October 13, 2025 Regular Board Meeting

001on. Okay. Welcome everybody to the Cous School District regular school board meeting 101325. Please stand for the pledge of allegiance to the flag of the United States of America and to stand one nation under God. Okay. Can I get a motion on to approve the agenda? >> I'd like to approve the agenda. >> I will second. >> Thank you, Arie. All in favor say I. >> Any oppose? Okay. Motion pass. Next up, we have the consent agenda. You hear a motion on that? I'll make a motion that we accept the consent agenda. >> Thank you. >> I'll second that. >> Thank you. >> All in favor say I. I. >> Any opposed? Hearing none. Okay. Motion pass. Thank you. >> All right. Now we're going to move along to announce vacancies on budget committee. Correct.

002Haven. >> Yes. and then read off what we got here. Right. >> Yes. The whole other >> Okay, here we go. Public notice. Couspace School District 9 budget committee vacancy. The Kuspay School District Board of Directors is seeking letters of interest to participate on its budget committee position three, position four, and position seven for the term expiring June 30th, 2028. The interested people who are registered voters living within the district of the boundary should submit a letter of interest to our board secretary, David of Davencous Bay. k12.org uh yeah us by 8 it's on the record 8 o'clock am November 3rd 2025 please include the following in your letter your name address phone number and email why you'd like to serve on the budget committee what skills and experience you have that benefit the committee

003please use the subject line budget committee vacancy in your submission the budget committee reviews the district's budget recommend plans needed changes. The committee conducts business in evening conducts business in evening public meetings held between May and June. Budget committee also approves the budget document and forwards it to the school board for adoption by the end of June. Those wish to know more about the CUSA school district budget committee and its works, please call the superintendent's office 541267310. published October 13, 2025. >> Question. If the public's interested, they could find this letter on our website. >> They can't yet because it had been announced, but it will be up tomorrow. >> That's the letter. >> Was there any more announcements that I had to add to that, David, or that was it? No, that's it for

004that one. And then there's the uh >> recognition of National Principles Month. >> Yep. >> Whoa. Whoa. Shrunk down. Hang on. Went down to like size zero font. Oh man. Okay. I'd like to take a moment to recognize the incredible leadership of our principles and vice principal during National Principles Month. In the Cuspay School District, our core mission is that each student is known by name, strengths, and needs. All students graduate with a plan enrolled, employed, or listed with the three E. This is just a statement. This isn't just a statement. It's a promise we make to our community and commitment we make to every student who walks through our door. Our principles and assistant principles are the ones who bring this mission to life every single day. They're the heart of our schools, fostering

005environments where students feel, seen, and supported. They guide our educators, connect our families, and inspire our students to each to each their full potential. The dedication they ensure show to ensure every student has a clear path forward is truly remarkable. On behalf of the Kuspay school board and our entire community, we thank you for your unwavering commitment to our students and for your exceptional leadership. Sincerely, order of directors Bay School District >> and vice president. Okay, now we're over to our problem. Correct. Our MHS student repor. What do you already have for us today? >> So, for this one, I decided I'm going to ease in the students request into digestible portions. So, I've only put in two needed for this one. Uh starting with academics and events, we have the SAT and PSAT testing

006on the 29th, ACT and PACT tomorrow on Tuesday and work peas for trio. There's no asb as due to pro due to program shutdown from doctor not working. Uh, my quote is, "I feel more motivated to achieve the results I want to act in this anonymous Red Bull ad." 110 are going to the Southern Oregon Trades Expo for lunch. 56 are going to the college and career fair. The FASA is open, helping application, scholarships, and college applications. Fun on the field. UO visitation during AVID. Over 350 youth attending the homecoming attended the homecoming dance Devon Patterson and Maya Johnson homecoming can Queen College and career fair and 15th at Casino upcoming winter competition for cheer dance speech and debate and drama club will be performing Dracula with auditions next week. For sports we have homecoming

007game one with a score of 54 to 12. Winter sports registration open starting November 17th. Swimming, wrestling, and basketball. Barski girls soccer game against North Ben today. Girls volleyball is currently number two in state playing Maris the 1st on Thursday. Boys and girls soccer players tonight. Volleyball hosting 3A and 4A state volleyball championship November 7th 8th. Next quote. In trio we get options for life. provide tools how to get there like me for example who plan to join the army they recommended college and then the army to help plan and extract my full potential by giving the opportunity some help right improvements needed many students struggle being on time as they will be late from time to time as other things they need to do before class such as personal needs and turning in assignments

008task making sure it's turned in on time more advisory just one week would be needed for school changes. School changes. there is a new culinary teacher and he has been described as more experience stating he has 30 years of experience and has taught me and others so much in a short time by actually applying the information and giving us a hands-on approach even with networking opportunities with college OCCI by Brandon Giri following schedule changes throughout week due to the testing on Tuesday uh more participation in students has been noticed by Michael Se new broadcast journalism teacher, Mr. De uh Delene Negro, Miss Hardy is the new English teacher, Mr. Ricken Richton, new resource teacher, Mrs. Shepard, the new independent skills teacher, Miss Gibson, the new math teacher, and November 12th to 13th is the parent

009teacher that Thank you very much. Thank you, Mark. Okay. And we have any questions for Warren. >> All right. Thank you, Warren. Thank you. Up next on the agenda, we have item public input requests. And so before we start with that, I'll get here. We got um if you would if you wish to address the board during the time of public input input, please sign below and declare traffic. Okay, you got that part. Speakers may offer objective criticism of school operations and programs, but the board will not hear personal complaints concerning school personnel or against any person connected with the school system. A school chair or vice chair will direct the visitor to the appropriate means for board consideration and disposition of legitimate complaints involving individuals. The time limit is three minutes. Uh Dave will

010run the clock and then um we have two down here. Is that Are we still sitting at two for public input? >> Yes. >> Okay. So, first up, we'll have Jennifer. If you could come up, please. >> Thank you very much. >> Thank you. Hello, members of the school board. My name is Wing. I'm the public works director for the city of Kuse Bay and I'm here on behalf of the city of Kuse Bay to express strong support for the school board's continued stewardship of the Miloma Marsh Trail along with the adoption of the Miloma Marsh management plan in 2000 and then revised plan in 2018. The trail and its connected system are valuable community assets located within the city limits and though and although they are not designated city parks, they serve the public

011in signi significant ways along with the goals outlined in city's 2023 or 203 parks, recreation, and cultural facilities plan. The city's 10-year plan was developed through a robust public engagement process, including extensive community surveys that highlighted the Milco Marsh Trail as a vital open space in East Side. The trail's accessibility and its natural setting make it an essential outdoor space for residents of all ages. The city faces ongoing financial challenges in maintaining our current parks such as Mingus Parks and Prior Lakes and other smaller facilities due to limited funding and staffing. The city understands, recognizes, and commends the school board's forwardinking decision to adopt the Miloma Marsh Management Plan. The plan's emphasis on community involvement aligns closely with the city's own shift towards encouraging public partnership programs like our adoptive parks. I also want to

012highlight the city's support through past actions. Prior to the district's most recent improvements to the driveway and trail head parking area, the city facilitated a covert replacement project that enhanced access and helped protect the site's environmental integrity. The city remains committed to supporting the trail and marsh area as much as resources allow. Thank you again for your leadership and for investing in a space that offers educational, environmental, and recreational benefits to the entire community. We look forward to continuing collaboration in preserving, enhancing the Miloma Marsh Trail for future generations. Letter from the city manager like it for the record. >> Okay, next up we have Martins. Sarah Martins. Oh, here we go. You're behind the post. Thank you for coming in. >> My name is Anita Martins and I would just like to inform you,

013the Kuspace School Board, of my family's experience at the Lighthouse School. It started 11 years ago when my now sophomore son started kindergarten. I was apprehensive. I didn't know a lot about a Waldorf inspired education, but I knew that my child would not thrive in the public school that we would be assigned to by address. We were immediately welcomed and embraced as valued members of the Lighthouse community. At that time, our school was located in a wing of the Northbend Middle School. And although the curriculum and the staff were wonderful, the physical environment was not ideal. That spring, we were able to secure our charter through the Kuz Bay School District and we were offered the Bunker Hill location. We as a parent army worked through the summer cleaning and painting classrooms, building a playground,

014planting a garden, and purchasing furniture for our new space. We breathed new life into a building that had been vacant for several years. and it has been an exceptional place of learning and acceptance since the doors opened that year. I personally have dedicated thousands of volunteer hours to the school in the past 11 years, including chairing the lighthouse parent organization, teaching the middle school cooking elective, and now serving on the school board. I have done so because I believe in this school. I believe in its mission, its staff and its leadership. I have seen the dedication of these professionals on a daily basis and their commitment to students and families. From our custodians who volunteer and run afterchool clubs for our students. Our teachers who spend countless hours in preparation for extraordinary lesson plans. Our

015director who wears so many hats she needs eight more heads to accommodate them. and our business services manager who works nights and weekends to ensure that the culture and mission of our school is met. My youngest son is now in the eighth grade at the Lighthouse School and will be promoted to high school at the end of this school year, but I will continue to be a dedicated volunteer at the Lighthouse School because I believe so strongly in the value of this school to our community. He will thrive in his new school beca because he has been taught not only the educational lessons, he has been given life lessons on compassion, kindness, community, and responsibility. I want to praise the Kuspace School District for realizing that all children do not fit into one educational box

016and for offering these alternative programs for those students and families. Thank you for partnering with the Lighthouse School to the bene benefit of my family and countless others. I hope that it will be a partnership for many years to come. Thank you. >> Thank you very much. >> That's it for our bundle of input. Is that correct, David? >> Yes. Two two quick comments. one I I'd be remiss with seeing Jamie F in the audience and I'll say we wouldn't have the MLO march if it weren't for Jamie Faraday um and it wouldn't have been fixed up if it wasn't for Jerry in uh getting the loan grants and all the other kind of stuff that's done it. Uh I having gone out there a number of times just to wander around it is an

017amazing park. I appreciate the city being a part of that and I want to make sure I thank Jamie since you silly. So thank you Jamie. And on another note, a number of the people who started the lighthouse school were old students of mine and it was really fun to watch them take an idea and a plan and implement it. I I would always hope they'd make it back to Marchville uh or to Cuz Bay. They were in Northbend. It went well. Um, but I'm pleased to see them personally uh out of that out out of the school. When schools sit vacant, they fall apart. Um, and it gets to be a a hazard. So, it's nice to have somebody in there that wants to take care of the whole neighborhood. >> Thank you. >>

018Next up, we have our business office update. Marina, please. >> Hi. Um, so you'll notice a couple new items in this week's or this month's packet. the first being the KHS radio station. So, we've really identified in the well, since I've been here, we've kind of been working on getting those meetings a little more regular as the board does manage that. Um, but moving forward, I will be presenting quarterly financial statements to this group as well as to the separate um KHS subgroup. We we will most likely work to move this as a separate fund rather than a student body account within the Marshfield High School student body. That's how it has been created since the radio station began. But it's a little hard to dig out those specific transactions. So as of July 1,

019we started at $24,380. Um we we do have some expenditures and encumbrances. We have had very little student workers. Most of them have been volunteer time um because they enjoy working in that in that environment. And then just the normal talk on equipment supplies of things. We do have some upcoming large replacement um of equipment which the superintendent and that smaller board group have discussed and we're going to move forward. While we do have um a pretty significant decline to the fund balance, we in the last year have not brought in hardly any of our ad revenue as we had been in the past 20 to 25 years. Um, we we believe part of that is because we we had a teacher also running the radio station and that's really hard to do to teach

