001I'm going to call the meeting to order. >> Um, the first thing on our agenda would be a flag salute. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Okay. First off, you see in front of you a Chromebook. This has been a project that David has been trying to get off the board or off the ground for a while to get us to transition from paper copies of everything if he can help it. So, um we figured that this would be a good trial run since it was just our informal work session. Give us an opportunity to play with it. So, >> and they they are touchscreen so you can
002just hit the links on there. Um, >> yeah, >> and long term you will have your own device. I'm working with it to get you your own device so you can be logged into everything and use it for your board work at home as well. >> Can I just leave it here? >> Yes. >> Yeah, you could just leave. >> He knows me. >> I should have left my >> Well, I'll dedicate one of the cabinets in the office to cancel. >> Okay. So, do I have a motion to approve the agenda? >> I would like to make a motion to approve the agenda. >> Thank you. Second. >> I will second. >> Thank you. It's been moved and seconded to approve the agendas. Is there any discussion? Hearing none. Is there any opposition? We've
003adopted the agenda. Okay. Okay. Now, we're going to dismiss to executive session pursuant to OS 192660H to consult with council concerning the legal rights and duties of a public body with regard to current litigation or litigation likely to be filed. So, um, we've come back from executive session at 9:20. [Music] Okay. team building. What if scenarios? You have scenarios in front of you. >> Yes. >> Um I'm going to let David present this. This is this is something you got at the administrative. Um, I got the idea and then my friend uh, Chad GBT with the help of OSBA and Oregon Law uh, helped me produce a few different scenarios that might come up. So there are three different scenarios. What I thought um, what I thought we could do is split into board members
004could split into teams of two, one team of three, each take on a scenario and try to answer the questions uh, that it asks about those scenarios. Uh and then I have a key of best practices that we'll go over after. So I thought we could take five to 10 minutes, go through the scenario, come up with what we think the best uh best method to handle that scenario is, share that with the group, and then we'll go through best practices and see uh if we agree. >> Does that sound good? >> Sure. >> All of these happen. >> Scary. >> Do you guys want to be pair number one? and do scenario number one. >> Sure. >> Okay. You three want to do >> number two? Sure thing. >> We'll do number three. >>
005Uh no, just just one each I think will be fine. And then we'll >> this week >> Oh, okay. >> Yeah. So, we can >> Okay. Popular. Highly successful under >> I think we should just notify their parents that it's a state law and everything. We should meet with the police even social media >> and then the pressure to immediate concerns. basically just absolutely president of these emails and all you can't make ital with you. >> Yeah. Yeah. back there and hang out, work on some projects. My dad moved here with my dad the last three years >> and the climate has changed. And then I looked it up Facebook just enough water to grow. But that's why they have a wonderful discussion from food. Some people feel >> right and say your picture with
006in fact >> and it's more it's greenery. Yeah, we're like uh >> bottom. >> What's the nearest Dick? >> 30 miles. 30 miles south of this. >> It's weird though. You see oil pumps going and then you see windmills. >> It was just a ride. >> Except the wind. >> Yeah. So the wind is put into the grid and electricity. >> Oh, it's just for electricity. It's not really pulling water. >> Yeah. No, so these are big. These are like apartments. So we did the investigation. >> The farmers though, they get paid pretty good there. And then we think another three minutes is sufficient. >> Do we need more time? >> Just a minute. >> I put myself in his shoes. >> Yes. >> Couple more minutes. >> What are you going to do about
007it when you show it? >> Thank you. I take that. My $20. [Music] went down in Charleston. So they got down into >> Yeah, it should be on. No, they didn't get [Music] >> That's right. and not in something that's >> two tables put together something >> and I think once you put a person on leave and >> you solve the problem that person does anything outside of that >> as a school you know we had the special teachers [Music] said they >> investigation is now ridiculous. Oh, you have to go on the side. Look at >> my first on the agenda. Please come and sign in and get you know we don't have to have a little time to turn over auditori TSBC doesn't have enough people because we've changed. Nobody was on kids.
008Yeah. >> Okay. Are we ready? >> Okay. >> Have a little report out. >> Number one. >> Yeah. Uh, so the situation number one, unexpected financial crisis. You are a board member. Two weeks into the new fiscal year, the district chief financial officer resigns unexpectedly. An internal audit reveals a 2 million def dollar deficit due to mismanagement of grant funds and overspending on a new technology initiative. The local news station gets wind of the story and wants a comment from the board president immediately. So then the role playing questions that we were to focus on uh uh fell in three categories. The first being internal communication. How do board members communicate with each other and with the internal superintendent? Um I think our big takeaway from this one was that we follow public meeting laws.
009So um and we don't want to predispose uh discussion or preempt any board decisions with our comments. So you know I think the the idea here being that you know we convene an emergency meeting, we follow public meeting laws in terms of its its announcements. then we will end up going into executive session probably like we just did to consult with council about what happened and where we go from here. Um but we don't want to get out uh each individually saying things about the uh what happened uh that will be picked up and quoted in the news uh for us to argue about later. We're going to lean on our experts because they're going to know >> and that goes into I think the external communication as well. We need to ask for our
010board chair to to comment. So you're going to go through the procedures of what uh we learned about outline of speaking to the press >> which would be no comment at this time. >> Yep. Exactly. So it's not our it's not your job to speak on behalf of the board >> without the board. Yeah. >> But is it a question as a new board member is it okay to to say things along the lines of of we are aware of the situation we will be meeting soon to discuss it or or is really you know no >> I think that I think that's fine. >> I actually >> you know the board is addressing it. >> You have the answer key over there. I feel like I handed you the answer key really was helpful
011my first year who said you know no comment is not necessarily best answered and that is actually a really good answer. So yeah he came up with that really really good for us to say you know we're aware >> and we we we talked a little bit about you know that's all you know well and good. We live in a small community we're recognizable people. Um you're you're going to get you could get pigeon holed at Fred Meyer on your Saturday morning grocery run like >> oh you will get well >> and other doctors will come up to you and the nurses and everybody's going to ask you. >> Well my my my my favorite is when I go out in public uh I put on a baseball cap and take off my glasses and
012most people think that I'm related to Dr. Regowski. >> It's the Clark. That's that's how I that's how I try to evade. But the um uh we we talk about that, you know, you really you still have to follow that those principles of not putting words in the board's mouth or not trying to uh plate somebody by giving them information that they don't need to know. It it really is we're meeting. This is serious. I agree. It's it's it's a bad situation, but we're going to work on it um as a board. Uh and then our three um the the last thing was the decision- making. What are the first three steps the board takes to address the financial crisis? Uh we said number one listen to our experts. The we have a uh we
013have attorneys, we have the people who did the audit. We have superintendent, we have people that uh can help us fully understand the situation. So the first thing would be to listen to those folks. Um second thing we said was sort of prioritize the liabilities. You know, that $2 million seems like a really big number, but it's going to be split up into multiple different liabilities to multiple different entities. So, we need likely Yeah, possible. But it may not be simply just $2 million to some company. It's going to be at least in this case split up between different grant funds and a new new tech initiative. Um and so uh and then um you know finally what do I >> um let's see the third one was um >> we tal prioritizing the core
014mission. >> Yeah. So basically, yeah, >> plan together and then um consulting with the with each other and our board committee, our budget committee and everyone else to kind of roll everything out. And we talked about also um you know, we need to get a leader in to our financial department because they're going to be you know, without anyone. So, we we're going to need to hire someone immediately or have a temp come in to help them get situated. And there's going to be a lot of meetings with attorneys, the auditors, and everything else to make sure the district stays on track. And then I think there was a question about budget cuts. >> Yeah, I think that was a sort of prior prior we were >> prioritizing the the the core function the core
015function of the district. sometimes put things things you wanted to do now you're going to put off till later so that you can prioritize that the students are in respect. >> Yeah. And then just staying within our role as the board because a lot of things we're going to want to do and we don't necessarily do. We direct and we you know and we have our one employee that we say you know hey how's this going that he's going to report back to us and we're going to we're going to have oversight over that fiscal liability. So, just to make sure we stay on track, >> we got an A+. >> You guys did great. >> I don't feel like I really need to read the answer key because you're pretty much narrow. >> Read
016what it says. >> Oh my go. >> Oh, no. Is it long? >> Yes, it's as long as the scenario. And I got to say, we I I saw that it said role play. We did not role play it. >> That's okay. >> Yeah, we ro I can ask. I should >> not become a point. >> I should have come in as a reporter. Now tell me. >> Okay. Number two, >> we told the superintendent sent out an email to all of those emails saying, "Get over it and throw us the keyboard warrior on Facebook." >> But seriously, Diane will tell you what we thought. What was the scenario for? >> You do part and then I'll depart. >> So, you go over the scenario really quick. >> Yes, I'll read the scenario. Scenario two.
017A popular and highly successful high school principal is under investigation for a series of anonymous complaints alleging verbal harassment and favoritism. These complaints are now public. The principal supporters have started a social media campaign defending him while others are demanding his immediate dismissal. The superintendent has recommended a leave of absence with pay while the investigation proceeds. Role playing focus. So the first thing was navigating public pressure. How do board members respond to angry emails and social media posts? what is the official stance on the investigation and how do you communicate it and we kind of discussed um funneling through the chair and yeah and the superintendent. So that was kind of our thoughts as far as the angling the emails making sure that those are in the appropriate hands. Obviously, we're not going to be
018going on a social media um um pirate or campaign or uh even defending the district at all on social media or anything like that. And I think we also talked about having a general statement kind of along the same thing like we're aware we do have a bay Facebook page where statements and things can be put out. So I think we did talk about like um having a general ticket that has been put out for that. >> Yeah, there would be our official stance would be written in >> council and whoever else needed to help with that. So that it didn't >> uh it expressed concern over the situation but didn't imply anything and that we were unable to >> do anything until the investigation was over. and that everybody would have a copy of
019that and would be instructed if you get an email, write put this text or whatever it is in the email and forward it to the superintendent's office so everyone's following the same protocol um for forwarding communication and not responding to anything. I guess one thing that we didn't talk about very much that I now that you read it out then I could hear is that they were anonymous um stuff generally I don't like to do anything with anonymous complaints >> um but but as soon as it became a public thing where there's other public then I think we needed to take action and so I agree that >> we as individual board members should never say anything in those situations it's really the appropriate for the superintendent and or our PR people to make those
020kinds of comments And then what was the second part? >> The second part was did we support the superintendent's recommendation? And we said if that recommendation was already made public, yes. If it was not, we would make sure to talk about it in executive session and to understand that, you know, to Arie's good point, the welfare of the children has to come first regardless. Um but that also you know when you do this when someone is given a leave of absence even with pay it's pretty damaging um for them. >> So we kind of talked about that a little bit and how difficult that is to navigate. >> Can I ask two two questions real quick? one. Um, uh, you had mentioned that, uh, when you receive emails from, uh, people out outside of the
021district, uh, with complaints or comments that they're that they'll continually get forwarded. Is that our practice as a board? >> Yes. >> Generally speaking, and they get as as we're told repeatedly, >> as individuals, we have no power at all. We are only a board. That's the only time we have any function. So answering for the board is something I would never do. So it's always forward it so some one person has all the information they need and generally we send it to the superintendent. They talk to the president. >> Oh, I send mine to the chair and the chair usually goes through superintendent. But either way >> we can send them both. Either way it's going to end up in his >> Yes. Okay. Just so I know what to do with emails in
022the future. Yeah, you can send them to me just and then I'll forward it or you can just send it to Gary and then he normally will contact me and say this is out there in the >> public. Um I was just going to say historically when I was first on the board there would be like maybe you would get a complaint, right? So now you have that and then Addie has that and then I'm in a meeting and I have no idea that those complaints are happening. So I don't know. We've discussed this before. >> So not that I need to know every single complaint there is, but sometimes making sure that we also all have that information. >> It's his job. >> Okay. >> Oh yeah. he needs to do in his summary.
023He will say, "Here's what's, you know, on the producer to let us know uh what's going on." And I I had some issues with that before because there were things that went out and I'd only get a little portion of the story. I would have no idea that then I'd be approached. So big thing is no surprises for the board members. You don't want surprises. So it kind of gives us the need to know information that we would need to know public. Never hurts to have shared language either like you know the sentence that we use is thank you for your concern >> right >> please know that I am >> yeah I have noted your information and passing it to the appropriate design whatever >> my second question was just uh in in medicine
024we have this thing so um you you mentioned that a leave of absence even with pay is damaging to someone's career uh in medicine um if you have your uh privileges at a hospital, suspended, revoked, blah blah. Well, you have to report that for the rest of your life. >> Yeah. >> To every other job. Is is are is there certain similar requirements for leave of absences through? >> Well, no, I think I think really mostly you're asked, have you been fired? >> Yeah. Okay. Have you ever been asked to have you ever been asked to resign or leave a contract before? It's there's that's >> And is there a question about have charges been filed against you? >> Usually, there's a charges question. Yeah. >> The um the the thing that had changed that
025a few years back hasn't been that long ago but now was that there was a bill passed whose name was you can't uh pass the trash because too many people even though there was a complaint they were doing an investigation. They left. They resigned and went to a new school district. And the legislature got very uptight about that thinking >> because 10 times down the road the guy finds out that all these other things happened before and nobody knew about it because they didn't pass it. So now if there's an inrogress going deal, school districts have to be much better with respect to reporting that and not letting people not know. So I mean the old thing used to be if you ask for a recommendation, just say nothing. >> Yes, >> you're not supposed
026to respond anymore to those recommendations. >> That happened in history in the medical community as well. doctors would just >> right >> oh our patients are dying so then they just go practice somewhere else things >> that's why they call practice they didn't say >> and the last one maintaining a due process >> um how does um this what we would were saying especially what was just said we have an executive session and during that executive session we would like our council and other people to explain exactly the process we're going to go through. If it includes um leave with with pay or whatever, what are those processes? What what's the investigation? Who's doing the investigation? All that kind of stuff. We need to know. Um but even under extreme pressure, we don't say anything
027individually to them and we go through the due process laws that they tell us we have to >> follow policy. We have policy on >> to know all this stuff in order to make decisions. >> Yeah, we do need to know stuff before we >> Yeah. Whatever. >> I mean, we have policies for the whole complaints with process, timelines, time frames, everything, how quick to respond. >> A big important thing. Follow your own policies. >> That's right. But sometimes they supersede other other policies and they'll say stars. You guys are great. >> Stars. >> Okay. Number three. >> The studentled protest. How appropriate. Students from one of your high schools stayed to walk out to protest a new district policy that limits their ability to use cell phones during school hours. Protest gains traction and
028a large group of students is now outside the district office demanding a meeting with the board. Local media and parents are on the scene and the situation is becoming chaotic. deescalation. How does the board as a body decide to respond to the students and do you engage with them directly and if so how? >> Well, like what Arie was saying is uh we blame it on somebody else. [Laughter] >> He wasn't in our group and I know he would say that. >> Yeah. Uh yeah. So what me and I were going over was that uh we would hear them out in ways of like a community group or at a cafeteria auditorium. Yeah, we think there should be a big public hearing um where you invite parents, students, everything to come in and explain to
029them all at one time and possibly have some experts there to give information about the effects of cell phones so that parents actually understand why it's being instituted while all at the same time stressing that it is a state policy and we have no flexibility. on imposing it. >> Question is that would that be like are you saying like a >> like a big uproar type >> but like a like a sibly kind of thing gathering? >> So we wouldn't we wouldn't be organizing that. Correct. >> Yeah, we could we could do a listening session. We would do we would probably have our >> well yes >> them organize it but it wouldn't be necessarily a board >> function because we'd have to operate under our board meeting laws meaning that they would get two
030minutes and and so are we talking about like an actual if it's under the opaces of being a board we would have to do it a certain way >> uh if we is there a difference between a board holding a hearing and a board holding a meeting. >> We'd have to do public notice because anytime a whole board gets together, >> but you'd still need to follow >> wouldn't it be the chair and the superintendent standing next to each other with the superintendent doing the talking with the board chair standing there and then the superintendent would organize we are going to organize a listening session. It will be facilitated by XYZ whoever that is and this is how it's going to work and we invite you all to come. >> Well then the board would
031be invited to the board would be invited. >> It's not we're not putting that on it. The board would be >> just like the other soliciting sessions. >> The board would be standing next to the superintendent and indicating yes we agree >> you know not saying anything but being in >> oh by the district not by the board. >> Yes. Right. That's my question. >> But we feel it's important to allow everyone to sit down at the same time and hear the same message. >> I agree with that. I mean, I I will tell you that as a principal, I would try to solve this at the principal level, not at the board level. >> Right? >> And so I would choose to have a meeting and have kids and parents come and have a
032meeting >> as simply at the school meeting. have the school is that if if my middle school and my elementary school don't really care about this and the policy is going fine, why engage all of them? Um, one of the first things I did when I was dean of students back in the 70s and 80s, we the high school was a rankus rankus place. Um they took 50 gallon barreled of oil and poured it down 10th Street. So not Tenth but um the street Ingresol so that they could rev their tires up and police officers would not come on campus um because it was so out of control. It was an amazing place and I they couldn't find a dean of students. I was a math teacher. I said I'll take that. That sounds like
033fun. So I get there and all of a sudden this stuff is happening and our parking lot in the middle which is where the pirate hall is now was the parking lot and there were kids getting run over. There was drugs being it was just crazy. Go. So I just decided superintendent and the principal were and the principal were gone. >> I was in charge so I closed the parking lot and people just went crazy and I said that's fine. We'll work it out. These are the reasons kids need to be protected. We're not going to have and it was all the teachers got behind it. It was good. I had Grayson and Joerger. Grayson said, "We're going to bring my tow trucks up and clear it out and we're going to let the kids
034park there again." I said, "That's fine because we have other people take who have bigger trucks. They'll take your trucks away." I just We got to be really good friends eventually. But >> this is why I'm here. >> It blew up. It blew up into a big deal for a while, but the superintendent and the principal to there, they didn't want to be a part of it. So, they let me continue to handle it. And we eventually got it. And everybody said, "Well, that was probably the right thing to do. That was not a healthy place." And I said, "It was not a healthy place." And eventually we got the school back under control. And police officers would actually come on campus and it was crazy. I could not believe how out of control it
035was when I first took over. It was the kids were running everything. It was horrible. Um, >> but it you had to get firm. You had to do some stuff. And it took parents got upset. My kids should have a right to do that. Da da da. to burn rubber in a parking lot. >> That was all in the public street. >> Public street. They're all 70 and 80 and they're doing the same thing. >> Yeah, it's true. >> Okay, we're going to keep going. Well, they were I I just I mean I think that this is what you guys said is the right thing to do as it's a public thing, but um I would hope that other people would take care of that and have the meeting with kids and have those conversations.
