(Backup Recording) School Board meeting 10-16-2025

001Good evening. The October 16th, 2025 meeting of the Corvalis School Board is now called called to order at 6:33 p.m. To support the health and safety of all community members, particularly those who are immuno compromised and their families, the board continues to offer a virtual participation option for board members and district staff. Public comment is available at select meetings both in person and virtually. Details on how to provide public comment are available on the Corvalis School District website. Tonight's agenda, board packet, and a link to the district's YouTube channel can be found on the school board page of the website. All public meetings are livereamed on YouTube, and recordings are typically posted the following day. Tonight, we have Sammy, Judah, Chris, Shauna, Theres, Bernie, and myself in attendance in person. And the first item on

002the agenda is acknowledgement of Indigenous People's Day. And I did want to say we realize that it has passed Indigenous People's Day, which was on Monday. Um but we still wanted to make sure to read it all for you all. And I know that it went out to the district before um this meeting. So acknowledgement of indigenous people's day. Whereas Christopher Columbus, a man who is inaccurately described as having discovered the Americas, came upon land that was already inhabited by indigenous peoples. And whereas Columbus's voyage to the Americas led to the introduction of transatlantic slavery, land disposition, and genocidal acts against indigenous peoples. And whereas the city of Corvalis and current day Benton County on lands fully inhabited by the Calapouya people before removal for settlers. And whereas education is a necessary component for creating

003a more equitable and anti-racist community, nation, and world. And whereas the Corvalis school district has made a commitment to equity and anti-racism. And whereas this Corvalis school district has an opportunity to uniquely reach and educate children as a touchstone in the community. And whereas the Corvalis School District has a responsibility to honor and respect the diverse histories of our community. And whereas the Corvalis School District recognizes and acknowledges the significant contributions made in our community by indigenous people and commits to ensure greater understanding of these contributions by all students through Oregon SB13 curriculum. And >> whereas the idea of indigenous people's day was first proposed in 1977 by a delegation of native nations to the United Nations. And whereas the state of Oregon does not formally recognize Columbus Day and whereas the city of Corvales

004has proclaimed the second day of October as indigenous people's day in Corvalis since 2015. And >> whereas the state of Oregon has proclaimed the second day of October as indigenous people's day in Oregon since 2017. Whereas this day should be recognized for the indigenous peoples of the Americas. Therefore, let it be resolved by the board of education of the Corvalla School District do hereby proclaim Monday, October 12th, 2020 as well as the second Monday of October annually as Indigenous People's Day in the district and strongly encourage families, staff, and community members to join in existing local Indigenous People's Day celebrations and encourage all schools in the district to help highlight this day in grade appropriate ways as well as highlight the contributions of indigenous peoples to the local community nation and beyond both historically and

005in current times adopted this day October 8th 2020. Thanks everyone. And I just wanted to briefly also say that it's the 10-year anniversary of Indigenous People's Day in the state of Oregon, which started here in Corvalis alongside Portland, Oregon in 2015. So, I just wanted to point that out really quickly, too. Okay. The next item on the agenda is board member reports. Does anybody have a report? Shauna and then Chris. So there's been a lot happening across the district in so many different ways. Um a couple of things that I know I've been able to be a part of as well as other board members too are listening sessions related to consolidation planning. And so it's been really a pleasure and felt very important to have those opportunities to be able to sit with community

006to listen to community to hear from family members staff students and others. So thank you for those of you who are able to engage in those ways. We know we've been trying to collect feedback in multiple ways. That was one of the ways. Um, but really appreciated having that opportunity to be at several of the listening sessions. Um, I've also had a chance to be part of some of the innovation team meetings that have happened, which I know we'll talk more about maybe later during the consolidation discussion, so I won't get too far into that, but it's been really inspiring to see educators coming together and really think about what does meaningful education look like in Corvalis? what could the profile of a graduate that really resonates with the community, with students, with community partners

007and families look like? So, there's a lot of really critical work happening there with voices of educators and then carrying that out into the community. I know in different ways that will be coming um that I feel very just honored and grateful to be a part of. And then finally had a chance last night to be part of the district's equity committee meeting where some of those conversations from the innovation team were brought to community partners and families who participate in that meeting as well in terms of thinking about what are the skills knowledge bases that are important for coralis graduates. So very grateful for staff for community members for families and community partners who have been coming and engaging in these different ways. [Music] I too um show have much appreciation about bringing a

