RIGHT, TOBY? AWESOME. AND THEN WE HAVE NEVER DONE A TOUR OF THE FCRC, AND I JUST THOUGHT IT MIGHT BE A FUN IDEA TO BE ABLE TO SEE. THE ROOF IS COLLAPSING IN PARTS, BUT I THINK IT'S GOING TO BE A GREAT TOUR. IT IS LEAKING. BRING YOUR HARD HAT.

KEVIN'S ALREADY GOT A TEAM ON IT, BUT KEVIN'S FIXING IT.

BUT IT'S AN AMAZING SPACE.

THEY WENT FROM A SPACE THAT WAS PROBABLY ABOUT THE SIZE OF THIS DIVE TO A BIG SPACE THERE AND A CLOSED CLOSET. IT WOULD BE WORTH THE TOUR. THE OTHER THING THAT'S NICE, I THINK IT'S IMPORTANT TO UNDERSTAND AS A BOARD SOME OF THE CHALLENGES THAT COME WITH THESE OLD BUILDINGS AND HOW THE COST OF OLD IS SOMETIMES MORE THAN YOU ANTICIPATE. WE HAVE A NUMBER OF GREAT PROJECTS THAT OUR TEAM IS WORKING THROUGH, AS KEVIN WAS TALKING ABOUT, THE ROOF PROJECTS AND OTHER THINGS. I THINK THERE'S GOING TO BE MORE OF THIS KIND OF STUFF TO COME AS WE LOOK AHEAD TO THE FUTURE. IT WILL PROBABLY IMPACT US IF WE, WHEN WE RUN

[02:10:02]

OKAY, IF THAT'S POSSIBLE. AND ANYTHING ELSE? I DON'T KNOW HOW I GOT A BYE ON FEBRUARY 16TH, BUT I DON'T NEED A BYE ON THAT DAY. OKAY, SO THE BYES WERE KIND OF JUST RANDOMLY ASSIGNED.

OBVIOUSLY I ASSIGNED THE FIRST FEW TO TERRY SO THAT HE WOULD PERFECT. THANK YOU. BUT IF YOU DON'T NEED IT AND SOMEONE ELSE NEEDS IT, WE CAN ABSOLUTELY MOVE THOSE AROUND. IT'S JUST SO THAT WE DON'T HAVE ANY MORE THAN 2 BOARD MEMBERS WITH AN ADMINISTRATOR ON THE TOUR. THAT MAKES SENSE.

WHAT WE TRY TO DO IS MAKE THEM, ONCE WE'RE THROUGH WITH JUST THE BASIC INFORMATION, SPLIT UP SO THAT WE'RE NOT BUTTING UP AGAINST OPMA. AND WE DON'T RUN INTO THAT WITH THE HIGH SCHOOL. I'D LOVE TO TAKE A BUY ON FEBRUARY 16TH.

FEBRUARY 16TH. OH GOD, YOU DON'T NEED TO WAIT. YEAH, BUT IF WE LIST THEM, FROM WHAT WE HEARD IT WAS LAST YEAR, IF WE LIST THEM AS BOARD EVENTS, IT'S OKAY IF WE'RE ALL THERE, RIGHT? YEAH, SO AS LONG AS IT'S LISTED AS AN EVENT, SO WE SHOULD JUST LIST THEM.

SO PERSONALLY, I THINK THEY ARE LISTED, BUT WE PUT THEM AS A SPECIAL MEETING.

WE WOULD HAVE TO PUT THEM AS A SPECIAL MEETING. THEY'RE LISTED AS AN EVENT, BUT THEY ARE NOT LISTED AS A SPECIAL MEETING.

THAT GETS A LITTLE BIT TRICKIER TO DO. SO DO YOU WANT ME TO TAKE A BYE ON THE 16TH SINCE MARSHALL'S NOT? THAT, THAT WOULD BE FINE IF THAT WORKS FOR YOU. I CAN DO IT IF MARSHALL WANTS TO GO. I'M HAPPY TO DO WHATEVER IS NEEDED, REALLY. I, I JUST DIDN'T KNOW HOW IT GOT THERE. THERE'S PLENTY OF TIME. OKAY, SO WE CAN ALSO KIND OF LET EVENTS NATURALLY FLOW OUT AND SEE IF ANYBODY ACTUALLY REALLY, REALLY NEEDS THAT DAY TOO.

