Listen to the Story

A low hum from the HVAC system was the only sound in the boardroom as Chief Financial Officer Christine Donnelly presented a hard truth about next year’s budget.
“Based on the legislative changes, we are now projecting that we’ll collect millions of dollars less in Local Effort Assistance than what we expected,” she said.
Let’s rewind. In February 2026, the Bethel community showed up for its students, approving both the Educational Programs & Operations (EP&O) and Technology levies. That support was more than just a vote of confidence, it was the key that unlocked additional state funding known as Local Effort Assistance (LEA).
For property-poor districts like Bethel, LEA is a lifeline. It’s designed to help our schools "keep up" with property-rich districts, providing us more than $12 million in annual state funding that only triggers when local voters approve district levies.
However, while our community kept its promise, the state changed the rules. Now, despite the levy wins, legislative changes mean the state is cutting back on the very assistance Bethel relies on. And it only gets worse.
The ripples of this decision extend well beyond next school year. Donnelly noted that our district is looking at a potential $30 million impact over the next three years.
“You can see the challenges in front of us in building a balanced budget,” Superintendent Brian Lowney said.
While the news is sobering, the district isn’t standing still. District leadership is already coordinating with legislators and neighboring districts to advocate for a fix in future legislative sessions.
You can make your voice heard as well. To find the contact information for the legislators who represent you in Olympia, click here.
For now, the focus remains on fiscal responsibility – ensuring that every dollar, whether from local taxpayers or the state, is used to impact student growth.

"English is a crazy language. There is no egg in eggplant, nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren’t invented in England or French fries in France." – Richard Lederer
Teaching English has never been easy. There are rules, exceptions to the rules, and exceptions to the exceptions. That’s where a good curriculum comes in, to help teachers connect with students about idioms, inflections, irregular spellings, and more.
Our Department of Secondary Teaching and Learning has completed an adoption process that is bringing new ELA curriculum to our sixth through twelfth grade students this fall. The curriculum is Into Literature. It’s complemented with two Spanish dual language curricula, Inquiry by Design (grades 6-8) and Azulejo (grades 9-12).
This is all on the heels of our elementary students getting a new ELA curriculum last year. This new secondary curriculum will connect intentionally with that, helping students bridge the gap from elementary to middle school. It’s also replacing an 11-year-old curriculum that was being phased out by the publisher. 
The adoption process involved an initial 25 teachers and administrators to narrow the field of curriculum options. It then expanded with a pilot committee of 37 teachers across all seven grade levels. The pilot process involved nearly 2,000 students.
After gathering feedback from teachers, students, and community members, the adoption committee made a unanimous choice.
“This new curriculum … could really help students and open their horizons to new chapters of their lives so they don’t feel like they’re being left behind," said School Board Student Representative Autumn Humbert. 
Keeping students’ needs at the forefront was one of the team’s main goals. Another was to find a curriculum that reflected our district’s diverse population, allowing students to see themselves in the stories they read.
The School Board approved the new curriculum at their April 21, 2026 regular meeting.

Due to an electrical fire at Puyallup's Ferrucci Junior High last week, the Bethel School District and Puyallup School District are currently working together on the details that would have 7th and 8th graders from Ferrucci go to school at Bethel's old Naches Trail Elementary for the rest of the school year.
9th graders from Ferrucci will go to Puyallup’s Emerald Ridge High School to complete the school year.
Classes would begin at the old Naches Trail on May 4, 2026, which will give Bethel staff time to repurpose spaces in the school that are currently in use.
The old Naches Trail school is currently being used for district office and community space. Last year it was used by Evergreen Elementary staff and students when their school was being remodeled thanks to our 2019 School Construction Bond. The new Naches Trail Elementary was also funded by that bond. Thank you, voters!
“At the end of the day, we are here to support all kids, and that includes being a good neighbor when Puyallup students need us,” said Bethel Superintendent Brian Lowney. “We are more than happy to step in and help, and we’ve ensured this won't impact our students here in Bethel or cost our taxpayers anything extra.”
Puyallup SD has specific details for Ferrucci parents at puyallupsd.org 