008listening sessions together and just being able to have time to sit and listen to people and um I really appreciate all the district people that went put all the effort into making those happen. Um Kelly especially just all the communication and all of that was um appreciated. I also was able to um attend the Osborne update meeting and I also wanted to give a shout out to Kim Patton for doing a great job um explaining that whole process and just really making it easy for those of us who know very little about construction to help us understand what really is going on there at the pool and working along with the city. So, I appreciate that and it was um I think you know we had a lot of people that um were very appreciative

009of having that information. Um I also um just wanted to give a shout out to the different schools and staff who have been doing open houses um inviting the parents to come in and look at their their children's classrooms and the schools and just I know people felt very welcomed and I know that that's takes a lot of work and effort for teachers and staff to put those together and I just really appreciate that we're doing that. And then I too also was able to attend um Delta and DDI last last night. DEI. And I just wanted to shout out to Marcen and Angel Harris for putting together um a great evening of just really good information and connecting with people. Um I was I told her last night that that meeting itself just fills

010my bucket. I just get to really be feel Um just that connection with some of our families is really positive. >> Any other board members with a report? Sammy, >> I'll just highlight briefly uh that I attended the uh the listening session. I was grateful to have the opportunity to attend each one of them. uh one of them uh they range from one community member uh up to I believe around 50 or more. Uh in the case of one community member uh that was translated there was probably three board members in addition to myself. So I excuse myself from that one and I trust uh uh that's it was really great to see the intentionality of staff intentionality of uh our board members being there and being available in every language in as many neighborhoods

011as possible in different times. Uh and I have seen the diversity of community members showing up uh to those topics. Uh also the Osborne program. I want to really give credit to Kim and the school district team. Uh I know you will hear a lot that it is partnership between the city and the school district. I want to also highlight that the school district is going above and beyond to uh strengthen that partnership and focus on delivering value for our community members to be able to go back uh to using the swimming pool. Um, also I want to highlight uh I did not get to yet but I want to share my appreciation to uh the music uh program for inviting us for a multitude of programs and called including I believe yesterday there was

012uh the uh marching bands and in a couple of weeks uh an orchestra. So I just want to say thank you for the invitations and I'll do my best to attend as many of them. Any other board member reports? Okay. I had a couple things to um the Osborne meeting and that's already been discussed. So, I would just say um that I also attended that and it was really nice to walk around and talk with people um and hear the updates as well. Um I was able to go to all but one listening session, but in the one I couldn't go to was because of a work conflict. And um as it's already been stated, I really appreciate it being able to hear directly from community members and families and we get the reports and

013it means a lot to hear from people's individual voices as well in those um spaces. And then the innovation team meetings that Shauna also mentioned, that's been really great to hear um how those are going and be part of those conversations. And then um I wasn't able to go to the DEDI and Delta meeting because of a work conflict as well for um evening programming this month is a lot. But um and then also the student rep orientation um that we had last time. So that was nice to be able to see everybody there too. And so that's my report for that part. And then uh the next thing on the agenda is the OSBA and NSBA. OSBA is the Oregon School Board Association and National School Board Association updates. I can just keep going,

014I guess, since it's the Oregon one and then Sammy can do the national one. Um, we had a retreat last month and uh for the OSBA board and learned about all the policy updates, approved a lot of those that are happening at the state level to guide the work of OSBA which impacts our local board work um especially through their policy developments and trainings. um and they sent out guidance on understanding the federal budget cuts on local districts. And so that was really great information to be able to share with our board and other folk in the region. Um we also have a fall regional meeting next week for our region, the Lin Benton Lincoln one. So if you all have not signed up for that, if any are available, I would encourage you to

015attend that. And we also have national convent or not national annual convention next month. And um we have a couple presentations um with Kim and Brian or Byron sorry u with um Byron and Kim um at that event as well. So I'm looking forward to those and um yeah. So that's everything that's going on with OSBA. There's a lot of details and um if folk ever have questions about that I'm happy to share that from the community. So go ahead Sam Tammy. Thank you chair. So as a reminder uh I want to thank uh our chair white bear for her representation and both uh the pres as a president of the color caucus and representative for Linbenton Lincoln region. I'll add one more thing. I would like to encourage my colleagues or any um community

016members with uh neighbors from other districts in Lyn Benton Lincoln to encourage their boards to vote for our uh representative uh on behalf of Lin Benton Lincoln region uh to uh retain her seat on Oregon School Board Association. Those updates and the value Loy has brought to our board, to the region, and to Oregon has been phenomenal. uh we nominated her and uh every board will be voting who's going to be representing the region. So I would encourage my colleagues to reach out to our colleagues across uh Oregon on the national level. Uh I came back from Salt Lake City uh from a regional meeting for Pacific uh states region uh and we met with leaders from five states. Uh as a reminder uh thank you for your trust to represent uh Corvalis and Oregon