036>> I think that's kind of what's happened. >> I really do I I did like what you said about uh engaging an expert in that listening. >> Yeah. Having an outside facilitator always helpful. >> Yeah. also like honor the students voices. If some if kids should we should encourage kids to go. >> See that's why I want to listen >> and to exercise their first amendment rights and and what >> yeah so >> okay so how do you handle the pressure to immediately revert a policy that was recently put into place? >> I don't think that you don't. >> Yeah. where in this particular instance that's impossible, >> right? Well, it is not impossible even now because the law doesn't take effect till January. >> That's true. >> So, we could be of course, you
037know, if you wanted to break under the pressure, >> we shouldn't call it a law either. It's an executive order, right? It was an executive order. >> It was It was a bill. It was a bill that didn't pass. >> She made it that she made an executive order. >> I still don't think it's a law. still think those are from our perspective. It's still the law. Okay. >> Okay. So, that's it's still executive orders count as well. >> Yes, they do. I' I've spent some time on that one. >> Well, I'm just making sure our policy matches that whatever. >> Right. You guys are you guys are already working on that, right? >> We already had that already in place pretty much. She just need to be shored up. You mean the cell phone
038calls? >> Yeah. >> And I was totally approved that we never start something in the middle of the year >> unless you want to blow up. So not not starting it until January would have been >> not intelligent. >> I think it we're probably not to get too far off topic, but we're going to hear a lot. I'm already getting phone calls that >> Oh, yeah. teachers aren't following the same policies as the students and we're holding students to a higher level accountability than we are the >> staff >> the staff and and while staffs are they are adults and but yeah so you probably already but that's a >> yeah you've heard us >> but and the other thing though is that you know a a staff member on their phone very well might
039be communicating with another staff member in the same building for totally legitimate reasons Just because they're on their phone doesn't mean that they're not attending the district business. >> Other than that, it's pretty >> that that's been the the communication message to the administrators, the administrators to the staff is the only time you should be on your cell phone is when it's a student safety issue or something. >> Student safety issue. I get >> those happen a lot. >> Yeah, they do. especially especially >> and that's >> the K6 although we we've really gone to radios a lot and coded radio messages at the K6 level to try to >> not have those phones in place. >> Yeah, >> because those are their personal cell phones correct or are we providing cell phones for all
040of the staff? I would >> without knowing 100% I would say their personal cell phones. There may be a district pay there. >> If we're not providing cell phones or a stipen for them to use their cell phones. I mean I don't know. People have gotten so used to having that instant communication and gratification that they don't remember a day where you had to kind of say yell out to the teacher next door, you know, or if you've got a radio, you know, you can just radio them. I think that they should set an example. I mean, >> one of the dish one of the downsides of a radio though, so just >> yeah, >> for students who are having a crisis, >> picking up a radio and saying you're having a crisis doesn't make
041you feel any better than sometimes a silent form of communication. >> Well, isn't it coded like you said? >> Yeah, a lot of a lot of it is I need a walk and talk in the room. That's one of the codes. Then he'll walk and talk around 13, you know, something like that. >> I mean, but the kid knows that what that means. After >> like the second time it happens, everyone knows what that means, right? Like, >> well, hopefully it's not happening very much at all. I mean, if if you're needing to radio, in my mind, you got pretty serious situation going on. >> They're happening quite a bit. Yeah, >> um this this topic of of the cell phones is on Monday's agenda. >> Thank you. >> I just also know that I
042think staff completely overuse their cell phones. I agree. >> That's my experience. >> 100% agree. >> Way too much. >> Students, staff, I would say most people on cell phones. I grounded. >> I apologize for getting out to use my cell phone. My 97y old father. >> She thanks me for taking her cell phone. >> Oh, >> she me. She said thank you. I got the most. >> So I thought my grandkid go to a summer camp. >> Yeah. So to end our question thing we were saying you'd get it on the agenda at our next regular script work meeting and then let them know hey there's a public comment section come sign up >> and that way you're not like the problem solver. But I think one of the things we also said was
043that the message to the public should be we we've heard your complaints. We understand your complaints, your concerns, and we will work with the legislature or whatever body we can to help fine-tune those rules so that it better fits the needs of the students. Well, yeah. We may not over I get what you're saying though that we're listening to them. We might not be able to change things. >> No, we may not. But we understand and >> we we hear you. I think that's what student and I love that they were out there. I love that scenario because they had passion about it. And I love that the students even if it was chaos >> and it wasn't parents. That's what I liked. It wasn't parents all standing out of the thing. >> Okay. I
044hope everyone found this helpful. Yeah, thank you David and thank you good to walk us through these things and hear what people think and believe. >> Well, it just gives you a an an opportunity to look at something that's going to happen. >> Yeah, we got it. >> Okay. >> Uh now we're on to superintendent updates, but why don't we take a five minute break for everybody? We've been here an hour. >> Yeah. Look at that clock that's going right now. So it does this every day. I love that. [Music] >> Taking a five minute Okay, >> we're back in session. >> Back in. >> And Gary, you're up. >> All right. Thank you very much. um want to talk for a little bit this morning uh about um kind of the last 30-ish days
045and how things are going. Um hopefully that'll help steer the conversation when it comes to uh superintendent goals for the year and and some of the priorities for the district. Um so I'm going to dive right in and uh there's time for questions at the end, but by all means if you have something as I'm rolling through just just give you a holl Are you I thought that I could take notes at the same time. >> There we go. All right. So, uh overview agenda uh for this for this morning. I just want to talk about the progress to date. Uh some strategic priorities uh some current challenges that we're facing uh kind of the direction to hopefully go moving forward and then give a chance for some feedback and some questions. Um, and we'll
046start with progress. Today we're going to talk about the listing sessions that I've had so far and look at some data. So, I have had listening sessions so far in my 30 days uh with five students. those list those five students have been those that have stopped and talked to me about various things whether it's the personal electronic device which my favorite conversation was with a uh current sixth grader over at he um >> gave me a whole uh list of reasons and then I said you know what you should write a letter to the governor >> yes >> and um he said I'm going to go do that so uh I had five students I met with 35 different staff members actually more than 35 but at least 35 that I that I tallied
047uh six parents and then numerous community members to gather some broad perspectives. Um really ask people about positives, areas that we can improve uh you know how resources how they feel about our resource allocation and then and then support systems for our shape. Yes, >> I'm going to interrupt David. Is there a way that I can see that on my computer? If you trying to think of how to get your >> Do I have to log in to be >> If you log into your Gmail, I can send it to it. >> No, no, no. >> I can certainly send that when we're done. >> No, but in the future >> in the future, you'll have your own device which will be logged into your Gmail and you'll have uh you'll have this. >> Okay.
048And likely what will happen is you'll actually log into the meeting on your so you can do that. You can log into the meeting and it'll be closer to you. >> Um so if you go >> okay I just wondered that I mean I don't need to do it now but in the future I would like to be able to see that. >> Yes I I tried to bring up the meeting but you have to have a Gmail in. >> All right. Uh so key themes key themes that have come out of these discussions is uh student wise bo student voice uh and the personal electronic device band uh for staff professional development needs for PLC's uh feedback uh and evaluation staff feel like maybe when they're being evaluated they don't feel like they're getting
049the most concrete and um best feedback all the time uh supporting programs such as OBO speech and debate tap and the ark uh talented and gifted and accelerated ated learning. Uh advanced placement was a a big topic of conversation with the high school staff. Um and uh a theme that I had for many staff members was a desire to focus on improvement through positive communication from the superintendent. And I said, "Okay." And um I I'll make that a focus to to make sure that I'm I'm continuing to be positive as we work to improve uh items within our school district. from parents heard about supporting OB uh or battle books for those of you that are that aren't aware of what OBO stands for uh uh tag and then more opportunities for CTE uh STEM
050and uh and I heard about you know the desire to have some sort of after school program for kids in our community and my discussions with community members uh connections to the city um working with our local tribes uh mentor or excuse me connections with uh SWAK in the uh colleges and then um I I I sat in on a chamber of commerce meeting and got some feedback. Their feedback was all very very positive especially around the high school and the work that they've done with job and career affairs and trying to get u kids uh a track after graduation. One of our three, you know, one of our three E having a plan. So, uh really positive feedback sessions I've had with with those folks. You might just like jump ahead. >> Oh, that
051complete lock. Oh, I'm back on. >> Okay. I want to talk about some data from 2425. Some of you have seen this data if you were in my opening. if you saw my opening remarks to the district uh staff or if you had a chance to sit down with me, but our national dibbles proficiency dibbles is an assessment that's taken by our K2 students uh for um uh reading proficiency. Uh at the national average, 58% of students uh that take the dibbles exam uh K2 are proficient. Cuz schools were at 53%. Uh when we first started Amplify two years ago, we were at 23%. So quite a jump in the three years that we've implemented Amplify. I'm going to talk about that here in a second too as well. Um here is our Dibbles history
052in KSpace schools. Uh 2223 was the first year that we had the Dibbles assessment and these are for our K6 students. So in the beginning of the year which is the boy assessment uh we had uh 34% of our students were proficient in reading 48% were uh well below benchmark well below grade level and then 18% were just below grade level. That was our first year that we took the dibbles assessments that in September of 2022. uh when we took the end of the year assessment uh in June of 25 you can see we're at uh 54% of our students are proficient at the K6 level 16% nearing proficient and then 29% are well below those 29 well the 29% and the 16% those are the students that are getting tier 2 and tier three
053interventions right now trying to get them up to benchmark but you can see since the implementation of uh Dibbles we've made um some good jumps and then I added You know, you always when you take a beginning of the year assessment for the very first time, you can kind of say, well, kids that haven't taken the assessment, staff haven't given the assessment, so there's probably a margin of error in there. >> So, I included our 2223 end of the year assessment just so you can see that even at the end of 2223, we still had quite a few kids that were below benchmark and our our blues and greens were were not what they are today. So you can see we have had some great growth in our dibbles assessments at the K6 level in
054the three years that we've had amplify as our core ELA curriculum. And >> why is the end of year on the third grade students down at the bottom more than the beginning? >> Um the one at the bottom uh that one is I want to take the cohort of students that have our only cohort that have had dibbles for three years. So when you look at 2223 end of the year that was their kindergarten end of year kindergarten. Now these are incoming third grade. So the 2223 end of year that was their kinder assessment. >> The 2425 end of the year that was second grade. So this is our only cohort that has had all three years of Amplify as a curriculum. And I wanted to show that when they took the end of the
055year kindergarten we had uh 32% that were proficient. And now at the end of second grade, we're at 50% of the profession. >> I was reading it backwards. Sorry. >> No, I It's how it's how Dibbles produces report. And yeah, >> and Dibbles is an individualized test. One teacher, one student. >> Yes. Yes. >> And it's a pretty intense kind of testing. >> It is. It is. It's time. >> And it's Yeah. And it's time. And >> the ability of the teacher to do it is really important. So I think over time >> the teachers get better too. Absolutely. Teachers get better and students also get better because they start understanding it's a minute. Um it consists of uh reading words at the at the at the kindergarten level up to where you start reading
056passages when you get into that second third grade level. And there's also a vocabulary comprehension >> that's common sense words and things like that. >> Yes. Yeah. >> And remind me what does stand for? >> Oh, it's a University of Oregon acronym. I I to be honest with you right now I don't have that. I can get it for you though. But it's it's a UFO acronym for their standardized individual baseline something something >> level. >> Yeah. So I'll get that information for you here. >> We always call we just call it our MCLASS assessment because in amplify it's called MClass but it fits it cor correlates with the DEL the national DES. >> Karen asked me that actually last weekend. It's like I know it's UO. It's dynamic indicators of basic early literacy skills.
057There >> indicators of basic literacy skills. >> Yeah. >> Where do where do so incoming kindergarten typically are they mostly are they they're are they mostly still this 52% severely below grade? Are are half of our students entering kindergarten severely below the kindergarten standard? Well, they're not kindergarten yet. >> I know. >> Yeah. But when they take the the beginning of the year assessment as kinders, this is generally pretty consistent. I think it's I think it's become a little better as we've had preschool, but it's still generally in this neighborhood. Right. And so the um and is that also similar to the national trend or we an outlier where the students who enter KSB schools are starting further behind the most. >> Um I'll look that up because I'm not sure. It was really kind
058of difficult to find the national proficiency for devils and I tried to find the K6 national proficiency and it doesn't exist. So that let me ask um I have some connections at the University of Oregon because the University of Oregon developed the Dibbles assessment >> and um let me let me email the University of Oregon. I could find some information out on there. >> Well, and again I'm going to say we don't need four-year-olds to have learned what they need to learn in kindergarten. Correct. >> It's true. the um but for example, as a person with connections to the local pediatricians, if a if a communitywide focus on early literacy would help our students read when they read and be at grade level in kindergarten or you know and that's why I'm asking are we
059actually is is this normal or should our students are students starting the race behind? Well, again, I would I would I would say from um my experience that we have to be very careful about the word behind. Yeah. >> Because child development is is what child development is. And when you rush and hurry children to do things that they're not ready to do in any of the domains, then you're causing problems in other domains. So, um, >> and be socially and emotionally ready to sit on a carpet for five minutes. >> I'd rather I'd rather have a child who is got some self-esteem and some um, you know, and wants to learn, is excited about school, can't yet spell their name come kindergarten >> than a child who, you know, is anxious, afraid, stressed, all
060those other things. So 100% >> when we I I just will I you'll hear me say this probably a lot in my time here that we have to be super careful that we're not pushing children because we think they need to enter kindergarten already having learned what what we think they're supposed to learn kindergarten right >> or what our society thinks that they need to learn. That being said, however, there are fewer opportunities in this community for strong preschool education than there might be in Portland or some of the larger communities that have more money and can support programs. >> Yes, that's absolutely true. If the preschools that we have are quality >> Yeah. Exactly. >> Because if they're not, then we're doing a disservice to those children. >> Yeah. We've been in when Dr.
061Angel was doing a lot of research last year on Stubenville um for for those on the board last year that heard about Stubenville, Ohio and their community similar to ours in terms of of poverty demographics and but yet they lead the state of Ohio and they're starting to be recognized nationally for their reading and math scores among students. They talk about they have universal prek and one of their big focuses in their prek is just students being able to speak and express themselves um and not focus as much on >> and play. >> Yeah. And not focus as much on the on the reading skills as much as the expressive and the ability to to speak and and communicate and giving a book. >> Yeah. Right. Yeah. Right. >> So that's where where definitions of
062what that quality is become important conversations to have. Um, jumping ahead to uh our preacct uh English course for the eighth and ninth grade. Um, >> oh, can I just interrupt one more time? >> Maybe and Derek especially, if you have any questions about the acronyms that are being thrown out, please ask because I was overwhelmed when I first joined the board and had no idea what any of these things were. And we just keep talking about them as if everyone understands them. >> If if when you're doing if you just kind of if if you know what they are >> some of them. Yes. >> Know anymore. >> Or just explain what it is. >> Yeah. >> The SAT and the pre and the ACT are the two standardized tests that are generally used
063to show college readiness. Um we have shifted more to the ACT as a lot of schools and institutions seem to be doing. Uh and our students are taking the preac um and then we are working on some 10th grade students taking the ACT preac. And then our 11th, all of our 11th graders and 12th graders this year are they're are going to take the ACT or the ASAP um when we we are going to call it the day of testing in October, October 15th. Um our this is new for Kuz Bay schools last year. Um we've had students that have taken them, but in the past, but we this is it's new for us covering the cost and making it like a school district in Michigan and a high school initiative and and at the
064junior high level. So last year, >> do kids take the pre SAT? I mean, the SAT has a big scholarship purpose. The ACT does not have that. >> No, we still have students that take the SAT, but we cover the cost for students that take ACT as a district. >> Okay. And the pre SAT, if you don't take it, you can't get into the scholarship program in the SAT. >> Yeah, I'm assuming we have students that are taking that as well. I just we don't cover that as a district. >> Okay. >> I can check with Eli on that. I know we've had a bunch of conversations about the ACT and many states are starting to look at the ACT as their standardized state test. >> Uh Alabama has the ACT as their state test
065for all grade levels. Um so our uh preACT scores last year 8th and nth graders nationally 72% of students were proficient in English. Uh in CSUSE schools we were up 54%. And Kim I when I get to KPIs later I did get some some historical data for you like like we talked about. uh SAVIS diagnostics. SAVS is our math curriculum that we adopted last year. Uh and we adopted at the K8 level. I'm sorry this is so small, but if I can emphasize something to you is red is not good and green is green and blue is good. So if you can't read the numbers, look at the colors. Um keep in mind kind of that grain of salt. Last year we took the beginning of the year assessment which is the top red for
066the K5 and the top red for the 68. It's the first time we've ever given the assessment to students. It's a computer assessment. So it was not teacher driven. Um but it was the first time the students had ever taken it. So you're going to tend to have more reds than you would green and was just as the first time. But um we had at the beginning of the year assessment last year, we had 66% of our students that were in the red at the K5 level and we had 65% of our students that were red at the 6A level. Um SAVIS has a really great online component called Success Maker. Uh it is uh it is u um differentiated so it's at the student's ability level. So if you're a student that is needs
067interventions, it will go down to your grade level to provide the intervention. If it is um if you're an accelerated student, uh then it will accelerate you. Um, and so after the assessment is taken and students go in Success Maker for seven hours, it then places them where they it feels they should be and then students are on it an hour a week, 60 minutes a week um on Success Maker outside of the core curriculum uh working in Success Maker doing whatever level activity. Some of it is gamified. So um and kids for the most part uh I think really enjoy it. Um, you're always going to have some outliers that did not like it. I have one daughter that thought it was fine and the other one that wanted no part of it. Um,
068>> can they can they change groups? >> It will automatically adjust as you advance. It's and it produces really nice reports. I did uh last year I did uh monthly reports and monthly recognition at assemblies for the kids that made the most growth in success maker. We'd celebrate them, have them come down and get a certificate and it produced really nice reports. So, I can go in and say who's made the most gains in third grade this month and here you go. Um, it will also tell you how much time they've spent, their correct answers, uh, percentage, how many times they had to go into the glossery to get assistance. Like, it's it's a really robust um, pretty solid program. Um, my reason for talking about Success Maker is, as you can tell, by the
069end of the year, we've cut our reds in half at the at the K5 level down to 33 uh 33%. uh and our greens and blues grew at the K5 level. At the sixth, eighth sixth through eighth grade level, we did shrink our reds uh by about 23% and our greens and blues improved. I think um obvious as you're you know sixth through eighth grade level, you're talking about more advanced math and it's harder to catch kids up when they um are are behind at that level. But we uh we felt like last year mathwise was a pretty big pretty good success and unofficially um we we do have I want to say we'll get to it in a while. I think it's about 5% growth on our state assessments and math. It's still not
070a great number. The state math number is not a great number. Nor is Cousay schools, but we did grow. I think it's by about 5%. We're going to get to it here in a few slides. Algebra one enrollment for our eighth graders. Uh the state average is 24% of students in the eighth grade are enrolled in algebra 1 or higher. Uh this year in Kouspay schools we're going to be at 25%. So we're going to be above the state average to start the school year. Uh we were at uh 7% last year as you'll see in a slide later. So we've made uh quite a bit of growth in that in that avenue. our advanced placement qualifying scores. Uh as a state, 22% of students who take the advanced placement, 22% of public school students
071who take the advanced placement uh test or assessment have a qualifying score. Uh last year at Marshfield High School, Cruz Bay schools, Marshfield destinations, 40% of our students that took the assessment. >> And the qualifying score is a three. >> The qualifying score is a three. Uh and um a big I think a big uh component of that obviously teachers did a great job of getting students prepared, students did it, but we took away the students having to pay for the assessment and we paid for the assessment. So I think we took away the gate the gatekeeping that Dr. Ainsworth talked about. We eliminated that and made everybody eligible to take the the assessment that that was in an AP. >> Do we know how many what percentage of our kids take an AP? >>
072Uh yes. Um, yeah, I think I have it in the slide coming up. Okay, it might be at I have an email from Floyd. I want to say it's 34%. >> That's okay. >> I want to say that. >> That's really great. >> Um, I know that >> how long we've been collecting that data. >> Not very long. You're gonna see a lot of data when we come up is data that we haven't been collecting in the past and we're starting to it. Uh, we're starting to do it. Do we have any national averages on the past this slide and the previous slide? >> I do not have national averages for these, but I can I can go look for national. >> I bet we're going to see even a higher jump of kiddos taking
073the AP. It was such a push, I think, for good reasons. Um, and I think we'll see more kiddos taking >> every Yeah. Every sophomore. Yeah. So, there you go. Yeah. an AP seminar >> and we have plans um we have plans that >> to look at a pre-AP uh class for ninth graders for all ninth graders. And I think you know when people talk about the anxiety and fear of AP, I think if we can get kids into those AP classes and build some confidence early, we're going to see more kids taking those AP classes as they hit their junior and senior year. I think there's that. I mean, I know we're being recorded, but my daughter has that stigma of like, it's AP, it's AP. I can't do AP. I'm not an AP
