May 11th, 2026 Regular School Board Meeting

001Okay. >> All right. Abby, >> do you want me to bring it to order >> and then? Yeah. And then you can delegate. >> Okay. Okay. It is 6 o'clock. I'm going to call the regular school board meeting of May 11th to order. First on our agenda is the flag salute. Pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. At at this point, um, if there are no objections, I would like to pass the gavl to Arie um just to run the rest of the meeting. >> I would I'm honored, so I would be glad to do that. >> Thank you, Arie. So um the first order of business is to approve

002the agenda. Do I have a motion to motion to approve the agenda? Derek makes the motion. >> I will second. >> So it has been moved and seconded. Is there any discussion? Hearing none. All those in favor say I. >> I. I. >> It is approved. The next order of business is our consent agenda. It was sent out earlier. Hopefully people had a chance to look it over. Um, we got late resignation that came in, but it got put in here. So, all of the stuff that is in here, including previous um, policies that we've already had a first reading for. Um, if is there anyone that would like to make a motion to accept the consent agenda? >> I'll move that we accept the consent agenda. >> Is there a second? Um, I have

003a couple of questions about the policies that are included in the consent agenda. >> So, um, we could still put the motion and then have a discussion. Is there a second? >> One second. >> So, it's been moved and seconded. So, do we have a discussion? >> Yes. So, um, I just wanted to highlight a couple of things. the policy that's uh like the second one the GB EBR communical indices in schools >> um on the uh the third or the fourth pages there is a section one and that section one is uh missing some key verb or word because I cannot make it make sense it uh something about a nurse and something about a communicable whole disease, but the sense of that statement is not I I kept looking above it to see

004if I was just missing it referencing something, but I >> the top the very top line of page three. >> Yeah, >> this is this is the communicable diseases one. >> Yeah. >> Okay, hold on. So uh if we look at um it says nurse or school nurse or school nurse stating that the student or employee respectively does not have or is not a carrier of any restrictive disease period. An exclusion for chickenpox scab staflocoal skin infections streptococtal infections diarrhea or vomiting may be removed by a school nurse or healthcare provider. But the first sentence doesn't contain a complete idea. I think what that's saying I think it what it's you we might have talked about this at the policy committee is and it's not very clear is that the um the school nurse or

005healthcare provider can remove the exclusion >> the second sentence the first sentence >> right which is the yeah the f the first sentence just doesn't the second sentence is clear and Awesome. >> Do you think we need do you think we a school nurse a a nurse or a school nurse stating that the student or employee respectively does not have or is not a carrier of any restrictable disease? >> Yeah, there's something missing. That first sentence is missing. >> So the only question could it be a colon and then the next sentence >> or did something get cut off somewhere? >> I'm looking back. I believe so. >> It also has a number one by it. Um and and then it goes to five and it's four before that. Did it just get moved out

006of order? >> Should should that be indented and it's the three-1 or 3- A? That makes sense. Is it is it a >> I'm looking back at an older version to see if I can >> So, do we want to just make a motion to remove this one until it's corrected for the next meeting? >> So, moved. >> So moved. Okay. Second. And it's been seconded. So we we are amending our motion to take out um GB uh until the next meeting after it's been corrected and we have a policy meeting coming up pretty soon. So that should work out. >> Thank you. And I just had a question about uh LBDA denial for virtual public charter schools. The last one >> my question is uh for um what is our enrollment and how in

007the virtual public charter school that's not sponsored by us and how are we even supposed to know that? >> So we have uh we keep a list of all students that are coming in and going out. So we have a list of of the students that are enrolled in other charter or virtual programs uh through the uh IDT process. David looked at that number um when we were looking at this policy and we're a hair over the 3% threshold. Um I've been trying to call families and um work with them on coming back into our programs without having to be like, "No, we're over the policy or we're over the threshold so we can just deny it." I've been trying to get them to come back to us on their own accord and we've had

008some good success. So I I feel like we're going to get back under that 3% threshold next year, but we're we're a hair. We're at 3.4 3.5%. >> Yeah. >> Okay. >> But we keep a running list of of students going out, students coming in >> and that those are just kids outside just in a chart school. It's not one of our >> correct. Yeah. Yeah. We so I know who's trying to figure out how you would even know you know >> they have to go online charter school somewhere else to accept them they have to let you know that they >> I see okay >> they want to get public money >> okay >> and the the chart virtual charter schools specifically virtual schools >> that's the big >> is going to be a

009real big topic next year you're going to hear about in the legislative session and the way the funding has been working with those those institutions so >> yeah I mean it's like it's like pharmaceutical companies They fig people have figured out how to turn that that into a profit center. >> Yeah. Yeah. So, but yes, we can we track those. Okay. >> We have a running spreadsheet >> because because the virtual public charter school or virtual charter school is required to tell us that they are enrolling the money. Okay. >> Now, it makes sense. Thank you so much. >> Yep. >> Okay. So um we have a motion on the floor which has been amended to take out um the one GB AR um policy which will come back next week next week. Um any

010other I discussion on any of the stuff in the consent agenda. Okay. Seeing none those in favor of the amended motion say I. >> I. Okay. Um and that took care of the policy. The next one is items for information and we have a special presentation. Oh, isn't here, right? >> No, >> I reached out to both of our student reps and did not hear back. So, I kept them on there in case they did show up. >> Public input. Um, >> we didn't have anybody sign up. >> Nobody signed up. So, I won't read this thing about all the public input. Um, now we're to our Latinx cultural club presentation. So, whoever amongst the group or all of you want to stand up and do a presentation, if you stand by where this podium

011is, they'll actually see you on the camera. So, that'll be helpful. >> And I will thank you for being here. >> One moment. Make it as big as I can for you. It's not really okay. And I don't know because it's a PDF if it will let me skip. So you just tell me to go to the next slide. I'll skip through for you. >> Okay. >> So we're the Latin X group leaders and we're going to present to you guys about our club. I am Yelia Mandez and I'm a junior in high school. >> I am Amina and I'm a junior in high school. I am Axel Osorio and I am a sophomore. >> I'm Anisha Ramirez and I'm a sophomore. >> I'm Shayla Milan and I'm a junior. >> We want to introduce

012our club and tell you guys why it should matter to you because we are a Latinx club welcoming people of all backgrounds who want to come learn about Hispanic culture in different ways. We teach them in games, food, traditions, as well as our club is focused in a predominantly white school. So we try to offer a safe space for anyone coming to join us. We meet every other Tuesday and we teach them games and traditions we have. >> Um throughout this year we have done various volunteering events. Our yearly ones include um read across America, family fun day and and day of day. Um, also during our holiday seasons, we partner up with the Ark and we help them with gift wrapping for Christmas. And in November, we have our Day of the Dead event

013where we learn the cultural culture and origin behind it. Um, as well as doing arts and crafts, learning of the other things. >> And these are some of our club activities. One of them is culture inspired pottery which we learned um about how Hispanic uh cultures have different types of pottery such as using clay and different type of techniques in the drawings. And then the other one is which we people in Mexico and it repres symbolizes um wealth, protection and health and then trying traditional culture food. Every single time we meet, um, we met during lunch, so we bring in food and learn about the history about it. Here are some more examples of our volunteering events. You can see that there's our one of our club meetings, um, family cafes, and then in the

014middle there was there's an open and it's like a decoration stand to remember our past loved ones and putting an offering of something that they enjoy while they were born. Caesar Chavez is an annual event which we offer in our club. Only a certain amount of students per club can go volunteer. 20. We meet at Southern Oregon University or Western Oregon University. Caesar Travis brings many LX clubs. They offer career workshops and from from different colleges and the colleges tell us what careers they offer. During the tour, they offer sessions. They offer salsa classes, low riders, and Mexican flowers. is telling about their stories and what they mean. There's also speakers who talk about Caesar Chavis and his accomplishments with a popular quote they use. It means anything is possible. A quote he used for

015the for farmers against exploitation. Um about our club attendance, on average we have about 17 students who come and attend our club meetings with our highest club meeting having 26 students. Um our club hours in total has rounded up to 470 hours in just a year and we try to do at least two opportunities to volunteer each month. And then to advertise for when our meetings are, we usually post on our Google classroom with our club and students. And then we also post on Instagram. Um, cultural foods. During club meetings, we often try a various amounts of cultural foods. We try chicharon, casadillas, flanes, tacos, and the roses. Um, veres, as you can see on the slideshow, it's the top one, is a very prominent cultural food within our um within Hispanic culture. It's basically

016a um sweet bread in an oval shape and it represents eternal love from God. It has candied fruit jewels on it and inside of it, it contains a figurine of a baby Jesus. And that's supposed to represent um that's supposed to represent Jesus hiding from Herod. And overall, it's eaten on January 6. It marks the end of Christmas season. And I think that food is a very impactful way to spread our culture. It's very effective as people can get an insight into what we what we celebrate in like our traditions. It's a we often um have a historical lesson on the food food's origin and its significance within the community. The Latinx club plays a vital role in our community, not only through the way that we express our culture and share with others through

017traditions, language, food, music, and art, but we also but also through meaningful contributions made to create a sense of welcome for others. And through partnerships with KUS Hispanic Allies and the Cruisebased School Foundation, we have also been able to get funds. And we have also had the opportunity to apply for a grant for the past two years to fund for our trips and stuff that we do, especially Chiso Travis, Caesar Travis. And then we would also like to thank our adviserss, Roman Munoz, Jennifer Torres, Melinda Torres, and Ann Rodriguez for making everything possible. So, are there questions? >> I have a question. Um, I was reading Mr. Ashton's newsletter today and he said on May 28th is the first multicultural uh night in the gym at Marshfield. Um, I'm assuming Latinx club's going to be

018a part of that event. And do you know any details about that? Because all I saw was what Mr. Ashton. Um, so basically each cultural club is going to have in the main gym of Marshfield, we're going to have our own like tables and it's going to have a presentation like a trifold presentation like going to be on different or the different cultures and then we're also going to have activities for the kids. It's not only going to be just for like people from the school to come, but it's going to be a family event. And I think it's going to be a good way to definitely show the impact that our cultural clubs has on the community and the school. >> And that's again, it's going to be on Thursday, May 20th. >> Okay.