020all those classes well and also go out and advertise and get get sponsorships. And so this year we're working really hard to hire a radio station manager where that is their duty and they are not also teaching classes um where they'd be working on commission like we've had in the past. And so I believe a contract is out and we're hoping to have that signed and have somebody join on board starting in November. So good news for the radio. I'm hoping that we will meet um if not quarterly, maybe every other month for the Kes radio once we have a manager on board and some more. Yeah, I'm hoping this will turn very quickly. Um I imagine it will. Yeah, sure. Is it the same person that got coming up from California? >> Yes, that

021person posted on his Facebook page. He was moving here. >> He actually knows the committee really well. He's been here a long time. It was a student back there. I think he knows the committee well enough to get out and make the commission. So, I'm pretty excited about it. I I appreciate you getting a hold of those of us who are on the committee. Um, and I think a two-year contract is appropriate. have come to the consultation know they haven't for a while. So I really appreciate what's happening and I think it's this is where it should have always had been the district putting this up. So I look forward >> yeah as do I and my hope is that that person will also maybe come to these board meetings quarterly and present along my

022point him in my direction. I think there's a few positions who might want to advertise on KHS. Generate some >> that would be wonderful. We'll send them your way first. >> Perfect. So that is KHS the first item and then I believe I can't click into any of the agenda items. Signs me out and I have to go to the authenticator. >> Yep. Perfect. So this is just our normal monthly board reports that you'll see if you want to share that David. >> Yep. Um, so these are maybe not as pretty as they normally are. I'm still working to create the budget in the system. So these are by hand um with what we've expensed and encumbered here today for the first quarter with our contract being renewed so late in the year. It has

023really thrown off all my projections because they're built on historical trends. And so by doing such a significant retro pay in September, it's really thrown thrown off those projections. And so I am working uh starting next week with the forecast software and um a wonderful person named Lindsay who actually used to work for OD switched to this company and we're going to go through and actually build out our um new projections excluding this September because it's really throwing things a skew. But this includes all of our incumbences and expenditures here to date. as well as our unodudited ending fund balance for June 30th from last year. We um we were, you know, pretty close on all of our expected budgets. That's mostly in part due to the software. They do a really good forecast for

024me when I'm coming budget time and we got within a couple hundred,000 of the beginning fund balance. Um I'm not going to go through fund by fund for this first set because the projections are really um challenging. So, I'm just anticipating that we're going to spend our full budget for this for this. Um, next is the check register that I said I'd be presenting to you guys monthly. It's a lot shorter than last month because it's only one month. Um, but you will see on the first page there is a cash check. There is a cash written or a check written out to cash. um we do not do this very often and so I want to bring it to everyone's attention with the um change in our special education department. A lot of the

025the field trips and activities that were happening in our prior life skills classrooms still are very valuable and are now going to be um done through us with our IC program. So what that means is that we send kids out to the community with funding and so we need to create a cash box for special education. It's in a lock box with our ISC coordinator. We have a reconciliation page that gets turned into me with any deposit following all proper internal controls, but I don't like to write a cash check and then be the one to cash it. And so I want to be really transparent that we did do that. It was for $200. that amount might adjust as we see how many field trips happen. This is a new process for them as

026well as for us. And so if you see more cash checks, please ask. I'll try and bring them to everyone's attention. Other than that, there were no um out of the normal accentures. Did anyone have any questions on any of them? Wonderful. Next, we'll move on to the estimated ending fund balance. So, uh, on Friday, I got done kind of cleaning up the rest of my audit for last year and getting it all to our auditors. And so, I just wanted to provide you all with an estimated ending fund balance from last fiscal year. Um, and then where we where we projected to be for the beginning of the budget year. And so, uh, this variance is how far we were off from beginning fund balance budget in each fund. We were right on track

027except for the special revenue fund. You'll see I budget it much lower than it actually was. the Kusay uh community schools foundation throws me off at Facebook time and so that that is why we're seeing more above. They had a lot more in uh in the bank than we had anticipated. Um that's great news but that that is why the 1.6 million none of our other grants had ending fund balances in this front. And then lastly on the agenda is the enrollments. And I I am sorry that there is not a total under the 101 2025 column. I did not feel comfortable um leaving it there as can you zoom in Dana? Sorry I'm my eyeballs are terrible. >> Um yeah thanks. I just want to see what they were looking at. I have it

028printed. Perfect. So yeah I did remove that total. So that is because when students are enrolled at MHS or destinations but they are also taking online courses they are then being double counted in the synergy software at Marshfield and online and so you'll see that our online went from 30 last month to 141. We didn't get 111 more kids. They're just being counted from other systems. Now, there are some kids that are fully online or some that are taking one class online and the rest of their day spent at Marshfield. And so, I'm going to spend the rest of the month really getting into the weeds of um a formula that I can come up with that will do that a little more quickly so that we have an accurate um breakdown of how many

029kids we have that are doing some at at different programs. So that's why other than that there's not a significant change in any of our schools at the beginning of the year. Yeah. >> So that's so helpful to understand. So um but like uh where it says that for instance um you know MD went from 254 to 261 that's actual that's actual students. Okay. >> So it's only those three asterisks. you might have a double count. Okay. >> Yeah. Typically we we don't have very many K six maybe even K8 that are taking online and at their regular classroom. And so um I was less concerned about the double enrollment of those numbers. So those yeah the east side Madison and Sunset those are what we have in classrooms. >> Thank you. >> Yes. Yeah.

030Is the the color coding that all the average sizes are red? Is that just the color it is or does that >> it's just the color it was built with? Um and I'm not quite brave enough to change it. >> That's okay. I just I want to make sure that we weren't because those class sizes seem normal to me. I wanted to make sure we weren't like highlighting that we're over class size. >> It's been this formula since and this like design from what I can see like 10 years. Okay. And so one day maybe I'll get brave enough, but no, they're they're right on course. The only class that we actually have um it's meloma at sixth grade, which is our bubble class. Uh the average size is 28.2. In the CVEA contract, they

031have a recommended class size of 26. Um and so that's the only one that's actually over that recommended class size. But no, red is misleading. >> Yes, >> I just sent some off. I went I he also said I'm learning to live with it. Does anyone have any other questions? >> I have a question. >> Yes, Addie. >> On the the check register that you provided, I noticed there were a number of checks made out to individuals. >> Um look like they were primarily administrators, building administrators. Are those just reimbursement of expenses or something? >> Yes, they're actually mostly travel re reimbursements or travel expenditures because we have so many conferences that happen in October like the sped conference is happening this week and so we we write those checks to administrators to pay for

032the hotel um if they're attending or the mileage those sorts of things. >> Okay. Thanks. >> Yeah, of course. Any other questions? just the attendance numbers the second uh uh September when we when Marina pul these first numbers we haven't had a chance for students to get into the classrooms yet. Some of these are students that were registered from last year but they end up not showing up or going to other schools. So that's why you look at a building like Sunset where it says they're down 16 kids in a month. Well, many of those students we got records requests and they will go over the summer. They just take taken out of the system by our September meeting. >> Yeah, it's very like daytoday could be so different based on what Synergy is doing

033that day or what um registration looks like that day. So September is always pretty misleading. I take the October numbers to be pretty accurate for what we'll see through February. >> Yeah. Thank you all. Thank you. We'll move right along to item F of the agenda, reviewing the new tenative version of board goal number four. Dr. Rosen Garden, do you have that? >> Yes. >> And then is your version the one when we click on the link and scroll down on number four? Is that the version that you were should be in red? >> Yes. Number four here. Yeah, if you want to share that and kind of >> Thank you. >> I took the uh I took took the intent of the one that we had come up with I don't know a month

034ago or so and reworked it thinking about the things that we talked about. And so what I wrote was maintain a focus on district priorities and an understanding of current realities. With this focus in mind, support the superintendent in active strategic planning for achieving target goals and priorities through processes aligned with best practice. Thank you. >> To work on that. Yeah. have a discussion or comments or >> do we have that um in a motion at the end of the or should we motion now? >> You get a motion. >> I would like to move that we accept the new board goal as written by Dr. Menard as you just read. >> I'll second that. And and as I see this goal for us, it is a active goal. um our job is to support

035our superintendent and we need to understand what the goals are and then figure out how we as a board can support him in moving us forward. So I appreciate >> take a vote then all in favor say I >> any oppose say nay. >> And then was she voting online or >> you may ask her for add >> Yeah. I didn't know if she was >> Thank you Addie. >> All right pass. Thank you. Thank you. >> Should be >> right for the superintendent report. >> All right. Thank you very much. Um, I'm going to try to double off of my notes on this screen and the presentation on the big screen, so this could get uh quite interesting. Um, first of all, just want to uh Kim, I did I have had a chance

036to to pres present this with you or talk to you about this. Um, keep in mind that this is slides are very long tonight. There's like 60 of them, but we're not going to be going over every slide tonight. And I'm going to ask you guys to do a little bit of homework. Um, and I'm just going to basically talk about historical data after I do a little presentation on division 22. Uh, first of all, just a reminder of superintendent goals. Uh, raising the academic expectations and outcomes for the district that aligned with state accountability metrics. Third grade reading, uh, eighth grade math, nth grade on track, four-year graduation, five-year completers, K2 attendance, and that still yet to be determined local metric that OD talks about. Develop a long-term plan for the future of alternative

037education in Kuzbay schools and prioritize uh destinations pre kindergarten teen parent program resource link charter school uh CBD online and potential child care program report progress on the goals uh to the board monthly investigate and establish the need for additional programs in the district including CTE co-curriculars and afterchool opportunities and administer at least two community and students surveys focusing on climate and student voice. Results will be analyzed and shared with constituents and findings will be used to inform district decision-making and guide improvements. One of those surveys is currently on the website and will be open for a couple more weeks uh to the community and I will be presenting that information in November. Um David and um student success um committee are working on uh the student uh survey. So, we're going to talk division

03822 uh standards. Uh division 22 is a statemandated requirement for all school districts to be considered standard school districts. Uh all rules adopted by the state board of education go into chapter uh 581 um division 22. There are 26 total divisions, but division 22 is a um is within there. When the rules are assigned to division 22, they become part of Oregon's standards for elementary and secondary schools. The educational standards that either the Oregon legislator, Oregon legislature, or the state board has determined must be met in order to be considered a standard uh school district. Compliance with division 22 standards ensures every student in Oregon's public schools is provided with a baseline level of service that meets the standards set up by the state. These standards are not only requirements that the districts must must

039adhere to but are also monitored and u compliance is tied to state uh state school funding metrics. The division 22 standards include over 50 individual rules which are organized into five categories. The five categories you see right there, high quality learning experiences, aligned and focused educational systems, engaged partners and communities, safe and inclusive schools, and committed and supported staff. Here are a few uh specific examples that fall into each of these categories for 2425. So you see high quality learning, diploma requirements, instructional materials adoption over on the top right, aligned and focused educational systems, uh required instructional time, comprehensive school counseling, um complaint procedures. Sorry, it's all right. Complaint procedures are and educational equity advisory committees following engaged partners and communities. Safe and inclusive schools include substance abuse prevention and intervention plans and every student

040belongs and then committed and supported staff teacher and administrator evaluations and support. >> Oh, hold on. Trainer >> kind of quick question. >> I know we're trying to bust through this. Is it okay if I ask a question about this particularly? Um, every student belongs in substance use prevention and intervention plan. Is are those curriculums or >> there are no there are standards within they are substandards within the standards and I'll talk a little bit about a couple of them. >> Okay. You're going to talk about those specifically. >> I will talk specifically about the substance abuse and prevention for sure. Um, >> I just want to know if this is like every student belongs to an ideology. >> It's a it's a substandard within the standard. It's kind of like the student student equity