074kid. And I think if we can get them in and eliminate that anxiety and stigma, it's just going to it's going to explode our kids. >> And the kids need to know too, like, not that this is what we're going for, but they can pass the class without passing the AP. So, like getting them in there used to environment is also good to pass the class and not necessarily pass the the AP fall 9 score which ideally it would we would want them to but we could >> you're right >> build confidence that way. >> Uh advanced placement enrollment for this year um is nationally 35% of high school students are taking an advanced placement class. In Kousbay schools this year we're going to be at 44%. >> Nice. big jump see is the sophomore
075the sophomore AP seminar but we still even without AP seminar we were going to be I think above that 35% because last year like I said we were at 30 34% um so we're we're we're doing real well what is the content of of AP seminar >> uh AP seminar is a big focus I'm trying to get this right because when we've been talking about that pre-AP for nth grade there's two different focuses research and writing are the I think the two biggest components >> of AP. What's that? >> It's part of the English requirement. >> Yes, it's part of the English requirement. >> Yeah. >> And can we get those separated out um the from the sophomore? >> Yeah. If we took the sophomores out, what would we have? Yeah. >> I think also
076they're offering freshmen and AP environmental science. >> They are. We added AP environmental science for freshmen this year. So I think that is also an option that kiddos are excited about. >> Yeah, that's great. >> How full are these classes? >> Well, that in lies uh obviously the sophomore is all entertainment so it's real. >> Um and but that enlies some of the things that we're going to have to get creative about that I've already talked with Eli. Um I'll talk a little bit later and you're aware that we're going to hit some budget situations at the end of this year. uh a couple of our classes we Eli and his staff have done a great job in you know back in August it was I believe we had about and I could be off
077by a couple kids there but it was roughly about eight or nine kids over in AP site and they went and made a push and I think they got that up into you know mid double digits you know 15 >> nice >> but those are those things we're gonna have to talk about is you know we want these AP classes we're committed to AP classes but how can we justify by what we're doing with classes of, you know, eight and nine. We have to get those numbers up. And I'm hoping breaking that stigma of AP, we'll start getting those numbers up or getting creative in how we how we have these classes. Um because that is a fear of mine as we get into some of our spring budget is we we need to, you
078know, what are our priorities and how do we pay for them and staff them? And do we is it is there the alternative of like if SWAK has a you know site class that they can take versus the AP is that something that is a possibility? Would that be a cost savings? >> Are there are there online programs you know where kids all call into a center thing and you have a class online basically >> it's not going to be as enriched as >> Yeah. that that's the big thing. We we can offer some AP classes through ingenuity >> uh to the high school students, but having that everyday staff, you know, uh connection, the enrichment piece of it, those are the those are the um uh concerns of that kind of a model of
079offering a bunch of APs online. Students still have the option to do it now if they would like, but you know, we want >> and do we have programs that are very full? Um, yes. I don't know if I could name one offh hand, but yeah, we have I I think our AP environmental science classes have good numbers. Um, and then AP environmental science is really a good in talking with Eli, it's it's a really great opening kind of AP class for kids at the high school level. It's um provides really really excellent rigor. Um, but it should be a good kind of dipping your foot into AP for our students at at the high school level. And Diane, to get back to your question about SWAT, certainly we have some classes that are dual
080credit, but they not they're not they don't you can't take a dual credit necessarily and then also take EP. You might some, but not at all. So we have to you know be selective >> but maybe it could be an alternative like if you can't do APY but yes SWAK offers this and you'll get a credit and >> yeah part is traveling getting back and forth all those things create issues. >> Yeah. And if you're a student who is really set on going into the university system, you know, some of the dual credits don't >> don't always. >> All right. Strategic priorities. I want to talk about uh our key performance indicators um uh for the next three years. These are key these are uh KPIs that were developed in the spring with Dr. Ainssworth
081and the admin team. Uh and um certainly we've made a couple of slight adjustments, but uh we've we've kept them pretty much as as drawn up. Um our key performance indicators at the elementary level uh 90% regular attenders um is a goal by the end of 2028. Uh that's a state standard that OD shoots for and it's and is on a report card. Regular attender is students that attend 90% or more of the school year. So basically, they have to miss less than 18 days to be a regular attender, which I know 18 days sounds like a lot, but as you can see, we're at 65% in 2023 and 66% of our students in 2024. So, we have a lot a big abundance of our students that are not regular attenders are in that 79
082to 89 range um where they're they're they're sitting in that kind of regular >> and that's across all grades. >> It's across all grades. Oh, no, no, no, no. This is just at the elementary level. I'm sorry. This this one up here is the elementary level. >> Is this excused or not excused? >> Any absenc. >> Yeah. And this this is going to be on our uh this will be on the new accountability measures from the governor is K2 attendance is going to be on the accountability measures >> just got worse after >> yes I'm sure >> when I started at Milo in my first year we were at 75% regular attenders and then immediately coming out of co we were in the 40%. Now, that also take that with a grain of salt because
083those were the times where if we had a student that tested positive, we had to quarantine the their class and so we were sending kids home at times, >> right, >> and they were healthy. Um, and so you really can't look at the numbers immediately coming out of >> CO, >> but the last two years, you can see we're at 65 and 66 and we're kind of slowly creeping our way back. Um, we have seen I received a report from OD yesterday that our elementary schools are back to se our K2s were back to 70%. Um, Amelia Ed somehow got contacted by OD and said, "Are you okay if we talk about East Side and East Side and and State Blitz?" >> And I was like, "Yeah, absolutely. Any any great >> publicity for Goosebay
084schools, but apparently we were back to 70%. It hasn't been that those numbers haven't been really officially released yet." So we are we are climbing our way back to to where we need to be, but the state is expecting our students to be to have 90% regular attendance. >> Have we evaluated that data to see what what is keeping I mean is it vacations? Is it illness? >> It's really a mixture. >> So no concrete numbers. >> There's no concrete, you know, swaying one way or the other. Um, we did we've done some things at the elementary level to try to celebrate classes with perfect attendance, celebrate students monthly and weekly with that that are having positive attendance. And I think those initiatives are making gains. It's really I think if we could really focus
085on working with those kids that are in that 79 to 89% regular attendance, we can jump that number because again the student when you're not a regular attender, when you're below 90, that's a huge chunk of students that are sitting in that 79 89%. And in a day or two can make all the difference. >> Oh yeah. I remember back in the day I used to send my kids, they'd be snotnosed. I'd be like, "Get on the bus." And I think we have I think we have um we're starting to have families that are starting to get back to the like are you not feeling well or are you ill, you know, and if you're you know, you're not going to feel great every day. We got to get you to school or >> I
086think parents got used to having kids. >> Yeah, >> they did. >> So they didn't get they didn't push like they used to. >> Yeah. Well, and also >> I was just wondering what work are what you said working with the students, but if they're elementary students, how much they don't have that much, you know, >> control >> power control over what's happening. I'm wondering about working with families. >> Yeah, we have attendance advocates that that reach out to families. We have our admin team and teachers. We always encourage uh phone communications when it comes to attendance early on. uh plus using parent square now was remind communication and then um we do have admin team our admin team at the elementary level they have attendance meetings with families and attendance advocates we try to
087work with families and whatever we can to um try to figure out what the root cause is and and get these kids back into school. One of the things I liked at Eastside last year is that there would be positive um callouts, you know, hey, you've had great attendance this week or this month and so not just when there's a crisis. That was really nice. >> Uh reading proficiency, 70% of our students will be proficient in reading as in math uh by 2028. You can see our our OSAs uh 28% in 2023 24 25 completely unofficial. This is me trying to crunch numbers on my own. So I want they're not officially released until October. So I'm kind of trying to do the math on on my own. Um and I think we're going to
088be around 32%. >> And what is OSAS? >> The um >> Oregon. >> It's not Oregon system. It's >> Oregon State. Oregon State Assessment System. Thank you. Uh Oregon State Assessment System in Go SAS. Um and uh dibbleswise we were 52% in 23 24 52% 2425 or 54%. So we are seeing growth. We're not seeing the big jumps like we did early on with Amplify, but we're seeing conditional conditional implemental incremental growth, excuse me. Uh mathwise um on the state assessment 22% and 23 24 I think we're going to be around 26%. So 4% I think is where we're going to kind of fall into at the elementary profile. Um for our new board members the students that take the OSAS are third fourth fifth sixth graders. So K2s do not take the OSAS. Uh
089SAVIS we didn't have it in 2324. So there's no scores. And then by the end of the year, 41% of our elementary kids were at benchmark. So, as you can see in all of our assessments, we have a ways to go to get to 70%. That's going to be a theme as we go through all of our slides. >> What does SAV stand for? I'm just kidding. >> Yeah, it doesn't it's not an acronym. It's just the name of the program. Ours is called Envision. I know that at the K8 level, we use Envision. It's our branch of SABS. Um and then a KPI that we are we have hit and we are actually improving uh our amount of minutes per week is in music. Uh last year 100% of our students had music. This
090year 100% of our students at the 36 level have music and their music time will double. So um they're getting an extra music session per week. >> Yes. And um we're starting to see two years ago we implemented sixth grade band at the uh back at Miloma and Sunset and and we implemented choir and we're starting to see those numbers now translated to the junior high. >> We had a full M out there. >> Full M last night. We said that. We said we had a full M. We haven't had a full M in a while. >> It's been a while >> with the band. So, we're starting to see John Cruz, uh, Brett Akre done a fantastic job with our with our music program, and we're starting to see that grassroot growth now, um,
091getting up into the high school level. So, we're really excited about that. Uh, junior high, uh, you can see, uh, 90% attendance again. You can see we actually went down 4%. Um, last year, uh, in talking with, uh, with Mr. Montiel, Mr. uh Ardall and asking, you know, is was there a correlation? Was there more sickness? They felt like there was a little more sickness last year, especially around January, February, we had kind of a rough cold flu season. Um and uh they felt like um that it was a especially with with one of the cohorts of students, one of the grade levels was especially u the attendance was especially for last year. um passing rate uh 90% of the student 90% passing rate for our students at the junior high passing their classes. Last
092year uh two years ago we're 84 last year we're at 88%. Also I constructed those numbers along with the junior high principles. So uh we were there was a lot of paper a lot of you know sketching and writing. So I put a little asterk by those that we could be plus or minus a few percentage points there. But uh reading proficiency state assessment uh 36% in 22 23 24 for reading 37% um last year again estimate preac we did not take it in 2324 but 33% were proficient in 2425. Uh looking at math, you can see and on the state assessment 20% and then we went 21% um and then preac didn't take it 20 uh 23 24 and 14% in 2425. We have a lot of work to do in math wise, but
093as a state we have a lot we have a lot of work to do as a state reading and math and science-wise. word. Um and then science assessment um the state test 25% and 23 24 uh 21% and 2425 and then you can see our preacct we're at 14%. Uh algebra 1 enrollment uh 50% is our goal. Like I said we're at 25% this year but you look historically we were 8% in 23 24 and then 7% in 2425. So, there's that big jump that I talked about. And I'm really happy uh to say we have we are now up to uh 12 students from Milome and Sunset that are busting over to take math at the junior high for the last period of the day, which is up from zero two years ago. We
094did do this prior to COVID with our seventh graders before we reconfigured the school district, but we hadn't done it since we came back since we reconfigured and came back with co. So, um really happy that we have those 12 kids being busted over for that last period of the day. Um and uh um hearing from some of those kids because I know a few of them, they're pretty pretty nervous that first couple days, but now they've kind of settled in and they're enjoying it. So, um and then 100% of students enrolled in co-curriculars at the junior high. We have no past ad on this. I have a survey that's going to be sent out to students in their um advisory class for both the junior high and the high school to get data on
095what co-curriculars they're involved in. And I consider a co-curricular in my eyes, it's anything that gets them uh connected to a positive adult and a positive peer group. So, I look at 4, uh, the Pacific School of Dance, the Boys and Girls Club, um, the, uh, Boom Dance Studio over at the mall, Little League, PCS, anything that gets them involved again with a connected adult and a a curriculum. >> Don't use the fitness. >> No. >> So, that so that survey is going to go out in the next couple weeks that kids will do in their advisory. I have a whole list. All they have to do is put their name, their grade, and then they just have to hit check marks on the Google survey of what they participate in. We can get some
096data on that. And the goal is with with with that uh survey is then we can take the kids that I don't have anything checked off. And it's like, okay, what do you like? What are you into? Oh, I'm into I really like to dance. Okay, well, we've got these couple opportunities. Like, how could we get involved? Who could we reach out to to get you involved? Oh, I really like to play soccer. So, okay. Well, you know, this and that. By the way, I gave your number to Chad Scriven about a kiddo that plays soccer. >> Yeah, I got that. >> Okay. Okay, great. Okay. So, um you know, again, there's that situation. I really have a kid that wants to play soccer. How do I get involved? Oh, well, this is who you
097go talk to. So, getting connections built is the goal. >> Are you guys looking at you and I kind of talked about this, but barriers for kids? Because a lot of these things take money. Yeah. So, I was one of those kiddos that, you know, I didn't have money when I was in school to be able to I mean, the civic school of dance is real expensive and unless you have somebody like you, you know, hey, we're going to pay for this for you. I mean, how do we get through those barriers for those kids? >> We're looking with some of the we'll work with some of those organizations. I know I've worked with a couple in the past and they've been really receptive to I have this student in Oklahoma that really wants to
098do this and and can't pay for it. you have scholarship programs in your own. Let's get him over here. We'll get him get them to sign the papers and we'll take care. >> And is that something that foundation can help with? >> Depends. I I would say that's probably not in their list. >> It's pretty low amounts. >> Yeah. But I will tell you that that um as a high school principal, it's unbelievable how much resources out there if you ask. So, um, we had no student who would come and tell us that they had a dental problem that we couldn't get three dental. >> All the dentists in the area were willing to take a few feet longer. I mean, some of them go off to >> Africa and everything else to do dental
099work and they said, "Why wouldn't we do that at home?" So, um, and and that just about everything. Kuanas took kids on shopping spreees to get them closed before school. Rotary, all of those groups have resources at and if they knew what the problem was, they'd pay. So, >> it's just getting the >> getting the connections, knowing who they are, and then figuring out how to get the resources. And almost all of them don't want any acknowledgement at all. They want to make sure the kids get what they need. >> Yeah. >> So, >> with the co-curriculars, I would curious too because I worry about the foster kids in our school system. >> You should worry about us kids always. >> Yeah. Well, always, but yeah, >> just in my experience, almost none of them
100have the opportunity because sometimes they're going from house to house or limited transportation or something like that. And we know the statistics on foster kids. So, I think that would be really important to know as well. >> Is sports listed as one of those co-purpose? >> Yes, I have. And I have them individually listed. So I I I think that I agree with you and getting them engaged in those activities is really important. Again, >> that takes support from the foster parents that is not always there. >> Yeah. Yeah. But then how do we how do we know who maybe >> Well, Torres in the past has been really good about trying to help out with when I contacted her and said this this youth um who's McKenna Vento would really like to be involved
101in something. She's like, >> they've been trying to organize a a parent foster parent group for a long time. I know Leman's worked on that for years and I don't know if they have one or not. >> A foster parent group. They do. >> They do. >> Okay. >> Very active. >> So, it's good to get a hold of that group and let them know that we have resources. We want their kids engaged in these activities. >> Is that group through is that like something through CO or >> Yeah, you can get in touch with Greg Dalton who's head of CASA. um because he's the liaison to the parent group. >> All right, jumping ahead to high school. Um you can see uh at the high school level also an attendance drop last year. Um
102high school level attendance is obviously different than elementary level attendance. And we're at the elementary level it's it's quite a bit parent driven. Uh at the high school level it becomes quite a bit student driven. and um the senior attendance the last couple years especially has been um really down and so we're working with putting together a little more rigor and we're hopeful with the more rigor in the classroom and the more expectations getting more kids enrolled in those AP classes and things of that nature that will help with some of the attendance of students that you know I I can kind of miss a day and still be all right here and there because it adds up. I know I had a a past story where I met with the family and I told
103them this is before I came here this when I was in conjur so I can tell the story I won't say who but I told them I said you know your child's miss and it 22 days and dad who went to work early was like oh okay and then a couple about two minutes later it really the light bulb went off and he looked and he said wait a minute that's a month and I said yes sir that's a month and he couldn't get over like that's a month of school miss and you add that up over time when you've got these students students that start in kindergarten that are chronically absent and work their way up our system by the time they get to high school they've missed you know well upwards of could
104be up to a year of school. Um so but see that highlights a problem to me and I know it's primarily studentdriven attendance at the high school but a lot of that is parent influenced. It can be. I know I when I was a truency officer at at Cottage Grove, we had several times where I would I would meet with families and meet with parents and they were really doing their best the parents and the student just I'm not gonna >> but I mean that man who doesn't know that his kids out 20. >> So I don't know how we do it but we need to educate high school parents about the need for their kids to come to school. >> We call them every day. Yeah, there there's calls. We have attendance advocates and
105we're working with families. I think um I think we're gonna I think several of our high school students again like like Arie talked about they're still in that kind of co like that you know they they were they were at home for >> and that's parents too. Well, but I mean and even my you know my practice which runs very much like a small business getting 19 and 20 year old medical assistants who will show up to work every day. >> Yeah. Well, that's >> but it's the same No, it's not a different issue. It's the same thing that come out of CO is that it's it's more common for people to miss things now >> and that to be normal. And I think um I really like what um Miloma has done uh over
106the past where they they celebrated regular attendance. think the more positive messaging and building those habits at at early ages, this is not a problem that's going to go away rapidly. But I do think that sort of incremental approach where we celebrate >> good attendance, where we celebrate those things and then have the systems like you talked about for the truency officer kind of the phone calls all that stuff. But it's a >> big big problem we have to tackle in a couple. The other issue that can make the my feeling the biggest difference at high school level, >> if kids really believe the teacher wants them there, >> if they really feel like the teacher cares about them, >> if the teacher really listens to them, they're more likely to be there. Um I
107we had a lot of individual classes where kids have perfect tenants and and we were thinking, "No, they're never here." And they said, "Well, they have perfect tents in my class." Um and a lot of those happen in CT classes, other kinds of programs. But when a personal relationship between a teacher and a kid is the single in my opinion biggest indicator of high school attendance and getting all teachers to take that on. Uh we have a science teacher oerson who would always pick a kid who he knew was not going to come to school to make sure every day he touched base with that kid and made him feel like he was really happy that he came to the science class. Whether he learned anything or not didn't matter to him. He just wanted
108to make sure the kid knew I want you in my classroom and kids showed up. I just want to >> and so when I I I when I was in South Lane um I I was the the dean of students. We did a student survey at the high school level and the question was why do you come to school and why do you not come to school essentially and we overwhelmingly heard the three reasons kids come to school is connection to a teacher and that connection could be I can't miss miss that class because if I miss it I'm way behind so I have to be there. connection to peer group and I have to be there because I'm doing band or or a sport or an activity and attendance is a basis for participation.
109>> Y >> those were by far the three and connection to an adult came up over and over again about >> I why do I miss a class? I don't like the teacher, the teacher doesn't like me. >> Y >> versus why do you go to this you know go to your all your classes or what you know when you you know and you you hear that over and over again >> and I think those would be repeated if you were to do it you know here. >> Well I think we're going we're going to do it. Those are those are some of the we're going to get some student voice things going this year to hear about kids that are that are >> in our buildings and how they're feeling besides just the scene
110survey which is at a state. >> There are kids at school at high schools and I'm not saying it's here. >> No one even knows they there. >> Yeah. >> And they feel like no one knows they're there and no one cares that they're there. Well, and I just want to say I worry I love the ideas of of all the celebration and making it positive, but then I also worry for younger children who again have no control. Um, and if the teacher knows that that one child has prevented the whole class from being to be celebrated, >> um, you know, it just can and the child knows, you know, I'm the one who didn't let us have a pizza party because mom, the card is broken and I couldn't get to school or whatever.
111>> I worry about the flip side. Well, I worry about the >> I worry about the thing that we've >> over we've gone overboard in telling our kids they're good, they're perfect, they're they, you know, >> Yeah. >> And >> it's a it's >> they don't always need to win something. >> It's a pro. It's a definitely um continuum there. >> Yeah. So, >> but yeah, it is an issue. And >> who's getting who's actually getting the thing >> that that amount of days off the kids can miss 17 days is just overwhelming to me. >> Yeah. >> I I will say not but our attendance advocates are amazing. >> If they know that kiddo can't get to school, I don't care what grade you're in, they will take a a school vehicle. Yep. >>
112They'll go pick them off. >> That's good to know. >> They will. Several times I've talked to brains like I gotta go. I'm I'm picking up a kiddo for school. So, >> well, this is and they're really good at building relationships. So, sometimes the parents are proactive like >> I'm stressed. I can't get the kid out of school and and Bri and and I don't can't remember. they they'll they'll show up and they'll provide support to the parent and then they'll get that kiddo to school. >> But I definitely I do hear what you're saying. >> Yeah, that's absolutely the solution for those children. School situation is different. But thank you for sharing. >> Yeah, they're they're very very >> just say something negative about a parent in front of >> she'll come for you.