019>> So far, we don't know what we're going to do yet because we're gonna make a meeting like in the next week to plan for what we're going to do, but we're going to be >> got a little time. >> Yeah. There's also going to be a nice potluck with all the cultural foods. They're going to make foods from um the origin they're from and then everyone's gonna get >> you guys should be really proud uh having a club with the average attendance of 17 uh with couple times a week me or a couple times a month meetings and all of the wonderful volunteer activities that you guys have participated in. You should be very very proud. wondering uh what goals you have for the like the next academic year or what uh things you

020hope to to do as a club in the future. >> Um we really hope to just have opportunities to do more like traveling to see more of like culture in other places and to teach people about Hispanic culture and to just welcome more. So, have you checked with each other to find out how many of you are from different countries? Because I know from my experiences that the culture in Venezuela is different. The cultures of Mexico, actually, northern Mexico and southern Mexico are very different. So, do you have those conversations amongst yourselves about the different countries? >> Well, a large percentage of our students who attend are from a Mexican origin. We also have a lot of mixed students such as um Asian and Mexican. And we have like it's predominantly um people from the

021Mexican origin, but we also have white people, uh Asian people, and that's pretty much it. >> Okay. So, it's mostly Mexican. >> Yeah. >> Okay. I was >> I was curious um if you feel like most people in your club are bilingual or you know >> Yeah. >> mostly everyone who is Hispanic from our club they they speak both Spanish and English. >> And so they probably are their families are also blending at home. >> Yeah. Great. Thank you. I'm putting my plug in for for translations. That's my plug. And clearly >> I have a question Arie. >> Go ahead. >> And and I mean no disrespect by this question, but most of us on the board grew up with the phrase Hispanic. Can you explain the term Latin X for me? Latin X is

022basically saying like all like Spanish cultures like Venezuelan, Spain, Brazilian, and then X is basically non-binary. So like in Spanish, you have verbs that end in A and verbs that end in O. A is female, O is male. So X is like all genders of his like Latinx. >> I appreciate that. Thank you. >> Yeah. And and Hispanic does not include things like Brazilians and others. So when do you think about just like >> So I appreciate that. I appreciate that difference. >> Yeah. >> Any other questions? I want to say is I am very impressed that you came here. You did a great job as a group presenting which is not always easy to do. Um, and I am really excited that you have a club that seems to be functioning really well, has

023a lot of people because, um, as you have noted, um, this is not a really cultural diverse community and so making sure that people get to know you better and understand your cultures better is good for all of us. So, thank you very much for being here. >> Thank you. >> Beautiful t-shirts, too. >> Yeah. >> Thank you guys. Have a great night. too. >> So, are there some of your adviserss here too? >> Yeah, you should introduce them. >> This is also one of our teachers at >> Thank you for being here, too. We appreciate it. >> Okay. Um, is Kate here? >> Yep. >> Oh, there's Kate. Okay. I missed him. So, student success committee. All right. I understand the nerve spark. >> Um, so I'm here for the student success committee. It's

024a new committee that was put together this year to focus on equitable resources and just making sure that our schools are understanding what the students are needs are and what they are looking for. Um our main focus this year was on a school climate survey report. We had 991 students take the survey and for the p about three months we had sat there and kind of broke down the questions that we wanted to ask and trying to really focus on the students point of view and what they were expecting their school culture to be like and you know were they feeling respected? Were they feeling like they were ready to take on life after school? Um, after our school survey, we had a readiness gap. 90.1% of students feel respected by their staff. Approximately 25%

025feel unprepared for life after graduation. Now, a little further into the PowerPoint, it kind of brings up different groups and exactly what they mean by the 25% feeling unprepared. A lot of it was your social emotional and just social rather than academic was a big part of it. um survival curriculum was a good term that's on here and that focuses on a balanced relationship with technology versus just um sorry little nerves but um sorry one second um the proposal outlines actionable strategies to bridge the gap between academic instruction and real world application. So something we noticed is a lot of students feel like they're on their Chromebook quite often and exactly what the survey said was 52% of the day. The committee itself believes that imp is an impersonal teaching method and it ex exuberates

026the lack of soft skills like collaboration and critical thinking. This was brought up probably I would say like 50% of our meetings was brought up of the fact that when students are using Chromebooks all day, they tend to lose that critical thinking side of things and they don't have as much of an ability to present or to build those social skills that you do in traditional teaching senses. And so, uh, another thing with cell phone anxiety, with the new cell phone, um, law that was put in place this year, 73.9% of students would feel less safe without phone access, and they are not big on the office phone where you turn your phone into the office when you first get there. They feel like if there was an emergency, they wouldn't feel comfortable fully giving

027that phone to the office and not having if a parent needed to reach them. Um, let me make sure. We're going to go back to a little bit to percentages. We did the readiness gap, which was 25.2. We need real world skills in the curriculum so that students feel like they can project what they learned forward. The respect gap, only 64% of students feel respected by their peers and that was a big need for social emotional focus, being able to work around social issues and being able to have some growth there. 86.5 of students feel safe at school and 90.1 feel respected by staff which was good. And then if you see we have a concerns by representative groups and that's going to show you exactly some of our um smaller focus groups and what

028they were saying their needs were and their key concerns. The nice part about the survey is there was a lot of side notes where you could see specific groups and the needs that they're having within it. Um, so suggestions for improvement. These are stuff that kept going on throughout multiple of our meetings, especially after the survey was done. Across all the groups, there's a universal request for practical life skills. The first thing is a life skills fair where we host a bi-annual event using an assembly schedule where community members teach stations on t changing tires, taxes 101, and basic cooking. The thought of this is giving students the chance to be at school versus it being an afterchool program will give them the chance to kind of not necessarily be forced, but it makes it

029a lot easier for them to juggle that with all their extracurriculars and homework and all that, especially being on that assembly schedule makes it a lot easier to manage and put together. >> Can I tag in on this? Um, and another thing that we thought uh that would really help is um if I'm a student and I've chose manufacturing and that's the CTE program that I I'm investing my time in my classes into, I may not have the opportunity for culinary, but that doesn't mean I don't want to know how to, you know, make pancakes and breakfast or some basic cooking skills that maybe I'm not getting at home. So, it opens the door for uh an opportunity to experience those different things without having to take a whole track on it. Um, so that

030was a conversation around that as well. >> Um, >> clarify that this is something we're already doing or this is a proposal for the future. >> This is a proposal. >> Yeah, these are like our suggestions on how to improve in those specific survey results. Our second thing was career job shadowing. Um, kind of a side note about like when I was in school, I worked for a it was a ranch house and they taught me how to be a chef and I would go there for the last three hours of my school day and we were kind of I was a Did we have a program like that here right now? It's kind of like >> I think I think we may have something uh similar, but where we kind of divulge from that

031that typical you choose one job and that's your work experience was kind of a rotation through hey you do two weeks uh shadowing the the general manager at Walmart then you do two weeks uh shadowing someone at uh natural gas or so it's more of a shadow than an actual you're working there and then getting experience for it. It's it's learning what are the different uh jobs and avenues that you might want to go and what does that day look like uh for that person. So it gives you again more opportunity to dip into multiple fields rather than just pick one and and now you know all about working at the bank and you've got experience for it but you have no idea what the guy behind the counter does at another business. I mean,

032I feel that I feel like a lot of people will learn a skill and that's the skill they go with for their whole life or they decide like I worked Walmart for eight years and then ended up moving on to a school and it was like perfect for me and I never would have thought that if I didn't move away from that and explore other options. So the nice part about the career job shadowing is we're ensuring that students have multiple opportunities to try different things and find what they want to do in life. For the reimagining the technology use and Chromebooks have been brought up a lot in our meetings. um instead of one onetoone individual devices, moving towards like an old style computer lab, but more a um cart style where if a

033class needs Chromebooks for a specific time period to do an essay, to do a presentation, you would roll that Chrome cart into their room and instead of it being they always have Chromebooks, they're using them for the thing they need versus being so dependent on them. And that would also bring down costs as far as it goes because we're consistently fixing Chromebooks and just a nice way to look at something else to cut some costs. >> And and actually that's something that we are moving towards for next school year is moving away from one to one and looking at more of a cart system uh across the board. We're still working out some of the logistics of that at the high school. Um, but we're also looking at if a student um at the high