SOUNDS GOOD. NEVER KNOW. THANK YOU. I REALLY, REALLY NEED THAT DAY. JUST KIDDING. ARE THERE ANY OTHER FUTURE AGENDA ITEMS? SO YES, WANTED TO TALK A BIT ABOUT COFFEE TALKS. I DON'T EVEN KNOW IF WE SHOULD BE CALLING THEM COFFEE TALKS NOW. I DON'T KNOW IF WE'RE REALLY DOING COFFEE CHAT OPPORTUNITIES. YEAH, THAT'S HOW WE LIST THE CALENDAR.

COMMUNITY CHATS, THAT'S NICE. I DON'T KNOW, DO WE, YOU, I KNOW, CARLA, DO YOU HAVE THAT THAT YOU COULD PROJECT UP FOR THEM TO SEE? IS THERE ANY WAY YOU COULD DO THAT? IN THE MEANTIME, AND WHILE CARLA'S DOING THAT, LET'S TALK BRIEFLY ABOUT WSDA CONFERENCE AND WHETHER WE'RE GOING TO ATTEND THAT OR NOT.

IT IS FAST APPROACHING AND WE, WE ONLY REALLY HAVE, WHAT, A WEEK BEFORE WE HAVE TO CANCEL, OTHERWISE WE LOSE ALL OF OUR REGISTRATION. WE'LL LOSE SOME EITHER WAY, BUT I WANTED TO GET INPUT FROM ALL OF YOU ABOUT WHETHER YOU BELIEVE WE SHOULD ATTEND THIS YEAR. IT IS IN SPOKANE. TYPICALLY WE HAVE FLOWN. HOWEVER, IT IS ENTIRELY POSSIBLE TO DRIVE. HOWEVER, WE WOULD, IT WOULD TAKE TIME AND TAKE QUITE A BIT OF TIME IF WE WERE TO CHOOSE TO DO THAT. BUT THOSE, THOSE OPTIONS EXIST, OR WE CAN CHOOSE TO NOT ATTEND THIS YEAR. AND REALLY, THAT'S. I HAVE A LITTLE BIT OF A PROBLEM THAT CAME TO MY ATTENTION. SO THE CONVENTION IS THE 9TH AND THE 10TH, IS THAT CORRECT? I DON'T KNOW.

YEAH, AND 21ST OF NOVEMBER.

YES. NEVER MIND, I HAVE A DIFFERENT PROBLEM.

WE'LL TALK ABOUT IT LATER.

OH, OKAY. YES, I KNOW WHAT THE, MY 2 CENTS IS. I THINK WE SHOULD PROBABLY SKIP IT. WE, WE CAN GET THE HIGHLIGHTS FROM OTHER SCHOOLS WHO DID GO, GET THE CLIFF NOTES. I, YEAH, I KNOW AT THE RETREAT I SAID THAT I DID WANT TO GO, AND I, I WANT TO PUT ON RECORD THAT I WANTED TO GO BECAUSE IT WAS SUCH, SO MUCH VALUE. IT WAS, I GOT A LOT OUT OF IT.

HOWEVER, I DO AGREE WITH THE BUDGET CUTS, RIGHT? WE, I MEAN, WE HAVE TO BE FISCALLY RESPONSIBLE, SO NOT GOING IS OKAY, I GUESS.

I AGREE WITH YOU, LAURA.

YEAH, I AGREE WITH THAT.

UNFORTUNATELY. YEAH, BUT YEAH, YEAH, LIKE IT'S A BIG DEAL FOR THE STUDENTS. IT WAS ALREADY BAD ENOUGH, YOU KNOW, WITH LIKE OUR BUDGET ALREADY

[02:15:01]

GREAT. IT WAS GREAT SEEING OTHER STUDENTS AND EVERYTHING.

BUT YEAH, WE WANT TO ENTERTAIN THE IDEA OF SENDING THE 2. OH, I DON'T KNOW. SORRY. YEAH, I DON'T THINK WE'RE, I DON'T THINK WE CAN GO UNSUPERVISED. WILD. I THINK THAT IS, I HADN'T THOUGHT ABOUT THAT.