When people think of multilingual learners, they often imagine students who recently arrived from another country and are learning English for the first time. In our district, the picture is much broader. Nearly half of our multilingual learners were born in the United States and arrived at school already speaking more than one language at home.
That means students often come with valuable language skills and cultural knowledge already in place. Bethel’s Multilingual Education (MLE) program builds on those strengths while helping students grow academically and socially.
Across the district, our students speak more than 76 languages, reflecting the diversity that makes the community strong. The district’s MLE program supports students as they continue developing English while maintaining pride in the languages and cultures they bring with them.
One major focus of the program is helping students master academic English by helping build the vocabulary and communication skills needed for success in every subject area.
But it's not just about academics. There are also long-term cognitive benefits connected to multilingualism. Students who regularly think, read, and communicate in more than one language are constantly strengthening important brain pathways connected to memory, problem solving, and adaptability.
“One thing that they have found with our multilingual learners is that when they're having to think in more than one language, their brains are constantly making those new neural pathways. And so what happens is multilingual students just have these really strong pathways for learning,” said Carla Louck, Secondary MLE TOSA.
Those benefits extend well beyond the classroom. In today’s world, being able to communicate in more than one language is an advantage in careers, higher education, travel, and everyday life.
“Multilingualism in general is just such a strong skill to have, to be able to think and talk in more than one language has a lot of great benefits. I love that our school district has a Dual Language program so that we are really thinking about how that can impact student learning,” Louck said.
The community will have a chance to celebrate that work at our annual Family Fun Night on May 1 from 5:30 to 7:30 p.m. at Spanaway Lake High School. This special evening brings together students, families, and staff for a vibrant celebration of culture, language, and community featuring food, interactive booths, and student performances. All are welcome to attend.

At Elk Plain School of Choice, education is defined by more than just curriculum. As the only K-8 school in the district, Elk Plain offers a unique environment where students grow from their first days of kindergarten to the brink of high school within the same supportive walls. 
"What makes it really special is we have the opportunity to have these students here with us for nine years,” said Principal Ashley Swindahl. “By the time you're in eighth grade you're still walking by your kindergarten teachers."
That nine-year journey of consistency and creativity is rooted in the school’s integration of the arts and sciences into daily instruction. Swindahl said that the school also prioritizes hands-on learning and creativity to help students better retain information and develop essential life skills. Elk Plain features hour-long specialist periods that allow for a robust rotation of subjects, including art, music, science, and an elementary theater program that teaches public speaking and leadership from a very young age.
One of the most distinct departures from the traditional school model is the absence of a standard PE program. In its place, Elk Plain offers a comprehensive dance program. This meets the essential physical education standards through a creative lens, encouraging students to move their bodies while exploring artistic expression.
The impact of this specialized focus is evident in the students themselves. Eighth-grader Levi said the school’s unique offerings, such as theater and debate, helped him overcome shyness and gain practical technical skills, including building sets for one of the school’s plays.
"Before that class I didn't know how to use things such as drills or nails, but now I've grown and improved,” he said. “It brings me joy to be able to see other people enjoy my own creation."
While Elk Plain is not a traditional neighborhood school, anyone can apply to attend.
"Any kid can be an Elk Plain kid," Swindahl said. While the school often has a waitlist, the goal remains to make this specialized, "bouquet of experiences" available to any student in the community interested in a more creative, academic path.
Levi has loved every minute of his time at Elk Plain, and he is quick to recommend it to others.
“When I'm older I will most definitely bring my kids here because this is such an amazing school," he said.

Stepping into your first or second year of teaching is exciting, but it often comes with a rush of nerves. That feeling, the one where you want to do well but worry about making a mistake, is exactly what our district’s teacher mentorship program is designed to prevent. It’s more than just training; it’s a commitment to teacher success that ultimately makes our entire school community stronger.
The mentorship program pairs first and second year teachers with veteran mentors, dedicated teachers whose job is to provide one-on-one support.
For high school teacher Megan Bentley-Moon, this made all the difference. "The sole focus is for me to be a better teacher, and how amazing is that?” she said. She said her mentor acted like a true cheerleader and was deeply invested in her growth. And when she faced a tough challenge, her mentor stepped right in. "I actually talked to [my mentor] about it and she came in for a whole week solid and we worked on it together until we got the culture in the classroom where we wanted it to be,” she said. “I really saw things get better from that point on.”
The strength of the mentorship program is that real, practical support is right there in the classroom, giving new teachers tools and tips that they can use immediately. This support system also ensures that new teachers gain a crucial foundation: confidence. "She pointed out my accomplishments that I didn’t always see for myself which really helped me grow in my confidence,” said Bentley-Moon.
By building up new teachers, we are strengthening the whole school environment. In addition to individual coaching, the mentor program builds friendships and connections through group training sessions made just for first and second-year teachers. “I always leave feeling like I now have more tools that I can immediately use in the classroom,” said Bentley-Moon.
But this training doesn't just help the individual, it raises the bar for the entire district. Assistant Principal Valerie Budinich said this program quickly helps new teachers become contributing team members alongside their experienced colleagues. “Our new teachers are bringing what they're learning into their teams, into our school, and continuing the learning."
That's why the mentorship program is an investment in the future of education, and a clear sign of what our district values. "I just don't know what we'd do without this program," said Budinich.
For any teacher seeking a district that will truly invest in their well-being and growth from day one, our teacher mentorship program is one of the ways you can see that Bethel is a supportive, inspiring, and dynamic place to start a career.

