Presenter: Margaret Rice, Consultant

Margaret Rice provided an overview of the audit process and executive summary findings for the district’s Career and Technical Education (CTE) program. The audit identified program strengths, areas for growth, and recommendations to better align courses with industry demands and student career pathways. Key areas of review included course offerings, staffing certifications, alignment with workforce trends in Whitman County, and evaluation of courses needing updates to better reflect current industry standards and student needs.

The audit was conducted in two parts: (1) occupational alignment of courses to real-world jobs and student pathways, and (2) review of the CTSO advisor compensation model, specifically extended day pay structures. Recommendations included restructuring CTSO compensation from timesheet-based pay to a tiered flat stipend model with competition add-ons, which could result in an estimated cost savings of approximately $62,000 and potentially be reinvested into program enhancements and pathway development.

Board discussion included questions regarding stakeholder input, inclusion of regional labor markets beyond Washington (including Idaho and Latah County), and consultation with advisory committee members. Clarification was provided that the analysis focused on Whitman County and Washington State OSPI-aligned data, and that advisory committee meeting minutes were reviewed but individual members were not directly interviewed. Members also discussed how future workforce trends, including artificial intelligence, may impact long-term program planning, with emphasis placed on the need for ongoing annual review of occupational data and adaptability of program pathways. The importance of student AI literacy across all pathways was also noted.

Next steps include distribution of the full audit report to the Board for further review, followed by continued discussion and development of recommendations for program improvements and implementation strategies, including potential collaboration with regional postsecondary partners such as WSU and Spokane Falls Community College.

Pullman High School (PHS) Presented by Jerrod Fleury, Principal 

Principal Fleury provided an update on progress toward school improvement goals, highlighting growth in English Language Arts achievement, ongoing efforts to improve mathematics performance, and targeted strategies to reduce chronic absenteeism, particularly among ninth-grade students. Continued focus areas include strengthening student engagement and refining interventions to support academic success in ELA and math. The school also identified a need for deeper implementation of Question 3 of the PLC process as a building-wide improvement focus. Co-taught Algebra I sections will be implemented using a collaborative teaching model between special education and math teachers to support instruction and planning.

During Board discussion, barriers to student attendance were discussed, including morning routines and family work schedules. Strategies emphasized maximizing instructional support when students are present in school. The Community Engagement Board was noted as a supportive resource in developing individualized plans for students and families. Chronic absenteeism was clarified as 18 or more absences, excluding school-sponsored activities.

Jefferson Elementary Presented by Kelsey Winningham, Principal
Principal Winningham shared the school’s mission and vision focused on high levels of learning for all students, personal growth, and future success. An overview of the School Improvement Plan progress for Jefferson was provided, highlighting growth in English Language Arts achievement and ongoing efforts to improve mathematics performance. Staff continue to refine instructional structures to close achievement gaps and increase student growth toward proficiency.

During Board discussion, questions were raised regarding whether the challenges at fifth-grade in math are primarily content- or instruction-related. It was noted that both factors contribute, with particular emphasis on fractions as a key area of difficulty and its significance on state assessments. Jefferson has identified a priority essential standard in fifth-grade math to ensure all students achieve mastery. Clarification was also provided regarding sub-grade level teams, noting that current high-leverage practices focus on providing structured collaboration time for teachers to engage in instructional planning and improvement work.

Lincoln Middle School (LMS) Presented by Tammy Sewell, Principal
Principal Sewell outlined school improvement goals focused on student achievement and growth on the SBA assessments in English Language Arts and mathematics across grade levels and targeted student populations. Lincoln Middle School continues to monitor chronic absenteeism and is exploring strategies to improve attendance, including the use of a Dean of Students to support efforts in reducing chronic absences and increasing student engagement. The school is also focused on identifying strategies to shift attendance-related behaviors and strengthen student connection to school. Despite these challenges, LMS students continue to perform above state proficiency rates in both ELA and math.

Sunnyside Elementary Presented by Pam Brantner, Principal
Principal Brantner provided a summary of progress on school improvement goals, including student achievement and growth on SBA and MAP assessments for both the overall student population and identified subgroups. Progress was reviewed across each goal area of the School Improvement Plan. Sunnyside continues to utilize a data wall to guide instructional decision-making and support student learning.

This year’s primary instructional focus has been on English Language Arts, while continuing to emphasize the importance of maintaining mathematics as a sustained priority area. Sunnyside Elementary was recognized as a “Promising Practices” school through PLC (Professional Learning Communities) at Work and has submitted an application for designation as a Model PLC school.

Franklin Elementary Presented by Cameron Grow, Franklin Elementary Principal
Principal Grow provided a summary of progress on the goals for Franklin Elementary that included an overview of student achievement and growth on the SBA assessments. Noted an area of focus is chronic absenteeism at 5th grade.

Kamiak Elementary Presented by Cheyenne Webber, Principal
Principal Webber provided an overview of progress toward school improvement goals, including student achievement and growth on SBA and MAP assessments in English Language Arts and mathematics for the overall student population and targeted subgroups. Key areas of focus include strengthening intervention practices and refining Professional Learning Community (PLC) collaboration within grade-level teams.

Kamiak Elementary continues to monitor chronic absenteeism and is working to identify strategies to address attendance challenges, with an emphasis on strengthening supports for families to improve student attendance and engagement.