YEAH, I WISH THERE WAS SOME WAY THEY COULD. WELL, THE BRIGHT SIDE IS ADDIE, DO YOU GO BY ADDIE SOMETIMES? IS THAT OKAY? OKAY. YOU'LL BE HOPEFULLY, FINGERS CROSSED, WE CAN GO NEXT YEAR. AND THEN TOBY GOT TO GO LAST YEAR, SO IT'S NOT LIKE, OKAY. YEAH, SO THAT'S, THAT'S ONE SILVER LINING.

YEAH, I'M SORRY YOU'RE NOT ABLE TO GO THIS YEAR. OKAY, I DON'T KNOW WHAT I'M MISSING YET.

YEAH, EXACTLY. WELL, THERE YOU GO. YOU WON'T CARE ABOUT IT.

DEBBIE, DID YOU WANT TO WEIGH IN AT ALL? YEAH, I MEAN, I I, AS SOON AS THE LEVY DIDN'T PASS LAST TIME, I PRETTY MUCH FIGURED THAT WOULD BE IRRESPONSIBLE TO, TO EVEN ENTERTAIN THE IDEA OF IT. SO YEAH, I WOULD PREFER NOT TO GO, OKAY, JUST BECAUSE I THINK THE FINANCIAL IS, IT'S TOO MUCH MONEY FOR WHAT WE, FOR WHAT WE NEED RIGHT NOW. WE NEED TO FOCUS ON THE KIDS.

KIDS AND THEIR NEEDS RIGHT NOW.

ALL RIGHT, ONE MORE.

SHELLY AND I BOUGHT A TABLE FOR THE BGEF SMALL BITES BIG IMPACT, FALL GALA. A TABLE.

IT'S OCTOBER 3RD, SO IF YOU WANT TO HAVE A SEAT AT THE TABLE, LET US KNOW. AND IT'S AT THE CEDARS. YES. AND IT'S FROM 5 TO 7, I BELIEVE.

SO IT'S AT THE SAME PLACE? YEAH, YEAH, IT WAS A NICE PLACE. 5 TO 7 PM.

OKAY, RIGHT, LORRI? YEP. OKAY, I CAN ATTEND THAT. GREAT.

ANYBODY ELSE? YES, YOU GUYS CAN TEXT ME IF YOU WANT TO. YEAH, I'LL TEXT YOU. PERFECT. LORRI, YOU WANT A PLUS ONE? AND YOU WANT A PLUS ONE? YES, PLEASE.

IS THE BOARD INTERESTED IN DOING A BASKET FOR THAT? OH YEAH, SO I LOVE A GOOD BASKET. ARE YOU INTERESTED IN HAVING THE BOARD DO A BASKET? YEAH, LET'S DO IT. OKAY, I LOVE A GOOD BASKET. IS IT LIKE LAST TIME WHERE WE JUST CONTRIBUTED MONEY AND YEAH, SOMEBODY PUT IT TOGETHER? I'LL VOLUNTEER TO BE THE SOMEBODY. SHE FINDS JOY IN THIS. SHE DOES. SHE REALLY DOES. IT'S HER GIFT. DO WE WANT TO MAKE, I DON'T KNOW IF WE NEED TO DISCUSS LIKE $25 OR WHAT.

YOU WANT TO DECIDE IT? OH, COULD WE NEED TO DECIDE AMOUNT RIGHT NOW FOR THE BASKET FOR EACH OF US SIGNATURE COMING UP OCTOBER 3RD. YOU JUST TEXT ME AND TELL ME WHAT YOU WANT. WHAT'S YOUR RECOMMENDATION? WHAT DO YOU NEED? THAT YOU GUYS DID LAST TIME, AND I WAS ABLE TO GET A NICE BASKET. YEAH, I THINK IT SOLD FOR LIKE $400.

YEAH, IT DID, BECAUSE I BOUGHT IT. OH YEAH, IT WAS VERY GOOD BASKET. LOVED IT. THAT'S GREAT. I HAVE AN EMAIL FROM WASDA GENERAL ASSEMBLY, OKAY, AND, AND THEY HAVE A SMALL SCHOOL BOARD CAUCUS, THEY HAVE A LARGE SCHOOL BOARD CAUCUS, AND THEY HAVE ANOTHER CAUCUS THAT YOU MIGHT BE INTERESTED IN. AND SO I HAVE THE CREDENTIALS TO GET YOU INTO THAT CAUCUS MEETING IF YOU WOULD LIKE TO GO. OKAY, AND THIS IS THE GENERAL ASSEMBLY, AND THE DATES ARE THE 19TH.