113Um, jumping back up, high school KPIs. Um, see the attendance and then where we're at score-wise. The attendance reading per the reading, the ACT, reading, math, and science. Again, didn't take them in 24 uh 22. Holy smokes, Gary. 23 24, but you can see where we were at 2425, our first year taking them. So, those are going to build as we as kids get used to taking that assessment, that precision into the ACT. We're going to see those scores climb. Um, uh, AP and dual college enrollment. Our goal is 50%. We're going to be above that this year because of AP Seminar is going to push our AP enrollment up. You add the dual credit dual credit on that, we're going to be above 50%. So, we're going to hit that KPI this year, which
114is which is awesome. And then CTE concentrators, uh, 50% is our goal by the end of 20 uh by the end of 2028. Now, CT concentrators are kids that have taken two years of a CTE course. Then they begin to be count% of all high school kids. >> 50% of our kids. Yeah. Being enrolled as a CTE concentrator. >> That's so you could even start counting it till they're juniors. >> Right. Correct. And 50% of our juniors and seniors would be concentrator. Um and um >> that's a high number. >> It's a very high number. It's a very high goal that we set last year. Um the one of the issues in this goal is we don't have enough CTE programs that we could ever get to 50% concentrators. >> So we could either lower
115that goal to a more manageable number or we could take the opposite approach is how do we expand CTE to get more kids the opportunity to be concentrators. When I met with uh Nicole Rutherford from the city last week, we had talked about how we could uh partner with the city on some possible CTE opportunities within civics's government um and and some other areas, some other pathway areas for students. That was one of the things that she's very interested in having more students be involved in the city. And I said, well, I really want to find opportunities for more pathways. Maybe we could come up with some sort of solution that benefits both. >> Sorry. Does CTE have to can it be some of the MHS online CTE? Like there's some unique classes. What what
116that >> have to be career tech or you'd have to be in hands on. >> Now, does that mean our our online kids couldn't also go in and take CT classes after high school? No, we can do that. >> Sure. >> Just big picture, what are our current CT? >> We have manufacturing. So, we have uh metal fabrication and uh construction. Uh >> so, when when can they get into those? >> Well, we have I mean we have eighth graders that are taking some of the those classes now. >> That's good. I I thought a lot of them was adult. >> No, we have we have eighth graders and freshmen that are getting into those early beginning classes. They become a concentrator after they get two years worth of credit. >> Okay. >> Uh or
117the potential to be a concentrator. We have culinary arts. with radio, the radio station. Um, >> and these are classes that somebody who enrolls as a freshman can take just every year they can take that or there's I'm just trying to trying to understand, you know, like all the classes that I that I took had, you know, 101, 102, 103, >> beginning. Yeah, we have, let's just say the construction class, we have beginning construction >> and then we have advanced. So, it's Yeah. and they can take it over they can take they have I think beginning one beginning two advance one advance two and okay >> and and move their way through uh the program >> um culinary starts with my daughter's taking it right now what's it called it's not culinary it's like uh
118consumer food something or other uh as a freshman and so she's in that class right now and that'll that gives her the foundational to move into the culinary arts as she as she gets older in high school. So, um, similar to, you know, taking riding 101 and 102 and then 103. >> The hard part for that is that almost all of those programs are the most expensive in school. >> Yeah. 100%. >> And we're going to have less money. >> Less money. >> And so adding to them makes it harder and especially by the time you get to the senior level, those are usually very small costs. >> Yeah. >> And that makes it harder to keep maintaining them. And um our partners, our our working with the community college right now, we don't have
119very many things that align, >> right? >> We only have two programs right now that align. I think I have them later in the presentation and Eli told me what they were, but yeah, we only have two programs that align. And so trying to find more alignment in those uh CTE program classes between us and SWAT would possibly be a big help. >> Yeah. So, so culinary manufacturing >> culinary manufacturing radio >> um construction >> um there's there's another >> there is another one >> there's a health related one >> there is there thank you David there is a health related one as well um Eli tried to get early childhood in this year and he wasn't able to get it in this year but we're working to do that >> the military one >>
120uh we have junior RTC as well yeah that's right we had a junior ROTC this year. Mr. Salteral is the uh teacher of that course done through the Coast Guard. Um and um we're one of four schools that have that program. There's not very many. Um so and I haven't uh haven't gotten feedback yet. It's been really four days in as to kind of how it's going. >> So many of these are teacher dependent. >> Yes. So we had we had Air Force ROC most of the time I was at the high school because we had a retired colonel and another person who was a child enlistment person who ran the program. I mean kids got flight instruction. They actually got their pilots's license, all that kind of stuff before they got out of high
121school. I mean it was pretty remarkable for those kids. And we always had a guard for every one of our opportunities. They had their own group that marched in with the flight and stuff. It was great opportunities for a group of kids, >> but it took >> two military people. I mean, we had a hard time getting our radio guy this time. Right. >> We did. Yeah. And and and you're right because I I Eli and I have had lots of conversations about the expansion of CT classes and it becomes really becomes a asset driven >> human asset driven human capital and what we what we've got available to us. So um >> and priorities >> that's right it takes both >> um looking at students enrolled in co-curriculars 70% at the high school level
122the reason for the the uh drop from 100 to 70 is we get to that point where students start going to the workforce uh and that kind of becomes their co-curricular some of them for their own I want spending money some of them to supplement family income and so that's the reason why we we look at 70% as a KPI and then our four-year completion rate. Um, this is a new like we started with the four-year graduation rate being 100%. That was the KPI that was originally developed. Uh, the high school Kayla special programs and Eli came to me and said that's that's not possible to be 100%. Because students that graduate with a certificate of attendance aren't considered or students that get a certificate of attendance are not considered graduates. We have those every
123year. And so literally we could never get to a 100 number, you know, it could not happen. So we changed it to four-year completion rate so we can include those students and our goal is to have a 100% of our students be a four-year completers whether that is at Marshville or destinations. And so um but because >> attendance >> so students that um attend school um but do not have enough credits due to many of them um medically fragile uh or have uh you know cognitive impairments things of that nature they can get what is called a certificate of attendance that says I went to school and but I I >> for 12 years or >> 12 years and I went to high school for four years but I I don't have enough credits and
124will not be able to get enough credits to qualify for a regular or modified diploma. We have those every >> not many but we have we have one or two um and so we changed that to four-year completion rate but we haven't been tracking the data for completion rate. We have five-year completers and we have our four-year graduates but we haven't been tracking four-year completers. And so that is something we're going to now start focusing on data collection along with those CTE concentrators because we don't have an accurate number even with our required documents. We have all the required documents are filled out as they're required. They don't give you concentration data. So we're going to start tracking that concentration. >> So the completion rate to be an attend regular attender you have to have
12590% then. >> Yes. Yeah. >> So they need to have four years of high school at 90%. Yes, >> that's as rare as a >> Yeah, it is right now. >> That is a that's an accomplishment that you're recognized. >> So, I I went through uh and and talked about my goals with with many of you. Um I have goals for this year and they're lofty. Um I also have goals for the future of the district if so given the opportunity. Some of these goals uh are budget driven for sure, but in my eyes, this is uh this would really help advance our district. Um continuing to analyze and grow our our our professional learning communities, our PLC's. >> What's that? >> Social emotional learning. I'm getting there. Yeah, I'll get there. >> Okay. uh
126continue to analyze our P our professional learning community, social emotional, excuse me, PLC's, teaching and learning and our evaluation systems. And as I'm going to talk about here in a little while, those seem to be the areas and talking with stakeholders that need we've scratched the surface, but we need to dive deeper. um identify and align our social emotional learning and behavior practices K12 this year with our K6es of have a uh behavior playbook and anal playbook um that they're following so that we're aligned both vertically and horizontally across the district. Um we are really working hard with our character strong curriculum uh which is a K12 curriculum and making sure that it's being done to fidelity at all in within every grade level that we have. Um and tracking that. Um I want to
127improve our passing scores on district assessments, our dibbles at K6, our SAVIS K8, our preacct by 10% and our state measures in ELA math, science and attendance by 7%. this year. Um, I would like to meet six of those KPIs by the end of the year. We have 19 total by the end of 2028. >> Keep sports indicators. Uh, the I feel like we've got two. I I can check the box on the music one. I can check the box on the AP dual credit. So, I like to try to get four more by the end of the year. Um, which is and looking at them is a tall task, but we we need to do our best efforts. And then I want all buildings to establish, display, and promote their smart goals for the
128school year. So, uh, specific, measurable, uh, attainable, uh, relatable, and timely. Um, and >> are smart goals. >> What's that? Those are smart goals. >> What are smart goals? >> Oh, they're >> it's an acronym. >> Like I said, >> um, >> yeah, just went over it. >> Specific, measurable, >> attainable. able >> um realistic and timely. >> There's an I and an E. Now, >> in some places there's an army need for inclusion and equity. >> Um >> that's not going to go naturally. >> And uh what I want we did this last year at Miloma. So at Miloma last year, we had posters up in the hallway that said here were our scores on the OSAS assessment for this year and here's our goal for or last year and here's our goal for
129this year. I think East Side did too. >> And and yeah, and we and they had East Side had them for attendance and they had them for their dibbles and sacks and we um just trying to get those out. We felt like it helped a lot when it came time for assessment to remind kids like, "Hey, remember our goals." And we spent some time last year working with students and talking with them about what our school goals were and what their individual goals could be. met and said, "Here's what you got in the beginning of the year, and here's what the Dibbles assessment thinks that you should get by your middle of the year assessment. How do we get there?" And we found it to be really helpful with students to understand the why of
130why they're taking the assessments and what the assessments can can provide. >> So, where are we at with schools um with the buildings already displaying? Because we know that two were last year. Did were there others? I I didn't check the others for that. Um I do not know if the other buildings displayed them last year. They will all display them this year. U and um we're going to work on getting those goals are due at the end of the month after they take the diagnostic assessments. The goals are due at the end of the month and then we'll start displaying those posters um through my my graphics printed them off for us last year and we'll get them posted and up in the buildings. Um >> look for those in our schools. >> Yes.
131So please when you're visiting your schools, please look for those um those posters. They're not gonna be big posters, but just, you know, 14 by 18 in the camp up in the hallways and and around the building. We had them in every classroom, staff room, things like that. So, >> so when buildings do parent newsletters? >> When we get those, are we going to put those in the parent newslet? >> I had them in every parent newsletter for last year and so did East Side. So, yeah, I just had the same image in every newsletter in the corner of a reminder of our goals. >> That's good. Okay. And um the other thing that parents are going to get at the third through sixth grade level this year is at parent teacher conferences the teacher
132is going to go over their OSAS score from the previous year which we have not done in the past. Um if the state test is going to become part of our accountability measures from the governor and from the state and they need to go over with families and explain to them what it means and how we can improve those scores and why it's important >> and why it's important. And so that's also going to be covered at fall conferences with families at the third through sixth grade level this year. Um, future goals. These are my pie these are pie in the sky. Like these are, you know, lofty. But I would like to eliminate our opportunity barriers for students prek to 12. I I don't like participation fees. I don't like I don't like fees.
133Um, and I would like to try to find we found a way to eliminate them when I was in South Lane. took a lot of work and it took some pretty big donors to get endowment funds um to get rid of some of those things, but we got rid of them at the junior high. We couldn't get rid of them at the high school just yet. >> I think you need to put fees in there. Yeah, >> that's going to be it because opportunity barriers are going to be huge. >> Yeah. Transportation. >> Yeah. And and I would but I want to eliminate those. I'd love to get back to activity buses if we could and those kind of smart goal. >> Yeah. >> That's that's really I'm just saying let's let's label it. >>
134Sure. And if we can start there, >> absolutely. >> This is wonderful. >> Um, I would love to add universal prek in Kuzb schools. We 70 kids, I believe. I think we're down to 50 kids that are on the wait list for prek uh for our district within little pirates. And I'd love to get uh to where families just registered for pre-k like they registered for kindergarten, like they registered for the junior high in high school. And we we get our kids into the into our prek system. But do we know how many kids that would encompass? >> Well, based on um based on the enrollments at Milome or excuse me, Madison and East Side about 160,570. There's about 85ish in each building that are in kindergarten. >> Are we talking about the everyone in
135in Kuz Bay that's between three and four years old? >> Yeah. So, it actually more than that. Thank you. Because our kindergarteners it would be it would be >> then close to 300. >> Yeah. >> 300 more kids. who's already enrolled in Head Start and other preschool programs, >> but we don't pay for those and we're talking about paying for the programs now. So, >> right, but if we're looking at who's doesn't if we're looking at universal preschool, so there's programs that already exist. So, if they're already connected to a preschool, they're getting served. >> Sure. >> Except that they're paying for that service. >> And if they have an opportunity, they're not. >> No, not not not Head Start and all those others. So, >> but question though because our preschool you get in
136I I don't know if it's a point system or an income thing or >> would Okay. So, at any point are we talking about expanding that to >> Yes, >> we've we've expand we're >> you got some more >> working to expand to another class. waiting for waiting for a grant from the state, but it looks like we're >> probably going to be in line to expand already this year again. >> Um and >> yeah, I mean you you are paying but you're also getting state money for pres from presence. >> Yeah. Paying 16k per kid. >> Yeah. Something like that. Yeah. >> And that's and that's something we have to keep in mind because these are also very small class size. >> Yes. >> And they should be. >> And as they should be.
137No, they need to be. Yeah. >> And we're paying a much higher rate for our teachers in our preschools than all the other preschools are paying. >> No, there's no >> but they're getting I mean all of those costs. Yes. Are putting into a school district that doesn't get any money state school fund direct for that. And >> that's all on >> Yeah. You're never going to make money off school. And and you have to recognize that >> right now there's a bunch of money um for preschool, the same extra money that we got from the student success act, a lot of money from that went into preschool. First time ever that the state put it in. >> And every year that we the legislature meets, they talk about taking all that money away. >>
138Yeah. >> And giving it someplace else. So >> you got to be careful. >> How do we start a program? this is pie in the sky and >> I agree with it. needs to happen. >> And I don't I mean from the state perspective, preschool promise isn't going to go away. And from from what where I sit actually does a pretty good job, >> right, >> staying every year applying for the next that they can handle and staff, but it doesn't you are probably I don't know the numbers, but you probably are losing money. If you're doing it right, you will be losing money on it. But here's my question. Going back to the question, >> um I just want to know who's baywide, how many children, >> how many children are falling through who
139are not getting any school. >> You can get those demographics from the hub. >> Okay. >> The hub scout hub could tell you exactly how many children are right now, how old they are, and if they're being served by >> if they've applied, right? >> Even if they've applied, they know. >> They'll give you all the demographics. >> Okay. How many three and four year olds we had into the area? >> Yes. >> And even if parents don't want any preschool whatsoever, >> we'll know who they are. >> How do they get >> I don't know if Hub can tell you that. >> I was going to say, how do they know that? Because there's a >> I do think they can tell you how many there are. >> There's a community a couple of
140them that don't they I think they're pretty good with those. >> Okay. Okay. >> Okay. Why don't we let Gary finish? >> Sure. Um I would love to see us expand our CCU programs as I've talked about. Um, I would love to reestablish some of our after school programs. We had an after school program right here at Boston College uh up until CO and then it went away. Um, and we still have our after school uh program with Brie uh through the TAP program, but that's our only after school program we have right now. >> And we tap on the entire wing of it's our tribal program that we have. >> Yeah, it say tribal program. And um I would so I would love to see us get some after school programs going back here
141especially when we can probably br well not probably we can bridge some of our our gaps that we have with our our literacy and our math scores right now. Um because some of those programs can really focus and help kids with those intervention pieces that we have. Um, uh, I hear more and often from families, from our educators about establishing some sort of alternative ed program for the sixth, seventh, and eighth grade. Um, I hear it from kids. I hear it from parents and families. >> What's that? >> You do. >> Besides Kuzbay online, they need like a middle. They want something. Kuzbay online's too um, going online for them is not an option. They feel like that's kind of too far away from the brick and mortar. They kind of want a middle ground
142>> like a destination destination elementary. >> What's that? >> No destinations. >> No middle for destin >> resource link has they have in person >> but it's full. It's full and so we're cap and so >> how many is now? Yeah. >> Uh 34 I believe was the number that came out last week on our enrollment data. I I'll look it up and tell you. >> That's interesting. Go to their board meeting. But we we hear that more and more. We have families that talk to us and say, "The junior high is too big. It's too busy. It's too this." But we but online's not what I want for my child. I'm really looking for that small environment. And many of And sometimes many of them have a student that is at destinations. They're like,
143"My student that's at destinations is thriving, but I feel like my my student at the junior high or at the, you know, or at sixth grade is struggling." And so trying to find a way to have a middle ground alternative ed program that that really can support families. >> So even our online program, we used to have a sit down place so they could do the online school at it was a party, but now it's >> Oh yeah. >> So u so they could come in dropped off every day and go do it. It's still online but there was >> like a lab based at all. >> No, we don't have that at all. Um, >> that's a good alternative. >> It is. It is. Yeah. >> But that's not what you're talking about. >>
144It's not what I'm talking about. But it does, I think, help with some of the situations with families of I don't want to leave my student at home as a seventh grader to just be an online student. >> And I I worked in one of those schools at Westlane Tech years ago. >> Uh, and I ran a lab. It was one of my first jobs. And um, there's still connections to be built with those students that came in every day. Even though they were online, >> they still came in every day. and we chatted, we talked and we >> they had lunch, they had all those things happened to them. So, >> and then obviously by the end of 2028, I would like to to uh meet the all the all 19 KPIs that we
145developed in the spring. >> Wow. So, four is your goal for this year to meet four of the KPIs. >> Four of the No, six of the KPIs. We've met two. I want to >> meet four more this year. >> Y >> So, and then you're gaining and then 19 and >> Yep. I'm I'm hoping that you know that I know by 2028 we're gonna have to those those proficiency scores we're going to have to attack and so um my hope is that >> exponentially >> exponential growth is going to happen here at some point. >> He did say pie in the sky say >> he did say pie in the sky >> shoot the moon. >> I I really appreciate Is that the end? Oh no. >> No, it's not. >> I because you're
146so you're moving on to current challenges. Yeah. I really appreciate how concrete your goals are. They're, you know, they are pretty much all measurable in some way or another, which is makes it clear and it'll make the ability to report back on them really clear and I think that's great. Um, and I don't know how you display them on the posters or how the schools are going to display them, but one thing that I really wonder about is sort of um I I just wonder I I think about the buy in um from not only from staff but from families whose who for whom a a KPI or a goal of a 70% doesn't mean much of anything. And so I think about um some pre principles like a step in between um which is
147some language about we can all agree that and so we are going to >> so I just wonder I wonder about that. I wonder about the narrative of um sharing I mean you're sharing these goals that's great I I really I think they're really um spoton. Um, I wonder about if it's if if it's worth thinking about how the tell how to tell the story by getting some doing some leveling and getting in order to get more buy in from people for for whom those goals either to feel completely out of reach or don't make sense or they don't understand them or >> great point. it'll never happen for my kid or you know >> what is that picture or I don't really you know I'm too concerned about whatever but I but I but
148I do want I do want little Arie to read. >> Yeah. >> So >> took me a long time. So >> you know those kinds of principles that are in between leveling >> education speak >> and what we all agree on. Yeah, >> we do hear that from families of I want the best for my child, but I'm working 15 hour days, put food on the table, you know? And >> so when you when you can bridge that gap a little bit, it helps it tell the story. And that's where you get staff maybe more motivated, >> right? To do the all the things you're asking of them, dream big and do better and all those wonderful wonderful messages. Um but where's that agree, you know, where's that shared agreement? Um well and that we
149we'll kind of talk a little bit about relationship building. Yeah. So >> the three things that have come up as as kind of challenges that we're going to face and we are facing budget is is is one. Um you know the district's been using reserves since Esser went away uh a few years ago. It's co funds. Um and so we've been kind of dipping into some of our reserves to try to keep our staffing level that where where it's at. And at some point we're going to have to address address it more than we have. Um, we've done little bits and pieces here, but we're going to have to take some some bigger steps here at some point, probably this year, of looking at what are our really key priorities uh for staff. Um, fed
150the federal tax changes have affected Oregon. There's been kind of a trickle down effect uh to our tax revenue. So we are slightly less than a billion dollar shortfall as a state uh for um coming up um which right now they're telling us in Kosa and among state leaders like don't panic but but >> but but plan you know don't panic but start having some plans in place for plan B's and plan C's in terms of if you start seeing big shortfall or or little shortfall um unemployment's uh above 5% for the first time since 2021. And again, you know, so we're we're going to face some sort of shortfall next year or leveled funding, which essentially means we we would be in a shortfall. >> Um challenge uh that we're facing this year, special
151education, alternative education model. Kayla Crook, our Dr. Kayla Crook, our special programs director, is doing a fantastic job, but we have taken over the life skills from the ESD. We've rebranded it as as independent skills center. Um and um so far this week we're we're seeing some challenges that we're addressing staffing wise which we knew we would see. Um and it's a new program so we're um we're we're handling it. She's doing a fantastic job al as is Allison McNeel who's the administrator for that program. >> Yes. Um we have put in also a supported inclusion model for students. So, we're getting more students into their general ed setting with support from uh teachers uh special education teachers and educational assistants. And so, that those two new models are creating lots of work for for
152Dr. Crook and and her team. Um but we're taking issues as they come, addressing them, being proactive as much as we can, and trying to improve every day. Um and then again, those expanded options for families. You know, Dr. were talked last year about education becoming all cart and and and this trip that's that's happening. So finding I I've said this before I'm a huge proponent for putting adults and children in the best position to be successful. And so how can we help families find that best position to be successful in and support them? And so those are some challenges that we're seeing in terms of alternative ed um relationship building came up a lot during the stakeholders. Uh leadership continuity that would that would be my the possession I'm in. um came up quite
153quite quite a bit and um so I think that is um obviously a challenge that we have as a district and um um that's all I'll say about that. >> Ever since Dan came on board, we've done it. >> Oh, we came on the same time. >> She was she's point that out. Um continuing stakeholder buyin. Um, I'm going to talk here in just a second about wanting to do some more surveying of staff uh and students. Um, doing more listening sessions. I'm going to get back out in the end of September and October when things quiet down. Part of my hiring in August was I wanted to get more feedback from our our our staff members, but I I couldn't force them to come in in their summer, and then I didn't want to
154take the first couple weeks when they're so busy with me going around and talking. So, I'm going to wait till the end of September or October and then get out in the buildings for some more listening sessions. um and getting some more student voice through these surveys on climate and things like that in our building. Not just the co-curriculars, but why are you coming to school? Why are you not coming to school? What do you like about our schools? What needs to improve in our schools? And things of that nature. And I have a couple uh I have another idea that I'm going to share here in a few minutes. And then including student and family voice and efficacy in education. Uh I'm reading a book which I believe is coming up on one of
155my slides. this one right here, leading impact teams that talks a lot about student efficacy and family efficacy within the education. So, our four PLC questions, you know, um about uh what do I want all learners to know? Uh how will I know when they know it? What will I do if they don't know it? What will I do to accelerate their learning if they do? Turning that around to student voice. What do I need to know? What how will I know when I know it? And what will I do when I when I don't know it? and what will I do to accelerate my learning or help my classmates when I do don't. So turning that that those PLC's into student efficacy type things. Um and it's really been good. So diving in building
156that culture of collaboration when we did our PLC models last year it was very top down for Dr. Ainsworth and and the admin team Dr. Ainssworth and the admin team. We didn't do a lot of teacher uh and staff um collaboration in that process. We kind of said here's our new PLC process. Let's go do it. And I think this year we need to look at some more collaboration pieces diving within those four questions. So for example, the first question, so what do I want all students to know? We really need to get our staff members involved in looking at those curriculum standards. What are the priority standards? What are the standards? we just want to have exposure to students. Priority standards would probably be the ones that are going to be on the same
157test. Um, and the and and then so getting some of those things built in. And then again, I talked about the student efficacy. Our evaluation systems, our evaluation system currently right now is um a lot of a narrative and not very much evidence-based. So, we're seeing things for sure and we're writing about them as administrators, but we're not looking at specifics of like learning targets posted. Learning targets are identified to the students and they know them. Student engagement, you know, we've talked about student engagement, but like what are the evidence of student engagement? So, I'm looking at um the five dimensions uh framework that's through University of Washington Center for Educational Leadership. KOSA is also partnering with them this year and looking at ways of improving our evaluation system that will provide us better data.