On any given afternoon at Frontier Middle School, you might find a group of students gathered around a table, rolling dice, imagining dragons, and setting off on epic quests. But beneath the fantasy adventure is something a little more unexpected: a lesson in real-life skills.
School counselor Nick Rogen started Frontier’s Dungeons & Dragons club not just because he loves fantasy stories, but because he saw the game as a powerful way to help students grow.
“What’s cool about it, especially as a counselor, is that I can mold the story into something where they’re using actual social skills. So I’ve coupled it with Character Strong, which is our social-emotional curriculum," Rogen said.
Before each campaign begins, Rogen introduces students to concepts from Character Strong then, as the adventure unfolds, students get a chance to practice those skills in real time through the game.
“A good thing to do is put yourself in their shoes," Rogen said. "As adults, we’ve all been to meetings that you kind of just suffer through. They maybe teach you skills, but then you’re expected to just know how to apply those skills, and applying skills can be tough and scary. So I thought it would be cool to be able to practice those skills in a safe way, and the kids don’t even really know they’re doing it.”
In Dungeons & Dragons, players must work together to solve problems, navigate conflicts, and make decisions as a team. That collaboration naturally builds communication, empathy, and confidence – skills that are just as useful in the real world as they are in a fantasy setting.
Rogen compares the concept to something he once read in a cookbook. A chef described how to sneak vegetables into meals that kids already love, making healthy food more appealing. Rogen says the club works in much the same way.
Students think they’re simply playing a fun game, but along the way they’re also learning how to listen to others, think creatively, and support their teammates.
For seventh grader Vix, who has played Dungeons & Dragons since fifth grade, the club has been a way to grow more comfortable around other people.
“The more we played and the more everyone talked, I got more comfortable being around people I didn’t know. I would talk a lot more than I used to. I would feel more included. Every time I go to D&D, I’m excited to see my friends and see Mr. Rogen, because he’s an awesome Dungeon Master!” Vix said.
Rogen says that sense of connection is one of the most important parts of the club. Students who may not have known each other before suddenly find themselves working side-by-side to defeat monsters, solve puzzles, and complete quests – all while growing their stable of social skills.

Inside classrooms at Thompson Elementary, students are learning much more than vocabulary and grammar. Through the school’s Dual Language program, they are building confidence, developing academic skills in two languages, and gaining tools that can benefit them for the rest of their lives.
From the earliest grades, students begin learning academic content in Spanish while also developing their English skills. For kindergarten teacher Vanessa Tepalcingo, watching students take those first steps is one of the most rewarding parts of the job.
“They come in knowing nothing, and then you see so much growth through the year,” Tepalcingo said. “They learn their letters, their letter sounds, how to read, how to write, all their numbers. And they’re learning it all in a whole new language, which is amazing to see.”
Those early years lay the groundwork for continued growth as students move through the program. By the time they reach the upper grades -- and eventually middle and high school -- the academic expectations have grown, but so has the confidence students bring with them.
“One of the biggest improvements I have seen in students is their self-confidence. I work with fifth graders in particular, and at the beginning of the school year, students are often very nervous and afraid because they have heard that fifth grade is a challenging year, and honestly, it is,” said fifth grade teacher Keren Villanueva. “The children are learning more complex content. However, the most exciting thing is that as the year progresses, the students grow, surpass themselves, and strengthen their confidence. In addition, they begin to learn the content in Spanish, and then they can master it in English.”
That ability to learn and communicate in more than one language can have lifelong benefits, both academically and personally. Thompson Elementary Principal Arturo Gonzalez said research shows the advantages of bilingual learning extend well beyond the classroom.
“Medical research has identified that there are benefits to learning more than one language. Everything from decreasing the probability of dementia, to students being able to function and be successful in different settings because they develop the skills of working with different people,” he said.