034school, let's say um a student's taking AP um even AP seminar, but they're taking an AP class and so they need that Chromebook more than just a cart, they can check it out from the library and have it semester for the school year, but um working a lot more on a cart based system versus the one to ones that we have. Yeah, I think it's really nice to switch to less dependence because I feel like a lot of our students feel as if they can't pen and paper anymore on an essay or something. If we created a system where it's like, okay, do your research, get it ready, you write your essay, you bring in the computer lab, and then you go from there. Screen addiction education. A lot of parents don't understand necessarily how

035to have these discussions. And we were saying how we feel like we could teach parents on screen addiction and even teach the students in a curriculum style on how excessive screen time also affects mental health issues. And if we can teach the students the effects that it's having on them, it can give them a better understanding on limiting themselves and truly having a little more power on what they're doing with their screen time. Policy and safety refinement. The emergency communication protocol is the office turn-in model that I brought up earlier where a lot of students aren't feeling that and we just I don't know if necessarily we can decide that but as far as a committee we were saying that that wasn't a supported thing that we would want to pursue. >> No and and

036that was a that was a theoretical question that we had raised um as as Dr. Regowski had brought up in the past that um that maybe our current policy if we're if we're truly thinking the screens are um distracting, maybe having them in your pocket isn't far enough. Um but acknowledging that we we need a consensus to to move something, you know, that big. Uh we thought it was a great opportunity to ask the students how they would feel about that uh should we implement it. So, I don't think it was ever uh the intention of the district to to move forward with that exactly, but just to find do a factf finding mission uh to see what the appetite would be should we pursue something like that. Um so, it it seemed that there

037was a pretty >> clear line in the sand. >> Yeah, pretty clear um rejection of the of the idea, but that that may also correlate with if you're addicted to something, you don't want to give it up. And so that kind of goes back to that education about screen addiction if we're >> well it's interesting because the the word even in the report is uh is that they would feel less safe or anxious without their phone. Right? So if you have a dependency on something you feel less safe or anxious when you give it up. Um you feel exposed without it. And so the the word that people choose about cell phone anxiety being I'm without it therefore I'm less safe. Very interesting. Mhm. Well, and that that kind of when we talked about the

038screen addiction education, it was kind of looked at in the same lens as um DARE or um you know drug awareness is if if this is a serious addiction, which I think we can all acknowledge that it is even for adults, we should treat it with the same level of seriousness that we treat other addictions. Um because you could one could argue that maybe it's not as dangerous, but it is if you're texting and driving because you can't put your phone down, then it is dangerous. Um and it's dangerous to your mental health. Um so there there are other ways it's dangerous rather than your physical health. And that's kind of how that conversation stemmed is, you know, how can we treat this with the same level of uh effort that we put into making

039sure kids stay drug free and alcohol-f free. Um so we thought that would be a good avenue to to look at. Do we are we having problems with kids that having them available to them now in classrooms or do we know? >> Um I think that as the year has moved on, we've we've seen the need to double down on it. I had to have a conversation with my own daughter about texting me during class just the other day. Um but uh um overall we've seen cell phone usage obviously way way down from what it was in the past. But it's a constant re-education for for I think students and staff. >> I say from the uh third through six side of things so much better. I mean I think the overall presence of just

040knowing that it's a law and I think the kids hear law and it helps them understand like this is a serious thing. you shouldn't have it in school. You should be focused on learning. At the start of the year, I'm taking, you know, three phones away in my morning duty in the gym. But now, it's to the point where a student understands that, okay, I walk in the door, I shut off my phone, I put it in my bag, which, you know, from a getting them already started on that's how things work. I I always think of things in like a few year plan. Like it's not going to be a this year it's going to be solved, but hopefully after a long period of time, they lose that dependency on their phone. And then

041as they move up into the higher grades, it kind of just becomes like if I need it basis. >> It it is weird. I mean, I I have two twin middle school granddaughters who parents got them phones like last year. They haven't had them for a long time and they always leave them at home. They forget that they even have them. I mean, they they are so totally not connected to screens and it's been good for them academically. It's been good for them all. Except as mom said, I can't get a hold of them. They never have their phone with them. the purpose that we gave them was so we can get all of them. No, doesn't work very well. >> I was curious if you could describe to me what the um what we

042are currently doing to uh teach kids things like taxes and basic budgeting and balance. Like is that part is that part of the planned curriculum or does a student have to go out of their way to be in a certain class to get that kind of information? Currently, it's not in any plan curriculum, but it will be because we have the uh it's a state requirement now that students take >> um >> it's not finance though. It's not called that, but it is essentially >> Financial literacy. Thank you, Kate. It's a financial literacy that becomes a graduation requirement um next year. Uh we did get a waiver for it to extend it out one more year, but we're going to be building a class uh for for that program. >> What grade level are we

043going to be teaching? >> It'll be at the high school level. Um I believe in their junior year um is where that's going to be. But yeah, that is that is a state requirement as as the state is seeing more and more students fall into >> Hey, they're tied >> fall into credit card, you know, credit card disarray, taxes, things like that. So, it's coming. >> Uh we also have the elective at the junior high that's personal finance. And so, that's more of a choice based thing, but at least, you know, that options early on for students that may be starting jobs, stuff like that. And then I had a question about so uh you said you had over 900 responses. So what what what grades did you administer this to? >> It was did

044we go under third grade? I think it was third grade onwards. >> 3 through 12. >> And then when um the digital overload he said the students spend an average of 52% on the day on their Chromebooks. Is that because we're using like GoG Guardian and we're actually measuring their time on Chromebooks or is that self-reported? That's how much they think they're spending in their day. >> That was the the average of self-reporting. Some reported 80%, some reported 20%, but that was the average of all. >> But it's a self-reported number, not a not an actual measurement. >> No, not an actual measurement. >> May I would like to um This is great. Thank you so much. I'd like to know who's on the student success committee and um maybe I missed something in a

045presentation, but I'm curious who's on it. I'm curious if these um the suggestions have come from the people on the committee or from students themselves. And I was wondering uh to kind of follow up on Dr. Mcolsk's comment. I would love to see um what's on the survey and some if if it came with any um if you've got any anything more to show about how many students said what um any more data. >> So >> um >> so yes, I've um I have sent out the uh the survey, but I'll I can send out the the results with the uh any student markers pulled from it. Um, and the only reason we took those was and only Gary and I have access was just so we could make sure there weren't duplicate responses. Um,

046but I'm I'm happy to share that data with you and and you can sort and filter as you'd like. Um, the student success committee is made up of uh community members, staff members, and students. Uh, so while these suggestions for change did come from the committee, uh, students were involved in that conversation. the students who are on the comm >> the students who are on the committee. Um so we didn't we haven't but that might be something that we explored our next meeting is a followup to this survey in here is what we're hearing from you. Here are some ideas that we thought might help rectify those situations. How do you feel about those? What are some other suggestions? Something like that um as a followup. Uh, but I I'll send you the uh uh

047the names of everybody on the committee as well and and kind of their roles. >> I was just struggling with the PowerPoint to discern what came from the survey and what came from the committee and um would just be it's good to know. >> So everything uh just as far as the PowerPoint goes, everything that's after the key challenges. So when you get into suggestions, everything previous to that is straight survey information. The suggestions is when you move on to just what we as a group decided would be the best way to go forward with each of these issues. >> And this was a requirement from the state to form this committee. And one of the requirements was no board members can be on it. >> That is true. >> Did not know that. >>

048And it was it was actually revised. They when initially it came out, it was a committee to the board and then it became a committee to the superintending um specifically so we could have difficult conversations without uh adhering to public meeting law. >> Right. I I think that's great. And I saw Addie, I saw your hand. I just want to make sure that in the materials that come with the board stuff, this is all we this is all I have to see. So, I want it to be just as clear and transparent as possible where the numbers came from, what they relate to, and what what came from another body, if that makes any sense, because it's just not it's hard to tell. >> Addie. >> Yeah. were did you get any questions or responses

049from kids about using AI and wanting to understand how to appropriately use AI so that you know they can use it in their careers going forward. >> You know, Addy, I'm I'm not 100% on that. That's something I'm happy to look into in the um extra suggestions. I don't know. But we didn't ask a specific question about AI, but that doesn't mean that um one of the students didn't respond with that in the extra comment section. Um so I'm happy to look into that for you and I I'll report back to the board. >> I think AI was kind of hard for us to bring up because it's still one of those like iffy things on how much involvement we want within classrooms when we brought it up a little bit. >> So maybe something

050to add on to the next year and like how we go forward. So tackling these issues, seeing how students want to tackle them and then you know once you know sorry >> sorry I didn't um is that the um is that the typical sort of uh pace of the student success committee is you guys will have multiple meetings throughout the year give a survey and then report to the board once a year. Is that kind of the finished year? >> It's the first year. >> Yeah. I'm asking so but is that the plan going forward >> that it's it's a little bit amorphous as as we get direction from the superintendent or um vicariously from the board. Okay. >> Uh where we like we're happy to focus on anything. I also send um policy packets

051out to the student success committee uh should they have any input from an equity lens on any of those policies. >> That's great. Um, so that's another thing that they, you know, they reviewed that and, um, so far we haven't had, you know, feedback that has made it to policy that, >> yeah, >> we haven't garnered any feedback from that yet, >> but we do send it out. Um, so that's kind of their our our goal is to um look at district practices and policies through an equity lens and make sure that um the voices on the committee which in turn represent different sections of voices within the student community um are represented in the in the policy decisions that are made. But I I think that the survey um was a good way for