YOU GOT THE DATES? YEAH. SEE, SO, SO THERE'S A SMALL, SO THERE'S A LARGE SCHOOL CAUCUS, THAT'S US. SO IF ANYBODY WOULD WANT TO GO TO THE LARGE SCHOOL CAUCUS, IT'S OPEN TO YOU TO GO TO. YOU NEED THE CREDENTIALS, THEY SENT THEM TO ME.

PERFECT. OKAY, SO TEXT ME, YOU KNOW, AND I'LL GET YOU THE CREDENTIALS IF YOU WANT. IT STARTS AT 8 O'CLOCK IN THE MORNING. MAYBE I'LL JUST, CAN I JUST SEND THEM TO YOU GUYS SO THEY'LL HAVE THE CREDENTIALS IF YOU NEED THEM TO GO TO THIS? THEY SENT THEM TO THE PRESIDENT OF THE BOARD, SO YEAH. WHAT DID YOU JUST SAY? IT STARTS AT 8 O'CLOCK IN THE MORNING. IT'S ALL DAY, 8 TO 5, SO IT'S AN ALL-DAY COMMITMENT. OKAY, THERE WE GO. SO YOU CAN SEE ON THE BOARD,

[02:20:02]

IT'S JUST . SURE. YEAH, ABSOLUTELY. YEAH, BUT THAT ONE, THAT ONE WOULD CERTAINLY BE GOOD FOR US TO ANNOUNCE TO THE COMMUNITY. THAT THEY'RE WELCOME TO ATTEND. AND WE SHOULD, WE SHOULD ALL BE THERE.

I WONDER IF IT'D BE WORTH SETTING UP A TABLE. WE SHOULD HAVE OUR BANNER FOR ALL OF YOU BY THEN, THE BANNER THAT WE WERE PUTTING TOGETHER THAT JUST SAYS SCHOOL BOARD. AND WE, THE SIGN, IT'S NOT A BANNER. AND FOR LEGACY NIGHT, WE JUST PASSED OUT THOSE HALF-SHEET INFORMATIONAL FLYERS.

CERTAINLY THE FALL FESTIVALS ARE GOOD ONES, BUT I THINK YOU'RE GOING, YOU WOULD PROBABLY MOST LIKELY GET PEOPLE FROM THOSE COMMUNITIES, NOT NECESSARILY, I MEAN, MAYBE COMMUNITIES OR, YOU KNOW, THOSE PEOPLE WHO SHOWED AN INTEREST MIGHT. THE TABS ON THE BOTTOM ARE SPECIFIC TO THE MONTHS. SO IF YOU GO TO SEPTEMBER TAB, THOSE ARE THE OPTIONS, THOSE ARE THE OPPORTUNITIES IN SEPTEMBER. AND THEN OCTOBER, I DIDN'T GO BEYOND THAT. THAT LOOKS REALLY NICE, LORRI. THANK YOU. YEAH, SHE DID A GREAT JOB. I ADDED PTOS AND PTA MEETINGS THAT I'M GOING TO GO TO. I'M ALSO GOING TO GO TO CAM MIDDLE SCHOOL, ASB, AND HIGH SCHOOL BECAUSE I HAVEN'T REALLY, I MEAN, I HAVEN'T PERSONALLY BEEN TO CAM FOR ANYTHING, SO I WANTED TO JUST SPEND SOME TIME OVER THERE. SO I'VE PUT MY NAME ON THE THINGS THAT, AND ADDED THINGS THAT I'M PLANNING TO GO TO. IS THERE ANYTHING ELSE ON THE LIST CURRENTLY THAT YOU ALL THINK WE SHOULD MAKE A POINT OF INVITING THE COMMUNITY AT LARGE TO? WE HAVE, OF COURSE, THE NEXT CAC MEETING, WHICH WILL BE LEVY, AND THEN I'M THINKING PROBABLY THE 25TH. BUT MAYBE WHAT I'LL DO IS I'LL JUST REACH OUT TO THE LIST OF COMMUNITY PARTNERS THAT WE HAVE AND SEND AN INVITATION TO INVITE THEM TO ATTEND. THOSE EVENTS.

