Whatcom Intergenerational High School acknowledges that we are occupying without permission the ancestral homelands of the Lummi (Lhaq’temish), the Nooksack (Nuxwsa'7aq), the Stillaguamish, the Nuwhaha, and the Coast Salish peoples, who have lived on and cultivated these lands and waterways since time immemorial. We also want to recognize especially the fact that our occupation has not come by peaceful means, but rather the forced removal of these peoples through the enactment of documents such as the Treaty of Point Elliot in 1855, which the United States has broken without penalty, and the Dawe’s Act of 1887. During our occupation, we hope to uplift the teachings these nations have shared with us, and to honor the histories they have had to endure because of us. As we co-exist in this era, in which we all are facing climate crises, social inequality and injustice, and states threats against treaty rights, we ask you to join us in a moment of reflection on:

- How we benefit from occupying Indigenous lands,

- How we can educate ourselves about the state-sanctioned violence and other struggles that Indigenous peoples face, which we may have the privilege to be unaware of, and

- How we can integrate this reflection into our everyday consciousness and actions. Whatcom Intergenerational High School uses this acknowledgement here as a recognition of our responsibility to continue our learning of treaty histories, contemporary Indigenous experiences, and how we can better align ourselves as an institution of education with the truth. We offer our thanks and utmost respect to these nations, on whose lands we are located.

Mission: WIHS envisions learning designed with students and supported by elders generating deep inquiry skills, thoughtful interactions, and critical consciousness, ensuring every young person can contribute to a more just and sustainable world.

Vision: WIHS will ensure that Whatcom County high school students-regardless of their life circumstances-develop the competencies and agency for success in college, career, and life.

Rachel Rodriguez -- vote on board membership

Equity Plan:  https://docs.google.com/document/d/194O2-vDZ85HhAA_RqPavHT2DbRy_UJ9c/edit 

Facilitator-- Meg Metzger is not going to be able to assist.

What actions need to be prioritized for 2022-2023 school year as part of our strategic plan?

Board Equity work: Auto-ethnography project

• Solidify a date in March to work together to develop our auto-ethnography prompt 
• Re-visit our plan to gather in person to share our auto-ethnography work together as a Board. Solidify a plan to schedule a date in the late spring.

Attendance, retention, recruitment, SBAC data, Phenomenon Based Learning plans

Review and vote on the final amendment on schedule change from the Commission. 

This amendment will be ready for our March meeting and added to the Board's contract with the Commission.

Q&A session and discussion on fundraising training workshop with Bely Luu

1. New fundraising committee volunteer member, Patrick Drum
2. Board Member Donor and Non Disclosure Agreement
3. Process for donor development:  (Cindy)  call donor, send thank you, invite to tour April 15: 10:30, May 17, 1:30, June 3rd 10;30

Review and approve Nov 2021 and Jan 2022 financial reports

1. Mandatory Training: Governance vs. Management training to be scheduled in March
2. Board Calendar: Discuss 21-22 Board calendar 
3. Board Member Report and Board Recruitment Sample Policy discussion
4. Policies and procedures: transportation and relationship policy  
5. Ian McCurdy $1000- 1,200

Discuss mask mandate

Follow-Up report

Partnership with NWYS

At the conclusion of each meeting, the board will evaluate its success against its norms.

Norms

(Y) or (N) Board members should understand the Mission and Vision of the school 

(Y) or (N) Board Agenda should be sent out 24hours to the board.

(Y) or (N) Responding to emails in a 24hr time span

(Y) or (N) All board members should RSVP to meetings through Board on Track