158It will also provide us better opportunities for feedback which is something I heard from staff. Um it also aligns with our walkthrough our OTI which is Oregon response and intervention um is uh at the K6 level. It's a reading intervention system um that we've been doing the last few years. Um the five dimensions aligns with our walkthrough tool when we go in to watch a a reading lesson, a ELA lesson uh with ORTI. Um it also aligns with our AVID um at the 712 level which AVID is a program uh geared towards um student uh preparing students for a lot of it's geared towards first first generation trying to get first generation college students but a lot of it is student success note takingaking reading uh reading a passage for context clues highlighting things like
159that and it aligns with our Avid walkthrough tool as well. So um heading that way and then really improving our teaching and learning practice. We talked a ton last year about John Hattie and his visible framework his visible learning framework and what was a big effect size for students collective teacher efficacy being the highest one. But we want to really dive into what are the practices within that visible framework. Um like what does micro teaching look like? What does collective teacher efficacy look like? teaching it and then teaching it to our staff about you know what is good classroom discussion at the 712 level what is a framework of a good discussion things like that and really diving deep in that which we didn't do last year so again we scratched the surface on some
160great things last year now it's time to kind of dig deep and really improve the the little pieces that are within there so move forward can >> yes we're almost done I promise I know this is long I apologize my board reports will not be this long Okay. So, moving forward again, I want to we're going to start doing a professional development plan uh with our district admin and our monthly meetings around teaching and learning, our PLC's and the evaluation, feedback, and reflection. I'm a big person on reflection and looking at my practice and how can I do better. Um so, we'll look at those three components. For example, uh on Monday at our first admin meeting, we're going to look at uh high impact teaching strategies. uh we're gonna uh I have some reading
161for our admin group. Uh we're going to create a PowerPoint as an admin group or Google slide and then they're going to go back and teach it to their staffs in their next staff week. So this top-down approach that um I will work with our building admin on specific strategies. It will go back to their staff and they will teach it to their staff which will then get to the students through high impact teaching strategies. So that's going to be our focus for September. Our focus for October is going to be uh PLC components and that first component which is what I want all students to know and those those standards. So that's kind of my plan this year for professional development with our admin team and then heading it down to our building which
162in turn is going to raise our assessment scores, our student outcomes and those KPIs that are around achieve. Uh second, I want to enhance our partnerships that we have in the community. Uh our tribal partners focusing on cultural responsiveness with our staff. We have some special developments that are coming up with our K6 staffs out at the plank house. Uh one's one group's going to go out at the end of September. One's going to go out in no uh in October. In October um because they can't move all of our K6 staff at once to the plank house, but we really feel like it's important for them to get out. Um, city of Cous Bay enhancing our communication. Uh, providing more opportunities for students and staff to engage in city matters. Uh, met with Nicole.
163We're going to start doing more celebrating student achievement and staff achievement at city council meetings. Uh, we have one coming up on the 16th. Uh, where Cara Davidson's going to be recognized for her elementary principal of the year. That was supposed to happen in August, but Dr. Ainsworth left and so it's now going to happen in September. Um but you know getting those kids that are showing improvements in our reading scores and our math scores, getting them in the city council meeting and let them being recognized in front of our city um for what for their achievements and staff for raising you know achievement scores, building relationships, our uh uh Glenn Crook and our and our crew that went to nationals uh for um manufacturing getting them in front of that. >> Oh, he's gonna
164love that. >> Yeah. Yeah. Glenn loves public um student voice. So, we have two things that are coming up for student voice and this one's going to have staff and family voice. The first one, our student success committee ran by Mr. David Kegley over there. Um, that's going to be uh coming uh up. Our first meeting is next week, right David? >> Next Thursday is our first meeting. Uh, and that uh is going to uh be around uh again a lot of it's going to be around eliminating opportunity barriers for all of our students and how we can raise uh achievement and opportunities for our students. And then the second one I'm stealing from when I was in South Lane. And we're going to have a superintendent advisory committee. Students are going to represent every
165building in our district, including the K2s. And they're going to meet here every other month with the cabinet and their building principles. And we're going to have like breakfast, donut, something. and we're going to talk about what's going on in their buildings, what are the positives, what would they like to see improve, um why what they feel is uh um uh what they feel like as a district we need to do a better job of. And we'll again we'll have representatives from every building from K uh pre about pre-K to be honest with you, but from K12. Uh we will have representative every building that will come in and will meet with us and we'll do that every other month throughout the school year. we can hear from students directly about what's going on in
166their buildings and how the district can support that. Um, which I can tell you from my time in South Lane, uh, got some great feedback from the junior high and high school students and some great stories from the elementary students. So, um, and then, uh, working with our partners over at SWAT, uh, again, alignment of those CT programs. We currently have two programs that align. Um and uh and then also what we're hearing is uh we need to have pathway courses for foundational math. Our students are coming in and they're scoring fairly well on writing or they're coming and ready for the writing portion, but they're not ready for math 111 and those things. We need to find some some better foundational courses for >> questions and feedback after all that. I apologize for that
167being so long again. It will not be that long moving forward. I would mention that you should Sometimes >> almost all of our Native American stuff goes through >> Cokewell >> as opposed to Lucy and we need to get them engaged more. >> Yeah, >> they have a neat long house, but you got to crawl through the door to get in it. It's truly original in it in its formation and much different from the wonderful world. Um, and they have always been the secondary tribe around here. So, I would encourage you to have conversations with their people. They've had the biggest changes in their leadership over the last number of years. So, it's important, but they they have a lot to offer and I would hope that we would continue to have conversations with them.
168>> The other tribe that feels really close to us, but they aren't, is Selects >> and part of the reason for that is that all of our tribes were marched up the coast to go to the Select Reservation. Many of them didn't want to go, so they came back because they felt the environment was totally different for them. So I mean there's an interesting longtime history with our Native Americans and they need to have people understand and acknowledge who they are. So I just encourage you to >> going out is really awesome and it's a great place but it's anyway I just want to encourage you to have conversations with them because they always feel like they get a little bit left out. >> I agree. >> Absolutely. I'll take care of that. Yeah, please.
169Um in the very very beginning um going back 16 slides, right? >> You had talked about uh the staff your staff talking about improvement through positive communication. They requested improvement through positive communication. What does that look like? What what are we referring to exactly? Is it they they haven't been receiving positive communication >> and trying in trying to be respectful. Yes. um they felt like last year the message that was delivered to them consistently was um >> you have to do better >> is that it's not just that we have to do better but that we it wasn't about improving it was about we were failing if that makes sense. So it was more of a negative connotation on we have to do better than we need to improve, we need to focus on our
170practice, we need to take accountability and responsibility for what we're doing. It was a more negative connotation. I the and and the feedback that I received and not just from the opening my opening shiel at the welcome back but in through email communications and such is that they've appreciated that I've been very positive and wanting more um that a lot of times they left or they read communications and felt like they weren't a failure or that and and and so that was that was evident and talked discussed consistently. >> So how do you how do you take that and then move forward? What what are your plans with that >> because you're going to still need they still need to get better? >> Absolutely. >> But how are are you just going to do the
171you know sandwich approach? You know >> I think that Yeah. I think you we're we're our message is positive as a group and then you start to become more warm demanding of of of individuals and that that are in are not buying in or are pushing back or not making the necessary adjustments and advancements that we need to see the student success that we we need to see. Um >> I like you were talking about making the evaluations more specific and less narrative. Yeah. >> Um so you know or I'm going just relate the example but um you know certain outcomes after a procedure are yes no like good bad your relationship with the person is is different and more narrative. And so we're only giving people narrative feedback about their relationship with their students
172or how the global classroom is doing. We're probably not drilling down on those key parts of teacher effectiveness where it's like you're really great. You make a really warm classroom, but your goals aren't posted. You got to post your goals and because that's going to help other students. So I I relate to >> I think one of the things I heard from some teachers that just conversation it might fall along with this is that when the communication would go out it was kind of like a blanket and like maybe I'm doing all of these things in my classroom and I'm meeting my metrics my students are passing but then I'm still getting this very this message that yes we need to be doing this whole it can't just be in my classroom but instead of
173reaching out to me and saying, "What are you doing in your classroom that we can lend to another classroom?" It felt like everybody's being punished even if they're meeting. >> So, would that be >> I don't know that role, >> but would that be more like principal's role when dealing with teachers? I mean, you would give the overall communication. I'm just saying there's a difficult and and delicate situation you are in >> moving from a peer to you know a superintendent role and so we've acknowledged that as a board that so holding people accountable but doing it in a way that's you know positive communication I think there was wonderful things that Dr. Ainsworth was doing right and and and Dr. Mahi also were doing right and there were things that didn't mesh with the
174system finding your own stride and able to do that. >> I'll give an example. >> Yes, thank you. >> So an example from one of the buildings that was shared with me was being black on a group of staff in a staff meeting were told this is what we're doing. If you are not happy, there's 196 other school districts to go work for. Go. >> That's not a good strategy. >> So that's just a concrete example of what and so that was where I'm more of a we need to do better. What we're doing isn't is not good enough for our students. It's not good enough for our community. It's not good enough for our families. I want to help everyone in this room do a better job. How can I help you do better?
175What can I do to help you? >> I'm here to support you. So that's that's an example that was used numerous times in stakeholder conversations. >> And so I left the and I have numerous people that reached out. I have cards on my desk which which were very kind and very lovely of people that said that some somebody said it was the 28th superintendent thing that they had heard which they were being facicious obviously but they had said it was that it had been a long time since they left the opening welcome back um more motivated than discouraged >> for you. Cheers to that. Yeah, me. Sorry. >> No, that's okay. Um, and I guess that's where I I go back again to wow. Um, ma taking a I I hope that you can take
176a look at the words that are being used, the way communications are going because the I mean, you do have to have a hierarchy. somebody has to make the tough decisions and you need you you can't you won't those needles won't move un unless um those principles or those those other folks that are in the middle there are able to be motivational in in ways that are understandable and that get buy in from people and um you know so I I go back to thinking about a more of a systems thinking kind of a way and acknowledging that we ought to have a hierarchy. But also if you don't have that if you can't organize some of that buy in about shared understandings um it's it it's um it's a challenge. It's the challenge and
177I know how fast everybody is going at school all the time. And so this is where you end up with um there's 128 other school districts just just go >> or and that other everybody's got to do better. >> Everybody's got to do better and and those those that's very nobody can really >> get excited about the those messages. So, so finding the >> and that's why I'm hopeful that's why I'm I'm hopeful is not even the right word because I'm confident that if we focus on those areas of the teaching and learning improving the the the quality and the depth of the PLC and the evaluation systems >> that we're going to get the buyin that we need, we're going to get the motivation that we want and we're going to get the results
178that >> I think you're spot on by choosing the PLC's as your mechanism for that work. I mean even just looking at the Oregon framework for teacher and administrator administration eval that's even better than than just um you know anecdotal or or or narrative feedback that offers both >> qualitative and quantitative which you need with teachers >> and we're we're actually getting the we in in in the district we have an evaluation committee which hasn't met since pre um because we've used the same system since I've been here. That committee is already scheduled to meet in two weeks to start the process. >> Is that one of the committees we're on? >> I believe so. >> I think we'll be reaching out for a committee. I raised my hand for that because I feel really
179strongly about that one >> and I I guess all I'm trying to say in my not very articulate way >> um it's okay to slow down and really think about the communication the messages and the words that you're using to to get that buy in. So because you she's right you are in a place where >> Yeah absolutely >> Arie go ahead. I do believe that you're on the right track. That but my real thing is that >> teachers need to believe, understand, and accept that they are the only person in the system that can change that child because they're the one that has the direct access >> and they have to believe that they can do it and that all kids that are sitting in their classroom can do it, can learn it. Because
180many of our teachers don't believe that. They believe that a group of them can, >> but there's another group that they no matter what they do, they can't help them. And yet, clearly, if you really think about it and reflect on it, you're the only person that can. I mean, you can hope for parent help and all that kind of stuff, but you don't always get it. It doesn't matter. At the end of the day, you got them for the whole day or however long your class has been. And you are the person who has an opportunity to change that kid's life. And you got to believe it. You got to want to do it. And you got to get the motivation that tells you I have to change what I'm doing with this kid
181because they need something different than what I'm giving everybody else. And until they get that, it's going to be hard to make those big changes that we want. >> And that was one of my slides at the welcome back was >> believe. I used I used to Ted Lasso. >> That's right. >> But you know it was believe. Believe in yourself. Believe in your students. Believe in your colleagues. Believe in your admin. believe in the system and if we do all those things we're going to that's a big step towards positive results. >> I have >> Okay, I'm going to interrupt here for a minute. >> It is now 11:51. >> Kevin has to leave in an hour and 10 minutes. We have a lot of agenda to go. Um this is a working lunch.
182I think we're going to not do the videos right now. We'll just pass on those. Um, but I think we should break, go get something to eat, and come back. >> Are we taking a picture? Do we want >> afterwards? >> But I mean, before he leaves. >> Oh, yeah. Before Kevin leaves, we'll stop and take a picture. >> I was going to say just >> or we could just leave him out. >> Crop me in later. Whatever. >> Put pictures. >> Use my old one. It's better anyway. >> But so please feel free to go get pizza and everything. But while you do that, Gary, I have a question. >> Yeah, please. >> And it's a nuts and bolts question. As we look at the necessity that we're going to have to cut more
183staff most likely uh in the next budget, I'd like to know what we're doing now because how many classes are over 30? How many teachers are working through their prep period? How many, you know, are already giving up stuff? What we're going to do at the end of September, um, Marina and I are going to sit down and we're going to look at enrollment and enrollment compared to what we've sent to OD for our projections because that's that's a real big thing we need to look at. If we're if we've sent OD, you know, we have less students than we sent OD, we know we're not getting we're going to even less money. If we have more, we know we got a little bit of surplus to work with. That's one thing. We're going to
184look at our staffing. We're also going to look at basically um having building admin and coming in and saying what's the priority of your building? >> Yeah. and and things of that. So, we can start planning on looking at um the financial piece and the human capital piece and like what can we what can we what are our priorities and what can we >> I sort of think we need to do it quickly though because I'm getting contacted by a teacher who has more than 30 kids and is working through their prep period and is feeling overwhelmed in the second week of school already. So we need to figure out a way to either compensate for some time off someplace else or give you more money so that you can >> encourage that that teacher
185talk it to me and I'll encourage that teacher to talk about building administrator we can start those conversations >> please. Thank you David for everything you've done for really impressive. >> No, happy to help. >> Become Are you going to pause it? >> I think >> we're going to work in bunch. >> Yeah, I thought we were working. >> Okay, >> it is on. Professional service. Well, and sometimes I understand like and our options are glad that we realize we don't like this, but also we have >> I asked for a good one professional, I am. >> Oh, it is fine. >> Oh, that must be new to me. >> Yep. I start [Music] the different kind of things up there. It'd be fun to have different fear. >> Yeah. >> And um I never
186met a parent good parents. Do you have kids? >> Yeah. younger in a consistent way. Halfway through building Is there any more feedback for Gary? Don't worry. >> If we talk, you can see time to eat. >> Nope. Hearing none at this point. >> Okay. Our first issue under board items is vacancies on the budget committee. This is a discussion that we need to have about how we want to fill the budget committees. Um, a lot of it is a response to the budget committee hearing we had last year where some of the individual budget committee members seemed to be more interested in saving someone's job than in discussing the budget as a whole. Um, and so the question is, in the past we have traditionally just reappointed people when their term is up. Is
187that something we want to continue to do? Do we want to every time that there's an opening, even if it's a someone who's going to be finishing their term, we have everyone apply again? Um, we've had some of our budget committee members who've been on like more than 20 years. Um, it's like their job and we're not getting new voices in as a result. We're not getting new ways of looking at our budget. So, it's a topic I'm throwing out there for how people would like to >> How many vacancies do we have? >> Sorry. >> You're okay. We have one official vacancy. This would give us three vacancies if we were to have everyone who's up this term also have to apply. >> Historically, it's very hard to get people interested in the budget
188committee. >> I I can be really hard being here for the longest now. We we had to scrape sometimes. I mean, we were really lucky the year that you had your friend and we had a bunch of people apply, but >> hey, I remember we had a really tough time. >> So, >> but I'm not I'm not suggesting that we don't ultimately appoint them if there's no one else applying, >> but sometimes people won't. >> Well, yeah. And I think I think that's the the distinction is it's not about removing anyone or moving pieces. All it is is about because if we just appoint without a nomination process, we don't know who didn't. Uh if we if we decide as a matter of practice, every time your term is up, just like a board member
189has to be reelected and then you have the opportunity to say I don't want to do this anymore or I want to continue. So, I'm going to put my name back in the hat. Uh, but then it it provides the opportunity for new voices to be considered. And if that person that is sitting on the budget committee is the best nominee deemed by the board, then they are going to continue their >> What's our policy right now? >> We see some policy about that when we were in policy committee. >> Yes, it basically says that the board can't nominate or or continue someone who's already in the seat. They can choose to. So, is it may shall or will? >> It's not a will. It's a may. >> It's a policy. >> Um, I can
190find it right now. >> To me, when I read the policy, it actually seemed pretty clear that we could ask. >> Yeah, it says the board may appoint budget committee members to as many consecutive terms as deemed appropriate. >> And so, what do we do now? forever to it. >> Yeah, it's a two-pager, but that was the answer that >> we just let go. >> Yeah. See, I mean, we could we could set a limit. We could amend the policy and say you can't serve more than two terms >> or you could say that you could reapply after two terms. >> So, you wouldn't have to have every year. What number is that? >> But but your term is not up every year. It's every three years. website with the BA. >> We're on it.
