[{"_1":2,"_124":-5,"_125":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100,112],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6215825,"mediaKeyId","3656007-1439bfdc95723632e586adbbe7861ded","parentId",3656007,"title","Board approves consent agenda, policy revisions, exchange-student policy and adopts elementary math curriculum","audioSeconds",247,"startMs",3708000,"endMs",3955000,"viewUrl","/Search/View?dp=1&key=3656007-1439bfdc95723632e586adbbe7861ded&start=3708&end=3955","thumbnailUrl","https://assets.pipeline.soar.com/3656007-1439bfdc95723632e586adbbe7861ded/thumbnail_3708000.jpg","articleUrl","/articles/6215825/Washington/Board-approves-consent-agenda-policy-revisions-exchange-student-policy-and-adopts-elementary-math-curriculum","mediaUrl","https://secure.pipeline.soar.com/6215825-ed3cebf40e2d62ce41ce2aff868d9c88/orig.mp4?Expires=1771135362&Signature=kMFVdEm4lf1C0tsFWlNZe7i1hDrKOwPbiUxw1p1IMyAQ7r8hBEU9eNlGTQ-kPXRACj6QAxUHoxw4ioVxKPBaNYAYewOAIgXGlYIc3iIjg9n9yJ5FPwn-Yo-AOnZkNBxFHQ7tMwbGnueuNMGipQRc~6Nmokc9tsaPzydFABH3N4z2PGw0IcbzWmXJDPHqXo6tPi~-dmQ4NUrJdkPbr4SLRz-3nPRvZOmNtbuTE5ty~9yN1C8L0XVYta~INI6XaU5UyX6-bcflu-M6JmequKq65eOC5uvUmRpfjolKs3mN~fN-WJxfX6IDW75rLKN8H3g9Jg7Vrys1qPUf0LyCw1aA8w__&Key-Pair-Id=KUT5TJCACFTXG","author","Mukilteo School District, Washington","date","2025-05-28T17:07:44Z","article","The Mukilteo School District Board of Directors conducted multiple formal actions during its regular meeting on May 27: trustees approved the consent agenda with a personnel addendum, adopted revisions to two board policies, approved a policy on exchange students and adopted a new elementary math curriculum.

A motion to approve the consent agenda—including the personnel report addendum—was moved and seconded and passed after a voice vote. Later, the board moved and seconded revisions to “board policies 2024 and 2245” and voted unanimously to approve those revisions. Trustees also moved and seconded to revise board policy \"31 42\" regarding exchange students; that motion passed by voice vote.

On instructional materials, the board voted to adopt the elementary math curriculum “Math Expressions” as presented. Board members praised staff for the review process, noted equity and engagement goals for the program and then approved the adoption by voice vote. The board also approved Change Order No. 5 for the Performing Arts Center renovation project; that motion also carried by voice vote.

Why it matters: Curriculum adoptions and policy revisions are formal governance actions that affect instruction, student opportunities and district operations. The new elementary math curriculum will be implemented across district elementary schools; revised policies and the exchange-student policy affect district governance and program rules.

Details and procedure: The motions were moved, seconded and approved by voice vote; meeting minutes record the actions as carried and “aye” responses were noted. No roll-call tallies with individual member names were recorded in the public portion of the transcript.