052us to kind of find out where where are we starting, you know, to set a a footing. Um and then following up on that survey will will kind of give us that trajectory. Um it may change the students may say we hate your suggestions and we don't want to do that. Um and so we may we may change but for now that's our target is to uh to improve student outcomes through looking uh through >> when I think of prime well first of all uh in the in my March superintendent report I gave some of the statistics so I just reshared that with you guys via email uh the March superintendent report that you can take a look at that has some of those statistics and then I think a prime example is the the

053computer uh Chromebook usage which was a item that was discussed by staff, by admin, and then backed up through this student survey data that we have, you know, we have we have staff members that feel like we're on Chromebooks too much. We have administrators that feel like we're on Chromebooks too much, and we have kids that now back it up. So, it becomes a something for us really to take a look at when we have all three components of of what make up our schools during the school day saying that this is an issue. And so, you know, it's great to get that extra student voice to be like even our students are backing up this assertion that the adults are seeing, the students are seeing it, too. So, um, that's it it's that's just

054one change right off the bat that we all can agree as as factions. >> Is there is there an easy way to to track that use of Chromebooks? My understanding is the chrome the Chromebooks allow this uh our staff to monitor what the students are doing. So could you does it give us enough um options that we could look at our district and say hey right now our average student uses let's say you know 1005 minutes of Chromebook every so often and then we could actually look at it and say you know we made this change and next year it's 120 minutes we you know we cut a half hour off the average or something just thinking of an objective way to measure it. Um, you know, since we've had three three important our three

055most important groups, our teachers, our students, and our administrators all with concerns about it. Is there a way to objectively measure that we're getting better or worse? >> Yeah, I think we can look at GoG Guardian to look at some of those usage. I mean, one of the reasons that and and again, we're still working on some logistics when it comes to the high school and junior high specifically with with some of the Chromebook usage, but one of the the statistics that kind of backed up, do we need to be checking Chromebooks out is the lack of students using them at home. We were able to look and say how many times because the students are still logging into their CBK12 account at home to access those things. So, we were able to look at

056those statistics and say, "Our students aren't using them at home." Like, they're not logging in and doing school work. Therefore, we could easily say then, okay, but the ones that are, well, we can check them out one through the library and they're still getting that usage at home. We won't be denying them the opportunity, but we that was one of the the factors is looking at usage at home to make that decision like we're doing >> Yeah. the right avenue that we're down and and so yeah, we should be able to look next year both at in school usage and at home usage and say kind of where we're at total minutes percentage wise. I'm interested to see how the younger grades and just like that track because like for me where you were saying

057like oh this is just a student guess at how much we're using it like from a sub/teera I'm see I probably say it's a little higher than the students are even saying just based on the fact that our curriculum has to amplify success maker a lot of their essay reports go on Google classroom like I'd be really interested to see what's other than your amplify lessons just seeing where we go from here So, I think it's super exciting to think of a going back to teaching to where you're genuinely teaching everything. I think that's how you not only combat Chromebooks and screen time, but also combat social emotional giving the students like platforms to like make presentations and stuff going back to that. So, super exciting. >> I think this is a really really important

058committee and I'm so glad you told me that you said the policies. I think that's wonderful and um it you know I I just would love to know more and um to to I don't know where I would find information about the committee if there's a place I'm supposed to be looking to find it but get when we get these kind of updates it's so great especially if somebody can say this is this committee we're in our first year we've met five times there's 22 people get those get the facts a little bit um we can send you the survey questions. Um it it's just so helpful to remember put all the pieces together. Um because this is really really important and um kudos to you for for carving out the extra time to do

059it. Uh and I I do recall you now in March presenting a few things, but I have lost track of >> March's a long time ago. I I kind of went back through reports really quick. I'm like I know I did it. >> I kind of lost track. Um, and so it really helps to have a little bit of context. Um, and so I would appreciate that. >> Absolutely. And and I I'll go back and check. I I know I sent um the minutes of our meetings to the administrators, but I can't remember if I included the school board. So, if I didn't, I'll make sure that that's a practice moving forward that I send the minutes from our student success committee so you can kind of see how the how the sausage is made,

060so to speak, how we're working through these things. Um, because I do have those. So, I'll be happy to provide those as well as the uh >> that I mean, I understand it's a you know, you know, there's no board members on the committee and that's that's fine, but it's just really critical and so getting this update was great and I thank you for it. >> Absolutely. Thank you, Kade. >> Before Before Kate steps out, I want I Kate, you didn't tell us your role in the district >> other than on this committee. >> Sorry, my bad. Um, I did my graduation photos. So, I did a PE assistant for a P assistant words. Um, I was a PE assistant for my first two years at Sunset and this year I'm a sixth grade assistant,

061but I'm kind of just everywhere. I also do have a district sub license that I use to consistently sub through sunset, but so I do the student success committee, some PBIS fundraising at Sunset, so district club. So >> Kate's been a huge um uh huge person at Sunset this year in terms of, you know, Sunset's now hosting dances for sixth grade and hosting more more family events. And uh Kate's been a huge factor in those changes over at Sunset this year helping out uh Cara and Chad and and Rachel and and and that crew uh you know with with changing the culture over there and Kate's been a huge part of that. So he deserves a lot of credit for what's going on. >> Thank you. >> Um Mindy from Miloma deserves a lot of

062that credit too. >> A lot of blueprints. >> She has the amazing blueprint that made it very accessible. So I really appreciate her. But it was great to meet you guys. Sorry, my nerves got up to me a little bit. Sorry. I was telling David earlier that I was excited to, you know, keep pushing myself to do things that are a little uncomfortable, but so excited to be here. >> Thank you. >> Have a great evening. >> Yeah. You need anything else? >> So, next we have our business office update. And I assume our superintendent is going to handle us. >> Uh, I can. Sure. Um, Marino told me just to tell you guys to if you had any questions to give her an email, but we can go over it. >> Doesn't matter one

063way or the other. >> Um, so you have the the check um check dispersements for the month. Um, there were no um no major expenditures that Marina told me that I should be wary of. Um, >> student is our bus. >> The bus folks >> bus folks. Um, I always get them confused with we also work with a proficiency based grading company that's called >> First education. Thank you. I always call them student first and but no, but I I butcher that one a lot. So >> $600. >> Yeah, that's a big one. That's a big one. >> Well, no, that makes perfect, but I just haven't seen something come across. >> Did you know that the price of you hadn't noticed? Um, so, uh, yeah, if you have any qu any other questions on

064that, um, the other big big expense for the month was Sedexo. Um, and then our White House charter >> putting down feeding our kids and and moving them around. So, that's the check run for the month back. Uh, moving on to financials. Uh, Marina didn't warn me about anything. We do have budget committee meeting coming up on a Wednesday. Uh but uh Marina said things are moving along just fine. Um she's uh very happy about where we're at right now uh at this point in the school year. Um so that takes care of the financials. Um special revenues was the same thing. U Marina said that she feels really good about where things are at. One of the things in my board report tonight um is is highlighting our spring tea event that that took

065place um a few weeks ago. Um but uh uh the special revenues are are going well. Again, Marina said if you have any questions, feel free to shoot an email. And then May enrollment um May enrollment um we are current go away Mr. Bar there. Um our May enrollment currently uh is staying steady. Uh we have not seen a big drop um throughout the district. Uh prek enrollment has stayed steady. Our online enrollment is right where we're at. And we've gained a few students here as we always do coming down the home stretch. We have some parents um uh both in and out of the district at the elementary level especially that you know make that decision to the last you know eight nine weeks of school that they're going to want to shift to

066an online format for their kiddos. And uh it's one of the reasons we have the the online program is to support those families. You can see uh our numbers at East Side and at Madison have stayed steady. We're up two students at Madison, down two students at East Side. Uh Miloma continues to be uh um you know, our largest of our K6 buildings. And then the high school, we're down uh 14 students. Um some of those students have moved over to Destinations. We're up a couple students at Destinations. uh and um some of those students have also moved into the online program for the second semester uh for the last nine weeks of the last quarter. Um but overall enrollment is uh is pretty steady and this is the these are the numbers that we

067you working on to build the budget for next year. Questions on any of those? Again, if Marina if you have any questions, Marina said feel free shoot an email. She had to go to Portland today for something that she got tomorrow. So, >> okay. She'll be back on Wednesday. >> She'll be back on Wednesday for the budget meeting. >> Okay. Facilities committee. We do not have the superintendent report first. >> Oh, okay. >> And then I will Kevin asked if I would share uh for facilities committee. >> Okay, cool. >> So, I'm happy to do that. >> So, first we'll start. >> All right. So, um superintendent report for the month of May. just got a short one tonight and Kim's not here and it's the shortest of all the whole school year. So, um

068just a reminder of our board goals um that we have there and and the presentation tonight that that David and Kate gave. Perfect example of our board goal number four, which is administering at least two community and student-based surveys on climate and student voice. Um so, I appreciate that. clicker it. >> Oh, hold on. Let me pull over the screen. Try really. Oh, maybe. Yeah. Doesn't like it. >> All right. D through. Uh, so there's superintendent goals. Like I said, uh we uh goal for tonight was uh the student success uh items that were shared. Go ahead. >> All right. just uh this month was certified or excuse me, last week was certified appreciation week. Um heard lots of great things going on in the buildings. Much of it was around food items with breakfast