191>> Oh, these got up there now. >> Thank you. Who's our Is it Danny? That's our educational equity. >> Yep. >> Can you scroll up a little bit? >> Dan. >> Yeah, you know what I mean. Don't Don't >> this way. >> Don't ask me, kid. >> No, no, >> I was cl I was asking a clarifying question. >> No, you're you're perfect. Thank you. First meeting at August. >> We should probably just change that at our first meeting at the beginning of the school year. >> So we're not >> stuck to the month of August since we're already kind of in compliance with that. >> Well, you can announce the vacancies but receive applications. You can also contact those who predict to ascertain their willingness to serve another term. So all three of those
192options can happen at that meeting. >> Yep. >> And so you right you do do those three things. >> I would say that's true. We should we should open them all. We should contact the ones that are privy to say if you want to stay on it. If they say yes, we assume that's their application. >> For them, >> others would have to apply and then make a decision. >> For me, that would make sense >> besides the apply part, right? You do all >> No, because what what Arie is saying is rather than have them do an application, they would say, I do want to continue >> and that's your application and your former >> that's what we do now. >> No, because now we're opening it up for other nominations, right? So you're
193going to be considered along with everybody else. >> If they say yes, we put them on the list. >> Oh, we put them on the list. >> They will become >> Okay. You want to continue? >> Yep. And then no one else gets to apply the way it's set now. >> All right. I like that. I think I think the policy actually has good instructions here. And I think what Addie was addressing that we kind of had that situation in the last budget committee is redirecting that person to like have public comment during a regular board meeting and then making sure that the budget committee is educated on their actual role. >> I think part of the problem with the last one was past practices. Those people on the budget committee couldn't bring up anything
194they wanted to ask about in the budget committee. Our new superintendent didn't appreciate that. >> I'm just saying he did not appreciate that they were questioning what they'd already put down. We used to have really long budget committee meetings that lasted for weeks and weeks and they had to keep coming back because they they they really did get into the budget. >> Y we've changed all that in the last 10 or 15 years. Now they present a budget and they expect you to vote on it the same night. That never happened in the past. >> And you got it the day before. That was it. >> That's right. >> Wow. >> So, it's there's the budget committee is a totally different being than it used to be. And the two people that questioned it have
195been on it for 20 or 30 years. So, they understand what happened in the past. >> They did say >> didn't appreciate the the way the superintendent interacted, >> right? because they wanted to have a specific position and person talked about >> correct >> in a budget committee meeting which is not >> it wasn't necessarily about the person it it it could have been >> it kind of was the position >> but it was truly about position there was only one person in it so >> and if you read the f very first paragraph of this it says it's not appropriate if you go up to the top for the committee to discuss personnel >> right >> says that right away committee does not have the authority to add programs or approve additional personnel or
196increase salaries. >> Agreed. >> But it might not have been discussed for 20 years without >> Exactly. >> So So a a retraining opportunity, >> right? Um >> so um at our meeting on Monday, >> should we announce that there are three positions open? >> Well, we should probably communicate with the current budget committee members so they know that the process is >> it's actually too late for us to do it then. >> We communicate with them. Then we have to do it by you know >> well if you're going to follow policy somebody um would reach out and to each one and say would you like to serve again? Yes or no? >> Yes. >> And write that down. Can you do that for the existing board members >> that are >> that those
197terms are expiring this >> and then you will know how many vacancies. >> Well, those could be vacancies even they say yes because reaching out to them lets them put their name in the application. >> They need to know. >> Yeah, they need to understand they're expired. I see what you're saying. Yeah. So, there's two two questions. >> Yeah. your term has expired. Are you interested in >> be applying or your term is well even for those who have not expired. >> They're still not >> are you are you interested in being considered for another term? >> That's that's the way to put it. Are you interested in being considered for another >> not apparently not executive touch? Um, sorry. >> Um, so yes, I will reach out to them and I will basically say,
198you know, we we the board has decided that we would like anyone with terms expiring to be considered again and we will open those vacancies. Would you like to be considered for another term? >> One will add your name to the list. >> And it's not the board has decided. It's per policy DBEA. >> Yeah. Give everybody a copy. But as far as >> I guess I mean I guess technically it is still that policy but we're >> we're changing the way that we've used the policy in the past. So I'm thinking of how to >> how to translate because they're used to when I say >> you want to serve another term. They say yes it's over. We we just the board has decided to interpret BDEA to mean we will put you on
199the list if you are interested in serving again, but we're going to open all three so that we can get find out if there's other people out there that would like to do. >> Yeah. Ascertain interest. >> Okay. >> But our new to do it. >> Yeah. I'll I'll je it up and I'll send you guys a >> a draft. >> Thank you. I think I I think at least one of them will say yes, I would like to try again. I don't know if both of them be a motion or >> I don't think so. It's really just our interpretation of polic. >> Yeah. >> Okay. >> Um board goals. >> You're going to bring up our board. >> Yep. our board goals of 2024 25. Can you bring those up on the big
200screen? >> Yep. Working on it right now. >> If we click on that link, does that >> Yes, it does. It brings it right up in front of you. >> Let me That's a little bigger than we need. Okay, there's one. >> I like number one. >> Yeah, I like number one, too. It was a good goal. >> It is a good goal. >> It's a really good goal, >> and it's set in the right way. In my opinion, if we haven't tried to get a plan for them to one of those three things, we haven't been doing a very good job. >> Yeah. >> Number three, we've done, right? >> Oh, that's good. >> Plus two. Yeah. >> Number two, it sounds like >> we're gonna plan to do that. >> He's planning on
201surveys. Um he's talking about gathering more input. Yeah. We didn't do that last year, did we? I don't think we did it. >> Yeah, I think >> we did at least one, but I think maybe two. I don't know how survey twice a year. >> We seen surveys once. >> Once and then I feel like there was another one Chad had, but I could be wrong on the second survey. Um, we did do one. Um, and then this it's it's not once a year, it's once per term. >> Yeah. Right. So, if you were someone who was reelected, >> you need to do it again. >> If you're someone who's new to the board, you will need to do it this year. >> And Diane, >> I believe that's online. >> Already done it actually.
202>> That's an online thing. >> Is it? I have >> it is now. Yeah. OSBA that offers it now >> as a recorded webinar. But I think we should take that off. >> Okay. >> I came up through PSPC. I think who who is it that we go through the >> It's OG, but OSBA offers a training on it now. That's certified by >> Oca does it online as well. >> Yes. [Music] >> And they give this the training at the conventions. >> Oh, they do? >> Yeah. That's where we took it. >> We'll sign up for it. >> We got it. I'm happy to hear that. >> Are we going to talk about that just on Monday? >> What? >> November. >> Oh, yeah. I can put it as a item for information at
203the end. Uh, >> so we can get a head count. >> Yeah. >> Is it already booked up? >> Oh, no. I I think registration I don't even know if registration's open or it just opened. >> If it opened, it's probably >> it may be. I I will >> you know the hotel >> Marott every year. >> I didn't mind the walk actually. It was so pretty. >> It really is nice if it's not raining really hard. >> Yeah. Well, we got lucky though. I think I don't think it rained. >> Okay. Um So, do we like the first one? Do we want to keep the first one? Yes. >> Okay. Number two, >> I think it's part of what we need to do. So, I'd say two is a good one as well. >>
204Okay. >> Person. >> I agree. >> Do we have any other goals of Gary and of the district that Gary can get us to >> the KPI? We can just support him in those >> and those come some of that will come up in the superintendent next. >> Well, that those to me align with number one. a clear measurable target. >> Yeah. >> Um what else? We could we've had reading goals before. We've had social emotional. We've had math. What about a goal about stability in leadership and leadership and increased or positive accountability? >> No. Communication >> here. I've been hearing lots of talk about accountability. Maybe not increases the word but >> yeah effective >> effective would be a more appropriate word maybe effective >> word type of wordsmith that for a few minutes
205but >> effective communication that you're transparent >> assist constituents and their own goals our board a group of seven. What is our goal? >> Uh well, we need to we need to complete our superintendent process. >> Yeah. >> Well, that's where I was going with >> identify a permanent superintendent. >> Yeah, we have to we have to identify a permanent superintendent this year. >> I agree. >> That's a goal you know you can achieve this year. I know right away. >> Yes. >> Oh, no. We could inform another year. >> Well, yeah, it's true. >> You never know in life. Let's said let's say we hope so. >> That is that is a really good one. >> Yeah. >> So, why don't we change number three? >> So, new goal three is hire permanent superintendent.
206>> That's easy peasy. >> Hire a permanent superend. >> Yeah. >> Okay. >> I like something that's concrete. I'm so ADHD. I love that. I like the concrete, but I also I also like the idea of a little bit of a a challenge or I don't know how are we going to use these surveys, >> you know, um set a positive tone for the district through increased communication of >> Yeah. through >> effective. >> Yeah. But ju basically um you know it's the it's sort of the theory we heard this at OSBA was the theory of that from a PR standpoint you can never control the narrative that doesn't exist anymore but you can build up um positive goodwill in your community such that when negative stories come they don't stick or they don't cause
207as much trouble because people already have a positive view of the things you're doing. So, we as a board, if we increase our positive communication um in a way where we're we're the cheerleaders for this school district, we're like, "Hey, this is where we are, but look, we are going to the stars. We're we're going to do a great job." Um, >> it's just like in invest in invest in the time or or strategies to promote effective communication in order to um continue to sustain or produce or make or create a collaborative >> positive positive culture. >> Perfect. Damon, did you get that? >> No, that's too many words. >> It's a lot of words, but I I start with a lot. So can you put that in number two and say complete community student
208survey twice a year as a way to gather input from our constituents and use that information to positively communicate with our constituents >> effectively with our constituents >> to gather input and don't use twice. >> I kind of like the idea too of saying something that is about impacting um the culture of the district. it itself I mean internally impacting that positive culture which I think about >> but how do we measure >> does a good job >> well some of these things we are going to measure anecdotally and some we're not I mean the survey is going to give us both kinds of data >> David's got something let's hear it >> so yeah I I didn't catch this but the recording did because I was working on one over here um how about
209by the end of the 24 or I guess it's 25 26 school year the board will improve district culture by implementing a strategic communication plan that increases transparency, celebrates successes, and builds trust amongst all stakeholders. >> You can't and we can't use stakeholders anymore. It's politically incorrect now. >> Word. You need to use constituents now. >> Yeah. >> And you can't use master bedroom. >> What is >> it's primary? >> What? >> There's a lot of words. >> Honest question. What is this stakeholder? stakeholder is goes back to basically Native American as well as a slavery and >> they held a stake. >> Yeah. >> Someone was attached to a state >> like tied in and so that's what people envision. So just FYI words are changing every day every second. So just kind of
210keep ourselves appraised of that. >> I I had not heard that one but I will absolutely change it to con. >> I heard Yeah, I heard it was VA like two years ago. I've been hearing it a lot. >> Yeah. >> Okay. >> Could you read it again or you can type it on the screen? I love that. David, you're so good at that. >> Oh, I I I use AI. >> I know. >> But you're welcome. >> But yeah, Roger. I Roger. >> Can we I don't know if we could say it through or we could say impact positively. District clas. But are we saying that the district culture is bad? >> There's always room for improvement. >> Yeah. >> Wayne Gretzky improved. >> It was a great >> district. But I don't understand
211what improve district culture means. That's one of those. >> It's like what Dr. Regowski just said. It means like when we got we have a culture of positivity that a negative story doesn't automatically stick when someone throws it at us. Like, you know, you've got it layered to where you've got positive um affirmations and stories and narratives out there in a community of teachers and administrators and school policies and whatnot out there. >> It's unfortunately that it's it's an unfortunate thing. >> Yeah. But it's but it's something that most experienced educators when they walk into a school and meet with a few people will automatically be able to assess. >> What if what if we softened it by the board will focus on district culture and let's get I don't know about a strategic communication
212plan because that means somebody has to write >> that's the word that was giving me. So if we focus on a on district culture by um not implementing a plan but >> strengthening support what about supporting effective communication >> strengthening communication >> how are we going to strengthen that could we support >> positive and effective communication between our administrator and our staff? No, but we can have positive communication. >> Yeah. And through >> well district because he's going to be the one we direct, right? Aligning aligning with um district goals, >> but this is a district goal. So it shouldn't be aligning with itself. >> I was thinking of the superintendent goals. >> This is our goal. >> Focus on our district culture. We want to align by taking the time to to look into
213this to help them to support it. >> Take out take out plan and take out strategic. We want to we want to support. We're not going to implement anything but >> strategic communication plan doesn't mean we have to make one. It just means that it will be strategic and it will be a communication plan. We can expect the superintendent to figure it out. >> We could collaborate. So, we're going to put that as one of his goals. Do you already have that as a goal, Gary? Um, I have a lot of the same goals as last year, but I wanted to talk about a a goal on uh climate with a survey and gathering results and then a goal on uh expectations through the state accountability measures >> and your PLC is a is a
214lot of really communication plan in many ways, >> right? >> The >> we're not going to implement that. >> Not to be totally contrary. One of the things I don't like is is going to something of saying like focus. Focus doesn't get anybody excited. If you're going to improve that gets people excited and get people wanting to do something. >> Focusing on something just means we're looking at it. No. >> Well, I was reacting to it thinking maybe that implied >> implied right and >> still want to put us in a goal that we're not >> improve is a great word. Yeah, we can we can improve we can support the district in improving I and we'll be like >> and we can and we can and we can ask that that that Gary help
215help us measure this by those surveys that are going to go out to students and staff. if our students and staff if at the beginning of the year we have x number of positive the district is on the right path we have 59% of people say the district is on the right path and at the end of the year we have 79% of people say the district is on the right path >> we made a big improvement >> read that one I think that's >> I like this one >> by June 2025 the board will champion a positive district culture by creating a robust robust communication framework that builds trust uh fosters transparency and consistently celebrates student and staff successes. >> Except for that we're not going to be creating >> I was just going
216to say that I would change collaborate with the district staff or whatever >> I would probably or supporting >> or supporting by supporting a robust >> I would say supporting because we're not And then um >> can we say that we're doing that through partially through the data collected through the two surveys on number two? >> What? >> Just add it together. >> Yeah, >> I think two of them are separate. >> That's fine. Two different goals. >> Yeah. >> Well, isn't it that we're this is how we're measuring that goal, right? Because we we have to gather the data for the this is how we're doing it. Correct. >> Well, and are we supposed to have measurable data for each one? >> Not necessarily. I mean, can can one be one that we have
217to test on at the end of the year and go, well, we didn't get there because >> yeah, this, >> you know, we got had to triage a bunch of stuff, so we never got to that. >> Our goals in the past have always been pretty measurable. Yeah. And and that was like kind of one of the sticking points with the emotional social emotional goal. I don't know here. >> There's two kinds of evaluation. >> Yeah. is more subjective than the other. >> Yes, absolutely. >> And we can do that by just checking with the board. How are we more supportive? What did you do to be more supportive? You can gather that kind of information and it is just as valid as yes and no on a sheet. >> This wording is is better.