041advisory and things like that. We have different programs that cover >> um within every student through Yeah. >> Uh to learn more about specific requirements for certain rules. Uh these are good resources to start. So you have the OD's rules at a glance summary. Uh you have Secretary of State's Oregon administrative rules database and then you have the OD's division 22 standards newsletters. These are links that you can click on that are in the uh presentation. It might be working now. I think it worked. >> Yeah, I did. Let's click. >> I think it is. Uh so why uh division 22 standards and asurances of compliance. the wide uh signals our commu our commitment to providing highquality educational experiences and equitable opportunities for all students. Uh division 22 standards articulate the floor uh of the

042education to be provided for students not the ceiling and asurances processurances process offers an opportunity for districts not in compliance to reflect on areas in need of attention and receive technical assistance. We are in compliance with all areas of division 22 for 23 or for 24 25. What we what would happen if we were out of compliance which again we are not. ODU reviews the district's proposed corrective action plan and either approves or rejects it. If the plan is not approved as submitted, OD contacts the district and provides technical assistance and support. Once the district has approved plan in place, OD specialists may continue to provide support as needed. The corrective action must be complete by the beginning of the next school year. And if a district fails to come back within compliance after an

043opportunity to corrective action, OD may withheld a portion of the district state school fund budgets. Our report, so a couple of additional items for the division 22 waiverss for 2425. Uh the essential uh assessment of essential skills is still continuing to be waved until 27 2027 2028. Um and the essential skills assessment for English language learners continues to be waved until 2027 2028. Rules that are into effect this year include um planned uh K12 instruction program for social emotional learning. We have that character strong is an adopted K12 social emotional curriculum within our district. And a plan 912 program which includes personal financial education and higher education and career pathways content. We have that plan ready to go for when it becomes a state law in 202526. State mandate I shouldn't say law state mandate

04420256 rule revisions that are in effect modified diploma extended diploma and certificates of attendance districts must provide annually uh parents information about those diploma options. We do that within the IEP meetings uh for our families. Um and a substance abuse uh prevention substance abuse prevention intervention plan. We have those within our safer smarter kids uh at the elementary level and our red ribbon week. Um we also have those in our adopted health curriculums at the 712 level. Uh we have added the if you can't see it right at the bottom, but the opioid prevention uh education uh lessons have been added at the sixth, seventh, and eighth grade uh health curriculums. Sixth grade, they're going to do it within the PE uh classes. And then at the high school level, uh once in high school,

045the students will have the OD mandated opioid prevention educational. It's a canned curriculum provided by OD. >> Yes, K. the modified diploma, extended diploma, the certificate of attendance. We're notifying parents at our Is it just specifically special education that needs these? >> Yes. Okay. >> Yes. Yes. Yes. Thank you. >> Uh our community report is right here. Uh if you click on this, you can go in and see where we are at within all 22 or excuse me, with all within all of the division 22 community requirements. Uh this will al also be posted on our website. um here very soon. The report is due to OD in early uh November. Instructional hours are a big part of division 22. Um we are the requirements are 966 hours for the seniors. Uh 990 for grades

04611 uh 9 through 11 and 900 for um our K8. We are well over in our K8 instructional hours. And I'm very happy to report this year our instructional hours at the 9th uh through 11th grade have went from 991 last year, just the whisker, over to 1,027 this year. So we have added several instructional hours to high school. Yes, >> I know this is specifically division 22 and I'm not sure what else, you know, where else you want to use this particular PowerPoint information, but the it might be nice for families, parents to know that prek also meets that 900 hours >> as part of the grant money that they receive promise. >> Yeah. And so I think that's um I think that's something to be proud of. >> Yes. Again, I don't want

047to, you know, if this is just division 22, I don't want to confuse anybody because I know prek is not part of that, but um >> but it's still important to advertise our families that >> our families should know that our prek children are categor request an extension. Um, Thursday, Friday afternoons in the fall, the division 22 standards help desk uh is available if needed. September October, present the insurancees report to the local school board in a public meeting we're doing tonight. By November one, post a community report on the district website and by the 15th uh the report is due to in their smart sheet form which we are have prepared. some areas of growth um within our division 22 I think we need to look at um aligning our state assessment standards district

048report card standards and our adopted curriculum to maximize PLC's we've talked about that uh within uh superintendent reporting early September uh last year we talked about de uh we talked about implementing data driven practices uh I added this year we need to continue to use those data driven practices and district data systems to improve student outcomes Um we need to continue to develop ways of maximizing the outcomes using those systems. Uh evaluation systems of administrators and certified staff within the district. Our evaluation committee is working on that. Uh and then updating systems within our comprehensive school counseling plan. Our school counseling last comprehensive school counseling plan uh was developed over a decade ago and Mr. Montiel uh and the counseling team have taken on updating that plan. We are in compliance, but we're updating the

049aspects within that plan. Uh his team attended a school counseling conference just last week. Uh came back with several ideas to work on upgrading our comprehensive school counseling plan. Any questions before I go into data on division 22? That was a real quick. >> I have a question. When they talk about comprehensive school counseling plan, are we talking academic counseling or are we talking >> talking kind of the whole gamut, but a lot of it is a lot of it is social emotional counseling. >> Yeah, we're talking about the whole under the whole umbrella of school counseling. >> Okay, >> Dr. Oowski. So uh just for my personal education book the hospitals are a medical practice will have one electronic health record where all patient data is stored. When we're talking about our school district,

050how many different places does the school district store patient data? How many different systems are we using all at once? >> It's a really good question. um >> like because so for examp you know I mean because one of the things that we we see a lot in healthcare is sort of fragmentation right so uh where uh one hospital has one health system and we have another and so that we don't talk to each other across our grade levels across our schools do we have a single system or do we have multiples >> well our main system is synergy that that's what houses our main student data when it comes to records enrollment uh special education documentation, 504, medical, things like that. We also have hard copy student cumulative files. >> So, Synergy is really

051the hub for almost everything. >> Synergy is the hub for most everything. I'm going to say um it does have report card data in it, but it does not have things like progress monitor data and some of our lower elementary uh diagnostic results and things like that. We have other systems that store those but synergy is our main hub for attendance and all other documents that it's kind of the main the main person. >> Okay, that's all. Thank you. >> Yeah. Yeah, absolutely. >> Okay, so moving on to data and as I talked about um I want to keep this really quick tonight because this is you know we're at slide 18 and again at 62. So, I'm just going to talk the plan is I am going to talk about these data areas and

052not specific data. Um, and my goal is between now and uh October 27th to have you review these data slides, write down any questions you have on the historical data, and then on October 27th, the building administrators are going to give their current data of where they're at, uh, with their beginning of the year assessments, uh, you know, passing grades, things like that, attendance, and then they're going to talk about their school goals, and then you can ask them questions based on historical data. So, I'm hoping by frontloading some of these items tonight, the meeting on the 27th will stay a reasonable time frame and not turn into um a really really long night for everybody. So, uh talking attendance here. So, here is a stat here is a a statistic of our regular attenders.

053Um can't see at the bottom, but it's broke down by each building. I could not get little pirates in there, but their regular attendance for 2425 was 70%. it would not let me add one more column when I went to go do it this morning, but I do have that information. >> Yes, here is Little Pirates data based on the TS Gold assessments that they use, teaching strategies gold, um for you to take a look at. It actually has six components. They only do an assessment on four and they leave out the math and literacy um just aiming towards getting kids school ready in terms of those four areas. K6 reading and math data. So this is our Dibbles reading uh diagnostic components and I put in there at each grade level what they're being

054assessed on. So you can look at that and how the forms of the measures are. And then here is our Madison data from 2223 till the end uh beginning of the year 2223 to the end of the year 2425. Keep in mind this is all of our Dibbles data. 2223 at the at the beginning of the year was the first year we used dibble sample here's our east side results again clicking through them sunset build going on to the status math diagnostic these are what each area is assessing uh for each grade level so as you're looking at these you could see what is being assessed at each grade level and here is our east side now last year was our first year was sabbath so we have one beginning of one end of the

055year. So Madison Milloma uh Miloma the way Savis works at the three well the way SAS works is it's K5 and then sixth grade it moves into the like middle school version of SAS junior high version and so that's why there's different assessments. So I have the third through fifth grade beginning of the year. Sixth grade third through fifth and sixth grade. Sunset junior high for both the seventh and eighth graders. Okay. Going on to OSAS data. I have OSAS data for you to review for all of our buildings that take the state assessment. So sunset math and I have the last three years historically. Miloma math sunset eander by grade level. Um down at the bottom I should tell you the state averages that are for 2223 down there at the very bottom left

056those go in order of grade level. So state average for third grade was 40% state average for fourth grade was 43% fifth grade 48% sixth grade 42%. Okay. Marshall Junior High Math, Marshall Junior High ELA, Marshall Junior High Science, uh, High School, 11th grade ELA, 11th grade math, and science. And then I have destinations. So there's the CESCO data for for each building historically over the last three years. >> Yes, Dr. Agowski. So just uh >> none of these none of these go up to 100%. What is the and is it >> those are students that are proficient in those areas in those >> we're saying we're we're talking somewhere between 20 and 40% proficient meaning >> at grade level the state not at grade level >> correct and those in the um and uh

057for destinations for science for destinations in the high The second one of the bar lines is I can't see the colors right now, but I'm assuming that blue bar line is the state average and the orange is destinations. Correct. I was able to put those averages into it. I I tried to kind of put three through five in and there was a whole bunch of lines going a whole bunch of different directions and so I kind of changed that. 712 data. We've got passing rates for the junior high and failing rates. We have passing rates by core subject at the junior high last year at the end of the year. We have junior high preac and and science scores on the right. We were attempting to find the state averages for these scores to call

058to see where we're at. Things are real difficult right now because everybody's getting ready for day of testing tomorrow. So, we will get those state averages for you when uh Kyle and Eli um and Kayla present their data um on the 27th. will have those. Our ACT rep obviously very busy uh with their testing getting ready for for tomorrow. Marshall High School passing rate overall by core subject preac and science. Uh we also have Marshall preac for reading and English destination academy. We're giving you credits there. destination looking at passing rate isn't as as asn't as valuable data as looking at the amount of credits that students are earning there. So, we have credits earned and K will talk more about that on the 27 and then we have their preac items. And then upcoming

059talked about data testing tomorrow. We've got preac, we have ACT, we have uh ACT 11th and 12th grade. We also have the work keys which is a new ACT test for us. And Word Keys is a um assessment that is used by several trade organizations include the electrical union. Um so it's a really good assessment for students that are looking to go into the trades. Um and then the ASVAB is one for students that are looking to go into mostly go into military service. Um on at the board meeting on the 27th, you're going to get preK12 admin. uh the the admin will present their beginning of the year data. On the 10th, I am going to Kevin, we've talked about this. I'm going to present our OSAS data in comparison to schools that are

060uh school districts that are similar size to us in our local districts. Um I'm going to present that on the 10th uh along with talk about the 712 co-curricular surveys that are out right now in the buildings to get data on how many students are doing co-curriculars. And then I'm also going to talk about our Kuspay family and community survey. And then at the board meeting on 128, we're going to talk about first quarter data for Marshall High School and some progress monitoring data at the K uh six level. Try to go through it quick, but also try to explain that historical data. So again, if you can look at those data slides between now and the 27th, I think we're going to have a really good uh positive productive data night with our building.