ANYTHING BEYOND THAT AT THIS POINT? WE CAN REVISIT IT AS MORE THINGS GET ADDED TO THE CALENDAR. DO WE HAVE A TIME FOR THAT PLEASANT VALLEY ON THE 25TH? IT'S 6 TO 8. 6 PM TO 8 PM? YEAH. OKAY. I COULD ONLY STAY FOR LIKE HALF AN HOUR THAT NIGHT.

AND THEN ON THE 29TH IS THE MAPLE GROVE SEX TRAFFICKING TRAINING THAT THEY'RE OFFERING.

THAT WOULD BE GREAT FOR PARENTS, AND IF ANY OF THE BOARD MEMBERS, WELL, I'M GOING TO ATTEND THAT TO LEARN MORE ABOUT WHAT THEY'RE DOING. I DON'T KNOW, MAYBE. THAT WOULD BE A GOOD ONE TO MAKE, TO INVITE PARENTS TO. WE COULD HAVE A TABLE AT THAT ONE. THAT WOULD BE REALLY GOOD TO HAVE A TABLE. I DON'T KNOW IF I COULD, PROBABLY SOME OF THE PEOPLE ON THE COMMUNITY LIST THAT WE HAVE GOING WOULD BE AT THAT ONE.

ARE WE DOING SANDWICH BOARD SIGNS? CLOSE TO THAT, AMANDA.

I'M GETTING THERE. ANY OTHER FUTURE AGENDA ITEMS? I THINK THAT'S IT. OKAY, WHAT ABOUT THE POSSIBILITY OF BEFORE OR AFTER SCHOOL PICKUP? YEAH, WE, BECAUSE I KNOW WE HAVE THAT.

WE TALKED ABOUT DOING THE POSSIBILITY OF DOING THAT, MAYBE BEING THERE JUST, YOU KNOW, SAYING HELLO TO THE PARENTS AS THEY'RE PICKING UP.

WE DO NEED TO GET THOSE SCHEDULED. I HAVEN'T DONE ANY OF THAT YET. SO YEAH, THAT WOULD BE GOOD. IS THAT FILE YOU CREATED, I MIGHT HAVE MISSED IT. HAS IT BEEN SENT OUT VIA EMAIL? OKAY, I'LL GO BACK AND LOOK.

DRIVE. DRIVE. OKAY, YEAH, SHARED WITH YOU. LET ME KNOW IF

[02:25:02]

NO, IT'S KIND OF, YEAH, YOU WOULDN'T BE ABLE TO REALLY MOVE AROUND. RIGHT.

WELL, A LOT OF THEM ARE IN LINE AND THEY'RE SITTING THERE FOR SOMETIMES A VERY LONG TIME, SO IT'D BE A GREAT OPPORTUNITY OPPORTUNITY JUST TO SAY HELLO AND, YOU KNOW, INTRODUCE AND INVITE THEM. YOU KNOW, AND I'M THINKING, WHAT COULD YOU GIVE PEOPLE? YOU KNOW, WE COULD HAND OUT WHAT'S GOING ON AT BGEF.

YEAH, WE HAVE HAD SHEETS. WE HAVE HAD SHEETS OF, YOU KNOW, WE COULD TALK TO PEOPLE AND SAY, HEY, YOU KNOW, HERE'S SOMETHING I WANTED TO, I'M HERE FROM THE PAROLE BOARD, YOU KNOW, BUT I WANTED TO MAKE SURE YOU'RE INVITED TO THIS BGEF ACTIVITY THAT WE'RE PLANNING, YOU KNOW. YEAH, THERE'S, THERE'S A NUMBER OF THINGS.

BUT WE'VE BEEN DOING LIKE LEGACY NIGHT. AS PEOPLE WERE COMING IN, WE HAD FLAGS AND WE WERE ASKING PEOPLE, ARE YOU AN ALUMNI OR STAFF FROM BATTLEGROUND OR PRAIRIE? AND WE WERE HANDING THEM FLAGS WITH THE PENNANTS, AS WELL AS OUR LITTLE LEVY FLYER, A HALF SHEET. AND WE WERE HANDING THOSE TO PEOPLE AS THEY WERE COMING THROUGH.