218>> Yeah, this is better. All right, let's just do >> the way I I kind of see this as a goal is maybe using the same framework that we're asking our schools to use with sprint goals is this is the overarching goal. >> This quarter we're going to do that through surveys. Next quarter we're going to do that through, you know what I mean? We have sub goals >> that achieve this goal and that's where we find the measurable data. But this is the overarching that kind of pins in it. >> So sorry we decide today. Yes. Well, you guys vote on it >> on Monday. >> So, we haven't had the time to act. We haven't had much time to actually work on these goals or create any sub strategies. >> What was anybody
219sent down our goals from last year? >> Once again, we're moving really fast on really important things. >> We do that every year. >> I know. And I'm just I'm just >> You can We can also change this just because you set them down there. We have to >> I'm just noting that. I wonder when it's a good idea to slow down. >> Well, we not it's today. >> We could because we've done this in the past. We just Oh, yeah. We continue just the same goals that we've had. I mean, we've done that before. >> Well, we don't have to adopt them, >> right? >> On Monday. >> You guys get to decide when you adopt your goals. >> It's just been practice that we have adopted. >> Did we change that policy? >>
220What? >> Because we used to have a policy. I think we might have changed it though that said we would adopt the I remember it saying by September or maybe it said August and then I think Adrian and I were talking about that one year like 2019 and we said could we have it say the beginning of the year we changed it because we we wanted to be in compliance. >> Well that's that is important. I also think it would be wonderful to spend just 15 minutes discussing. You know, these are these are a big deal. If it doesn't say that doing it in just a few minutes >> kind of cheats us of the opportunity to really create goals that we feel >> there's no timeline, Kim. It just says goals will be adopted
221by the board consistent with the goals adopted by the state board of education. Goals will be reviewed annually and revised as needed. When when was that changed? >> 2012. >> How often do we review our goals except once a year? >> How often do we review the goals except once a year? >> Doesn't it? >> Justin kept it >> every week. >> So that there's some tracking. Yeah. >> In almost all of Justin's superintendent reports, there was a a slide that was progressive towards goals. >> Towards goals. >> That's really great. both his and the board's goals. >> Yeah, we go over them every single month. >> Wait a second. Wait. So, let me I'm getting lost here. Remind me. So, board goals, but then where where did the goal for expanding old to Ed
222come in? Was that superintendent goal? Okay, it's not there yet. I needed to >> I needed to separate and clarify. Thank you. >> What you are responsible for? Our board goals, what he's responsible for, our superintendent. >> Yeah. Well, and maybe I shouldn't have thrown this one out because I don't know. >> Maybe everybody needs to look at goals as well, like push this on pause and then look at goals. >> Okay, >> we want it easy, right? Like not not easy, but easy to understand and clear so the public can say, "Oh, I see that they're >> and there's goals and there's visions." >> Exactly. And maybe I'm talking about something that's not necessarily a checkbox goal. >> I know. >> Um, these were last year's and then you've got new ones for this
223year. >> Well, what I want to do is like on number one, >> these are superintendent goals. >> These are the superintendent goals from last year. Um, and for example, number one, raise the academic expectations of the district. I wanted to put something in there about raise the academic expectations of the district with alignment focus the state accountability measures which are third grade reading eighth grade math nth grade on track four and fiveyear graduation rate and attendance. >> So expanding this first goal to now include the accountability measures that are coming from the state. There's still a local metric to be decided but those are the statewide growth metrics. So I want to expand this first goal and say raise the academic expectations of the district with alignment to the state accountability metrics of of
224Sounds good to me. >> Okay. >> Are we raising expectations or scores? >> It's a good question. >> Expectations are aren't >> I'd say expectations and outcomes, >> right? >> Because we're doing both. >> Okay. I think Joseph was really focused on expectations because he felt or he portrayed that he felt that some of our staff had lower expectations of students. So >> I think that was true though. >> I do think and that's two separate things. There's people who have expectations and then there's scores that got higher, >> right? or so was believing having staff believe that their students could do better >> was a huge obstacle that >> we talked about that might be a separate goal. >> You want to go on Gary? >> Yeah. And so I don't feel like we
225accomplished goal number two last year of having a long-term plan for the future. I'll turn to that in K. >> I met a lot about this school. >> What's that? >> I said I met Justin Dr. worth a lot about this school. Um, and called him and talked to him because even if it's I I told him just even he would talk about it every month, but a long-term plan doesn't mean that it has to be finished tomorrow, >> right? >> Because it was just I think it was just too much. But I wanted a plan in place. Even if it's 5 years, 10 years, I want a plan. I want to see what it is. And it it can be moving. it, you know, we can change it up, but I wanted a something
226in place. >> Yeah. It's kind of like a long-term range or a long-term facility plan was our long-term alternative education plan. So, I feel like I want to keep this goal there because >> I'm going to champion the school till the day I die. >> I I had you in mind, Kim. No, >> but that's a really big goal. >> It is. It is a big goal, but you can't do that one by yourself. >> No, but longterm plan. You need a structure to help you with that. >> 100%. This is a This is an alternative education subcommittee. >> Yes. Yes. A subcommittee. >> Yeah. But it's still I need to I need to to prioritize, schedule it, find the folks, and start building. >> And one of the conversations that that we've had is
227that we've had a money coming into the district. We've had focus and motivation and energy put towards so many different programs for alt ed and these outliers have been neglected for years and years. I mean before we had great programs when Arie was here and through the years it's just like they're on the back burner. These are our those kids, those kids with the problems, those kids with behaviors. And I just want to make sure that we are focused in. We don't lose momentum here because if it's not there, >> it's going to be under the rug. It's going to be in the shadows. >> Well, Ken, you would be on that subcommittee. >> That's fine. But I think we do that. So, I think we're in the process of doing that. >> I mean,
228do we want to have do we want to have a young parent? We used to have one. >> But why? I'm sorry. >> We used to have a young parent program. So kids who were parents at our school had a place to learn parenting skills and have a place to drop their kids off and work with. Barbara Basset was the teacher. It was an amazing program for a long time. Then it just went away because we've been people. >> So how do we have a vision of what what would a a full alternative program look like in our district? >> Yeah. And how much it would cost and what you have to give up to I would like to keep that. >> My only >> I would like to keep that goal. I would like
229to keep goal number three too on goal number three as well. Not three too. Goal number three as well on reporting progress on goal monthly in the board meetings like that. >> Um and um number four investigating an established need for additional programs there. I want to keep that goal as well because I feel like uh we I've told you CT is a passion. I've told you that that co-curriculars are a passion. Those are additional programs. There's a broad range of additional programs but it is a passion of mine. Um and then I wanted to add uh a goal around um around this climate and um two community and student surveys focused on school climate student voice. Um the results will be analyzed uh and shared with constituents within 60 days of each survey. Find
230an and findings will be used to inform district decision-m board and constituents. >> Yes, absolutely. >> Would it be possible to just flesh these out a little bit so that they're not it's very shorthand investigate and establish a need for additional programs in the district. For example, the blah blah blah blah that you just said. >> Yeah. For example, CTE back up to number two. Could we complete the sentences? um alternative education and youthbased cultures and prioritized the I don't know what is the full name of the destinations program >> pre pre kindergarten program teen parenting >> program program I don't know resource link it just >> online school >> online it reads um >> and prioritize the following programs >> yes and then actually list the whole name of those programs accord. >> And
231if you mean child care, what do you mean by child care? Do you mean infant through toddler? Do you mean preschool after school? Well, that would mean >> I mean I just I'm just sort of it's just want it to be real as clear as we can make it. >> Okay. >> Yeah, that makes sense. >> I'll go back and clean this up. >> Childare used to come up in every negotiations. >> I'm sure >> teachers wanted childare. >> Of course they do. >> I was surprised. [Laughter] [Music] Okay. >> Are we good? Are we good if I clean up those five goals and have them prepared for tomorrow? >> Thank you. >> Yep. Perfect. >> Tomorrow, Monday. >> Monday. Sorry. Monday. Monday. >> Not Not Sunday board meeting. Sorry, Kim. Monday. I'll clean them
232up and get them ready for Monday. >> I'm happy to do the Sunday >> written for the public, not just >> Okay. Are we going back to boards or do we >> Yeah. Now, does having reviewed superintendent goals now, does that allow you to look any closer at what we set for board goals? >> And usually we we don't want a ton of goals that I mean, I don't know, maybe his historic historically we did one or two. Last year we went to three because it was super easy. And then we already changed that bottom one though, didn't we? >> Yeah, we're taking it out. Yes, >> we already changed that to something. >> Yes, this is a PDF. I I can't just edit on the fly. I'm going to go back and listen to
233the video and type out what >> Okay. >> What we've discussed. >> If you want to keep it simple for the sake of time, I completely understand, but I would I would like to make a note that we discuss spending more time on goals and the difference between a goal and the difference between a goal and a strategic. We could do that. We could pick up one goal at every meeting say and >> there's no >> way we can that foundational work is >> Yeah, >> we could just do that. We wouldn't have necessarily goals for the year established, but we would have working, >> but we could we could easily have pick the three goals even though and then >> work at a >> make sure that every meeting we're going to have a
234a time at the line to have a conversation to flesh out what that goal really means. >> I mean to hold ourselves accountable, >> right? so that we're supporting his >> well and according to the policy here it it says that goals will be adopted by the board consistent but goals will will be reviewed annually and revised if needed. So it's not indicating you have to have new goals every single year. Yeah. >> So it would behoove us to spend some time and set some goals and that's >> likely what happened why you continued to use the same goals in the past for they were good goals. >> They're good goals. I don't why would we ever change goal number one I mean it is the whole purpose of the school >> until like what
235was it the 23 2023 so for four five years we had a social emotional goal because it applied even we went to online even more we just adapted that >> to meet off school settings >> okay so >> behaviors what what did we we said we'd like number one we like number Who? What did we say number three was? >> I don't know what >> we did. Um, >> we did. >> Yeah, it was. >> Yeah. Tire superintendent, >> right? And then what was number four? Was this last one? >> Well, we just >> I think three goals is >> three. Okay, perfect. I just think it's I think if we don't talk about goals and visions and share with each other as time and history changes >> Yeah. >> we become we don't change
236too. >> Yeah. I I agree with that. I mean I think the the we we sitting on this board are the the attitudes in the district are going to reflect our leadership. So if we are not showing a that our goals are important that we discuss our goals that we measure oursel against our goals and that our goals are we're picking goals because they are quickly or easily attainable like that's not the the message we want to send to our staff. We want people to set difficult goals and put in work to get there and we should model that as a body. >> Right. So I think what Justin wanted and I think one of the reason we have these goals is to support his superintendent goals. So while we support those goals, we are
237doing these goals and he wanted to have a clear message from the board to all the staff that we wanted to improve academically, that we wanted to make sure that we were getting student and community input and that we were going to keep up to date on our >> training, >> our own personal stuff. >> Yeah, that's good. and they were brought up every month in just still. So are are we suggesting instead of being in his report >> that we would have board goals separate as a separate agenda item under >> under board items? >> I don't think we're suggesting that at this point, but that's a possibility. >> I thought we were. I think if it's if they're the board goals, I think it would I'm not still David's word of behoo, but
238it would behoove you behoove our board to have that as a board item and not a superintendent report it. >> Right. >> Because he report >> I will have my superintendent goals every month in the in the superintendent report. >> We would just need to allocate time for that under board items and I put that on there limit the conversation. >> Okay. Well, wait a minute. Wait a minute. before you start changing our agenda. Thank you. Um, how are we going to discuss complete a community survey? So, that's our issue to discuss for the day. What do we discuss about it? >> Well, I think we say, "Hey, how's it going on those communities?" >> Exactly. We're looking over at him again. That's all I'm saying. >> Says, "Oh, I gosh, I I I didn't
239get to it." No, I understand that. That's the point I'm trying to make. There are goals, but we're not. >> But then you can say, "What could we do to help you support that goal?" >> Okay, goals in general. >> Well, but all of our goals are going to be to support. That's what we do. >> That's still the goal we want. I think what I'm asking for, Addie, is taking a little more time to have general conversation that is not necessarily actionoriented, but is this the goal we really want? And then that gives people an opportunity to say, "Well, I've been thinking about this or I'm worried about that or I a teacher reached out to me and so I've been thinking about how and I think I'm think we're kind of missing the
240mark on I'm trying to I I know that everybody wants probably short effective meetings, but I think that time there some time for deliberation, collaboration, planning should be timed. keep me out of the weeds. But that um that generative putting some generative uh time into these foundational structures that are supposed to help steer the way. >> Yeah, I I fully agree that we should have those conversations. I just don't know that every meeting is a time to do that. >> Well, I I don't know either. I I'm just no I guess my observation is how quickly things are happening and it seems there's a lot that would might be productive and informative to >> Well, this is a work session. >> This is a work session. >> So, I don't know a better time. I
241mean, I don't I don't know. I mean, I want to be respectful of everybody's time. And if anybody knows me, I don't love super long meetings and I check out after a little while. But I just want to say a I feel very strong about one and two. >> And then I also though along with what you were saying is that even with the complete a community student survey, I don't recollect and and this could be my memory. >> I don't recollect getting that data. I didn't. >> And so that's where like having it on the agenda is like even if like you said if we go to Gary and Gary's like oh well that is scheduled for this great we move on and then we know in January that he did the survey in
242September. The other thing that I want to talk about with really quick, the student survey, and David, don't hate me for this, is that the seed survey is an Oregon survey. >> I want nitty-gritty about Kuzbay school districts. I want to know if our interventions are working according to our kids. >> Are our kids saying why they go to afterchool tutoring or why they don't go to afterchool tutoring? I want to know like district survey stuff and I I don't know if that was the intent before. Okay. And so I think seed survey is amazing and I think that gives us important information but along this survey I would really like to see not a lot of like yes and nos but like open-ended questions about who's this year. If we go back to a
243recording of last year, we did talk about that. Okay. And so that should >> be in the survey. >> I don't think it was, but yeah. >> Could I say that right now? If we don't take the picture, we won't have one of our members. >> You could crop me in. I don't care. >> Yeah. Just >> um last year, >> let me uh someone needs to uh move for a recess and needs for recess. >> I will second that. For how long? >> 15 minutes. >> I didn't know we were getting a picture today. >> Yes, I know. I have a question. I call a question. >> It's been moved and seconded that we uh adjourn the meeting for or that we what? Recess the meeting >> For 15 minutes. All those in favor
244say I. Opposed. Passes. Have a great day, Kevin. I'll cover Are we happy with the the goals? >> One second. >> I'm sorry. >> What are we moving on to? >> Are we back? >> Um, we're going to I I just want to check that everyone's okay with the goals that we came up with. as long as we understand that they are always available for revision and that we will have a conversation at least on one of them at each meeting. >> Perfect. >> David had had words smith a goal replacement of number two. >> Wait, what? >> No, it was it would have been an additional one. >> See, I'm just not I'm not sure we've actually clarified what the three or four things. I think we decided to stay with three was how
245I heard it. But I think we I'm hoping we could put a pin in this and keep it to talk about >> this one here. >> Yeah, >> that goal statement. Yeah, we like that goal statement. >> Put that as put that as 3A or >> talk about question. So is that still going to be just for clarification of the agenda? Is that going to be board item to discuss to add to the agenda or would it be still under the superintendent's perview to discuss because I thought it was going to be board item discuss. It's up to >> Yeah, I know. I don't want to add a board item. So, what do you think, Caddy? Well, the only concern I have is that board items are at the end of the agenda and if
246it's 8:30 and we're just starting to discuss a goal, I know two board members who will probably check out >> and I so I'm a little concerned about that. We could >> we could have we could have a different agenda. that says just before the superintendent go votes we do a board goal >> we could do that >> separate then >> that would be the only way I would consider doing it because I think if we put it at the end it just will be useful >> and the reality is it says it's important for us that our goals are important it's at the beginning of the agenda so I agree >> okay >> the only people that I really appreciate Add's comments and others is that if we have a legislative member that wants
247to come speak to us we put them in >> yes Well, we and we did that. >> That's what I'm saying. I I >> thought that a couple of times. >> Yeah. And it was a great thing. And even he said it was great. He >> I agree. >> Because I talked to him. >> He said he had to stay for the whole board meeting. So, he got to see what was going on, >> right? >> And I thought that was pretty cool. >> Yeah. Because he heard about good things that had happened >> and bad things, but things we needed help with. >> Y >> Okay, let's go on to uh board and superintendent working agreements. Um, I hope everyone had a chance to look at the old version. Um, and maybe we could
248just move on to the new version. >> And can you tell me where this came from? >> The new version. Yeah, >> it came from me putting the old version into chat GPD and asking it to condense but keep the main themes. >> We were trying to get from three pages to two pages and condense it down so that it was a more manageable document than >> I like I would like to move that we >> pardon me. >> I would like to move that we keep the new version. >> The new version. >> Yeah, we adopt the new version. Does everybody? >> Well, I think we're just giving people a chance to read it. >> I think the reason we chose to to do it that way is just from advice from OSB and
249KOSA that agreements longer than two pages aren't no one reads them so they don't get followed. So, and there was nothing wrong with our agreement. It was a good working agreement. It just was too long. >> Just needed to be succinct. >> Yeah. >> Um the maybe somebody can clarify for me. Number four, superintendent oversight to me seems like chat GBT chat GB GBT gibberish. I don't know what that mean. >> Under superintendent's role. >> No, the superintendent oversight. Number four. Okay. Supervise the hiring performance evaluation and other personnel management processes for the superintendent. work with the superintendent as a team recognizing them as opposed >> the superintendent can't give superintendent oversight to its own >> that's you that's >> us we supervise the we oversee the superintendent no >> but this is saying supervise
250the hiring performance evaluation and other personal management processes for the superintendent that's his job >> yeah that's his job >> saying of But are there would there be per I mean personnel management to me is HR. Are there HR >> management processes that that the board might not be involved in? >> Well, yeah, but we're talking about for him, right? >> Yes. But for him, why he for something that would involve us? >> But we're talking about like >> that's where the of is of the superintendent, not for the superendent >> of the superintendent. And then um someone comes to us about the superintendent, which we have had happen. We've had in the past recently personnel issues with the superintendent. >> But this one, this personal appeal is he he's in the process of firing
251a teacher. >> No, no, no, no. That's why we need >> No, but we still oversee that. We will have to approve it. >> Well, yes, that is true. >> No, I mean, so those are the other kinds of things that he's going to want our input. >> Does that make sense? two different examples there. the firing teacher of the his own >> his own eval >> his own personnel management right >> and we do oversee both technically yeah like >> said of the superintendent not for the super in this word >> that's true >> so does that make sense >> yeah yeah it makes sense the yeah makes sense not sure it's the best way to say it I'm about >> Would it be helpful if I uh word smith that one a little
252bit, sent a draft out to all of you to just kind of gain a consensus and then >> Sure. >> add that edit when we adopt at our next meeting. >> Yep. >> Okay, I can do that. >> Thanks for catching that because it didn't make sense. >> Yeah, [Music] that's um yeah. Okay. Are there any other items? [Music] Is the board in a position to adopt these? >> No. >> We would do this Monday? >> Yes. >> Okay. >> Because I need to work. >> Well, is the board in a position to adopt them on Monday? >> Yes, >> probably. Looks like >> hearing no opposition, I think we move on to the next agenda item, >> which is Oh, I love this. >> board meeting procedures and protocols. >> Thank you for this.
253>> Yes, >> you're welcome. Yeah, I had to >> I you all would have got one like Addies, but I realized most of it was board chair speaking, >> right? >> And it I didn't have that size of paper >> or lamination. We don't necessarily need it. >> Yeah. So when anyone else's board chair, Addy will have to give up her place. We'll trade. >> Oh, she's got the place. >> I got the >> Okay, >> I realized when we were doing this that's not the ones I use the most because Mason's rules were the ones the legislator so I had to learn Mason's most >> really no seconds that you don't second anything >> oh really >> motion is the motion so and there's a whole bunch of little subot and it's people motion
254made to go on >> okay >> yes >> so uh for this item we really didn't have a ton today I wanted to hand out these and and make sure that we all uh understand. And obviously this this session is more informal than any of our other sessions are going to be. Um, but we also have a uh OSBA produced parliamentary procedure guide that I'd like to send out as a little homework assignment that we um review that prior well I'm not going to say prior to our next meeting because that's in the day but um we review that early this year um and try to bring Robert into the room to our board meetings u as a matter of course would would be my only reason for >> what I will try and do
255as we do the meetings is go Ryan Robert call on everyone to offer comment or opinion feedback um and then we can move on giving everyone an opportunity >> and in attending the uh OSBA uh meeting that that Kim and and David or I David and I were at uh was a was an interesting experience um but it was uh educational to hear uh from Janet OSBA about how important it is for Robert's rules and um what for and the liabilities that can get boards and superintendent and situations for not following it and like roll call votes specifically making sure that >> that you have roll call votes and not just overall all in favors and things like that because of those. >> Yeah, we tend to do that on anything of substance and not
256just performative motions. So yeah, it was it was a very informative uh evening >> and even on the um like the consent agenda and things like those, it's it's still not recommended by OSBA to do votes by acclamation. Even though I like it and it moves our meetings along quicker, uh they still recommend a roll call vote. Part of that is because >> I have to record individual votes even. I can't just say anymore. It's myation. >> So what the the challenge becomes is if someone abstains. I don't know that from just hearing the eyes. >> Uh so so that would make it easier on me to do. I have gone back and watched recordings and >> checked mouth movements. Okay. Everybody said I uh >> but it is it is there. >> Okay. That's
257a good >> I think I think it would personally be more helpful especially with the consent agenda because we found ourselves in a weird situation with the consent agenda when our superintendent we'd already approved >> the consent >> and going in the consent agenda before we had the conversation >> about yeah >> and I my understanding was there was going to be a statement given >> so then I kind of caught with my foot in my mouth in the consent agenda, but I expected there would be a statement at that meeting >> where he would explain and then and then it would be fine to vote on. Um, but that didn't happen. So, in the future, I have noted >> any superintendent resignations will not be in the consent. >> Yes, thank you. I >>
258watched the meeting again yesterday. I remember I will make sure it's back. >> Good lesson. >> It was a good lesson. and thank you for sending out the homework thing. >> Yes, appreciate that. >> Okay, let's move on to superintendent communication systems. H >> have have people felt comfortable, positive with the Friday board update emails that I've sent out. >> I love them. >> And when I've sent out, obviously I didn't send one out yesterday because we're meeting today. I hope everybody was okay with that as well. >> I do appreciate that. >> And okay, >> don't send out too many. >> Okay. And uh I've tried to keep you guys informed like via text room text when we had the passing of >> unfortunate. That's what I want to know from the board is
259is his communication of outside issues if there's a you know someone gets hit by a car or is is >> he doing a good job so far? cuz I know we had complaints about >> Justin not giving us enough information so that we even understood what the situation was. I do appreciate your >> especially at the beginning >> at the beginning and then we talk better but I I mean it's it's it's a difficult thing for a superintendent to know exactly what we want to know or we don't want to know what >> well we need to know the context of the situation when I hear something's going on with Russell but I don't know anything else. >> Yeah. Yeah. And I and I had a conversation with when I had a conversation with Dr.