061>> Any questions? >> I have a question. Is it possible and you may have tried this and it didn't work. Is it possible to get the dibbles and the sabus um in line graphs that go to the right with that show um all the third grades, all the fourth grades, fifth grades? >> Yes, >> right now they're by school. >> Yeah, I can get you that historical data for the 27th. >> Um it would be really cool to see those two things. Um I don't know how you're going to do it, but >> No, it's easy. Dibbles is really really easy. >> Okay. to see all the third grades, all the fourth grades, all the fifth grades, >> and and I'm not sure if that'll be for SAVIS because I it's >> Savis is pretty

062easy, too. Okay. >> I can I can get the end of the year. >> Can the destinations all be all the same subjects on one graph? >> Um, I can talk with Kayla about that. >> Okay. >> Dan, did you have any questions? Pardon me. Um, >> the the way that we're presenting the maybe it's typical for the OSAS uh graphs don't they make lot far less sense to me than the dibbles graphs. >> I I the OSAS isn't as easy to go in and make graphs of as dibbles as dibbles. Dibbles. I mean, I can go in and look at the Dibbles and the Sabbath and it looks just like this. >> Yeah. >> And it's easy to just go in and create an Excel sheet. I could took some screenshots, too. >> And

063where the OSASS gives it in an Excel, you're trying to kind of make a graph out of it. I see. >> I think also if we looked at OSAS historically over the last 10 years might help in in a graph form too perhaps. Um we they didn't have the assessment the OSAS assessment in 2021 and then 2122 it was really heavily tweaked so that it >> doesn't really provide due to co provide a real real solid >> those percentages are so weird it it's so like you were saying earlier >> and it's just and it's well and the percentages are not uh consistent from from next graph from graph to graph. I was going to ask for subjects all in one graph, but I don't think you can do it with the way the percentages

064are. >> It would be difficult. I could go in and rework the percentages though that are in axis columns if that helps though. Um I just didn't know if there was a way to present it similar to the dibbles because the dibbles one makes uh much more intuitive sense. You have these you have these students that exceed, you have the student that meets, you have students that are approaching, you have does not meet. I'm sure that same arrangement is >> from the OSAS data, but it just maybe it's not presentable that way. >> I can look Yeah, there is some bar charts that that are in the OSAS data that I can look at um and try to get you in different form um that might make it a little cleaner. They use level one,

065two, three, and four um to demonstrate, you know, levels one and two are below benchmark or below proficient three is proficient, four exceeds. Um, so I can get you some I can get you some additional charts that could clean it up a little bit. >> And you need to get the state averages too for those >> for prets or for OAS. >> OSASS is in there. It's just at the bottom. >> Oh, it is. Sorry. >> And and I don't mean to, you know, create a whole bunch of more work or anything. it would um uh in order to absorb this much information quickly uh I think it would have to be a more intuitive format because the there's no way to look at those bar graphs and say or no way to look at

066those line graphs and say this is an obvious outlier. They all look kind of the same and so if there was a different way to view it' be helpful. >> Sure. Absolutely. >> Lauren, do you have any questions on this? Thank you. Well, that is online. Add, do you have any questions? >> Nope. This has been very interesting. Thank you. >> Absolutely. >> All right. Thank you for presenting. Up next, we have the H integrated plan presentation from Chad. You're right, Chad. >> Yeah. Thank you. >> Good evening. Are you able to use the the actual PowerPoint as opposed to the PDF? Sorry, I didn't ask you again earlier. >> Um, >> you just searched it. 2024-25 integrated programs. There's a few updates in there that might >> Okay. And you sent it to my

067CV as well. >> Yeah. Thank you. Yeah, just give me one second. I'll get it fired up and I can give you this clicker. It may or may not work for you. It's pretty straightforward too. It gets stuck with it. Okay, got it. >> Will it just stay this size? >> Uh, let me try to do a big Last time I kicked Gary out of the clicker, but we fine. >> We can give it another shot. >> I'll try it right now and see what it says. Oh go a little bit easier to read. >> So the integrated plan is we have we have two big groups of grants. We have our federal grants that are administered by OD. So flow through to name Texas and those are any of those that are named title

068title one title two title five those are some of the title four. Those are some of the grants that we receive. And then there's all the state grants. And the integrated programs was OD's attempt to take all of the the state grants and package them up in a way that the rules for writing the grants, following the rules, reporting multiple times during the year to OG, conducting a budget, reporting to you, all the rules flowed. So we weren't having a lot of these meetings. So they combined at times which is the early literacy grant the um high school success grant sea grant and now the what will be soon is they'll add grants to this is a comprehensive grant literacy grant that we've just received and so following that there's rules and one of this

069is our our presentations and we had our first presentation at the for the integrated plan where I presented the 2527 bianium who voted on that a few months back and what this is and the order sometimes it it seems odd but they have to give us time after the fact to report. So this is the bianium ended last year and this is the quarter 3 and quarter 4 report for 2325. It says 2425 but it's it's for the whole bianium. So that's what you're seeing here. And these are some of the rules here. And it just talks about what I said that I'm supposed to report to you annually, multiple times. And we take the approach of I'll I'll do this type of report for you twice a year. But all of these data reports

070that you're seeing that are ongoing, including the information that um Superintendent Robert Roberts presented to you, um are are part of this information that we're we're going to give multiple times throughout the year. So, it it ends up being somewhat work workshop style because you'll get to digest the data and then ask questions over time. It's just not a one-time um giving the information to you and moving on. Uh some of the data in there would be student data, what we're using the grant for, and then the budget reporting also depending on the time that we're we're discussing the information. And this is the some of the measures that we report on. And you'll see these in a better format in just a little bit. And each one of these groups has a few different

071rules and they're combined in there. So, SIA um you can see what SIA requires us to do here. Report on an annual basis, financial and performance, report it to you, post it on the district website, and then the LPGT's long-term performance goals and local performance measures. These are all the data that Superintendent Roberts was presenting to you, and you'll see some more of that from me here coming up. >> Hey, Chad. Yeah. Before you move, could you just because some of us are kind of new, could you could you tell us what the acronyms stand for, please? >> Yeah, the LPGTs, that's the long term performance goals or local um measures. So, they're they're performance standards that we've set for oursel in conjunction with consulting with OD and I have a list of those for

072you in just a little bit. Thank you for the folks that >> student investment account. >> That's the name of one of those grants that's integrated into the integrated plan. And in this one, why why I moved to this one instead of the one that you have as a PDF is I tried my best to every single one of the acronyms spell it out there for you as a reference. So, one of the the areas that I report on to you um is third grade EMA performance and then work that we do at the 7th to 12th level. And these are high points for us. This narrative number one is is high points. And we're seeing gains in our third grade ELA scores over time. And that is part of our our move towards the

073science of reading. That's the SOR acronym. And please ask Um I miss giving one of those to you. And some of the work that we did there in moving towards the science of reading was we are adopting core materials that align intervention materials that align assessment materials that align developing our intervention system or MTSS system um that aligns all of our PD align. So, we're making sure that all of our resources are aiming in one one spot specifically on uh the science of reading and using that to improve improve our reading at all levels. Third grade is that make or break year that we've talked about publicly for a lot of years and so that was what that was adopted by OD and that's one of the areas that we focus on at the board.

074In terms of PD, uh we joined the organ response to intervention codri 12 which is funded by an OD grant um to learn about all of this work and we're in year three of that grant and we meet with them several times throughout the year and then we also have our in-house meetings um monthly. Uh other PD that's going on that's centered on the science of reading is our Lexia letters training and letters is language essentials for teaching of reading and spelling and then also our core curriculum. Most of this these materials the core materials the intervention materials the assessment that's all through the vendor amplify and we spend quite a bit of time making sure that when we are when we adopted all these materials that all of our staff were highly trained sp

075we we put in quite a few hours um I would say somewhere depending on the person's role u 20-ish hours of P to make sure that they're up to speed and can use these materials successfully And that PD was spread out over a two-year chunk of time so far. So if you missed, you weren't feeling good, whatever it was, there was multiple attempts to for you to catch up and um learn what we were doing. It wasn't just a sit down one super long training. There was some all day trainings, but there's also multiple one-hour trainings in there. Also, we also focused on making sure that all of our staff were trained, EAS, teachers, all of our specialists, anybody else that we could pull in, we would train and give them a brief line down.

076Um, as an example, this last Friday, even though the some of these material, most of these materials I'm talking about here are K to6 materials. to spend time with the special ed staff uh last Friday giving them a briefing on what we're doing here so they understand and we're all talking the same language at the 7 to 12 level. Uh we've increased the advanced coursework options by a lot, especially this year with the increased offerings of uh advanced placement, the AP courses. We continue to have a lot of two plus two classes where they're getting credit, the high school credit, and they're getting swap credit. And we've also increased greatly the number of online classes that students can take. We've also increased, and you heard about some of this earlier, uh, college readiness level assessment

077opportunities, increased AP testing, ACT testing, SAT testing, and ASVAB testing. One of the things that we've done there is made sure that all students are um promoted. We've promoted that all students should take these tests. Uh, we make it accessible to all students by we pay the bill. some of the in the past we we expect the students to pay the the expense for some of these and we don't do that anymore. We're we really want everyone to test. We want to pull down the barriers. We don't want somebody a student to make well I don't know if I'm going to pass so I don't want to spend the money. We're going to put the the effort in get the students up to speed and and provide the test to them. We're also trying we've

078been in discussions about helping the students make wise choices. If you're not ready for that test, maybe it's this other test, but trying to do it in a way that doesn't say, "Well, you guys should take the test." You know, you're not going to pass, but you definitely should because you're going to pass. We're we're trying to raise everyone up. We're also increasing our online options for students overall. Students take hybrid classes, some online classes, some in-person classes, and we're an avid district for the most part at the 7 to 12 level. Um, and we we've been working towards improving our AVID system for a while, which is advancement via individual determination. And AVID has two prongs. that has the prong of the AVID elective and that that's an elective class that students that may

079not feel prepared to go into college their their family doesn't have a history of going to college or a trade school or straight into a career. I'll add those in there. Um getting them to see that there is a way to do that. This is how you do it and helping push them beyond what the the capacity of our high school counselors have to do. they can't meet with the students multiple times a week where in the AVID elective they meet multiple times a week and they work on this type of things. The other prong of AVID is the schoolwide approach where if you go if you go to Marshfield and you see all the the college banners up that was part of that getting everybody ready for college not just that AVID elected helping

080students to see that there is a path that they get to choose teaching them how to advocate for advocate for themselves and um also things like note takingaking just all those school skills that you need to be successful beyond just the high school experience. I can pause anywhere in here if people have questions. Let's give you a little bit of pause here. All right. Another um narrative we write right here is some of the things that we we struggle with a little bit in the district. And by struggle I mean we're we it's hard if you ask me even though I've been here a long time or you ask our high school folks exactly what is the lever what is the mechanism that is making some of these some of these things happen. So districtwide

081graduation rates over the past five years range from 66 and a half to 79 and a half. It's hard for us to tell you right now why year by year it swings that much. And with all this data, the purpose of a lot of this data that we're showing you is for us to try to figure out what is the variable that we can leverage to be more consistent because that's a pretty big swing, especially for not any of us to be able to tell you exactly what's causing that swing year by year because it's usually goes from somewhere in the 60s to close to, you know, high 70s year by year. That's that's pretty big swing. So we we really want to figure out what those factors are where all these inputs that I've

082just talked about the things that we're trying to put in place to impact a change. I can't tell you for sure which one is making the biggest difference right there year by year and then down at the bottom we're still struggling with attendance postcoid and some of us has some of us have said it's kind of the new reality. We're even seeing that with attendance rates by staff. there is a change that and we're not where we want to be. And we were talking today about is there a way in our data to look at and see and tell parents, hey, here's where your students performing. Here's their attendance. We think that if their attendance was here, it would help. And trying to figure out a way to get that information to parents in a