At the Pierce County Skills Center, students can do more than just learn about careers -- they can actually build them. Few examples illustrate that better than Caelyn, a senior in her second year in the Automotive Technology program whose accomplishments are already turning heads across the industry.
Caelyn first enrolled in the program as a junior and quickly found herself excelling both in the classroom and in competition. That year she competed in SkillsUSA, a national organization that hosts career and technical education competitions designed to showcase and develop students’ workforce skills. She advanced from regionals to state and ultimately to the national competition.
“She did especially well in Customer Service. She ended up going to Nationals and taking seventh in the entire nation. It’s just unbelievable. She’s just really, really good,” said Rob Anderson, one of Caelyn's PCSC Automotive Instructors.
Her success in SkillsUSA was just the beginning. Over the past two years in the program, Caelyn has received an astonishing 22 job offers and six scholarships. That is a testament not only to her work ethic, but also to the real-world skills students gain at the Skills Center.
“There were moments when I struggled and wondered where I was going next, but there was always this little voice of Mr. G or Mr. Anderson in the back of my head telling me, ‘you can’ or ‘you should,'" Caelyn said.
That encouragement helped lead to an opportunity many aspiring technicians only dream about. Caelyn was offered a job at Cummins, a global leader in diesel engine manufacturing, through its Technician Apprentice Program, making her the youngest female diesel technician ever hired by the company.
Through the TAP program, Caelyn is not only an employee, but gets to take part in a four-year training pathway that includes both hands-on work and classroom learning.
“In my position, I get to work alongside our senior techs working on basically anything, from small generators all the way to fire trucks and super heavy machinery," she said. "I’ve done things as small as oil changes all the way to up to full engine rebuilds on my own.”
By the time she completes the TAP program, Caelyn will be fully certified to work on engines ranging from light-duty vehicles to high-horsepower industrial equipment.
For Caelyn, the journey is just beginning. But her story already reflects the mission of the Pierce County Skills Center: preparing students for high demand, high wage jobs and post-secondary education.

Ever since there have been schools, people have been talking about the behavior of students. Today is no different.
“We were hearing frustrations from teachers, over and over, the same frustrations about behaviors.”
That’s Shirley Anderson, a 22-year veteran teacher from Thompson Elementary. She’s also the Bethel Education Association (BEA) treasurer. She said Bethel’s work around behavior began in earnest in 2018 when the union and administrators began to work together towards potential solutions.
“It was hard at first,” Anderson said. She remembered administrators sitting on one side of the table and teachers on the other, saying, “It was them … and us.”
But as the two sides got into the work, the lines fell away and the team began to gel. They worked side by side to identify the problems, and seek out research-based solutions to create behavior systems at each of our schools.
“Admin and teachers both wanted systems in place,” said Anderson. “Admin were just as frustrated as we were.”
That early work by the district’s Behavior Task Force created behavior teams at each and every school. Their first focus was on Tier 1 behaviors. Those are preventative measures that focus on the bulk of the student population.  
“Tier 1 is supposed to cover 95% of kids,” Anderson said. In a district with more than 21,000 students, that’s a lot of kids impacted right away. The team is now focusing on Tier 2 and Tier 3 behaviors, the more challenging ones that are focused on the other 5% of kids who need extra support.
The work of the Behavior Task Force is making big changes in our district. And that’s making waves that are drawing national attention. Anderson said they recently met with a school district in California over Zoom who was just beginning their work on student behaviors.
“Their district and their union are kind of butting heads over their behavior system, and so they wanted to know what our process was,” she said. 
Traci Overstreet is a veteran special education teacher at Cedarcrest Middle School. She’s also the BEA Vice President. She said the ongoing work and collaboration is critical and deserves to be recognized. In fact, she and the team presented at a conference in Spokane just last year.
“It was standing room only, and people were excited. Administrators want to work with their unions and do this collaboration," she said.
Executive Director Kelley Boynton said the work of the Task Force and the behavior teams at the schools is not only drawing national attention, it’s making a huge impact here at home.
“One of the things that we’ve noticed in several of our schools is, we’ve got a significant trend, which is huge reductions in suspensions. In fact, I was examining nine schools, and together they showed a reduction by half. And some actually had a 75% reduction in suspensions.”
That’s an incredible leap forward, and it’s data like that that has drawn the interest of some national researchers. “We got a call from Johns Hopkins University,” Boynton said. “They’re going to send a research team out to Bethel to learn our story and dig into the data.”
Back at home, School Board President Marcus Young said all this work has been critically important to the success of our students.
“I was here when we had people coming for our public comment who were staff members talking about discipline,” he said. “Just to know how far that collaboration has brought us, and the results that it has brought us, I definitely want to give you all kudos for that.”