260Ainssworth on the transition he was very um this you need to do this in communication and I was like okay so so um so that message got from him to me as well. >> Good just you know individually it's been work it's been working for me and I appreciate um uh text me uh the text message for important or urgent things that are going to be impacting the district. Um, my my email is very much like mail. Um, and it doesn't it doesn't notify me on my phone. I don't read it. I actually don't even read it every day. And I know that's weird for an adult in the United States, but >> I agree. I don't either. >> I don't either. >> Things like the situation last week, school closures, if we're weather related
261things, I will do those via text message so that it's right there in front of you. I appreciate that. save things like reports on, you know, budget constraints like I've done in the in the weekly where I'm like, "Hey, just give you guys a heads up. We're going to have some some top down." I'll save those for the video >> and and and follow up like I think I was email or whatever, which you did with the student that died when you want to give us a lot more information. I don't care if that's an email. You can also put in your text, check for an email later or something. So, >> okay. >> If you want to do a longer one, >> sure. No, I think you did very very the parent and the
262family stuff. >> I didn't realize till I looked at your later one that this was one of your students that was um >> yeah made me feel >> and in that vein do we know anything more? >> No public session I just >> Yeah. >> I have condolences. >> Yes, absolutely. And I was I was gonna say I was gonna say it on on Monday. Um but yeah s sincerest condolences to to Hadley's family and um uh and we've extended to the family anything they need to uh any support they need, anything we can do to help out and we've taken some steps to help support the family with with some of the other siblings. So, >> perfect. Yeah. So, Dian softball, >> did you know her softball? >> No, I didn't. She's a little
263bit younger. Yeah. No, but it it broke my heart. Yeah. >> Yeah. Always >> having last a child is even worse when they're that young. >> I know we're moving through this. Can I ask a quick question? Go back to board meeting for food group and protocols. >> Yeah. >> So, sometimes what happens if is we have a public comment section. Sometimes people come in here and they have very legit >> things. Some people just want to vent and they just want to be heard. And then there's some things that really need to be actionable items >> like the baseball team >> or like our properties which I already talked to Gary about. >> Yeah. But then what happens is we can't discuss back we we we don't answer questions in that session. And then
264sometimes where does that get back onto the agenda or where does that get decided that that needs further discussion or does that just because it's not a board issue does that fall back on your plate and then you report back to us on something like where do you find out true concern? I know there were several times, I shouldn't say several times, that the instances that came in that reflected on Miloma or K6 that were brought up in public comment, Justin would follow up with that admin group about it. I don't know if that information got back to the board, but he would at least check in with us if it was needed to to say, "Hey, you know, this came up in public comment. >> Can you address it?" >> Yeah. Because sometimes I
265we just don't I don't know what happens with it. I hear it because and they want the board to hear it, right? because that's why they're here. But then the closing of the >> Yeah, it would be nice if we heard. And many times in many times when when we've had those conversations, he would, you know, hey, can you can you give me some clarity? >> Yep. Here you go. And he's like, okay, perfect. Thanks. Appreciate it. >> Informational email out. Sometimes just be in your Friday deal, you know, hey, you heard about this. >> Um, I talked to these people and maybe we just don't need any other details than that. Well, I and I think a perfect example though was the baseball guy who came in and then the next meeting we heard
266from Justin that they had set up a meeting and this is how they were going ahead with it so that we at least knew it was being addressed >> and it was public comment that it was being addressed. >> Okay. Well, maybe I was just missing sometimes that important thing with committing that in the hospital all the time. We have, you know, we we we have a patient care situation that is brought up in a committee and then we assign somebody or someone to follow up on it and they and they do follow up on it, you know, more than nine times out of 10 because people do that, but then the loop never gets closed to the committee. >> Yeah. >> Same idea. Same idea. Okay. I'll make sure that when public comment happens
267and I go talk to uh whoever I need to chat with that that I close that loophole back with went back with you guys on what >> even if it's in I mean if it's not a big issue even if it's in your weekly >> Yeah absolutely right >> newsletter >> okay thank you sorry >> no question that was the best comment of the day >> okay >> Arie really wants me to feel good today. >> That's right. He's doing good. >> That's right. Positive communication. >> Okay. KOSA OSBA joint evaluation handbook. So, I had talked with with Addie and and when we were talking about the superintendent um when we were going over kind of the super the components of my interim contract, I had voiced that I'd really like to be um evaluated
268using the KOSA OSBA evaluation because it didn't seem like we had a tool per se like you I know you guys had a mechanism where you were doing the evaluation but >> it was through OSBA's. >> Is it this exact evaluation? Yes. >> Okay. Fantastic. Because when I talked with Daddy, she was saying, "I'm not sure if that's what we use." So, is this what we're using? Well, then fantastic. This is a quick That was the quickest agenda item on. >> I don't think she's had to do an evaluation yet because of the >> We've changed every time since I've been here. >> Perfect. >> It's a good tool, too. >> Yeah. No, it's joint. It's joint with Excellent. There you go. Look at that. Check. >> Okay. Well, that was that a quick agenda
269item. Okay. So, let's move on to our next agenda item, which is the radio oversight committee. Can you just tell the background of that a little bit? Why we're looking? Okay. So, um part of we've had some obviously had some radio station turnover and management and things of that nature. Ultimately, and David, I want you to correct me if I'm wrong because you have more more history of this and Arie too. The board is ultimately the the board is ultimately the >> owners of the radio station and >> Arie set that up. >> Yeah. >> Arie, you may be better to speak to us than why don't I why don't I pass the history, you know, give us the history and kind of where we're at. >> So, one of our Christian radio stations had
270a radio station that they were didn't want to have >> a frequency. >> It was a dawn to dusk radio station and they just didn't they wanted 24 hours. So they came to the college and asked them if they wanted a radio station and the college looked at it and said no. So then they came to the high school and said do you want a radio station and I said that would be cool like a radio station and we're a pirate so the pirate radio station that goes really well with everything radio station wise. So I went to the super said can I take this radio station? I really want it. He said okay but you're going to have to deal with it. I said okay. So, um, in the midst of that, a local
271radio family, um, Steve Walker, um, and his family owned radio stations forever, came by and said, "I hear you're taking over radio station. I would love to help manage it for you." Which I said, "Oh, that would be really great. Um, can't pay much for that, but you can raise money from the radio station, have kids do ad, and and you can't do ads." because we it was a public registation. We made it a little more difficult because you can only do it whatever. But we ended up with a really amazing guy from Eugene who was the person that um was our technical advisor and he said, you know, they don't really have down to desk radio station anymore. You just have to send an application that it'll be 24 hours. You have to lower
272the frequency. So we said, okay. So we took it and all of a sudden we got this equipment and all this kind of stuff and we started running a radio station. We hired a couple people to sell our ad things for us and gave them a very good contract which gave them most of the money. Um, but we started building this radio station and then lightning hit our tower and it fell and we were very concerned and then we found out that and the radio station found out that they had given us all the equipment and plus a building over in East Side but they had not given us the tower. So when it fell it wasn't our problem. >> It fell the school board like that. Uh, so then we put a new tower
273that you can see out out there in the land and that's causing us some issues now. But we had the same people working on it for a long long time and we had a lot of kids that went through it and became radio people. I mean, it's been pretty amazing how good it has been for us. And and it was it was serendipitous that the phone number 54126760. I can't remember what it was now, but it was one that we already had. And we wanted it to be uh have our private radio station have the same number on it and all that kind of stuff. And so when we checked with the Coast Guard where this original radio station came from, it couldn't be a W, which is what it was. Had to be a
274K. So we ended up with all the numbers that we wanted, everything right and line. And so we've had the station going for a while and the board kind of accepted it was just the high schools. Wasn't there responsibility, but it was always was the only one that known it was the school board. Um, so we had to have FCC people back in Washington DC all these different people that have to work to make it work. And we have these requirements that you can't be down for any length of time. um because that's part of the FCC thing. So if you stuff breaks down, you got to fix it instantaneously and all that kind of stuff. So it was all going well and then we decided that our person retired, both of them actually the
275person that took over after Steve Walker was one of his students um who worked out of the college um and is now back with our district I guess our librarian's son. Um, and so we ended up with this whole thing. And now all of a sudden our new guy that we hired who actually did a lot of really good things with respect to getting us lined up with the FCC and getting other things on, he actually let go all the other people that had been there for a long term which didn't make it go well with some of the community people for a while. So I created some other kinds of issues. Kevin and I um are on the um >> committee. >> You got to have a committee. It's a it's a vocational program.
276So the CI so you have to have a group of people who are local people be on the board and we went to a couple of the meetings. I haven't seen a meeting for a while so I don't know when meeting but now we had to hire some new people and in conversations with with Eli and the others there were two people who both looked like they would be good for different reasons. So one the young person would be really great in the classroom, the other person would be great at the tech the technical part of running the radio station. Part of the reason that Jones left was because he was overwhelmed. I mean it's it's your job and then they both do full-time jobs and you don't get any summer off because it's 24-hour
277radio station. So and when you have kids there they can do a lot of the stuff when school's on an act. >> You had to work to get kids to want to come in in the summer and do it. So it it it makes it a difficult thing. I don't know what we final resolution came. I think we hired the young person to run the classroom and we moved the classroom out of a building that's falling apart into a classroom in the building. >> Um they also do all of our student announcements go through the radio station. Um so that has been an interesting thing because we do a TV and radio portion of it. We have bought mostly new equipment. I think there's still some stuff that needs to happen on the tower, but
278um it is I think a real advantage to our school if they have it. Um we used to do football games and all that kind of stuff over that one and a coil radio station, but we jointly worked together and I don't know lately we've just been doing it online. Um but it did a whole lot of really great things. One of the things that I'd always thought was so fun is we do we they would come in and do the whole graduation at Ranch High School and put it online and our foreign exchange parents would call us and say it was so fun to watch my kid over here in Poland graduating and walking across the stage in Kuspay because we had all this stuff happen. So it has some real interesting advantages. And
279because it's a radio station, we would get these really amazing letters from Finland and Iceland and whatever saying, "We tuned into your radio station radio signals bounce off the field and can end up all over the world." And so we would get these fun little letters from all around the world saying, "It was really great to hear your radio and your kids tell us." So it has a real value. I think we upgraded the equipment over the years. Um, and now that we're selling our own ads, it actually can make a fair amount of money. Um, for himself, but getting all that organized is something that's really important and we do need to have some more oversight over the whole thing as time goes on. And just in case anybody because this was my perspective
280for a little bit until I went and kind of I was like radio feels outdated but they're doing podcast and podcast is very current and it's very much the thing and the videos and then they've done some radio at the games and things like that. So they are current because when I was thinking of radio I was like just >> we have more radio stations on the coast than any other place >> quietly outdated and our you know we have streaming services by the way they keep up with the times >> they the I mean I know I'm old but the music selection on the on the country station's great >> they they they do the kids do an amazing job of managing and running the station and I I just think >> even though
281it's an older the skills you learn by doing it organizing a chart for the day and recognizing that you have to send that to the FCC they need to know exactly what you're doing every minute of the day you got to keep a log I mean it is all detailed information that is great for any person to understand >> what's the [Music] yeah why are we having the discussion what's what's the decision we have >> we have to designate a radio oversight committee and I just was We have one, don't we, that >> Well, we have we have the committee does the technical stuff, >> but we've never had an oversight committee from the board >> with respect to the radio station. >> Yeah. >> Well, I designate Arie. >> Well, yeah. And Kevin also
282wants been very involved. His kids were in it, too. >> Kevin knows it from the perspective of parents. I would like to make a motion to have Arie and Kevin consult with the oversight committee for MHS radio. >> I'll second. >> Does that need a motion? >> Yes, it's an action item. >> We've got a motion. >> Okay. Is there any further discussion? >> How many are there a bit of discussion? How many are needed for this committee? >> So, how big do you want the committee and do we want we want people from the community on the committee as well? That's I guess that is a good question to ask. So I would say five people I think Kevin I am three >> five to seven or something. No more than that. Yeah. >>
283So it would be then in the perview of Kevin and Arie to figure out how to get the others. >> Yeah. Yeah. We'll we'll go out and solicit the other people. I know that Steve Walker has >> Oh, that's great. >> Talked to me many times about anything he can do to help. And I think there's other people. I also think that Mr. Jones who now works with the district might be willing to be a person on that oversight committee because he actually had to run it for a long time and he's kind of knows himself. So we've got people in the community who I think have talents and Walker has a family history in our community with radio that goes back 75 years or whatever. So um I think he could help us mend
284some of the fences that were broken with the last person. Did we hire both people? We've hired for both people, but the >> one doesn't start till >> Yes, the manager end of the month. >> End of the month. Yeah, >> but he is but he is he has accepted that position, >> I believe. So, I can >> I thought I had heard that. >> I thought I thought I heard that, too, but >> I was waiting to hear, but I haven't. >> Okay. So, it's been moved and seconded that Arie and uh Kevin um be named to the radio oversight committee. Diane, >> I >> maybe Are we done discussion? >> Oh, she seconded. >> I'm sorry. >> Discussion. We had question. >> Did you have further discussion? >> I just had I had
285some questions. So, Arie, you had mentioned uh that the radio station uh can sell ads and is like profitable. If we as the board are responsible for that, what how do those profits get allocated? The committee that you're talking about um forming, when does it report to the board? So currently we haven't had this committee ever. So yeah, in the past the radio station managed the money. It came in, we paid a person for their 50% of the ads they brought in that kept them going. So they didn't cost anything. It goes to Marina. She has a radio fund that she has to make sure that gets balanced and is audited like everything else. Um the hopeful anticipation in the future is that it will uh continue to be one help pay for the person
286that's running the manager of the station. Not necessarily the teaching position but the management position. >> Um and that one goes for a year. So that kind of stuff. And and depending we have two different radio stations. So one is a public radio station. So we can't have ads. So the kids get to learn what's the difference between an ad and a I can't remember what they call them but >> thank the sponsors under >> and the other one is a regular the regular radio station that we applied for and it took us about five years to finally get the FCC to agree that we were the best applicant to receive it. So we received this regular private radio station so it can sell ads and do all the kind of stuff that any radio
287station does. And so we have two radio stations, two different kinds of management, which is really great for kids because they get to see both sides of the whole thing. But all the money that comes in goes to Marina. And I think now is a good time to to change the structure so that anybody that gets paid out of that gets paid through Marina in the office. I I don't know if they did that in the very past. I believe so. >> Okay. But originally, I think it was just kind of like you sell the ad, we'll give you 50% of the money. It was kind of loose for a little while. But I think >> Are there policies? >> We don't have any radio >> statewide. >> No, there's only two radio stations that
288are run by kids. One is in Sheldon High School and the others. >> Maybe we should develop some >> our own policies. We probably should. >> Yeah. >> But um the reality is money is the thing that'll get most people in trouble the soonest. So, we try to keep that pretty solid and Marina does a really great job. >> It's a line item on the budget and she presents monthly. >> So, as I understand it, we're um appointing Arie and Kevin to sort of start up this committee, set up the guidelines, the procedures, and then report back to us about what's going on. >> Absolutely. >> Is that fair? >> Yeah. Yeah. I I just I wanted to make sure that we had the the report back and that we understood the financial implications of
289of having both a public and private radio station being supervised by the board. >> Y thank you. >> And we'll figure out more of those things as we go along and and hopefully the person that is going to come in the future >> has real radio experience. So he's the one that we are going to depend on to make sure that the FCC stuff goes. We lost Robin who was the tech technician. Um, and so that's sad one for me. Robin was really a pretty interesting human being. So his hair went down to his back. He was very much the Eugene kind of person he was coming from. And but he would do my greatest educational advantage. One of the things he did, we got hit by lightning. It blew up our station. Robin came
290over, says, "I need a couple kids to go with me over to Heidi to take care of it." They go over. He says to the kid, looks at this burned out stuff on the wall and says, "Okay, guys, I'm going to give you the job. Go out in my trunk and there's a World War II walkie-talkie." And he says, "Solet got the walkie-talkie." He brought it in, put it on the table, started pulling wires out of the wall, stuck them in his walkie-talkie, took duct tape and grasp the walkie-talkie on and said, "We're back online." And the kids and the kids. >> Yeah. And the kid says, "How are we online?" said, "Well, we don't have as much power as we used to have, but we are meeting the requirement of the FCC to be
291online, and your job is you've got to come over every 4 and a half hours and change the batteries in this machine." And they said, "How is that possible?" So then he goes on to explain, "Radio is radio and here's how all this works." And they came back and the kids said, "How did you know this?" And he said, "That's what education can do for you." And these kids came back and they were not our brightest and best, but they were great workers. They come back and these kids said, "What did you do?" He said, >> "We found out what education will do for you." >> Okay. >> So, >> we're going. Is there any further discussion? Hearing none. Diane, >> I >> Arie. >> I chair. >> We'll make Kevin the chair. >> Pardon
292me. I'll make that too. >> He'll like that. >> Yeah. >> Okay. Our second item is that we need to um designate the address of this building as our true >> district office because right now if you look it up, it sends you over to him. So, >> y >> this is this is an OD item because uh David cleaned up our our OD uh forms and who our titles and who's who and who's that? But until we designate the address, they won't process. >> So, did we also make you the person that's on all their paperwork now? Has that been done with superintendent? >> Yes. So I will move that we designate the new address 333 South P Street Oregon 972 as the district. >> Is there a second? >> I'll second. >> Is
293there any discussion hearing? None. Diane >> I >> Arie. >> Hi. >> Derek >> I >> Kim >> I. >> Chair votes I. >> Okay. You can make that change. Also, I did um Google Sunset um because I wanted to see their calendar and it does come up Sunset Middle School. >> Okay, we'll work on that. We we had had that discussion the other day. >> Yeah. >> Um okay. Lunch and training videos. Well, I guess we can pass that. Um unless anyone wants to stay here and watch the training videos. What were they? So, what's the grocery store school play about? >> Do we get >> It's about a board member at the grocery store and the school play. >> I Yeah, I'm fine. >> Uh, no, we we really uh I think that
294the what if training was really really similar. >> I honestly I was I guess a little overly ambitious thinking we might not make it till 1:00. Um, so I put in those training videos hour and a half presentation. So, I was like, "Well, we'll wrap out the day eating lunch and and watching these training videos." >> Me, >> um, I have a question on a whole different thing. Yep. >> Is that okay? Move along from training videos. Um, when at the other board first board meeting that I came to, I know I signed up to be on some committees. >> Yes. >> And, um, I remember the policy committee. I'm not sure what else. Will is this something we're going to talk about on Monday, what committees we signed up for and when they >>
295I can tell you right now. >> Yeah, I can tell you. It's posted on on the website, but I also have it here. >> And is that when this is that the special special school board meetings are TVA, right? >> Yes. >> They're on the fourth Monday of the month. >> So, we keep that fourth Monday just in case something >> something comes up. >> So, we never know if we're going to be needed at that meeting until >> usually >> you will know a few of them. A few of them are designated data meetings. >> I remember that. Um and that is where and that that's also available on the website on our meeting schedule it will say if it's a data meeting that's when the schools will come and present their data >>
296and it'll just be a meeting where we sit here and look at data. >> Yeah maybe I only am on the policy committee. No, you've got a second one. >> You have a school, too. >> Um, >> you're a resource. >> You are on superintendent evaluation committee maybe. >> Um, and policy and you are on the licensed evaluation committee and your representative school is uh destinations resource link and little pirates. >> Yeah, >> that's all good, >> right? Um, but how do I know when those other committees are going to meet >> as far as uh superintendent evaluation >> evaluation and teacher? >> The teacher evaluation committee is is meets as needed. >> Yeah. And they'll they should send you an email. >> Yeah. >> The superintendent one will come up probably in the next
297month or so. >> And then as far as um Yeah, as far as superintendent, that's that's for the committee members to decide. And who chairs those committees? >> Um, I don't know about the uh license evaluation committee because we I don't I don't think we've done that. >> You said it hasn't it hasn't met in years. >> And superintendent I I would imagine you would have your first meeting and pick a chair. I don't know that there's because it changes everybody's got >> organize the first meeting. That's kind of what I'm trying to find out about. I just want to make sure I can do my my duty and be there. And >> um well, >> yeah, we >> you guys could determine right now because it's >> Mie, Arie, and Addie >> are the
298three members on the superintendent evaluation committee. So, you can certainly elect a chair now and I'm happy to help preserve our work. >> We can just talk about it all. >> I have no problem nominating Addie as Or >> would you like to be the chair? >> No. >> Addie to be the chair. >> Um we don't have to do it now. I just want to make sure that I I can >> but now knowing that it's the three of us, we'll set something. >> Okay. So, we'll we'll do that three of us. >> And I think one of the things that we do is it in in the item you have the little KOSA OSA joint evaluation handbook that's online now. >> It is it's you can just go there. That would be a
299good thing for us to review. That's the evaluation process. We're going to need it. >> Yeah. Well, so we'll the three of us will figure out when we're meeting, how often, and all that. >> Yeah. And who else should be on it because >> Oh, you need more people. Okay. >> Potentially. >> Not necessarily. Usually it's just the three of us. >> Okay. And then what about the teacher evaluation licensing committee? >> Uh is that just board members or >> No, it's it's four four certified members, four admin and a board member. It has it has people from the license unit from the administrative team and board and the tentative meeting um for that is >> the 22nd at 400 pm >> of September. >> Yes. >> It's tentative. >> They haven't met so long.
300>> Yeah. >> Is someone someone's gonna have to be volunte or It will be. Yeah, we'll talk about at the meeting. I said >> okay. I again I just want to make sure that I can do what I said I would. >> Yeah. And a similar question for administrative compensation. >> That's the I already I already met with Kevin for the facility. So I know I know when and where those are happening, but administrative compensation is that that what's that? >> They just finished. >> Well, they kind of finished. They did kind of a one-year bandaid. Um, yeah. And so, >> uh, that it won't be till like >> March, April, May. >> You you are the negotiating team for the board with respect to administrators and they have to come with their hands out
301and debut. They don't have any real negotiating, >> but usually somebody will email him. Correct. >> Yeah. But not only that, just so you know, it's generally based off >> the other contracts that are >> That's true. >> that are negotiated with teaching staff and >> stuff. So it usually just follows >> in in lie of Marina being here, I will just speak out and say it is not a negotiation committee. >> Yes, I know. >> I knew she would say that if she was here. So it is not a negotiation committee but it is a discussion. >> Yeah. >> Because the administrators are not a bargaining unit. Finally you have the final say on >> this is when he says there's 128 other school districts out there. >> Okay. Is there any other issues
302that people want to bring up? >> Oh >> yes >> the two videos. Can you put those online someplace on so that we can >> I actually can't. They're propri proprietary >> OSBA property and Jen Nelson just gave me access for the day to use them. >> Um they're they're very short. They're really similar to the scenarios. It just shows a kind of a disgruntled school board member being approached at a school play and uh >> sharing his disgruntledness. >> Yes. And then being approached in the grocery store. And it basically talks about like what would a board member do in this scenario? Well, you don't speak for the board. You you know, you don't do these >> acted out. >> Yeah. >> Uh >> why are they doing this play again? >> Uhuh. >>
303It was about profanity. >> Why is there Why are we having naked students on our stage? >> Exactly. >> Is this really art? >> Sorry. Um did we adjourn? >> Yeah. Well, that was my question. Are we ready to >> I would move that we adjourn. Awesome. >> I don't even think we need a motion to adjourn, do we? Look, >> I think we're rules. >> Oh, listen to everything. I know some of it's good. I'm a little