083in a faster cycle, not taking as long to get that information to them. Here's some of our data that is specific to those long-term performance goals and these are selected by OD um which these reporting areas >> and they're longstanding in our state as reporting areas and then I over going back about six years I would meet with OD and we would talk about the goal setting and OD for the most part would tell us your goals are going to have to be somewhere in here. We have a little little bit of flexibility. So you can see where our goal is and then what the actual is for this last year. And that's part of that official reporting that I'm supposed to do. And this is districtwide whole district. And this is a lot of

084data tonight, including what you saw earlier. So, uh you're gonna it's you're gonna take need to take a while to look at it and think and then um if you have any questions again, we'll have multiple times during the year for you to ask some of the the progress markers. That was another acronym, a PM in there, um that we focused on. And there's a big list and I'll show you where those are at the end so you can see the entire list. Those are some high points for us. We have data teams formed at all of our schools. We're doing outstanding um at the K to6 level at the at the seven and up. Um we're getting better. It's a little bit more difficult at the secondary level to figure this out. It's not

085quite as intuitive when we have multiple sub uh individual content areas and subjects. >> It just doesn't come as natural to the upper grade levels. We're working on it. But we are getting better. We have this set aside time almost every Friday. And this is what we focus on looking at the data and trying to improve on those days. And our our our goal is to move away from those being a nuts and bolts meeting to a talking about increasing student performance meeting. and learning how to increase student performance. And it's an ongoing struggle because in a district and working each day, you're trying to get things done and those not nuts and bolts have to get done because the students are coming back the next day. But to try to set aside special time

086to focus on improvement, that's our that's our goal. And then PM4, we've done outstanding job. And I was referencing that earlier where we're really aligning all of our resources for improvement. It's not this, well, we want to do this or we want to do this one off. It's all of our training at those lower levels. Almost all of the funding, the time that we spent, the substitutes for release time for teachers to work on these project, it's all geared towards literacy. It's not oneoffs. Very few one-offs. Same as at the secondary level. The secondary level, there's a little bit more directions we're going just because of the nature of the school and what we have to do, but again, it's really focusing on a few things. Um, progress monitor five, increasing our we're trying to

087increase our attention to communication practices. We really improved quite a bit there with uh purchase and implementation of parent swear and the messaging going out from schools the district to parents and the the parents ability to respond back and forth is greatly improved. Our first step was the remind app if you remember that and now parent squares even better. uh the translation ability of parents whereas hopefully making every every all these me this messaging feel more approachable and ability for parents to approach the schools with information because they can set their their translation to where all the messages seem as if it's coming in the language that they speak primarily and then they can respond in that and receive the message in English. So, this link on the PowerPoint, it has the the list of

088the long-term performance goals. And the way that OD does this, they format it on this ginormous spreadsheet. They call it a smart sheet. And there is no reasonable way to present it on here because it it's it would need a poster, just a ginormous poster. Even on this board, you have to scroll sideways to see the data. So, it's linked for you. Dave even checked to make sure that's you can click on it in your PDF, but it's it's it's designed for a screen for you to scroll side to side. There's just no reasonable way. Even if I printed it on an 11 by 14, the print type is still too small. So, I'm provide you with the link so you can see the exacts, the historical data and the projections. And then the the

089larger list of progress markers beyond just the P3, four, and I think it was the six or seven that I had on there. Um, you can see all of those and our most recent rankings. >> Other questions or thoughts? >> Are for your progress markers are the are these the rankings that came back from OD how they ranked or is this how internally you're ranking them? >> Internally. Caroline >> and we report those to OD and OD doesn't do anything specific other than collect their data and then advise us but we don't have to meet a specific level in a progress marker. They're they're more OD's thoughts on and research as to this is what you want to focus on with this funding to improve. All right then. I appreciate being able to present this

090info to you and >> thank you very much. We'll end up posting it. This PowerPoint will get posted to the website so it's available for parents. >> Thank you. >> Chad, can I ask you a quick question? Sorry. >> So, help me understand the four year and the fiveyear cohort. So, if somebody did not graduate in the four-year cohort, how many of those students do we actually capture into the fiveyear and how many do we actually do and just don't return to education? >> I don't have that number in my head. Kayla might remember it. >> No, I can get that for you. I don't have it at the top of my head, but um >> I'm just I was just curious how many of those kiddos that we actually hang on to that >>

091if they finish summer school because we we're trying to also improve our summer schools. Um, Principal Ashton's doing doing a a pretty good job of drawing in the kids and getting their credits. And if they finish um by the end of August, they count for the four year for the regular graduation. And then the same thing going all the way out to the August of that that fifth year. >> Um, I I can get those numbers easily for you. I just don't have them memorized. >> They're actually in that bigger spreadsheet, that longterm performance goal spreadsheet. Okay, that's what I have a question about. I when you click on that, you can't read it. >> You can't read it. >> Is it too small? >> No, it's not too small. It's out of focus. >>

092It's There's nothing. I thought it might maybe I was experiencing some kind of head trauma. >> David and I will check on that tomorrow and we'll try to make sure. >> We looked at it and it looked clear to us. >> We saved it as a PDF for them. >> So, they're saying it's not very clear. So, we'll >> probably >> David and I will work on that tomorrow. We tried. >> I'm sure >> we had David test it and David could read it and I was like, "Okay, it's probably good enough." And then more of a screenshot. >> Yeah, it's I don't know if you see this even just like >> opening it up in a different file format or making it larger. It's just gobbly. So, >> yeah, we we'll rectify that and

093send it out to you guys. >> It's anxious. was out of focus. Um, I had a quick question. I don't know how you turn this into um a narrative for families to understand, but um I'm looking at just looking at the narrative, something that would be and I and I realize this is probably pulled directly from your grant reporting, which is, you know, I'm not asking you to actually do anything extra. Um but I think families might be interested and parents might like to know like examples of what the tosses actually do. Um you know it mentions delivered throughasis and external partners we support curriculum implementation for example. Um I always I mean that would be a real nice uh way to paint a picture of what's actually happening. It all makes sense to me

094and from what I know I can I understand. Um >> and I don't think I even explained the TOSA acronym so I could How about I explain the TOSA acronym and give a few examples. >> That would be great and I I think it would be also great for families to understand. >> Yeah. >> Yes. Otherwise, everyone just says, "Okay, okay, sounds great." Because it's all >> I can make that change. >> What's technology doing and what are the what are people doing? >> Great. >> All right. Thank you. >> Thank you so much. >> Appreciate it. >> All right. Up next, we have AA presentation, Scott. And then there you go. Thank you, D. Should have mentioned that earlier. >> Thank you for sticking around. >> Yeah, you made the cut. Yeah, >> I'll

095make you guys a deal. If you'll stand up and have a conversation with me, I'll bluff it and now it'll shut off the presentation. You always have to do a slide deck. Okay, I'm serious. Way better as a conversation than a slide deck. You've been through too many concerns. Uh mission statement. provide holistic approach to in need in youth by connecting them to education, career services, social support. That's our mission state. We changed it recently. Um we had to go outside of the K through2 industry and look at what are we doing to prepare you um to be adults. So we're outside the box. First of all, anyone here ever not a wife? All right. Um, let me roll with this a little bit easier. Uh, I have a great board of directors. We'll show

096them to you in a minute. Um, and they told me that whatever we get involved in, it has to work for the community and ask myself three questions before we do it. Do we need to advocate it for it to make it work in the community? Do we need to collaborate to make it work in the community? Or does AYA need to own itself? We collaborate with tons of people. Cruz Bay School District has been on our list amendment years. I actually worked for Cruz Bay School District. Um, and it's changed throughout time. I mean, uh, Dr. Crook back there is now doing a lot of uh, 11th and 12th graders and getting them over the finish line. I am starting to look more at GED. Um, for a long time we were credited school.

097One of the reasons I'm here is because most of us, most of the people in this room probably still see us ascred. I want to um expand on that a little bit further to show you what AYA has been doing. Kim told me once, smart lady that she is, not to selfdeprivbate myself, to not call myself a schmuck, um but the reality is we are really really small. um we constitute maybe one 2% of the K bay population but I think we do some pretty big things in the All right so we'll keep moving or maybe not >> there you go found in 1979 serving the southern coast for many years offering high schools diplomas GED work readiness housing and more Um, GED has been a big focus on our educational side of things. We

098are nationally accredited through Cogna. Just went through that one last week. It's always a blast. And we do that for approximately 15 kids. So, I don't know if anybody here has been through Cognia. But the only reason we do it is because other school districts don't have to take our credits and we know that will hurt the kids. So, we spend a lot of money, jump through a lot of hoops, but it's good for our staff to have to go through that and understand that. Uh, work readiness. Oh, I got some figures. Uh, we go all the way down to Southern Coast. We got a place in Gold Beach and we do some stuff in Brookings as well. Um, really proud of my board. I think the average person's been on my board over 10

099years. uh Chris Chapenar, Alice Carlson, um prior superintendent school, talked about that one earlier, court chair. So, it has been on our board. I just have a great board. They're my brain trust like you guys. They help direct on what we're going to do. Um last year, uh about 200 kids in education between diplomas and GED. The question about what do we do when kids become super seniors? We will educate kids all the way up to 24. Um we will not get paid for but we are foolish enough to continue to educate them. We can give them diplomas. We have our own we can accredit our own own diplomas and do GEDs. So when they age out of school we continue to work with all the way up to age 24. Um right now actually

100that number is up. I asked right before I left here. We are housing approximately 196 homeless youth and families through a emergency shelter, transitional shelter, subsidized housing, and over 60% of them are your students and families. Um, most of them actually go to your typical school, one of the schools back on those walls because we deal with a lot of smaller kids as well. start looking at families and we are presently purchasing the baloney shelter which will be turned in specifically for pregnant youth and young families despite what it might say on what's happening to county. Uh last year we handed out 32 tons of food mostly to the families that we're dealing with. Um and we did over a 100 various community trainings. In fact, we have one for your school district Friday, a

101property simulation. Come join us. It's going to be in this building. We did one uh last Friday for multiple nonprofits over at the Douglas Fairgrounds. Um and we use our youth. Um presently 27% of my staff are youth. 17% of them are being housed by AYA. And for the second year in a row, we are one of the top 100 nonprofits um in order. So, yes, we are like 1% of what you guys are doing, and we love collaborating with you, but we're off doing a bunch of other things. Um, and I'll use the word a we a lot. I apologize that, but I don't know where one job ends and another one starts. I sit on United Ways board, wash the shore, focus, HUD, Bay Area, Enterprise, I don't know, there's a dozen a

102few state level. Um, because it's about community. How do we all work together to do what we need to do? I'm g whip through these. Oh, there you go. Some more numbers because you guys haven't had enough numbers thrown at you already. Um, and when I I I I've got to be careful my numbers. When I say we have 200 served, that is not just Bay. We deal with multiple school district throughout the coast. Um, and some online stuff. Um, we address mostly social emotional needs. Um, we understand where we sit. Um, there are people that do other jobs. I want to really give credit to Kayla back there. She does a great job. But once she was doing a great job in this, we knew that we needed to focus somewhere else. If somebody's

103doing a good job in it, let them do that. We'll figure out what else is needed in the community. Uh, give you an idea. Last year, AYA brought on more housing units than anybody else in this county. got a question. Why is a school little tiny won't use the word schmuck? Little tiny school bringing on housing units. Uh I sit on the Hudboard this year that is the largest housing project happening in Kous County since the 1980s. Um these are things that build community. I love I mean I've been a teacher for many years. I've worked inner city Native American reservation juvenile centers. Um, but that's only one piece of a community. It takes all of us community members to make it work. And thank you for sitting on board because I could give you