069and lunches. Appreciate the board uh supporting and and providing bagels to the buildings last week. Lots of other food items that were presented it seems like are certified in a lot of building staff were very well fed last week. Oh, there you go. Uh, quick update on testing. Um, right now we're in the middle of testing season uh at the uh at our K12 buildings right now. Um, we have the ELPA survey going on, which is the English language proficiency assessment. Our students have have completed that. Um, and ELA testing is going on for third through 8th grade. Again, at the junior high at the junior grade level. Math is also through eight and the juniors and then science is grades five, eight and 11. So state testing is in full gear right now. Um

070also um the students at the >> I was going to show but I didn't see it. >> Okay. The students at the um uh 10th through 12th grade uh participated in the ASVAB last month uh at the the high school. Uh they took their SATs here in the last few weeks, the juniors and right now um they are all uh grades 9 through 12 are on AP testing. So right now is the big big season of testing for the month of May. >> Um so that's uh uh something that's going on. Um, no one says it's going to work. Maybe not. It says it want to. Uh, spring tea. I just want to highlight the spring tea event that happened at St. Monica's Church on uh the 22nd of April. Um, over $20,000 was raised

071at this event uh for the uh Kuz Bay uh Community Schools Foundation. And um that doesn't count another 25,000 that's been pledged through a separate endowment. And so all in all that that event brought in about 45,000. Um right there on the top left you are New Horizons performed at the event. Um we have uh Nico Tucker um who performed uh she also performed at the state solo uh band competition which I'll talk about here in a little while. Little shout out to Callie Mill there who uh was holding she didn't bring a stand for the insert for the uh the music to read. So Callie held it up for her during the event which was awfully nice of her. And then two community members uh former uh teachers and educators were recognized. Jamie Faraday

072uh for his all that he's done for uh Kousbay School District for the community uh with the marsh trail and everything was recognized which was super cool. And then George Tinker um who was a teacher at Marshville when I was in school, Mr. Tinker. Um I I remember Mr. Tinker fondly um feeding the boa constrictor that was in the basement of the East Branch. Um and he had a couple other snakes and critters that were around, but uh that was that was always when when it was feeding time, we always ran down to watch. But >> he raised Lance just for that purpose. >> Yeah. Uh >> that's nice. And uh but but uh I you know both of them delivered fantastic messages. Um and uh it was it was a great event. Uh little

073shout out to also to Bradford Mchuan who's shaking Mr. Tinker's hand on the far right. Bradford is a 1997 Marshall graduate uh who MCD the event did a fantastic job. But a huge uh um you know the group that puts together that event, Arlene Robins, Nancy Tedar, Peggy Christensen, um Corless Burger, um the list goes on and on. Um they did an outstanding job. Kathy Danielson, um great event. It's always fun and uh raises good money for our schools. The archery program was there as well. They did not shoot any live arrows. They had videos of arrows. Uh and then the cheer team did a performance, a little performance as well. So, um we did learn um you know, I I'm gonna I'll take the blame on this. They kind of scheduled it in to

074to allow me to be there before I left for Scotland and then we figured out late very late in the game it was on the same line as conferences and so um we're going to make sure to alleviate that for next year. Um but uh but an awesome job by that group and it was it was fun. >> Hey Gary. >> Yes. >> That young lady who played the euphonium was amazing. >> Yes. And I'm going to talk about her in just a moment. >> So good. >> So uh upcoming events. Just want to remind everybody I have uh my next coffee with the uh superintendent is coming up on Wednesday at Ladybird Bakery in Charleston. I'll be there from 7:30 to 8:30. got a town hall coming up next week over at East Side

075for the month of May. Um and then uh and then I'll have another followup. I'll have one more uh superintendent, excuse me, one more copy with the superintendent and one more town hall in June. And then I have uh uh superintendent solutions scheduled superintendent solutions sessions scheduled for each building coming up in late May and early uh to get one more opportunity for some staff feedback as we go into summer and uh and work towards the fall. Um so couple more input events. Uh timeline just a couple other things just to let the board know about. Uh on Wednesday uh we have the MHS scholarship assembly which is scheduled to start around 10:10 uh in the Marshall auditorium if >> your seats by 10. >> What's that? >> in your seats by 10:10. Uh and

076um so if you're available and you want to swing by the auditorium that day, that will be happening. Uh the budget committee meeting is at 6 PM uh also that evening. Um >> what? Here. >> In here. Yep. Right in this room. Um on the 20th there's a second budget committee meeting. That one's always scheduled if needed. Uh you know last year they did need two sessions. The year before though we've only needed one. And so just you know it's scheduled tentatively. Uh the 27th of May we have the MHS awards night. 6 PM at the auditorium uh for our seniors. Uh it's always a fun event. Um, and then on the 30th we have our Miller uh Milner Press Education Center graduation 7 PM at Marshall Auditorium. So just let you know of those

077big upcoming events in May. >> And we have policy committee on Thursday as well. >> We have policy committee on Thursday. Go ahead. Thank you. Uh, student highlights. So as talked about we've got Nico Tucker on the top left. Uh, she was a medalist at the state solo competition. Um, and she did perform at the spring tea event. Did a fantastic job. Um, also uh going uh bottom uh bottom left we have Britney Herrera uh who um uh was a performer at the state soul competition and did a great job. In the middle we have our second place speech and debate team. Um working from left to right we have Eduardo Kavadol who was a finalist in student I gota read my own handwriting. Student Congress. Uh, next to Eduardo is Ivy Potter, who is

078a finalist in dinner speaking. Uh, next to Ivy, we have Ya Coffee Plebu, who is a finalist in poetry. And then last but not least on the far right, we have Ella Croen, who is second in uh, humorous interpretation. So, congratulations to them. Uh, top right, also at the state sole competition, we have Alan Capido. Eddie's Eduardo. I called him Eddie because he was Eddie Capital when he was at Mel as my student. But Allan on the top right was sixth place in the state solo competition. Um and so congratulations to those folks. And then on the bottom right we had um some students that were recognized in the last um city council meeting uh for the uh if I was mayor um contest. Uh we have uh second place on not the far left,

079but that's the advisor uh that's on the far left. Sydney, I believe it's Zerp, that's the adviser at the junior high. She's a leadership leadership teacher. But next to Sydney is Mira Canrell, who is second place. Next to Meera is Faith England, who is first place. Um, then we have Mayor Benetti. And next to Mayor Benedetti is Elias L. Yousef, who is third place. And then last, but certainly not least, kind of hiding right there is Lucy Seabour, who was honorable mention. So, congratulations to those kids um uh for doing a great job there. And that wraps up my superintendent report for the month of May. Um, one of the things uh that you know I talked about testing in May. Um, but May is that time of year where uh there isn't a whole

080lot of data present. You're going to get a bunch of data here coming up in June. We have one more data meeting at the end of June with our administrators. They're going to provide their end of the year data. Uh, we'll be able to provide you with some data on attendance. Um, additionally, behaviors, things of that nature. um as we wrap up the school year. But um I think I saw in Mr. Ashton's uh Mr. Ashton's newsletter today, I believe it said the seniors are down to 17 days of school. Um so it's it's flying fast and furious. So >> any update on Yeah. Any update on the student educ education? >> Yes, I meet with student education on Thursday. I meet again with our coach and at that meeting we are going to go

081over our um implementation um timeline and uh the implementation um guidelines and then I will start um providing all that information. Um I had asked her about recruiting and and soliciting people to be involved and she uh said wait till we meet on Thursday that um uh coming up on Thursday and then she's like and then we can go we'll see you. So very soon very soon. Other questions? >> Eddie, we don't see you. You have any questions? >> I will assume not. >> Okay. Thank you. Thank you. >> Oh, Patty, you're muted. >> You have a question. >> Was >> I just wanted to know how the golfing went. >> Uh, golfing was great. We had I had wonderful weather. Uh, no rain, little it was it was as good as I could ask

082for. And I I got to see a lot of great castles and some things like that. So, it was a wonderful experience. >> Good. >> I've almost forgotten it. Yeah, I was real tired on Sunday. Today's been okay. >> Uh my question was um you know, you share your board goals at the beginning of your thing at the Is there going to be a point at which you say here's the goal and here's what happened and here's where we are now. >> Yeah. My plan in in my June board report is kind of the I guess it' be kind of an end of the year wrap-up on on my items like board goal one about some of our data will be the last June board meeting. But for some of it I want to say

083yeah here's the board highlight here's the board goal and here's what we did this year to work on either accomplishing that goal or taking steps on that goal. >> Um and the data that we hear from the administrators are probably tied into some of those, right? Yeah. So is that going to be um um connected in a way so that when an administrator says we achieved 30% of our math goal in sixth grade we'll be able to remember that that is a part of one of your overall goals. You know, in other words, we're going to hear a whole lot of data presentations and how how can you help us roll them up, >> okay, >> into a dashboard that demonstrates where things are with your goals and then also whether you want, you know,

084whether that's by school or by content area, I don't know. But I'm I I struggle to um to to kind of keep track of all of this in a way that um allows me to feel like I'm being useful. So, I'm kind of wondering about I'm kind of wondering about that. >> Okay. I'll work on a work on a plan >> and I don't want to take away from from administrators showing off their schools and and all of that. I want definitely I understand that that's important. Um but I'm kind of curious how it all rolls up. >> Sure. I will work on it. >> Yeah, I may I'm following. Okay. >> Yeah. Seeing no other questions, we will move on to an amazing report by a standin for um our board member who can't