In every one of our schools, there are adults whose work rarely comes with fanfare but consistently shapes the daily experience of students. Paraeducators are woven into the fabric of our classrooms, stepping in wherever needed and ensuring students feel supported, safe, and ready to learn.
Their responsibilities are as varied as the students they serve. Paraeducators provide one-on-one academic support, assist with small groups, help students regulate emotions, supervise common areas, support specialized programs, and collaborate closely with teachers and administrators. They are often the steady presence who notices when a student is struggling and quietly helps them get back on track.
At Cedarcrest Middle School, humanities teacher Elizabeth Strissel sees firsthand how essential that support is.
“Paras are really, in my mind, the unsung heroes of any school district, and especially ours. They just do so much for kids," she said.
That impact shows up in countless small but powerful ways -- a student gaining confidence because someone took extra time to explain a concept, a classroom running more smoothly because additional support allows a teacher to differentiate instruction, or a child feeling understood during a difficult day.
For some, the work extends beyond classroom walls. At Spanaway Middle School, Stan Bardoni has been a familiar and beloved presence for decades, serving as a crossing guard and coach. Generations of students have been greeted by his wave and steady watch at the start and end of each school day.
“The best part of the job is the kids,” Bardoni said. “The kids are wonderful. My grandkids live (out of the area) so these are my grandkids. I’m 71 years old and this is the greatest job I’ve ever had.”
At Challenger High School, paraeducator Loretta Hobson describes her role as one centered on teamwork and flexibility.
“I see my role mostly as assisting,” she said. “Whether that means admin needs help or security needs an extra set of eyes, but mostly in the classroom with students. It’s helping out wherever it’s needed. It’s building relationships with the teachers, the students.”
That willingness to step in wherever and whenever necessary makes paraeducators invaluable members of every school community.
Do you know someone who would make an excellent paraeducator. We’re hosting a hiring event geared towards Special Education Paraeducators, including 1:1 Instructional Paras! The event will be on March 26 from 2 to 6 p.m. at the Educational Service Center.

The Washington State Legislature is in session and the House and Senate have released their 2026 budget proposals, which include recommended cuts to education.
Those cuts will equal millions of dollars lost for Bethel.
Superintendent Brian Lowney said two items in the proposed budgets are particularly concerning for our district and others.
Funding Reduction: Local Effort Assistance Local Effort Assistance (LEA) helps property-poor districts “keep up” with property-rich districts.
LEA in Bethel is more than $12 million annually of additional dollars from the state that only comes when local levies are approved by voters. With our levies now passed, Bethel is counting on those LEA dollars to fund our budget. A reduction would be a very real concern for our district.
Funding Reduction: Transitional KindergartenTransitional Kindergarten is one way we help preschool students prepare for kindergarten. Cuts here would reduce the number of classes we are able to offer. 
Lowney said the biggest learning gap in our student body is actually our kindergarteners. “We have kids that can read Harry Potter books when they enter kindergarten, and we have kids that don’t know their colors,” he said.
It’s time to speak upBoth of these reductions would be a huge loss for our students. 
“This isn’t a question about whether the resources are available; it’s a question about the priorities of the Governor and the Democratic legislative majorities,” State Superintendent Chris Reykdal said in a statement. “Budgets are a statement of values. While the Governor and nearly all legislators committed to supporting our public schools when they ran for office, those values are not reflected in these budget proposals.”
Our School Board was in agreement and encouraged the public to speak their mind.
“Talk to your legislators!” said Bethel School Board Vice President Teresa Cosio. “There is a surplus of money. It’s shared on the state PTA page. They have the funds. Why they’re trying to cut education is ridiculous.”
“We see WEA, we see all the different unions coming out and speaking up for the lack of funding,” said Director Roseanna Camacho. “They’re hearing from us, but they definitely need to hear from community, parents … people that care.”
“There’s a real fight that we all have to play a part in,” said Director Terrance Mayers, his frustration evident. “The first thing they always cut is our education … Enough.”
To find the contact information for the legislators who represent you in Olympia, visit https://app.leg.wa.gov/districtfinder.