104a hundred times what you're getting paid right now and it still would cost me nothing. Um, essential ingredients is having visions. The youth that we deal with are often homeless, generational poverty. Um, and I let me get back to the basic of why I'm here. Few meetings ago, there was a statement made, AYA has the highest dropout rate of any of your schools. The reality is the majority of the school, the kids that we're dealing with pretty much already disengaged from your other school districts. They were dropped out. We were like a one last chance. Let's try this again. And a lot of our kids, those kids go nowhere until about age 22 or 23 and all a sudden their brain kicks in and now we can do something with them. Well, it doesn't work

105on the statistics, but as a community, we know that somebody was still there for them. We built a relationship with them for years. Uh right now, my GED teacher was the parole officer. He's already got a relationship with half these kids. Vision. Uh we bought the Charleston school a few years ago. We put in a Bureau of Labor and Industry pre-apprenticeship program for renewable energy. Also 16 pieces of housing and are collaborating with um Aquitect. I don't know if anybody heard of that. Um to do uh some other trade school stuff. Having a real hard time coming to trade school. There seems to be nobody up at uh the state level. Our next big project, we're doing some stuff with virtual. Uh my masters is in distance education. Done some stuff internationally and these Oculuses

106are getting really cheap. You can do some really exciting things. Um but we've got another build coming online. We've already purchased uh I don't know if you can think about uh east side and you've got a piece of land right at the end that has like a sand pit there. Uh we pulled out a 40 foot container of garbage out of there last year. Guys, we also picked up over 600 bags of garbage with students this summer. Um, so and some of the trails at Hopkins Park, mountain bike trails. We maintain the mountain bike trails out of Seven Devils. Anyways, let me give you a picture of what we're up to. Uh, cottage cluster net zero housing on a land trust which will create generational wealth for families, environmentally friendly and collaborative community building. That

107is a piece of the land. Uh that's the way it happens. And that is a 3D model of what we're up to next. And that is an image model. So um we are into the trades. We are letting kids use their hands because a lot of these kids that are failing out of school are actually really creative. They can build things. Here's the funny thing. They make more money than most of us that have really good educations now. If you can get in there and start building things, you're making six figures. So, times have changed and we're hoping we're changing with them. Uh, and that's it. I hope I had through that quick enough that then everybody can go to Steve's questions. >> I just have a comment. Um, I I saw your presentation at

108like I'll call it the housing summit. I I and I just wanted to say thank you for um putting the work in with housing and taking on that that responsibility and just recognizing um the situations of your students and your families because housing is tough right now. It's and and I didn't know um that's where I learned that you guys have kind of taken on that effort and in making sure that your families had homes and um with your housing that you do provide is that transitional housing. Are they there for a certain amount of time and then they're assisted in finding other housing or >> we have a step program? So we have pallet shelters >> um which is emergency. Uh then we have transitional couple five-bedroom houses and it's kind of a communal

109living. Uh we also have subsidized housing where we help them make leases uh and we will subsidize them for a certain amount of time. We have another program called post home if anybody wants to take a kid in 500 bucks just to give them a bedroom and let them stay there. Uh so multiple programs and I will say the what got me into this was one day I looked out at my classroom and 60% of them were homeless. Uh giving them a tent to say go sleep in the back of the tent my heart out. So it just is something that became very passionate and you can see the numbers. Every week we have to decide who we're going to put in a spot if we have a spot. There was way more homeless youth

110and families than you would have residents. So, but you can't do education if you don't know where you're going to get your meal for, if you're feeling dirty because you couldn't take a shower the night before. So, we have a really we're unusual spot. We're so small in what Bay does as a district. Um, and when I heard the statement that AYA has the highest dropout rate of all your schools, oh man, I got to explain that. Um, and I think it's I'm sure everybody understands why and the clientele network that we're working in. So, so I apologize for those numbers. We do uh have an 8020 split is the basic uh so you get 20% for administration. We get 80% to supply the services. Um we serve about 500 uh individuals a year. Um,

111and we're doing that at uh about 2,000 is below the average ADM that a school district gets. And a lot of times we are feeding them, housing them, transporting them. So we have pretty creative to do these things. Uh we write about an average of a grant a week, which means reporting a lot of stuff. I just want to say it's been impressive to watch the growth because I've been here since 79. So I've watched from the beginning to where it is now and it's impressive what you're doing and I will tell you that I used to have to always tell staff at the high school. The reason your your um dropout rate looks better is because of the A because all of those kids would have been ours dropping out because they had already

112topped out. I mean mentally they as you had mentioned they'd already gone and you gave them an opportunity to put something back in that said I can make it and I appreciate that always have and always will. So thank you for what you're doing and you've been there for a long time >> over 40 years wondering uh you know it seems like you're a person with a lot of passion and vision. I really appreciate you coming to speak to us. Uh, if you had to distill it down into a couple of things, what do you think that we as a district could do better to house our students? >> Uh, I'm also a very blunt person. That's something like say uh collaborating with somebody else because you don't want the insurance responsibility that comes with

113it. You're too large. Your insurance policy is way too big. Um, truthfully, we collaborate um through the ARC. Uh Melinda is also my employee as well as your employee. We've got some grant funding about $100,000 in order to support that program because you do work with a direct. It's just if you were to do the housing the lawsuits that might come out of it. We're so small when we get sued we go out of business. It's really that simple and someday something crazy might happen like that. But school district should not take on that responsibility. That's not I don't necessarily mean that. I just um you mentioned collaboration and working together as a larger community. Are there uh things that schoolboard members or the you know district could do uh to support your mission and

114collaborate with other people? Are there opportunities that we're missing to do better? Because it it sounds like we're doing well, but there's opportunity always opportunity to improve. >> You guys are doing incredibly well. I I hope everybody knows Linda Torres. We've worked together for many many years. The Ark and AYA are like almost like she takes them in at the front door. She hands them to me on the the back door. Um we work together. She's when we I said we have to decide who's in and out, she's at those meetings. Uh Greg from Orca is also there. So we use multiple entities. DHS is also there. It's a collaboration and you guys are at that point. Linda has done an incredible job. There's a reason she looks OD. >> Yeah. Teacher of the >>

115teacher of the counselor. >> Wasn't featur. >> So you guys are really are there. Just keep doing what you're doing. Uh we will try to keep making sure it's funded because I think some money is actually going away next year for that bikini bento. Apparently if we don't count homeless people they disappear. >> At least that was the new story. >> I I've been pleased that we shared her with our bins as well. I mean that that was a big thing to happen in this area to get that to happen. and we we work at a state level uh as well on a couple different things over the course coming out. She's organized all the districts in C County to make sure we get those numbers and we've worked uh I sit on uh something

116called the rock or the OC3 which is our state level for that. Um while they purge it at a federal level, we still track that and we're one of the highest districts for beautiful family offices. I'm not too sure if that's because we're counting better than some other places or if it's really true. Uh the fact is we just have a problem everywhere. It's not solid. Although I will make one more little joke apparently to on what's happening in Cruz County. I am now getting paid by how many people I ship into. My board was really wanted to know how I was doing that. They didn't know about it. This has been a rumor. Nobody ships them anymore. Please dispel that. That's terrible. Terrible. >> And no, I'm not getting >> Thank you. Thanks for

117coming. >> Appreciate Scott. >> All right. Next up, we have no mar trail presentation with Jamie. welcome. Thank you for sticking around. >> Okay, >> good evening. >> Thank you for coming. Um, thank you for having me. Uh, this is a culmination of about four years of work after I retired. The Milk Marsh Trail needed some work. I'm going to give you a brief history. You also have that history at the website. That's a link that I think David put on your your list there along with two documents. One's uh a few other uh partners besides that you heard from the city. They are our partner because they own part of the the trail. And the other one is a list that I just started a couple days ago. Just wanted to know how many

118people that I dealt with uh through the this last four four years. Uh, and it's it's astounding and it was pleasurable all the way. Um, so this is the the end of the marsh uh trail at the what was originally called the Wshaped marsh. Um, and it's where do I point this guy? >> Uh, towards me. >> Okay. Would I use this guy? The main button. >> Yeah, the big one. Try again. um >> yeah so the this area is mostly on fill um ex this is the only area that's the original marsh so all this is fill most of it's Portland uh Kbay school district city owns this too and those are the the three trails that we've the original Milco Maro we put in with federal funds coastal zone management act. When I

119looked out the back door when I first got the job at Mocom, I wanted to know how to get to the ocean and that was a way and South Slooh helped me with that that endeavor. Uh the other trails were on existing levies that you can if you were to walk out there early on uh before um well in the 90s, 80s and 90s that was no trees out there. There were no trees. This is what it looked like at just after the trail was installed in '91 and um the trail out to the south. But these these are leveies that existed and so these were used as well. Uh the the school used this for running um for cross country etc. But this is the one we improved last year, the Swallow Loop Trail,

120and this year we improved the the Milk Marsh Trail. This is the a nice view of that salt marsh. And in 2000 uh with the help of South wrote a management plan to help with uh come up with four goals in that plan. One is habitat. It's education recreation which is the biggie. uh access, making sure the access is is good and accessible from for all and uh community support because the school district doesn't have funds to take care of more than uh some mowing which um Chile is on that list by. Um so this was the original one that I asked for your permission to do an OP OPRD recreational trails program uh grant. uh that one didn't go through. The 138,000 uh failed that first year. They encouraged me to come back and

121do another one in the meantime. So, these are the all the the things that I wanted to do with with the the trail. the other things had been done like repairing the shelters, replacing the u uh interpretive signs, but the trail itself needed uh redoing and we wanted to add another one and increase the parking and trail head. And so I went plan B was to get local um funders to do that. Uh, and so we got part of it done. Um, the trail head parking and, uh, along the way, thanks to I think Arie or Kim, somebody mentioned that you had a DDQ fine to put the money toward um, the uh, the trail and that worked out perfectly. We got the the culverts replaced for the swallow loop trail. Um and uh part

122of the deal was we were to do some native plantings which fits that habitat goal and um some interpretive signs. And so this was what I think I presented to you last time what we've done we're going to do and we've got that done. It's a beautiful new trail head with more parking. Uh looks nicer. The Swalloo trails done. uh which also helps with the cross country team etc. These are the two coverts that were put in the planting uh behind the kiosk just east of the gazebo and some of the signs that uh were also part of that deeq uh project. Um, this one in particular I like because it shows the narrative along the trail along those post trail uh trail markers is that this place was um looked different a hundred years

123ago. If you were to look at the back toward the school where that um stairway comes down, if you had been there a hundred years ago uh on a king tide, you could have canoed to that lower stairs. So, we're at at the bottom of the stairs is 25 feet thick of fill. And you walk out to this point to take a turn, and that's where it drops off. And I like to say this is where the um uh Clean Water Act stopped the march of uh filling wetlands. Um and when we got the the first part done, what's my time here? Okay. Um, Knife Forever got the the contract and uh, they really enjoyed it. They they didn't they don't normally see this type of project. They really enjoyed it. And this was one

124of my first students, >> little Bobby Rose. >> Bobby Rose. >> Yeah. 92. >> Yeah. Right. So, um, the next phase was to get the Milcom Marsh Trail done. And uh Cameron Angel uh grandson of Bob Angel uh construction um did a wonderful job um with his small crew crew of one and they did an extra two days of proono work to do the the clearing of the side of the trail as you can see here. And they did this is not part of the contract to do around the shelters and they did that um as part of their pro bono work which is a great thing because we needed the match um and here's the OPRD sign in the the center of the trail head and um before part another part of the the

125uh trail work that was done before um Angel showed up was to remove a Eagle Scouts project which was some fabric underneath the the gravel that was starting to show and that was going to be a problem for the contractor. So, hey um destinations provided a crew and we well pulled it up and this is the district's club car for maintenance. Um the um Glenn Crooks class produced these three ballers for the the parking lot. Um and they those three students are listed in on that list. So check them out. And um we also bought some equipment because these are these are some of the shore pints we planted back in the 90s 80 late 80s 90s with students and they're starting to fall over. It's just not the right soil for those those trees.