Ending: The board concluded the formal action portion of the agenda and proceeded to further discussion items and presentations.","mediaType","Video","parentTitle","May 27, 2025 Regular School Board meeting","oneSentenceSummary","The Mukilteo School District board approved the consent agenda (including a personnel addendum), approved revisions to two board policies, revised an exchange-student policy, adopted Math Expressions as the elementary math curriculum and approved a change order for the Performing Arts Center renovation.","taxTitle","Mukilteo School District, School Districts, Washington","taxId",79905,"location","Washington","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6215830,"District reviews graduation requirements, new state performance pathway and sunset of some pandemic waivers",1360,4785000,6145000,"/Search/View?dp=1&key=3656007-1439bfdc95723632e586adbbe7861ded&start=4785&end=6145","https://assets.pipeline.soar.com/3656007-1439bfdc95723632e586adbbe7861ded/thumbnail_4785000.jpg","/articles/6215830/Washington/District-reviews-graduation-requirements-new-state-performance-pathway-and-sunset-of-some-pandemic-waivers","https://secure.pipeline.soar.com/6215830-d3c1ebc58b694a490508ca80c9dcdad6/orig.mp4?Expires=1771135362&Signature=GwOza5u5uA33TQRWuZctd9OZZfXUo24B-UdGJ692O7xd0WVP-4GFywHQQ8SJyjOYbu7ks1Xliybkkl7UxxJGILNS-kQZHGObfWEYPB8z90zvbczV6TcgpZ8ZoZzY~5Id0pt0hF9wvAPSJXlnqQK--eDgmnA74BhjmUjWcTGJRUZQP6yIxqm2b4jWsdwSnUCMHOGNAr2Ijfss7zVGxUmfYSYhIiZ0~nKNQHDNEZvKnQ6Brd4epCoZekUE9I0Vddb88zTWHU2hKflWKDCnmrPjIizKnFOD9trTPQChGeKZ7fbXb5vOSQyd5EcTlRPVL6OgMmlndO3rNTskcND7rJgMMw__&Key-Pair-Id=KUT5TJCACFTXG","Mukilteo School District staff briefed the board on May 27 about graduation requirements, pathways to a career-and-college-ready diploma, the district’s use of dual credit and competency options, and recent state-level changes to waivers and pathways.

District staff explained the three core components of graduation readiness: the High School and Beyond Plan (now beginning in grade 7 per state guidance), course-credit and subject requirements (24 credits in the district), and the graduation pathway options that demonstrate readiness for postsecondary or career work. Staff noted dual-credit options (AP, Running Start, college-in-high-school partnerships), equivalency credits and CTE sequences that satisfy pathway requirements.

Staff also outlined policy and legislative history affecting pathways. House Bill 1599 (cited by staff) expanded graduation-pathway options in 2019–2020 to include CTE sequences, dual credit, AP results, ASVAB scores and college-credit options. A pandemic-era emergency waiver authorized broader waivers for 2020–2024 but that emergency authority has been reduced for the class of 2024; staff said the broad graduation-pathway waiver has been sunset and only the district’s individual-circumstance waiver (board policy 2418 or similar) remains to permit limited credit waivers at school discretion.

A new state option—recently added by statute and piloted locally—allows a performance-based pathway: students can demonstrate competency through a performance, portfolio or other demonstration meeting state rubrics rather than a single standardized test. The district piloted that performance pathway with about 20 students at the comprehensive high schools this spring and staff said they will report results as the pilot concludes.

District staff also described ongoing improvements to MTSS (multi-tiered system of supports), competency-based credit options (including Big Picture’s portfolio model) and a planned migration from the current High School and Beyond platform to SchoolLinks statewide beginning next year.

Why it matters: Changes to pathway rules, waivers and new performance pathways affect how students meet graduation standards and how schools track and support at-risk students. The sunset of emergency waivers and the addition of a performance pathway both change available options for students who are behind in credits or who do not meet traditional assessment thresholds.

Context and next steps: Staff asked board members to follow the State Board of Education’s “Future Ready” task force work, which is examining broader updates to graduation requirements and could yield legislative changes. Staff said they will return with data from the performance-pathway pilot and with proposed procedures for expanded competency-based credit practices.