THROUGH THE DOOR, AND THAT WAS A GREAT OPPORTUNITY TO JUST SAY HI TO PEOPLE. THAT'S COOL. AND THAT WAS FUN. AND THEN BEFORE THE GAME, WHAT WE DID IS WE ALL WENT OUT ON THE FIELD AND MITCH READ, OUR ANNOUNCER READ KIND OF A SCRIPT ABOUT WHAT WAS GOING ON. AND THEN THE PEOPLE THAT WERE ON THE FIELD, THEY WERE CHOOSING BATTLEGROUND OR PRAIRIE, AND THEY WERE BASICALLY MAKING A TUNNEL FOR THE, FOR THE PLAYERS TO RUN THROUGH BEFORE THE GAME, AND THEY HAVE THE FLAGS. AND IT WAS FUN. IT WAS FUN TO SEE PEOPLE THAT I HADN'T SEEN FOR A WHILE. THAT'S SO COOL. IT WAS REALLY FUN. IT WAS FUN. AND THEN IT WAS REALLY GREAT THAT I, YOU KNOW, JESSICA MENTIONED IT, BUT THE, THE ROTC EVENT WAS GREAT. IT WAS, THEY DID A MOMENT OF SILENCE FOR 9/11 VICTIMS, AND IT WAS, THEY PLAYED LEE GREENWOOD'S PROUD TO BE AN AMERICAN. AND IT WAS, YEAH, IT WAS REALLY NICE. IT WAS A NICE EVENING AND WELL ATTENDED, SO IT WAS GOOD. GOOD.

BUT THOSE ARE, I THINK, THE BEST OPPORTUNITIES WHEN PEOPLE ARE ALREADY OUT AND RIGHT, RIGHT, COMING TO EVENTS.

THAT'S RIGHT, THAT'S RIGHT.

WELL, I UNDERSTAND THAT CAPTAIN, THEIR DEPARTURE TIME, END OF THE DAY, IS VERY WELL ATTENDED. A LOT OF THEM GET OUT OF THEIR CARS AND THEY ARE ACTUALLY IN THE FRONT OF THE SCHOOL, SOMETIMES TO THE DETRIMENT.

THE PRINCIPALS ARE LIKE, YOU KNOW, WORRIED ABOUT SAFETY AND STUFF, BUT IT'S ALWAYS OKAY. BUT CAPTAIN WOULD BE A GOOD, MAYBE OCTOBER. SOME, SOME DAY AND DATE IN OCTOBER THAT WOULD WORK AND MAYBE HIT CAPTAIN.

WELL, WHY DON'T I, FOR EACH WEEK, WHY DON'T I SEND OUT A DATE FOR THAT WEEK, A DAY THAT WEEK, TO EACH OF YOU, AND IF YOU CAN MAKE IT, I'LL GIVE YOU THE TIMEFRAME AND WE'LL TRY AND HIT THE PRIMARIES. HOW DOES THAT SOUND? SOUNDS GREAT. THAT'D BE GREAT THAT WAY. COULD WE TAKE ONE A WEEK OR MAKING THE EARLIER RATHER THAN THE AFTERNOON? OKAY. OH, FIRST THING IN THE MORNING. THE MORNING DROP-OFF. JUST WORK SCHEDULES.

MORNING DROP-OFF. I WILL SAY PARENTS KIND OF LINE UP BEFORE THAT TIME. IT'S A GOOD TIME TO LIKE CHAT. THE CARS THAT ARE PARKED WAITING FOR THE LIKE 8:50 THING TO BE ABLE TO LET OUT OF THE CARS. SO I'D SAY LIKE, YEAH, BEFORE OR AFTER SCHOOL.

THEY'RE WAITING IN THEIR CARS. AND WE COULD DO MIDDLE SCHOOLS AS WELL. THOSE ARE EARLIER. CHRIS LIKES THAT IDEA. SO WE'LL LET THEM DO THE EARLIER. OH YEAH, I'LL DO THE AFTERNOON. WE GOT THIS. THERE YOU GO. OKAY, I THINK THAT'S ALL THE AGENDA ITEMS. ANYTHING ELSE? THE QUESTION, MARSHALL, IS WHO'S GOING TO HIT THE BALLOT. I'LL LET

[02:30:01]

OKAY, ADJOURN US. WE'RE ADJOURNED. IT IS 8:30.

* This transcript was compiled from uncorrected Closed Captioning.