017uh and five states on the national board uh that has been funded by the national board. So taxpayers uh did not directly contribute to any of uh uh this travel. However, I was able to learn a lot of lessons learned that I would like to share back. I will share them in a written report but as a highlight I'll share a few things. uh the first one that I'll be uh uh moving uh uh from the table from both sides that there is a best fra best practice handbook for student achievement in public education from the office of the legislative auditor general in uh Utah legislature and any community members who would like to see this report. It's accessible publicly online from uh the auditor general website in uh Utah legislature. uh the interesting thing

018that they had an auditor who would come to the school district similar to the accountability bill sentiment that we have and will do an evaluation. So during the presentation I pulled up Oregon Schoolboard Association OSBA's uh self- evaluation 13 standards and I was able to match the overlap that they have. Uh I believe they can learn some stuff from us. Uh but also there are some layers that I feel we could learn from them as well. They don't only interview boards but also they interview district office and also they interview at the school level and provide feedback and they have best practices uh that they can um measure and provide positive feedback for school districts, school boards and schools. Uh so I would like to just share this with you and I'll be sharing it

019with OSBA as well. Uh and uh I have three copies if you would like to borrow a hard copy. Another update uh from the visit is an AI framework and education training. It was really in-depth uh training, the best training I ever had so far. Uh I believe from either Utah or Nevada. And I have the contact information for the person who shared some best practices about tools, privacy laws, consortium purchasing agreements where school districts uh can have an agreement of tools that has been vetted to actually support educators and maintain the privacy laws that we need to uh um uh observe uh and that will provide better value for school districts. So there are multitude of uh feedback I received. The last thing I want to share and this is like a little bit

020last minute. Uh tomorrow I'll be joining the first legislative committee on the National School Board Association and the legislative committee will discuss a few things. One of them reviewing the legislative priorities for the committee. Uh as you may know NSBA is uplifting the full funding of IDA, full funding for special education, uplifting uh title funding, protecting title funds uh including other priorities. So I would like to invite you if you have any feedback maybe during the comments period to or right now or uh anytime between today and tomorrow morning happy to forward those on the national level. Uh also we have a legislative government's relations uh manager who has been retained to really help us advocate uh with uh members of Congress each one of them from both parties and in the senate to uh

021support and protect education during these challenging times. So that will be the charge of the committee and I'm honored to be one of five uh members uh from the NSBA board uh to represent the committee. >> Thanks Sammy. And just as a reminder, the national and state work has does benefit our local districts and being involved in those areas because we're able to bring that information back here and see what's coming that's impacting our districts and also um understand the policies that are being passed nationally at the state that impact our local districts. So, um, that's why we have the reports since there's some of us that are representing that. But, uh, next on the agenda is the superintendence report. >> I'm going to keep it really short tonight just because we have quite a

022bit of discussion that needs to happen. So, just a couple of things to highlight. The first one is that this is National School Lunch Week and I know several of you are going to join me tomorrow at Lincoln for lunch. So, it's an opportunity to um have school lunch and as a reminder to our community, lunches are made available free of charge to all of our students, which is a fantastic thing that happens here in in Curvales. Um next, our Osborne aquatic survey is closing tomorrow. So, if people have not had a chance to fill that out um to give us input into the priority areas and where to go in terms of next steps, we'd appreciate you all doing that. And then finally, again, next Thursday is the fall regional for OSBA at the

023ESD. So, if you're able to make that, I'm sure that they will be talking about the federal landscape, um the funding challenges that we are facing and how we're moving into the short session. So, I hope many of you can make it. It's again, it's at the ESD um next week. So, that is my report. >> Thanks, Ryan. Uh the next item on the agenda is public comment. We will now open the public comment period. We value the lived experiences of students, families, staff, and the community and welcome public comment as an essential part of the district and board's work. The complete guidelines for public comment are available at the registration table, outside the boardroom entrance, and on the board's website. I will now share some important points. When it is your turn to speak,

024please come forward and take a seat and direct your comments to the board. And make sure this lights red on your microphone, too. Um, speakers may offer objective criticism of district operations and programs, but the board will not hear complaints concerning individual district personnel. As a reminder, you will have three minutes to make your comments. The light will be green when your time starts on the front table right here. It turns yellow uh when you have 30 seconds and it turns red when your time is up, at which time I will need to um ask you to stop talking. Following your comments, the board will have three minutes to ask clarifying questions but are not able to engage in conversation. If board members would like to revisit a topic or issue brought up during public