126So those and willows and blackberry we needed equipment to do that. So part of the grant bought some uh battery operated uh tools. And here's the here's the team, the crack team that um Dom Dominic um from HGE, our uh facilities director, LMA, and this is Cameron Angel. Um we get lots of uh well, this was this last week. We had a junior high event out there um using the new trail and apparently there were some records broken on this new trail. So that's that's good news. Um, this is the view from back of the the uh school. And I would I've been working with Kevin Wilhight to somehow bring the cameras out to the parking lot and the shed because um years ago we were we were robbed of some of the tools that

127we we had in our possession for maintenance etc. So um that's the next effort. So if we have any money left, we'll be talking. >> You have a fun balance as of yesterday. What was it like 2000? >> Something like that. >> Yeah, >> I think after all the projects, they were like about 2,350. >> Okay. Roughly. >> Great. And we heard from Have we gotten a check from OPRD yet? >> I have not, but I only on track. >> Okay. Okay. Good. Good. Good. >> Silly. >> Great. Silly. Okay. Any questions? 33 seconds. benefit. >> Pardon? >> How long have those stairs been there? >> The wooden stairs were built by the by Mr. Con's wood shop class in the early 90s. >> Yeah, I would say so. >> I think >> Yeah, they're

128not really code. >> We so I shouldn't say we couple years ago it was looked into replacing them and the cost for metal stairs was going to run upwards of $100,000. So >> I know what uses those. >> Oh yeah, use those on a daily basis. >> Yeah, those stairs those stairs are used all the time by lots lots of people. >> I was going to say that for our new people. All of that is drench soils. So each of those dikes was a area that they used that raised it all in there. So it's kind of weird dirt. Um >> it's sandy soil. I did my first um wetland delineation as part of this whole OPRD is very thorough and so I dealt with a lot of agency folks and it's lots of sand

129and shell. There's certain places that get the tribes very excited because they see the shell and they think mittens but it's all from the native oyster from the bottom of the bay and there it's uneven as far as how where they get their material, how it's spread out. just to the right of that vehicle that's parked up top that area of those uh stones stone paper fields. >> That was done by junior high students of the 90s as well. >> That's right. >> Because I remember them talking about it when I was at Sunset and I was our school is burned down. So we just we we got to go to art. You guys got to flip those things up. >> I I have a picture of Wayne Young with students out there putting them

130in there. That was when uh I don't know. And he built that uh gazebo before the trail was put in. He got red tagged on it, too, because it didn't get burned. >> Fire department and the two space wanted to get rid of a house we had and it was old. So they had a fire in the burn. >> It had asus that hasn't been taken out. So they came back and they said, "Oh, we're gonna find you for doing what you did." I don't know if they find the fire department, but they find us. >> Yeah. >> And so we Somebody look it up. And I know Kimble said, "If we have to pay it, can we give it to somebody instead of paying it?" And they said, "Yeah, that's fine. We don't really

131need the money." So >> yeah, I would have had to go out for more funds, grant funds. uh because I had to use some of the actual match funds from one of the donors that was supposed to be for the OPRD on that project last year's project. So >> sometimes serendipitously >> serendipity plays a big >> thank you. Thank you for all your work and dedication. >> It's fun. My wife thinks I live somewhere else. >> All right. Next up, we have some policy updates. >> All right. >> And Addie hasn't been high-fiving us or anything up there. I can't see her. >> No. Nope. I'm still here. >> All right. Since it's still early, I'd like to go through these line by line if you don't mind. What >> that was that was >>

132uh yeah so we have some uh politics policies uh in first reading for adoption. Uh the first one will be advisory committees to the board. Um we are we removed the language of educational equity advisory committee uh and we moved it to a superintendent committee as the laws changed around that. We did ask if we were allowed to change the name and we did get approval to change the name and it said in the policy update if you change the name change it everywhere in the policy. So that's what you'll see in that policy is we went through and changed it to student success committee which is what we elected to call that superintendent committee. Um board members stipens and reimbursements uh that we changed the title and we added some language about board stipens.

133Um the conversation around that was uh to not prevent people in the future from uh seeking a role on the school board due to financial constraints that they had. Uh they maybe they couldn't afford child care or uh people to come to board meetings, those types of things. Uh so it provides the board uh an opportunity to receive stipens for their work. Uh no one has to take them. uh and it is only uh the amount that is budgeted which for this year is zero but in the future it opens the door so we can we can have those conversations should should we want to move that direction. um educational see uh we elected to this was an optional policy. It wasn't a current one that we had uh just kind of outlining what that

134that committee is is to do. Um we also added this optional policy for military link absence. Uh we added some updates so they would comply with uh the OS. >> That's staff like service or what is that? >> Yeah. >> Yes. >> Sorry, I was getting into it. Uh directory information. There was a lot of changes to this. >> Uh some of them kind of difficult to circumvent. Uh, so we we are working on on ways to not have to change all of our football rosters moving forward and still be able to have senior night and those types of things. Uh, because grade level is something that is not considered directory information any longer. Height and weight you could say, but you can't say that they're in ninth grade. Um, so we we're working on

135that to get parent permission. Uh, which probably won't be much of a stretch. I mean, I think parents don't mind if you say like a senior and play football, you know, or something like that. Uh, so we're working on that. >> This policy also came up at our superintendent Friday forum a few weeks ago when I brought it up and uh Friday forum turned I brought it up at 8:55, I had to leave at 9 and for our advent and they were on until about 9:20 because it took so many superintendents by surprise and they said, "No, that's not true." And then the OSB versus >> yes it is. And then OD chimed in a little bit too and it started a chain reaction and so lots of districts are scrambling for this. >> I

136figured they would be when I read it finally we our policy. >> I thought this is ridiculous. This must be a mistake. >> They checked it and it was not a mistake. obviously >> but you know forever we've always put down grade level kids >> but apparently in the issues with respect to kidnapped kids and other kinds of things is an identifiable characteristic of people that other people who are looking for kids can use to find them. So it's a it is now a you have to get permission from the parents to use >> short-term plan and a long-term plan. >> I don't think anybody in the state knew it. >> No, it was >> there was about three superintendents out of the hundred that were on there that had >> like Yeah. And then

137everybody else was like no grade levels. No. Spencer from OSP is >> Yep. Sorry about that, guys. >> Sorry about that, guys. Exactly. >> All right. Uh, next one is uh JFC CB CE uh which is uh to request exceptions for the uh personal electronic device restrictions. Uh then we have JFCEB the associated policy with that AR. Uh it's a new version. Uh we had this policy previously uh but with all these changes it's it's it's a lot different. >> Can I kick off some discussion about this? I've been thinking and reading about this policy a lot. So um I just want to say sort of first and foremost I disagree with how this got dropped in our laps. So, um, this this personal electronic device, uh, thing that's coming down was a bill, uh,

138and it and it didn't have enough votes to pass. So, the governor pulled it out and made it an executive order. And I I just think that's wrong. We don't we don't need executive orders to tell us how to do things. We need consensus legislator. But that's sort of besides the point. The bigger deal I guess I want to say is, you know, I've been in Kous County now for five years. Uh I spend about 25% of my life on call to the ER. That means that I um about every fourth day I get called to the ER to do something like take out an appendix or other things like that. There's a what's called the ER board. Has initials, age, and chief complaint. Reason you're in the hospital. There has not been a single

139day that I can remember in prior years that I have been here that I have not seen a minor in the hospital for suicide uh in the five years I've been here. And the data is overwhelming and clear that social media use before the age of 16 is detrimental to students um and increases suicidal thoughts and behaviors. Um, so I think miss I understand that our uh, you know, building administrators feel like our current cell phone policy is working well. We've heard from our student representative, they think our current cell phone policy is working pretty well. I'm going to just stand up and say I don't think it goes far enough. So the data is very clear. If you put your cell phone here on silent, don't touch it. It's a distraction. If you put

140it in your backpack on silent, don't touch it. It's a distraction. But if you put it in another room and you say, "Don't touch it." It's still a distraction if your friend has one. Okay. So, the problem with the current policy as I see it is that it requires teachers and building administrators to enforce it. Um, and the ways that they enforce it will be different. So, I think our district needs to move to lockers. I don't think the pouches are a good idea. And the reason I don't think the pouches are a good idea is because they are not tamperproof. They they are like textbooks. It will be a constant expense for the district forever because they will wear out. They will be broken. We will have a loss rate of those things. I

141think we need a a cell phone locker system, something, you know, permanent. And I I understand, you know, open campus of of Marsh Marshfield makes it challenging, but then have the students check it in and check it out. And what you'll find, I think, is that um people are going to hate it for about two months and then people are going to be really happy we did it. Um, and so I understand we might not be able to move to this policy, you know, this month and then implement it in January and but I don't think this current policy goes far enough to protect our students and give them the eight hours a day free from cell phones that they need to grow into healthy functioning adults. Um just like uh decades ago when we

142were beginning to understand the harms of tobacco, people started making ghouls about it. The same thing is happening with cell phone. If you look at the country of Australia, the country of a the entire country of Australia has banned social media use before the age of 16. They didn't they they they didn't they didn't figure out how to implement it. They just their legislators said it is on the social media companies. We will, you know, the uh the users of social media may sue social media companies who don't verify ages and make sure people under the age of 16 cannot get on on social media. Now, obviously, we don't live in that environment. We live in the United States and and and such a restrictive rule would probably never be a thing we should have

143here. But I do think that here in Cous County, we can respond to the data that's out there and our lived experience, which is we have far too many students who suffer with suicidal thoughts. We have far too many students who suffer with anxiety and depression. And we know that cell phones are bad for that. So, thanks for policy committee. I'm sorry I wasn't able to come the other week, but uh put a lot of thought into this one. I I really do think we should go further than our current the current draft policy says. >> I appreciate that. Thank you very much. >> David, would you like to pick up where you left off then too or was that it? >> Um yeah. Uh is so is your suggestion that we don't move forward

144with this policy and revise now or is it that we move forward with this while understanding that you'd like to revisit and and work towards a more uh restrictive policy? I I think that we should probably move forward with the current policy because uh you know the state has a a strict timeline for us um implementing a policy that requires purchase of services or implementing things but you know if we could adopt this policy and move towards something more restrictive. So there's a great book. It's called The Anxious Generation. Um and there's a and there's uh like an Atlantic article. But so when we think about cell phone policies, we should think about them in about in five different tiers. So tier one is we do nothing free range. Tier two is we say don't

145do it. Tier three is um we say we is what the policy that we're proposing is which is put in your backpack or your locker. We don't want to see it. Okay. Tier four is a pouch or a a thing that it's still on the student's body. Um, and they and and they can have it locked and unlocked um, you know, by a by a teacher with a magnetic key or whatever. Um, and then tier five is locked away in another room in uh, in a physical space. Um, and each of those tiers, um, as you go up, it minimizes the distraction that that phone causes to the student. Because the problem with those pouches is that, um, even if it's in a pouch, it doesn't mean that Warren doesn't have his phone out. So,

146I'm still thinking about it even when I'm supposed to be doing that. Not that you would ever have your cell phone, >> right? Yeah. And and and scissors, you know, things like that. And so, um, I think that we should probably adopt the policy we have here so that we can be compliant of state regulations, but I do think we should move to a level four or level five policy going forward because I think it's the best thing for our students. >> You are correct in terms of the pouches. Uh, there's quite a few ironically Tik Tok videos um that have made the rounds on how to hack the pouches, how to break the magnetic seals with paper clips and things of that nature. districts that have invested the money for those pouches. Many of