Ending: Board members asked about local monitoring and interventions; staff described a systematic process of counselor/principal review and credit-tracking beginning in middle school. The district will continue the pilot and provide updates to the board as data become available.","District staff reviewed Mukilteo School District graduation requirements, described competency and performance-based pathways, noted that some pandemic-era waivers have expired, and flagged a State Board initiative to revisit statewide graduation requirements.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6215834,"District presents Community-Based Transition Center serving students with disabilities; program offers work placements and services through age 22",565,4016000,4581000,"/Search/View?dp=1&key=3656007-1439bfdc95723632e586adbbe7861ded&start=4016&end=4581","https://assets.pipeline.soar.com/3656007-1439bfdc95723632e586adbbe7861ded/thumbnail_4016000.jpg","/articles/6215834/Washington/District-presents-Community-Based-Transition-Center-serving-students-with-disabilities-program-offers-work-placements-and-services-through-age-22","https://secure.pipeline.soar.com/6215834-20530a113df7c1bb2e1d8580f2c22893/orig.mp4?Expires=1771135362&Signature=nDATc2ZqQ5Ys3CQBoVbe-XDEOzLHivFCtS-PRiG~en13OsuXMJ6nqMgRSqF78MDmqLJkhDs3rVshCefSU9iJZgW4c2u~thvZQpRA8pxZAd7~QWW~zm6kYCTZ-b4QTu-8xZB9FGAxvHvaRLAl7MKncAAE5LtDt9GJfG0mkN2sLpiDJpMT9mYWPWJT~pmhhPhK3a7y09cQa55ZuNimH0pDnye71Lx6JWKzecpDPku6OwgGHzRQ-je8pLqKRfQ0ks7Sbj3TYDjia~X~2lq6np8-vundKn73GHzJSHyQMnf57KbDaeLXgvIR4VLbASBCRIJYrvZK3qwZBwdB-Fc0quIqmQ__&Key-Pair-Id=KUT5TJCACFTXG","Mukilteo School District staff presented the Community-Based Transition Center (CVTC) during the May 27 board meeting, describing services that prepare students with disabilities for independent community life after high school.

A district presenter (staff member) introduced teachers Julie and Kim, who said CVTC serves “over 40 students” this year and expects more next year. The program, based at the Teaching and Learning Center, provides individualized transition services: job placements in community businesses, daily-living skills (cooking, laundry, money management), leisure activities, and linkages to community agencies such as the Division of Vocational Rehabilitation (DVR) and Developmental Disabilities Administration (DDA).

Staff said a recent state change extended eligibility so that students may now receive services until they turn 22 (previously the district provided services through the year a student turned 20). The program uses community partners including restaurants, retail stores and local manufacturers to create tailored internship and vocational experiences. Staff described examples: students prepping food in a commercial kitchen, working in retail at Old Navy, assisting in technology tasks (laptop disassembly) and precise manufacturing tasks at a local firm.

Why it matters: CVTC supports students with disabilities to gain employment, independent-living and community-participation skills. The program’s expansion to age 22 aligns district services with state eligibility and affects transition planning for families and IEP teams.

Context and supporting details: Staff emphasized that CVTC operates as a service model (“transition is a service, not a place”), provides shortened-day schedules for some participants, and coordinates with IEP teams at district high schools to create individualized plans. Staff noted that community partnerships are essential and that some students already held meaningful employment, requiring schedule adjustments.

Board response and next steps: Board members asked about referral pathways and how students enter CVTC; staff said students are typically referred from district structured learning and Lighthouse programs and that families visit the program before placement. No formal board action occurred; the presentation served as program information and an update.

Ending: Staff said they will continue collaborating with families, community employers and district teams to broaden internship options and support successful post-school outcomes for CVTC students.","Mukilteo School District staff described the Community-Based Transition Center (CVTC), which serves roughly 40–50 students with disabilities, provides work placements and independent-living skills and now serves students through age 22 following a recent state change.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6215839,"Students urge district to teach consent, propose MVP and curriculum changes after reports of harassment",600,1907000,2507000,"/Search/View?dp=1&key=3656007-1439bfdc95723632e586adbbe7861ded&start=1907&end=2507","https://assets.pipeline.soar.com/3656007-1439bfdc95723632e586adbbe7861ded/thumbnail_1907000.jpg","/articles/6215839/Washington/Students-urge-district-to-teach-consent-propose-MVP-and-curriculum-changes-after-reports-of-harassment","https://secure.pipeline.soar.com/6215839-bc878c9c97d6f1d9b44f9185a210450c/orig.mp4?Expires=1771135362&Signature=Sv3o4LKCHv7YJ-0PyTVMmTlyiO7UGb3wqRH2KKSUqG-KdzYcmTemIiYvaTsm53sW5BgJmBU6Si5Ks~ounoyGkdKPJO55wJNiRXqOwTXpZLkenSFkuzVY8eanVR6dypW~MwFDvIxczWIzYs-MhpQ07r1AOHPA8nufFZza23bF9MgaIl~3l5qdHUnb1IR1MHw1938pFVUCVNbKdD2rfmY-ZsfVfgg4uFhZ07eACoHSaIydHdvQeCrpHj3rrFxEnLu4tC3nxVJ~y8xNIUlVovKRsiDZQzQX560STpTu5lWf-1MOTbCEdaLi3YISkpq-WI-ohl-jAhQ~0yR5NjI7wDFGjA__&Key-Pair-Id=KUT5TJCACFTXG","Students at Kamiak High School told the Mukilteo School District board on May 27 they have observed rising misogynistic attitudes among male peers and asked the district to adopt curriculum and programs to teach consent, mutual respect and gender-based violence prevention.