025comment, they may do so at the appropriate time in the agenda. And again, um, some folk have heard me say this before, but that's a really, um, hard part because we would love to be able to have engage in conversation, but we cannot have back and forth conversations during public comment periods. And before you start your comments, please please state your name for the record and state whether you reside within the school district boundary. And Kim will start calling folk up. >> Oh, we have an online one first, right? >> No. Okay. Oh, >> okay. >> Erica. [Music] Uh, hello. My name is Erica Wood, uh, Cresant Valley class of 2021, and I reside within the district boundaries. I want to start by stating that I oppose closing Shuttleland and converting Mountain View to a

026K through8 for many of the reasons presented by others at the previous listening sessions and schoolboard meetings. I favor a plan which closes two elementary schools instead. Today, rather than restate the excellent points of other community members, I want to complicate the pervasive narrative that I have heard at these previous sessions regarding adding sixth grade to elementary schools. This narrative assumes that sixth grade has a that adding sixth grade to elementary schools has either a positive or neutral impact on kids who get to remain in close-knit classes longer. I'd like you to consider the experiences of neurode divergent students. First, I want to tell you about my autistic friend's experience in the district. She gave me permission to use her story today. Throughout elementary school, she was in remedial math classes and struggled to catch

027up to grade level. In sixth grade, she discovered her love of art through the exploratory elective program. Having a dedicated art class gave her something to love about school and a subset of the day to look forward to every day. She became more interested in school overall and began catching up to grade level math. Last June, she graduated with a bachelor's degree in mathematics, and she credits her middle school art elective for inspiring her interest in math. Next, I want to tell you my own experience. Rather than feeling nurtured in the elementary school environment, I struggled to connect with other people. In sixth grade, having distinct classrooms and schedule blocks for each subject gave me a foundation on which I was able to finally form friendships. The consistent schedule from week to week down to

028the minute offered more stability than I ever felt in elementary school and created an environment in which I thrived. Additionally, the responsibility of maintaining that schedule was empowering. Sixth grade helped me find the confidence to try new activities, cultivating passions that I still have. Rather than feeling lost in the mysterious social dynamics of elementary school, having sixth grade at Shuttlein enabled me to flourish, setting me up for success in high school and beyond. While these stories are not representative of the entire student population or even the entire neurode divergent student population, I hope this prompts you to consider how your decisions impact all students, not just those reflected in aggregate data. >> Thank you. Is there any questions from the board? >> Sammy, >> thank you Erica for the uh input. So your proposal is

029closing two elementary schools and if I understand it correctly the rationale is in order to retain the K5 system to retain the value of sixth grade being in a middle school. My question if I understand that correctly. My question for you if closing two elementary schools visibility is challenged by uh capacity uh we don't if we don't have the capacity for it. Could you uplift what is it in the sixth grade experience in the middle school in addition to what you said that could be retained in a K6 uh system if we would go there? Um I think it would be difficult to maintain that in a K through six model. But one thing I would recommend is um allowing students more ownership over their schedule by presenting it to them at the beginning of

030the year and it being consistent every day. Um that's something that is really helpful in the middle school model. Um whereas in elementary school I remember that the schedule was like put up on the board at the beginning of the day and you didn't know before you got to school what it was going to look like and that was really chaotic then getting there. >> Thank you very much. Erica, >> any other question? Judah, >> jumping off that last answer. Um would it have been helpful for you in K through five to know your schedule for the next day the day before? Yes, definitely. Uh, preferably a whole week before if possible. Um, that way you can prepare over the weekend. >> Any other questions? >> Thank you, Erica. Shen, are you there? Shun, can

031you hear us? >> Hello. >> Can you hear me? Just a second. Sh. We had some feedback. >> Y can you hear me now? >> I'm unmuted. Can Can you guys hear me now? >> Yes. >> Okay. All right. See, sorry. get my things. Yeah, the the online broadcast is extreme brokenness. So, had hard time following realize my turn. Okay. So, yeah. Uh my name is Shimoto. I'm a community member and father two children in the Corval school district. Uh one in Franklin, another in Shelby. I'm deeply concerned that the bulk of the decision uh making regarding school consolidation is already set and we're all just checking boxes off to pretend like proper inputs being received while the process ran through. The listening sessions felt productive, but you know from it we got an updated