147them are now regretting because you're like you said like textbooks like curriculum you're or you know you're ordering a thousand of them a year to backfill at $30 a pouch or you know it's a it's a big incumbent inumbrance. I mean, honestly, a much better solution is uh something that any handyman could build with uh you know, a bunch of little slots on a padlock, right? Like, I mean, it's um I don't think we need to invest uh $70,000 and ongoing thousands of dollars in a high-tech solution to this, but I do think we need to think logistically about uh about a a a low tech and probably unpleasant. You know, I'm sure uh you know, Eli, they roll rolling this out in the high school is going to be incredibly unpopular and and difficult

148and but I do think it's the best for our students. The the data is very clear that we have a mental health crisis in our nation and it doesn't, you know, it's impacts us here. Part of it is that we are allowing students to have a so much distraction and so much online exposure too early in life and we as a school district can band together and set rules for the hours that we have our students that are healthier. >> I I agree and thank you for um for stating that so um succinctly. I am wondering if um I mean it doesn't matter to me. We can either not we could we could take this as it is now um approve of it and then work on it again. Um but I also want to

149give um Superintendent Robert some time to talk with his administrators because I think I think I think you're right. I think there are solutions there but they are going to take some capacity of some people, >> right? And I don't know, you know, I don't know who those people will be and um what each of his administrators are going to how they might suggest uh it works in their particular buildings. So giving him some time to um to think about talk with them and think about what what solutions would work. I think there's going to be a huge community push back as well. Parents That's not the pre the school districts that implemented this early. The biggest complaint was not from the kids. >> It was from the right. >> And so this policy I

150think helps the parents get into the mode of understanding that kids don't have the whole time they're using and they finally realize that oh I guess kids can be okay with that. I guess we can still get a hold of we can call the school and get a hold. >> Yeah. And that's I mean and that's one of the the other things that's really important as a community education piece is that um the the reason that most parents get upset about this is because they want access to their student. >> Um in in general that access acts as what's called an experience blocker. meaning that instead of allowing your student to uh learn how to go find another adult when something changes, go how to, you know, find the building principal and figure something out,

151they reach out to their parent to solve their problem for them. And then the other thing is school safety, right? We we all live in the age where where something tragic is unlikely but could happen at a school and so parents are afraid of that. The problem is is that having that that child's cell phone go off in a dangerous situation is actually more dangerous. And when they've done sort of retrospective studies of school events, what they generally find is that the information students were able to relay via their cell phones was either unable to be relayed because the cell phones didn't work or it was inaccurate or it was potentially harmful. And so having students having cell phones doesn't make them safer. It might make the parent feel less anxious, but it does not

152make their students safer. And so allowing they can have access to their student the same way we've been able to have access to our students for generations, which is you can either go to the school and talk to somebody or you can pick up the phone, which is, you know, and and >> talk through the normal chain of command. You don't need to be able to reach your student while they're in class, >> right? >> I don't think I'm familiar with the pouch. >> It's these It's these things uh um it is a thing that students are asked to put their cell phone in um that then is magnetically locked in a way >> goes where? >> Uh so each school is different. So some of >> it here or is that out? >> We

153don't have it here. It's something that many school districts have invested in as a way to limit students access to cell phones. So you you give every student a pouch. You at the beginning of the day, the teacher says, "Okay, put your cell phones in the pouch." So everybody lifts their pouch, they put their cell phone in, and then there's a a locking mechanism with a magnet where they all get locked and they go into the backpacks or they go into a locker and and so everybody knows that nobody has a cell phone. And so that's meant to help minimize distractions. problems with the pouches and they're sort of like they sort of work on the same thing as you know those things that they put in your clothes that if you don't if you

154forget to remove >> the magnet it's the same idea as those magnetic tags >> and there's there's a contract >> so with the department of administrative services if one school district gets a good deal um with a company I believe they're called yonder pouches uh that other districts can pay back off of that deal and that contract rather than go through all of the normal bidding process. And right now, um, one came out from, I think, Beaverton School District. And their best rate was $30 at a pouch, which for us would be upwards of 50,000 just for the initial. And they're saying they're they're breaking like hundreds at every tag intentionally. And that is a cost. I mean, we're just looking at Chromebook use and Chromebook abuse. those pouches would never be able to survive

155a couple of days considering that right now. We're just looking. >> No, but that is the input. >> That's sort of that's sort of so a lot of um as this, you know, we tal I talked about those five tiers, right? Like kind of do nothing all the way up to walking away. So pouches are sort of this tier four thing where people are really they want to do more than what we're currently planning to do with our policy. They don't want to build anything. They want a they want a a ready solution that they can purchase. And the pouches are sort of the ready solution you can purchase. And now that people have been using them for a little bit, we're realizing like maybe they don't work as well as anybody was hoping this

156solution would work. >> Yeah. Glenn builds some of those students. >> Exactly. don't. So, it sounds like thinking about our goal number four, we've got some best practice um to consider and and then we've also got a messaging um conundrum to to consider and we have some some workload on some school staff. So, but that would be his action item. Um and maybe one of our action items is then to discuss um how to how to how to pivot this if possible so that the message um when we get to that work of working on this policy so that that we can we can pivot the message for families. So that would be the work of the policy committee in your and you would work with OSBA and the legal team and Spencer to you

157know work on what maybe even borrowing from what other school districts do if that was something that we were going to move forward but we could >> pass this policy >> in regards to the timeline and being in compliance. >> Yes. And and I would I would suggest that's how we move. If I may make a suggestion, uh we are uh as Jerry mentioned uh working on a student uh survey. Uh it might be nice to ask the students about the cell phone policy. It might be nice to provide them some of that information on here are some studies that show the detrimental use of cell phones. And this could also go to to families. >> Absolutely. Um, but it might be nice to because at at the beginning of your statement and I agree

158with you completely. In fact, I actually prefer tier six where your kids don't have a self. That's where I would prefer it. I understand that's not the world we live in. Um, but I I do agree with you. Uh, but I also agree with at the beginning of your statement where you said we we work on consensus. So, we need to figure out what our community actually has an appetite for you or for whether you and I agree that it's this is the right thing to do. And I do agree with you. um it if we don't have buyin from the community, it's it's bound to fail, right? Um so so maybe that survey is a way we can gauge the appetite and give them a few, you know, here are the tiers. You know,

159where are you most comfortable? Here is what the studies show is most effective. Here is what what happens with cell phone use and social media particularly. um but maybe outlining that in a survey where they can they can actually give us their their feedback and then we use that in the policy committee to then develop a policy that would be accepted by our community and we think would maybe go further. Does that sound like an appropriate? >> Absolutely. That sounds good. I also like the idea of talking to the the building administrators and teachers because teachers are going to have lots of ways they might be able to again sort of pivot this whole thing to where um children and families feel like they have some I don't know if control is the right word

160but certainly input >> well and and really it's about the high school the both high schools destinations at Marshall because the junior high already has policy that some call lockers. So, it's it's really uh working with administrators, the teachers at those two buildings on adjustments and and and improvements. Hopefully there'll be some data soon that will be able to support that the education in the kids in the classroom and grades and things are moving in the right direction because that was the whole idea that everyone is distracted by cell. >> I think there's tons of data out there about cell phones and education and >> distractions, mental health, all of it. I'm sorry. David, did you have any more updates on the policy or or was that the end of it or >> I if

161if discussion is over, I do have >> Yeah, I'd like to just move us along because it's 8:30. Okay. >> Um so moving that forward and first reading it will be up for adoption at our next actually it'll be up for adoption at our data meeting. It will be one of the few items because of the requirements and the timeline. >> Uh so we have first readings for deletion. We have our old electronic device and social media policy. That one's uh going the way of the Dota bird for the new one. Um we merged this release time for students in with policy JF. They were very similar. So we merged those two policies. Um the rest of these policies are are covered in other policies or they're covered in the uh communicable disease plan uh

162that our district uh nurses put together. Um they're they're all covered in in other uh statutes and uh requirements that we have as a district. Uh so they were no longer required and OSBA recommending uh deleting those policies. Uh so that is why they are on there and that is all I have for policy updates unless anyone has any further questions. >> Thank you so much. >> So we have uh some action items. We have appoint two board members to superintendent committee to discuss charter schools. >> You have to do a motion on these policies or >> just reading. So we don't >> Okay. >> Oh, sorry. You're good. >> Sorry. Can I call? >> Yes. As you're aware, we have a couple charter schools uh within our district and at least one of them

163is up for a charter app. So, we're looking for a couple board members to join a committee with myself and some district office personnel to review charters and review our charter programs to um for the future. >> I'm s I'm going to be sitting up straight. >> I I I'll volunteer if no one else does. So, want to do one, two, and then back up if they can't make it. Or >> I'll be back up. Why don't I do the >> me and Arie and then we'll >> and Dr. Your day for meetings is Friday. >> Okay. >> So, maybe not the same days, but >> thank you. All right. Do we have any other action items that popped up, David, that we should be making happen? Okay. >> Nope. >> Okay. Board member highlights.

164Maybe it's starting to circle. You can start pop up. >> Might want to take a vote on the nominees. >> Yes. >> I'd like to make a motion to appoint Arie, Dr. those two. >> Okay. And then also alternates add and Dr. Rosenard and sorry um to as alternates to these committees. >> Thank you Diane. >> All in favor say I. >> Any oppose? >> Hear none. Motion pass. Thank you. We'll start second. Dr. You were gonna oppose. >> I was I saw someone raise their hand. I wonder he has to count him, right? So >> I just listened for your name. Okay. My only highlight was that this meeting. >> Yes. >> Highlight was Thailand and this meeting. >> My my highlight is uh I got to see music education. So, one of our

165key performance indicators is that we have 100% music education in that 3 through six. I attended classroom with Thomas Hill and Stacy Tate. Uh, I actually saw band practice with his first name Cruz John Cruz. But, uh, I just have nothing but wonderful things to say about music education. I'm currently doing the district. Uh, learned all about the or method and how they file the xylophones. Anyway, it was just I uh left with just uh joy that our students are getting fabulous music education. So, we should be proud as a district of that providing that for our students. >> And if if you were around a few years ago, we were a little short on our M at the football games and we have a full M with our marching band >> and they're and

166they're doing great. And I work with with Mr. Cruz and Stacy and Thomas on instruments for those three six for our sixth grade band. >> Speaking of that, I just got a grant agreement application for a grant application from Mr. Hill and um requesting full new instruments for his or method for all students and um hopefully we'll get some funding for the district community schools foundation. >> That's for Yeah. But >> um I the only thing I I attended the open house for destinations and so um that was lovely and it was a tour guided by leadership kiddos at destination. So that was great. Um the school looks beautiful. The kids were proud um of where they were attending schools and um the staff there was brilliant and kind and um yeah overall good experience

167there. And Addie, did you have anything you'd like to share? >> Yeah. Um, I went to the teacher of the year ceremony at um, Sunset uh, earlier this month, I guess, last month. Um it was really nice and um the teacher who won um was very appreciative and the number of wonderful things that were said about her was really um very encouraging that we have staff that rises to that level. So >> well I didn't do anything as that exciting but I did donate apples. Oh, nice. >> Uh for for two pre-k classrooms who made juice. >> Oh. >> And drank it and they counted them and they did patterning activities. >> That's wonderful. >> Yeah. >> Well, I was I'm thankful for this adventure today. >> I was at a soccer game and then

168here I am. And then >> Yeah. Yeah. So, thank you guys. >> Thank you for leading the meeting today. >> Yes. Great job. >> That was it for you Ari was in the meeting. >> Okay. >> Good. >> Thank you guys very much. Have a great safe night. 9:30. Found myself.