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
• 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.

WIHS 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.

The following payments as audited and certified by the auditing officer, as required by RCW 42.24.080, and those expense reimbursements claims certified, as required by RCW 42.24.090, are approved for payment. In addition, payroll payments in the amount of $66,229.79 are also approved.

General Fund
 

Accounts Payable

Total electronic payments totaling $111,968.73.
Accounts Payable check number N/A totaling $0.00

Non-AP Cash Disbursements
Total electronic payments totaling $8,657.39
Non-Accounts Payable check #343 totaling $200.00

Payroll

Total electronic payments totaling $66,229.79 and
Payroll check number N/A totaling $0

No online or in person for public comment. 
 

Special needs: If you require translation services, or if you have special needs because of a disability that makes it difficult for you to participate in the meeting or if you require assistance to participate in the meeting, please contact the WIHS Board at WIHSBoard@intergenerational.school at least 24 hours prior to the board meeting. WIHS will attempt to accommodate your need.

Charter Renewal Decision was approved with no conditions for 3 years for Whatcom Intergenerational High School. 

This year was the first year that SPED revenue streams were no longer going to be capped at 15%. Expenditures across the board have been reduced across the board. While coming under revenue, given expenditures, the school is at a good place. As we prepare for the upcoming year we will want to review and understand student demographics. 

Currently we are projected to finish the end of the year with 60 days cash on hand, which is a good place to be. 

The board reviewed the following documents: 

2 - Balance Sheet Jan 2026.pdf

3a - Budget Status Report Jan 2026.pdf

1 - Finance Dashboard Jan 2026.pdf

No questions from the board. 

No errors were found ensuring Whatcom Intergenerational High School in a good place. 

Board may take action on the FY25 Independent Financial Audit Results

WIHS - Draft FY25 Audit - 01222026 (1).pdf

WIHS_FY25 Audit Presentation.pptx

SAO does an audit; they will look less at the accounting standards, they will focus on use of fund vs. accounting processes. The CPA Audit goes into the procedures and systems. 

Chimere Hackney will provide an overview of progress toward goals for:

Culture:

• Black Heritage Month Celebration 
• ASB got their budget and new advisor
• High morale and solidarity about renewal 
• Welcomed Profe Angie 
• Whole school field trip to watch the River Remembers 

Academics:

• Teacher professional pride and trying new things; it's great o see teachers trying new strategies. Teachers are stepping up to lead parts of PD. 
• Teacher Attendance (some teachers are out of PTO and taking days off; this is starting to impact the team, conversations are being had with the team) 
• Interrupt and teaching into (increase in anti-black racism and bias lately) 
• Teachers using WICOR and WICOR strategies
• TPEP; formal observations and impromptu observations are happening. 
• Still working on teachers to focus on group-worthy tasks. Additionally focusing on rigor and center grade-level standards. 
• MAP Growth: we have to get students in red to move to the orange quadrant to continue focusing on growth. 
• Curriculum Adoption: Pearson's My Perspective (ELA) and Pearson's Envision (Math). 

Attendance:

• 75.76% of attendance
• We are still doing strong with our attendance actions in place

Questions

• Nasreen: Phenomenon-based learning one (21 fail and 28 pass), what are the actions to address this? 
• Chimere: We need to do more thinking about this. 
• Adan: This course requires a lot of work to push this level of rigor; the trend is upward to this form of learning. 
• Nasreen: Wanting to make sure that was lack of phenomenon-based learning and keeping that top of mind. 
• Chimere: In all honesty, this is not the class that I have been focused on but need to pay more attention. I'm used seeing phenomenon-based learning in core instruction. 

Adan giving a shoutout to Chimere and Amy, one of the many reasons our approval of the charter happened. The level of data and reporting that you are bringing to the board to better partner. 

Amy Anderson will provide an overview of progress toward goals for:

Enrollment: 26-27 enrollment is becoming more of the focus and looking into different events. Amy is currently thinking through open seats across grades. 

• Grade 9: 28.8 9th Graders (25/26 Entry: 5, 25/26: Exit: 6, and 26/27 3 Apps)
• Grade 10th: 29.4 (25/26 Entry: 6, 25/26 Exit: 4, and 26/27 0 Apps) 
• Grade 11th: 19.26 (25/26 Entry: 2, 25/26 Exit: 3, and 26/27 1 Apps) 
• Grade 12: 24.98 (25/26 Entry: 2, 25/26 Exit: 5, and 26/27 0 Apps) 

Open Seats by Grade:

• 9th: 35 
• 10th: 5 
• 11th: 6 
• 12th: 0 

These number are not final, adjustments will be made to ensure that classroom seats and teachers match enrollment needs. 

Intent to Return (ITR) by grade level: 

• 9th: 20 Yes, 0 No, 3 Unsure, 6 No Response 
• 10th: 20 Yes, 0 No, 1 Unsure, 10 No Response  
• 11th: 13 Yes, 0 No, 0 Unsure, 5 No Response 
• 12th: 1 Yes, 1 No, 0 Unsure, 20 No Response 

Social media campaign has been going strong. Amy to do a direct mailer. Lottery is schedule for March, the likelihood of hosting it is low given the current application pool. Currently undergoing an application inventory (cold leads, boomerangs, summer melt, and unconverted applications) to help inform outreach. 

Open House on Feb 26th from 4-6P PST. The last Open House resulted in 5 families, resulting in 1 enrollment and 2 applications for next year. 

Operations

• Technology contractor has come up and coming back up on Monday (3/2).
• Reviewing supplemental tools

Staffing

• Maria Torron-Gomez (positioned filled by Angie Ardon Mejia) 
• Substitute Status  (job description being worked on) 

Compliance 

• Commission (up to date) 

Question 1

• Adan: Have we found any documents to support ASB? 
• Amy: We have not have formal ASB ands structures, at the moment this body of work is living in operations, but support to student to have their own autonomy. We are working to ensure the infrastructure is in place so student have access to this structure. Wanting to ensure things are done correctly in service of the students. 
• Nasreen: There was discussion connected to a student liaison to the board, but no vote or context to ASB. 

Question 2

• Sergio: How are you feeling about enrollment numbers for the upcoming window?
• Amy: I'll be using strategies that I've used in the past, since those have shown resulted. Going to different event and use public comment to share with families who we are. The challenge has that families know who we are. Student voice to be leveraged. 

Question 3 

• Nasreen: I heard you said, we are the school in the mall and the school of 2nd and 3rd chances; how do we leverage this in the broader community? 
• Amy: Wanting to think about how to best pivot this narrative. 

Everything has been turned in, everything has been turned in on time and accepted by the commission for the past 3 months. 

The independent will be signed and sent to the commission. 

Reminder that F1 Financial Disclosures need to be completed.