We’ve seen this question a lot online, with quite a bit of speculation as to what would happen if our levies don’t pass next week.
Our district has two replacement levies on the ballot right now. They are not new taxes and are at the same tax rates that voters approved in 2022. 
In short, a levy failure would force the district to make some very tough decisions, as the EP&O Levy alone pays the salaries of more than 400 people in the district. That’s more than 15% of the overall budget.
The easiest way to think about what specifically would be cut in a levy failure is to look at what each levy funds. Without the levies, these are probably areas where you would see budget cuts. And while those are decisions the district would have to weigh in the event of a levy failure, here are the facts:
The Educational Programs & Operations Levy funds:
Teachers and librarians
Paraeducators
Counselors and social workers
Nurses
School Resource Officers and campus safety officers
Custodians
Bus drivers
Arts, orchestra, band, and choir programs, including teachers
Middle and high school athletic programs, including coaches. These programs serve more than 5,000 students each year.
Special education, multilingual, and early learning staff
JROTC Programs
Highly Capable programs
Community resources supporting our homeless students, 
Bethel Rec, which serves more than 6,000 students every year
After-school activity buses
The Technology Capital Levy funds:
Student iPads and other classroom devices
iPads are replaced every 3-4 years. We work with resellers to get the best value for the old devices, which puts millions of dollars back into our Tech Levy budget
Cybersecurity and data protection
Upgraded Wi-Fi and communication systems
Instructional software and digital curriculum
Tech support staff
Election Day is February 10. Don’t forget to vote! 
You can find more FAQs, as well as lots of levy information at bethelsd.org/levy 

Don't forget to VOTE!
Ballots have been mailed and Bethel voters are now deciding on two replacement levies: The renewal of the Educational Programs & Operations (EP&O) Levy and the Technology Capital Levy. These are not new taxes, they are both replacements of expiring measures at the same tax rates that voters approved in 2022. 
How much will these levies cost me?The tax rates remain unchanged from what voters approved in 2022. The Educational Programs & Operations Levy will stay at $2.17 per $1,000 of assessed value, and the Technology Levy will remain at $0.31 per $1,000 of assessed value.
What does the Educational Programs & Operations Levy fund?The EP&O Levy accounts for 15% of our district's budget and funds more than 400 staff positions that the state underfunds or doesn't fund at all, including teachers, librarians, paraeducators, counselors, social workers, nurses, School Resource Officers, campus safety officers, custodians, and bus drivers. It also supports arts and music programs, middle and high school athletic programs, special education staff, multilingual education, early learning programs, JROTC, highly capable programs, resources for homeless students, Bethel Rec, and after-school activity buses.
What does the Technology Capital Levy support?The Technology Capital Levy keeps classroom technology up-to-date and safe for students and staff. It funds student iPads and other classroom devices, cybersecurity and data protection, upgraded Wi-Fi and communication systems, instructional software and digital curriculum, and tech support staff. Every three to four years the district replaces student iPads and resells the old devices, putting millions of dollars back into the Tech Levy budget.
Why do we need local levies if the state funds schools?State funding is based on an outdated funding formula that doesn't cover the actual number of teachers and staff districts need to employ. Since 2019, the percentage of the state's budget dedicated to K-12 education has dropped significantly—from 51.6% in 2019-21 to 43.2% in 2025-27. Local levies are an essential part of the school funding formula in Washington state, which is why 10 Pierce County school districts have EP&O levies on the ballot for renewal right now.
What happens if these levies don't pass?If local levies are not approved, Bethel loses not only the levy funding (which is 15% of the budget) but also more than $12 million annually in Local Effort Assistance (LEA) from the state. LEA is additional state funding that only comes when local levies are approved by voters, making the financial impact of levy failure a very significant event.
Is there a tax break for senior citizens or those with disabilities?Senior citizens and people with disabilities who meet certain income requirements may be exempt from part or all of these local property taxes. To learn more about eligibility and how to apply, please visit https://www.piercecountywa.gov/702/Senior-Citizens-Or-People-with-Disabilit.
Can I vote if I rent my home?Renters have the same voting rights as homeowners. Voters do not need to own their home or apartment, they just need to be registered to vote. 
Can I still register to vote in this election?​I​f you're not registered to vote yet, you can register online at https://olvr.votewa.gov/OLVR2024/landing.aspx. The deadlines are:
February 2: Online and by mail registrations must be received.
February 10: Register to vote in person by 8 p.m. at a County Elections Office.
Do levies require a supermajority to pass?Unlike bonds, which require a 60% supermajority to pass, levies only require a simple majority of 50% + 1 vote in order to pass. From 1932 to 2007, school levies required a 60% supermajority, but the rate reverted back to 50% after a constitutional change that required ⅔ approval in both the House and Senate before going before voters, where it passed by a simple majority.
You can find more information, facts, FAQs and videos of our levies in action at bethelsd.org/levy