“Walking down these halls, I hear boys explain to me why women are inferior,” said Julia Truong, a Kamiak senior, who described online communities and influencers that she and classmates said normalize hostility toward women. Truong cited international and academic reports in broad terms and said the district’s students are exposed to a range of troubling online content.

A student team outlined concrete proposals. Amelia, a student presenter, recommended teaching consent and healthy relationships across the K–12 curriculum rather than limiting instruction to sex education. She and classmates described a multi-year, developmental approach—introducing shared vocabulary in early grades, building consent concepts in elementary school, and addressing relationships and online safety in middle and high school.

Students suggested adopting specific curricula and programs used elsewhere. They recommended the “Consent Curriculum” resources from the organization Safe Bay (student-led sexual-violence-prevention curriculum with 15 lessons), and a Mentors in Violence Prevention (MVP) model, which trains student leaders to guide discussions and role-play bystander intervention. They cited the Ankeny (Iowa) School District as an example where MVP reportedly increased awareness of bullying and reduced gender-based violence.

Why it matters: Students asked for district action so that the school environment is safer and more supportive for those who are targets of harassment; implementing curricula or mentorship programs would require curriculum approvals, staff training, and possibly budget allocations.

Context and supporting details: Student presenters referenced research and organizations (UN reports, StopPay UK analysis, Harvard Graduate School of Education guidance, Safe Bay curriculum) and described a suggested developmental scope for consent instruction beginning in early grades. The presenters also described local anecdotes involving student-group chats where they said demeaning remarks were shared.

Board response and next steps: The board thanked speakers; the public comment will receive a district response. No curriculum adoption or formal board action on these recommendations occurred during the meeting.

Ending: Students urged sustained, multi-faceted approaches including curriculum, peer-leader programs and adult supports to reduce harassment and improve safety in schools.","High school students told the Mukilteo School District board that they are experiencing misogynistic and harassing behavior among male peers and recommended a districtwide consent curriculum, mentors-in-violence programs and earlier consent instruction.",{"_33":113,"_35":36,"_37":38,"_39":114,"_41":115,"_43":116,"_45":117,"_47":118,"_49":119,"_51":120,"_53":121,"_55":56,"_57":58,"_59":122,"_61":62,"_63":64,"_65":123,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6215844,"Parents, students and staff urge board to protect performing arts, request dedicated PAC manager",2138,1497000,3635000,"/Search/View?dp=1&key=3656007-1439bfdc95723632e586adbbe7861ded&start=1497&end=3635","https://assets.pipeline.soar.com/3656007-1439bfdc95723632e586adbbe7861ded/thumbnail_1497000.jpg","/articles/6215844/Washington/Parents-students-and-staff-urge-board-to-protect-performing-arts-request-dedicated-PAC-manager","https://secure.pipeline.soar.com/6215844-10fd5d0bcb9b0d45262139f3eed5755f/orig.mp4?Expires=1771135362&Signature=PcQ1g2D4W3PF7tDpDm8sXdb50LHxu4k-KZ7W3I6UQviMLZxyZyDBm9Gyd3Qn8g1~v-CYv8SvwSw99y0Qwks2HGIkOyo8KY32fhxT-nZ6W8kcA3qizKJOQQUqw8aUbruzOnf8P8Gg9j6YXS0cshyYHS83zFOY1S~8OW5iAS2oOZpppBPOYMSDCkv33Lu3WpkK3u20Kn3iWqLxqhXSCBD4k6WhciAhZeGavf3AuJCZMfnFskIrbEWHK6V3t5Ak--3hN7Fq2ilMPe0KVgK-PW3D-k6BM4m895Otus32t59Pie0cj6638y6KxlpZX0E6UBj~FxcCu0BR4jDnQxmuPt8R1Q__&Key-Pair-Id=KUT5TJCACFTXG","Parents, students and district staff urged the Mukilteo School District Board of Directors on May 27 to preserve performing-arts programs and to fund a permanent manager for the district’s newly renovated performing arts center as the board approved a change order for that renovation.