085be here >> about our facilities. >> Our guest facilities. >> Thank you. I will I will keep it amazingly brief. Um but it was a good meeting. Um they got started early. I thought I was going to be late and I was there on time, but five minutes early is 10 minutes late apparently because they had already started. Uh so they uh and and I when I got there uh looked over some preliminary blueprints that Carly had for uh the we toured Madison. Um so we looked over some preliminary blueprints that uh Carly had worked on with a few different vendors for playgrounds and what it might look like at Madison. Then we then went from Carly's office out to the playground to see kind of how that would work and and talked through some

086things. Uh LMA was there, uh Kim, Kevin, myself, and Amarell. Um we got to see uh the students doing their their lap time. Um and we did see a uh a lack of a lot of swing sets. And it seems to be that's the most popular thing on the playground. And so the hope is with the new playground they would be able to they would give up some of the other play structures for more sets of swing sets so kids get more than 30 seconds at a time as they cycle through. Um, so that was kind of a topic of of the playground and uh the committee members that were there were in support of using the the funds that that Gary and Loma had talked about uh using for the Madison playground. um while

087we build to work on other projects since we wouldn't be able to uh do all of those projects at once. This is something that we can check off and Madison uh has a a little pot of money set aside specifically for that that would help find you know effectuate that uh that new playground. Um so we'll be discussing that in our next meeting as well kind of how we can assist Carly in getting that started. We walked from there and tooured the little piece of property kind of behind Sunset Madison. Um I was not prepped for a field expedition. I did not bring bug spray and you need it if you're over there. Uh the mosquitoes are out in full force now and they're ravenous. Um, LMA did, you know, make us aware that, uh,

088while thinning out that area has reduced some of the, um, >> the encampments in there, uh, it still is a problem. And we noticed that when there were some piles of trash and things and, uh, he had he had noted that in the past they had thought about logging some of that um, but the city wouldn't sign off on it. So, I don't know exactly uh what the past conversations were around that or if that's something that we we wish to look into, but it was interesting to look back in there. It's such a beautiful little piece of property. It would really be nice for our students to be able to go back there and do a outdoor school without going somewhere else. Do it, you know, there. Yeah. >> Access to some green space.

089>> Um because it's a beautiful resource that we have and it's a cool little stream through there with big skunk cabbages. looks like prehistoric gardens back through there. Um, plus some trash. So, if we could get that part out of there and find some way to uh LMA did mention that the community members were um very helpful with the uh along with the police force of um removing people from that area. The community members are sure to call in if if something's going on back there. So, that's very helpful. um but trying to look for some way we can utilize that property um in a way that's beneficial to students. >> There's a um there's an organization I'm blanking on the name of it at the moment, but um colleague of mine, his wife is

090the leader, but they they organize I think it's monthly uh trash cleanup around the community and they they often get 20 people doing trash cleanup. So, I wonder if we gave her um this site uh as a you know, an area if that if they might choose it for one of the places they go and clean up. >> Absolutely. That's a great idea. >> I'll I will connect after the meeting and I'll get I'll get the contact information. >> Yeah, it' be great. Thank you. >> Former uh former superintendent and former teacher Brian Trendle talked a lot about that used to be his outdoor classroom space when he taught middle school science at Sunset years ago. Jamie talked about it as well. >> Yeah. So, >> great. >> That'd be great. >> And then, uh,

091from there, I actually had to cut out to go deliver some bagels. Um, so I did not make it to the tour of the Walmart property. Uh, so I don't know how, uh, how that went. Uh, but LMA did mention just because of the topography of that site, it was much easier after they thinned it to to reduce the encampments and it was easier for um police driving by to look back in there. Um whereas the the other property kind of dips down where you're hidden from the road, you really have to get out to look in there. Um so so that one hasn't been as much of an issue since they thinned it out. Um, but that that's all I know about that property and that was how our facility tour went. >> Thank

092you. Any questions? Thank you very much. >> So, I guess you're on again because now we're going to go to policy. >> All right. Uh, so first on the list, do we have any prospective policies that anyone would like the committee to review? Okay. Um then you will see here our our policies up for uh first reading. Uh we have um most of them are fixing the address. I uh I noticed that was not something the policy analysis was going to check. Uh they don't know that we changed addresses. So I went back and and searched through all of our policies finding any that still had our old district office address. Uh and we're working to to change all of those. Um there were a couple with uh some brackets still left in there that

093we'll be removing. Uh the timelines were were fine. They just needed the brackets out of there. Um then we made a few changes to uh the posting of licensed and certified staff vacancies uh to to make sure they were in alignment with our other policies and the definitions we have for license versus administrator and those things. Um, so those are the changes we made to make that very clear who it was actually applying to. Um, and that's that's it. Does anyone have any questions uh on those policies? >> What was our definition of local health official? >> So the the local health official is a actual position. It's an actual designation that Cous Health and Wellness designates a particular person. And I've linked that u it won't show while it's track changes, but when the

094policy is finalized, it is linked down below to the website that shows who that person is. And I did that so that we don't have to change the name every time it changes. Um I remember that coming into play during during CO, >> right? >> Yeah, I did. >> Nobody had heard of that person probably prior to CO and every I would say that's probably very accurate, but I remember that. >> That's true. >> Yes. Um, I had a qu uh I had a question um not about the policy because it it made sense to me, but about the a practical question for our district for the compulsory attendance notices and citations. how and I I've seen this sadly in in healthcare where we she see students of uh school age showing up who are

095not in any form of school whatsoever and I'm wondering how how are we as the district supposed to know that these children exist? >> It's a great question. Yeah, because if they don't if they do not enroll, we we don't know that they exist. and um >> I don't have a real great answer for you Dr. Galaxy on right now >> because the question is whether we have any uh we have any collaboration with for example um advanced health which is our local Medicaid organization or pediatricians offices or like we do where we match our student roles to >> we do have we are we do have some folks that are in good communication with us in the medical community. Dr. ghost, his wife that communicate with us quite a bit when they have families

096in need or when they have families where they're like, "Hey, you know, this the dots aren't connecting on this this family." Um, we also have obviously uh our the folks at the ARC, Melinda Torres, who works a lot with our with our um folks that are experiencing housing situations uh and tries to connect us to them as well when when their students aren't enrolled. At the high school level, it's a little bit easier because we are looking at that in terms of dropout, our dropout rate and going to figure out like when students have left us after 10day drops. Um, and we don't get a records request to go try to figure out where what end where they went, what happened. It's at the elementary level where it gets a little more tricky. Again, if

097a student doesn't show up for 10 days and we drop them and we don't get a records request, we correspond with the families on where they're at. But it's the ones when they don't ever show up, ever enroll that you can get things that slip through the cracks. So, I'd be curious. I'll ask some of the other superintendents what they do in those situations. Like, how are they how are they keeping tabs of them? One one area that we might from a systems standpoint do a better job of finding the students would be if we were to match our students with the Medicaid roles. um just the you know you're not going to you're never going to get everybody but um enrolling for school does take effort or does take a willingness to enroll for

098school but um enrolling in benefits of some kind gives you benefits. People enroll in those things because gets them something that they either need or want in that moment. And so there are, it seems to me from my other hat in healthcare that there are families that are obtaining health benefits and kind of registering or touching the system there, but maybe aren't touching school. >> Well, I can tell you that in the in the in the world of early learning, that's a really big that's a that's a really hot topic. and the early learning council which is the governor's appointed board includes all those agencies and includes >> ODH >> um in order to try and capture all of that and there is a lot of um I mean that's part of the work that

099our local hub does. Now these are all for young children but they're they're all some of them are feeding into preschools like our preschool. So, so a lot more I think are being captured now. Um, yeah, that way and which makes it easier for the school district then to figure out who's coming to kindergarten. >> Um, that does, you know, that doesn't mean there could be a child who is is at home. But >> yeah, I mean now we can between the preschool and head start, we get a >> much more accurate headcount of becoming kinder, but >> but not necessarily the older children as he he mentions if they were to drop be >> in the after pay >> and a person moving in from another school district and there's no request for us,

100they're never going to contact us. They don't know where they went. >> Right. And remember that the um ODHS when you when you apply on the one system for benefits, it's a coordinated enrollment system. So when you call and you need SNAP or you need housing or you need health care, you're getting information about everything that you might be eligible for. So you know, if you're a TAN family or child welfare or whatever you might be, they're also saying, "Oh, we have employment related daycare available. Oh, you have a third grader and you need after school care. Well, where are you? You know, so so those there are connections there from the Oregon Department of Health Services, but um it doesn't necessarily ever come back here to the school district >> and recognized, but as

101soon as they're identified, they just go to the ESD and get home schools. >> Happens a lot. >> So, they're home school. So, we know they're there, but they're not part of our school district. >> And that's I mean, this whole the whole coordinated enrollment discussion is really big both in healthcare and in >> I see Abby. >> Sorry. >> Go ahead, Addie. >> You're on mute, Addie. Do we ask all of our kids to tell us who their medical provider is though or their medical insurance company? I I would think that asking all Medicaid recipients to sort of be identified is just a bit too intrusive. Uh when students enroll, we ask them the primary primary healthcare provider on the enrollment form who their who their their primary doctor is. >> But do you