A group of Frontier Middle School employees was honored Thursday morning for their life-saving actions during a medical emergency involving a fellow staff member.
A host of Pierce County Sheriff's deputies were on hand at Frontier to present special Citizen Life-Saving Awards to the employees whose quick thinking, teamwork, and calm response helped save a colleague’s life. The recognition followed an incident in December in which a teacher collapsed at school and required immediate medical attention.
When the emergency occurred, staff members immediately stepped in to help. Rick Ingham, Chari Wright, and Angel Pompa rushed to the teacher’s side and began CPR after determining she was not breathing. Kortnie Kanton called 911, while Amy Wingerter and Melissa Pace alerted the front office for additional support. Karen Arteaga quickly retrieved an Automated External Defibrillator (AED), which was used alongside continued CPR efforts.
First responders arrived soon after and transported the teacher to the hospital. Hospital staff later confirmed that the actions taken by Frontier employees -- including CPR, use of the AED, and the 911 call -- directly saved the teacher’s life.
Deputy Josh Miller, who is one of our levy-funded School Resource Officers, nominated the FMS team for their heroic actions. Miller teaches CPR to staff members, and it was that knowledge that helped save the teacher’s life.
“You guys all did something to help save this individual’s life," Miller said. "You guys should be proud of yourselves for that, and we’re going to honor you with this award.”
Thursday’s ceremony highlighted the importance of emergency preparedness and the powerful impact of staff members who are trained and ready to act when it matters most.

For thousands of students across our district, sports are about much more than competition. They provide structure, belonging, and life lessons that extend well beyond the field. From Friday night football to Unified Sports, basketball and bowling, our athletic programs help young people build confidence, responsibility, and relationships that can help shape their future.
At Graham-Kapowsin High School, head football coach Jeff Logan sees sports as an extension of the classroom. “Athletics are extremely important for teaching life lessons even outside of high school,” he said.
For his coaching staff, success isn’t only measured by wins and losses, but by how prepared students are for adulthood. Practices and games become opportunities to learn accountability, teamwork, and leadership, along with the value of shared experiences that students remember for a lifetime.
Those lessons resonate across sports and schools. At Spanaway Lake High School, girls wrestling coach Hakeem Young spoke about the responsibility that comes with being part of a team. "It helps them learn accountability. Because now it’s not just about them they have to worry about, it’s their team,” he said.
For some students, athletics are also a critical gateway to inclusion and belonging. Unified Sports, coached by Miranda Fickle at GK, brings together general education students and students who receive special services, creating shared experiences that break down barriers. “Those are super important because they support inclusion and just an overall sense of belonging,” she said.
Through Unified Sports, students compete side by side, form friendships, and discover new confidence. Coaches regularly see students step outside their comfort zones, gaining pride not just in their athletic abilities, but in being part of a team where everyone is valued.
These experiences are made possible through the district’s Educational Programs & Operations Levy. State funding does not fully cover extracurricular programs, coaching, or the staffing required to offer comprehensive athletic opportunities. Levy funding helps ensure that students across our district have access to sports that support physical health, mental well-being, teamwork, and leadership development.