Speakers from Kamiak and Mariner high schools described the arts as essential to student engagement and to community identity. “We cannot let those [arts] disappear,” said Jim Kinsley, a parent and volunteer, describing choir and arts as central to student retention and well-being. Brian Barnes, president of the Kamiak Performing Arts Boosters, said boosters exist to “bridge that gap” when unanticipated financial needs arise for performing-arts programs, including student scholarships and last-minute event costs.

The appeal was echoed by parents and arts professionals. “You are not erasing an expense from your spreadsheet to balance your budget. You are taking away the foundation of this community,” said Mary Penn, a choreographer and director who highlighted the high number of students auditioning and the professional outcomes of Kamiak’s theater program. Brian Morrison, another parent, credited performing-arts participation with improving students’ social outcomes and cited instances where arts enrollment coincided with reduced disciplinary incidents at one high school.

Beyond program funding, Lydia Fitch, speaking as CAMYAT drama parent liaison, asked the board to fund a permanent performing arts center manager to oversee daily operations and rentals. Fitch said the district’s $10,000,000 renovation increases the need for on-site technical oversight; she recounted past damages and equipment misuse when the facility was left in use without a trained theater manager. “Having a trained professional on-site will prevent future damage and show the community that we care about this huge investment,” Fitch said.

Board business that evening included a motion to approve Change Order No. 5 for the Performing Arts Center renovation project; trustees voted in favor by voice vote and the motion carried. The board also approved the consent agenda (including a personnel addendum) and several policy revisions earlier in the meeting.

Why it matters: Speakers framed performing arts as both an educational pathway and a community asset, and they requested explicit district funding and staffing—requests that could affect the district budget and the operation of the renovated performing arts center.

Context and supporting details: Multiple parents and alumni recounted personal stories of students who found belonging and, in some cases, career trajectories through performing arts. Parent groups (Kamiak Performing Arts Boosters) described fundraising and scholarship support roles, while program staff noted the scale of student participation: Mary Penn said more than 80 students auditioned for a recent Kamiak musical and the director cast 44 of them. Lydia Fitch proposed that rental agreements include a mandatory technical-support fee to fund a manager.

Board response and next steps: The board approved the change order for the renovation project during the meeting. Speakers were told they would receive a district response to public comments. No new funding or permanent staffing assignment for a PAC manager was approved during the meeting; requests for a permanent performing arts center manager were offered as public comment and will require a future budget or staffing action by the board.

Ending: Parents and community members left the meeting urging the board to prioritize arts funding and facility management; the board signaled it would continue considering budget and policy items in upcoming meetings.","Multiple speakers at the Mukilteo School District board meeting urged the board not to cut performing-arts programs and asked the district to staff the renovated performing arts center with a dedicated manager; the board also approved Change Order No. 5 for the Performing Arts Center renovation.","actionData","errors"]

Article not found

Board approves consent agenda, policy revisions, exchange-student policy and adopts elementary math curriculum

District reviews graduation requirements, new state performance pathway and sunset of some pandemic waivers

District presents Community-Based Transition Center serving students with disabilities; program offers work placements and services through age 22

Students urge district to teach consent, propose MVP and curriculum changes after reports of harassment

Parents, students and staff urge board to protect performing arts, request dedicated PAC manager