102ask them who their insurance company is? >> I mean, that's what Medicaid we don't ask we don't ask them who their the only time we ask for insurance information is where they do extracurricular. >> Yeah. Okay. I just find that intrusive. It used to be a um ESD function to have the county truency officer who went out and did look for those kinds of things and coordinated with those other activities. They haven't done that for a while now. >> Long time. Long time. And I remember Mr. Shers when I was in school that was the officer. We we've we had uh you know after during COVID or coming out of COVID the state took away the >> much of the the truency um citation piece. >> Uh they they got rid of the fines for

103for non-attendance and um you know students used to have to you wouldn't be able to have a driver's license if you >> uh >> that was the biggest one. >> Yeah. And that's those things have gone away. I think some of them are going to come back into play next year uh because there's been a lot of push from schools uh about you know chronic absenteeism and that they've you know schools have said like we do we put all these things into place to try to encourage attendance in a positive way but when it really comes down to it we don't have anymore that after we've gone through all those measures to do it in a positive way there isn't anything to say okay we've done all these things positively now we're going to you

104know have a citation when I worked the South Plain School District. I was the truency officer as part of my assistant principal, dean of students >> and we had a city court and I would I was the truency officer once a month. would go to truency court and I'll tell you it it was a huge game changer for our attendance in terms of I would go in and say we've done all these steps to try to do this in a positive way and it hasn't improved >> and changed our attendance >> pretty I guess the reason I brought it up is it's really helpful to hear all that background I guess from a big picture standpoint do we need to do something different than we're doing as a district since attendance is such a huge

105piece and maybe the policy landscape is changing. Um or or are these are all these other touch points we have with various organizations that are doing a lot of this work already good enough? No, we're we're right now um we've been having a Kuz Bay district attendance group that's been meeting um and we we just finished they met while I was gone and finished up their last protocols. David's going to be putting together a um district protocols for attendance for their K6 buildings, our 712 buildings, and then Milnerrest Education Center. in terms of common practices. We've never had common attendance practices in terms of, for example, like when a student's gone two days at the elementary level, the teacher contacts the parent and says, "Hey, we've been missing Johnny. You know, are things going okay?"

106If it gets the five days, then it's the building administrator. If it gets the seven days, the home visit, you know, so on and so forth. We've never had coordinated like protocols and so we will next year as part of our standard operating procedures. Um we've had four meetings and now we're getting ready to take all that feedback and put it into protocols and procedures. Um, so that's one thing we've been I spent some time this year and we've got a group that's been involved with uh KOSA's attendance cohort at the state level led by um Shelley Broomman who used to be the superintendent in Eugene 4J school district and um they met Heidi Sykes the util superintendent um and um that's where this kind of came from is these protocols and practices. We're also

107going to do some things this summer, like I'm gonna send a a letter home to chronically absent students, families this school year, try to set them up for better success in next school year. So, we're doing some some protocols and procedures that we haven't done in the past. >> Are there standard protocols for excused and unexcused absences? >> I mean, we have we have policy. Yes, we have policies that say what is what is excused and unexcused? There isn't any difference in terms of state definition of chronic absenteeism in terms of excused and unexcused. Um but we certainly have definitions of what they >> but brings up another practice of for example like we don't really have standard procedures in the buildings about at what point is a tardy become an >> absence >> you

108know and you know student misses x amount of the day especially at the elementary level when does when does it stay an absence versus so right >> those are things that we've come up with some standard procedures now that we haven't had in >> right it's okay where funding funding might Yes. >> At risk. >> And so then is this uh is this policy um that sort of is this policy in alignment with the recommendations that are going to come from this other from the standardization process which sounds like a really great um uh initiative and a good thing to do from like an administrative regulation standpoint. But should we this policy be reviewed compared to or do the two things match up? >> No, they match up. We're good. And the um and point

109of clarification that the the end of the policy talks about a site citation in violation of this RS saying that RS has been >> that one's stripped of his teeth. >> No, that still exists. >> It still exists. There's just >> getting to the court actually do it and do we assign a member of ours to take the time to go to court? How are we going to do that? It still exists and it's available but it used to be the county officer did all that for us. >> Yeah. Yeah. So, you can still do a citation. It just when it goes to court, it'll be dismissed and there'll be no fine, >> right? >> They'll say, you know, yes, you've been found guilty of not, you know, failure for compulsory attendance. >> Yeah. So,

110but again, I think those things are going to I think the pendulum's swinging back the other way and I think you're going to see some some movement back the other direction next year. Can I make a point of clarification? Um, I think that Addie, what you were concerned about with being intrus I don't think that's what Dr. Ogowski I think what and correct me if I'm wrong. I think what he was recommending was we look at the students of this age that are enrolled in Medicaid and compare that to the students we already have as students. not asking all of our students for their insurance provider, but just looking at, okay, who's enrolled in state provided insurance versus what students we have already. >> Two two Excel spreadsheets, the one that we own and the

111one that that uh that Advanced Health owns and compare the two compare the two across kind of see if see if anybody's missed. >> So, it would never be a question we would ask the students. We would just take the available data. Now I understand. >> I don't uh maybe I mean you'd have to you'd have to get you know legal reasons and you'd have to >> you have to have anou >> it's worth eventually looking at but I agree what you're just saying is absolutely true. He wasn't saying we should gather that information. >> No, we shouldn't gather. >> We should just compare the two. >> If it can be done, I don't know that if it can be done, but just I'm trying to think outside the box of how how you would

112capture some of the students. >> The hard part is you can do all that information. You can find that seven kids that are there and then as soon as you find them, the parents go to DSD and get them in homeschooling and we can't we don't gain any people if nothing happens. So, is it worth the effort? Is it worth the time and energy of people to go about doing that? Questions we have to decide because there's only so much time in the day. True. >> And if they don't want them in school, it's going to be hard to have good attendance once they're true. So eventually training parents, >> if those people in early childhood, we just get the parents. Just kidding. Um, as our as our lady um as our attendance always likes

113to point out, the parents are great. Kids are great. We just need to figure out how to mesh that. So they want to be here because that's the in the quiet analysis the kids whose parents feel like it's important for them to be here will be here and others have a hard time and we've got to figure out ways in which we encourage that to happen. And I will tell you that many of those people had a horrible experience in public schools and they don't want their kids to expose to the same thing that happened to them >> and they have no belief that the school's going to help them. So we have to reach out and change those behaviors >> which is sad >> true >> to do that but it's true. >> Okay

114I'll move on to action items. So the first one is um IDT >> yes >> numbers for 2627. >> So attached you have our recommended interd district transfer numbers for 2627. Um these are students from outside the district that come to us. Um you can see if if you by looking at that list um we have some openings at some grade levels at uh at at east side. Um and uh but we have more openings at the grade levels at Madison and Sunset than we do on the east side than we do on the east side of town. Um the there are a few grade levels that have zeros. Miloma fourth grade, uh, East Side first grade, Madison first grade. Our kinder numbers are big this year. So, we're not going to be taking anybody

115from out of the district next year at first grade. And then, uh, Miloma with some shifts of those students, uh, those teachers that we talked about, uh, with the budgets and shifting enrollment. Um, there's some grade levels that we won't be taking any district transfers um, at those grade levels. Um but you can see that we've provided you the the class size, the recommended class size and um and then kind of the openings that we foresee. Uh the junior high, we are not going to be taking anybody from outside of the district. Um a big reason for that is that bubble group of sixth graders that's coming in is going to put that junior high at capacity. So that's why we're not going to be taking any uh inner district transfers in seventh or eighth

116grade next year is we're going to be looking at that group that's 250 plus uh which is a huge group. Arie probably said it wasn't a huge group 25 years ago and it's a huge group in 20 26. And then at the high school, we're looking at taking um we're looking at taking 10 uh 10 kids per grade level um uh from outside the area that want to come in. And for the most part at the high school level, we take anybody that wants to come in outside the area. Our members are pretty solid at high school in terms of class sizes. Um destinations. >> That's a great question. So, um, if you approve an interd district transfer for a student for third grade, is that for as long as the student wants to stay

117here or is it year by year? >> Um, it is I believe on the form it is year by year, but we've >> we have Yeah, it says on the form it's a year it's a year by year. It says in there you have to fill it out for the following year. Um, >> I think it's Yeah, you might be right. I think I think it's does not have to fill it out or or maybe the policy is what says that. >> Okay, that might be >> generally they stay as long as >> they stay as long as they want. We've we've never accepted one and then turn around and denied them the following year. But I we had a form at one point that said this is a yearly form and must be filled

118out, but it might be for the ones that are just coming across town. I always get intra and inter confused because we have an intra district which is kids from Madison that want to go to east side or east side to Madison and then we have inter which is the ones that are coming from out of >> but but if we take them we generally take them for the remainder of their scholastic career >> these numbers are totally dependent on us right >> yes >> the state doesn't require us to take anything >> no but but the state does require us to post to have this yeah so this is having this is a state requirement But um the numbers are flexible >> when and when the when the and when they become our students

119when they enroll in us then their ADM comes to us. >> Correct. >> So there be so the the only reason not to take more of them is actually just space. >> Yeah. Space and class sizes. >> Space class sizes and planning for the future. Making sure that you don't get too many interdiction transfers that might then stay with us and our class sizes. Correct. Uh at the Kinder level, um if you'll scan scan back up there, David, at the Kinder level, it says, um that you know projected 20 obviously we're looking at Head Start numbers. We're looking at our preschool numbers. We're going to take any kids that are Little Pirates that are Northbend kids that are already with us. We're gonna, you know, we're going to bring them up. Um and any other

120n uh any other kinders that come in as as an inner district form. Um what we kind of do I shouldn't say kinders but any grade level is when we get close to that number. So look at like sunset third grade there's four slots. So if a incoming third grade family wants to go to sunset when we get close to that we kind of take it and say we can't give you a yes or no right now. We're going to hold on to this and we'll get back to you in August. when we're kind of sitting on that that teetering on that number. Um, most of the time we're able to take them when it comes into August, but we have to be careful in terms of if we we had a year a handful

121of years ago, a handful of years ago where we were accepting any and all and we ended up accepting kids into that sixth grade group >> that bumped us way up and we had to scramble and hire another teacher and it it turned into a mess. Just the um North Pen now has preschool. So, we're not getting as many. >> We're not getting as many, but they do their big bulldog program and they have two classrooms at Bulldog. >> Um and looking to expand. I think we're going to >> both districts are going to have more preschool problems slots >> and hopefully we'll get more preschool slots from the state. >> Yeah, >> that's where that's where I think we can end up with two more preschool classrooms. Okay. So, I will entertain a motion

122to accept the IDT numbers for 2627. >> I so move that we accept the IDT numbers for 2627. >> Second. >> And it's been seconded. Um, any discussion or further discussion? Seeing none, all those in favor say I. >> I. >> Opposed. Very good. Was unanimous. The next one is a resolution that I have in front of me um for our certified people. So I will read that fairly quickly. It's resolution number 20262. Wow, we've landed two resolutions this year so far. Um recognition of certified and licensed employee appreciation week May 4th through the 8th. Whereas the Kuspay School District acknowledges that the success of our educational mission is built upon the education and professional expertise of our certified and licensed staff members. And whereas our teachers, therapists, counselors, school nurses, and other licensed professionals

123serve as the cornerstone of our community, providing a diverse and essential services that support the academic, emotional, and physical well-being of every student. And whereas these these professionals demonstrate extraordinary skill and compassion in their daily work, whether they are delivering rigorous instruction, providing critical mental health support, administering life-changing therapy, or ensuring the health and safety of our campus environments. And whereas specialized knowledge and expertise of our licensed staff are vital in creating an inclusive and accessible learning environment that meets the unique needs of all learners. And whereas those employees consistently exceed the requirements for their roles, acting as mentors, advocates, and champions for the children and families they serve, often working behind the scenes to ensure no student is left behind. And whereas it is appropriate and necessary to recognize the high standards of excellence

124and the profound personal commitment these individuals bring to our school each day. Now therefore, be it resolved that of the Kuspay School District number nine board of directors affirm our commitment to ongoing recognition and appreciation of the invaluable contributions to our certified licensed employees extending beyond the traditional observances of certified license appreciation week. And be it further resolved that the board of directors encourage all students, parents, and community members to join us in expressing sincere gratitude and appreciation for the vital contributions of our certified licensed employees to the space school district. So I will take a motion to accept this. >> So moved. >> Second. >> Been moved and seconded. Any further discussion on this? I just want to say that it really is important for our community that we have exceptional staff that go

125above and beyond the day. When you see people here with our um students in the Latinx club or all these other different activities that are happening, our kids that went to state and played in music, all of those teachers uh are giving a lot more time than the time was in a classroom to make sure that those kids have the opportunities that they do. I appreciate that. >> Did we get us Yes, >> it's been moved and seconded. >> We did. >> It's been moved and seconded. So, those in favor signify by saying I. >> I. >> Unanimous again. >> Thank you very much for that one. That was a nice resolution by the way you did. >> Very nice. >> Um, board items. Um, board member highlights there. >> Yeah. Uh I'd like to

126uh share two highlights. Um I had a wonderful morning over at East Side with McKenna Broer, the chosa for literacy uh split between Miloma and East Side and got to see um science and reading um instruction in action across multiple grade levels as well as some testing and speak with many staff members about uh the literacy push at Eastside. uh really helped me connect the um uh when people speak about science of uh reading what they're talking about and um got to see a lot of the teachers uh using um very evidence-based strategies to engage their students literacy which is really exciting really great to uh have them kind of walk around and and learn from that. So, I really appreciate all the staff at Eastside who made that such a useful and educational experience

127for myself. Um, and then I wanted to highlight um there was a a meeting last Friday uh you were with Bernie where met a couple of the city councilors in Bay and um Jessica Porter from the uh early learning hub and Karly Ainsworth and talked about uh the preschool um and you know what it would what it would take to to have universal prek. Um, and it was just more most of mostly an educational I think myself and uh attending uh city council learned a lot um uh from from those involved. One of the things that came out of that though was um possibly our our board uh drafting a letter of support um uh uh for the preschool promise um classrooms. Um the city the city councilors were also going to do something similar.

128They could when they we submit our application to the state there are there's an option for supporting documents. Um, and so, uh, Jessica had indicated, um, that she thought that a letter of support from our board, a letter of support from the, um, city council, uh, might be helpful adjuncts to what already sounds like a very strong application. Um, and so I was going to propose that maybe that be an agenda item for next board meeting. We have a chance to that Jessica draft such a letter and the board can consider it for next time. There are only 78 in the state available to be handed out. And the sad part is we've lost a few sites over the last couple of years because they didn't let us just but we had we have a

129waiting list but they didn't let us just use them. So that's I agree with the idea of having that >> and that you met with councelor Liebergall. >> No >> was one of them. >> Yeah. Yes. Uh yeah, and then uh it was it was me, uh Carmen Michaels, and uh Jacob. >> Uh anyway, I'll I'll shoot you guys an email and we can connect and consider that for a board item for next month. >> Perfect. >> Anything else? >> That's fine. That's it. >> Um I attended a retreat by the link, which is our our local um early learning conference here. was held at the college a couple weeks weekends ago and there were quite a few staff there from Little Pirates and they were excited to be there and it was really great

130day and a half of um trainings and it was nice to connect with them and talk with them and um meet them some of them I hadn't met so it was really nice. Eddie. >> Um, well, I went to, excuse me, the spring tea, which I agree with Gary was an absolutely wonderful event, though. It was interesting to see um videos of arrows being shot or another. Um, not knowing anything about the sport, it was really interesting. Um, and then I also went to the teacher appreciation event that was held by OSBA, um, acknowledging all the teachers that were retiring and coming off of probation and who were being recognized by their peers. And it was really nice to hear the writeups that were given about why, you know, one teacher felt another teacher deserved

131recognition. And then I went to the AI cadre and um just a very interesting group of people who really are looking at how teachers can utilize AI to their advantage in creating classroom materials. And the one example that was given was this teacher who figured out h through trial and error how to ask AI to draw a picture of what he believed a child would be doing if they were reacting to something in a specific way. And then he was going to use these as prompts in talking to the kids. Um and it was really interesting because it is the teachers really are looking for how they can use AI in a constructive manner. Yeah, I have been at a couple of conferences where they've talked about how AI can be used. And for example,

132um if you're talking about working with students that are struggling with a specific blend when it comes to reading, you can go in and say, you know, please uh please write a two paragraph um story or two paragraph narrative that uses this blend a lot in in the the the language. And it'll whip you out one right there. and then they can they can go work with that student that has the trouble with whatever plan that is blending that sound. Um, so there's there's definitely some things that can be used to your advantage when it comes to the >> the learning curve though is them learning how to ask AI to get give them back the product that they want. >> And it changes so fast. >> That's right. Um but it did lead to

133a discussion about how with some of these teachers that were there that um they really believed that some um professional development around this subject would be called for. >> Okay. So I went to mo many of the direct meeting that he called I went to um the spring tea. I went to the um activity with the recognition of the teachers by the teachers. not as many people as there used to be at those meetings. I was surprised how few people actually showed up and there were no administrators which surprised me because generally in the past we've had administrators um also did a safety committee meeting which Luma has. I'm always interested in that one because he gets all of the reports from everybody in the district for safety violations or issues that happened the previous

134year. about 85 to 90% are special needs children's interaction with staff um that have already gone through this the principal and so they know what's going on and they work with it and as the one principal looks at the meeting said and generally speaking that was one student and 20 events or two students and 20 events. So that that information and then the other part there are things that come up that uh a window there's a problem a door that doesn't work right and then home can take care of those fairly instantly and most of them are taken care of before the meeting. So it's a it's a good process. It engages um the people that need to be engaged with including it to see if there's anything they need to do. So it was

135a good meeting for me that was what I had done. any last information that people would like to consider today's meeting >> before >> can I can I just point out that on the upcoming meetings on the agenda you've got the budget committee meeting in April and >> thank you Addie I will make that correction in minutes >> thank you >> I was just going to point out I I went and did a little search here and a few years ago we changed the interd district transfer form Uh it used to be a yearly form. We changed it to your >> year you're year. >> Yeah. >> So what what's the actual dates for the budget committee? >> Uh May 13th. >> May 13th. >> Two days after tomorrow. Okay. So, with those additions, is

136there any other information that people would like to bring forward today's meeting? Addie, you want to want me to turn it back to you to to >> No, you may adjourn the meeting. You are there and you want to get out of there. So, >> uh, with that, we'll adjourn today's meeting. Thank you all for being here. >> Thank you guys. I'm sorry I wasn't there. >> Thank you, Addie.