032FAQ telling us our ideas are incompatible with district plan and a stoplight report tell them basically the same comments in those yellow items sure make it sound like they have no chance of implementation. Meanwhile, in the current plan, we still see major issues handly for later. What are the silver linings of the school consolidation? No, I don't know. Come back later when the innovation team figure something else out. What are we doing about the CV? That CV has essentially been marked for death. I don't know. We'll think about in three years. You know, if we call another emergency, we can close in that year anyways. We'll throw that in page 23 of the FAQ. If this was an intern coming up with these ideas, I'd commend the first effort and tell them to come back

033when their ideas are more more fleshed out and we've got them tied up. But you're telling me this was made by leadership that we trust to be looking ahead and making our five 10 years plan. If we're looking for un serious ideas, I got one, too. Hey, if they're not going to do the job, we can lay off district leadership. Save us $2 million a year. That will help balance the budget for the next three years. Well, that's stupid. Yeah, I agree. Let's all do our jobs then. I hope we can be working together as community and not be treated as a check mark on the list of due diligence to go through. Thank you. >> Thank you, Shon. Does anybody have any questions from the board? >> Thank you, Shon. There's no questions. >>

034All right. Thank you. Hi. Sorry. I'm Kira Mud. I don't reside in the district. Um, but I've worked in the district for 10 years and I have two aviators at Bessie Coleman. Um, I'm here tonight to invite you all to my classroom. Um, when I started 16 years ago, I realized really quickly that the people who are making decisions about the classrooms haven't really spent time in the classroom. And that's not a jab or a negative comment in any way, just an observation. Um, but because of that, I'd love for you to come in and spend the day with me and my students. Um, I've seen a couple of you in the hallways. Um, but it's usually just those quick popins, um, and only passing by like very quickly. I don't know if you've ever

035been able to spend real time with staff and students and I want to make sure you know that anytime you're welcome to come in and have that experience with me. And real quick, I want to shout out Chris Hawkins. Um, you were working at Bessie Coleman the other day and my kindergartenner was having a very hard morning and you were so kind and gentle with us. Um, and seeing you on the ground with the staff like that, just so much respect for that and I really appreciate it. Um, things are tense right now in the district. Um, and it can be kind of hard to see through negatives and deficits sometimes. I don't want you to come in to see those. I don't want you to come in for the negatives. I want you to

036come in and experience the joy. Um, and just kind of like experience what we're fighting for. I want you to get to experience firsthand the amazing things that our kids are doing. Um, and I want you to get to see how crucial the teachers are in supporting and validating and seeing our students for who they really are. Um, we get to hang out with these cool humans all day. Um, they constantly challenge our perspectives, our biases. Um, we're the ones who really know our students. We know their strengths. Um, we know their needs. Um, and we're the experts. Um, we want the best for them because they deserve the best that we can give them. Um, the only way staff is going to be able to do that though is if we are at our

037best. Um, right now the current consolidation plan will create more cuts to FTE and teachers are already worrying about not having a job or about having an involuntary transfer and we're not even in November yet. Um, just imagining being a teacher right now and trying to stay in the present with your students while we have this looming over us in the future. Um, to close, I'd like to reference um the great Cassie Owen. Um, we know why teachers are leaving the profession. Like, we know how hard it is. Nobody is really asking those of us who are still in it why we're staying. And I would love for you to come and join me so I can show you my answer to that question. Thank you. >> Thank you, Caris. Does anybody have any questions?

038Chris, >> thank you. Thank you for being here and for the shout out. Um, where do you work and how do we arrange to come visit your classroom? >> Um, I work at Crescent Valley. Um, and I'm part-time on odd days, so Monday, Tuesday, and Thursday. Um, shoot me an email. >> Um, and I can figure all that stuff out. >> Great. >> Yeah. >> Thank you. >> I'm going to um frame this in the form of a question. What is the best way for teachers to know that board members need to be specifically invited to visit classrooms? >> I don't know. >> Um but um just kind of like thinking about like what do I want to say tonight? Um like when I see you all in the hallways, it's just I don't know.

039It's just really great and there's always so much more and I'm always wishing like oh I wish they could have stayed around to see this or like I really would have loved to show them this. Um, and those quick popins, you know, like there's just it's not enough to really get to show like what my kids are doing. Um, and then like because I don't see you all, I'm wondering like has anyone invited you in? Um, and what does that process actually look like? So, I figured like I would just start that conversation. >> Thank you. And then my um follow-up question is can you email us the board at corvalis.k12.org. us email um to ask us to attend your classes. >> Oh, totally. >> Dates and times. That would be very helpful. Would you

040be able to do that? >> Yeah, I would love to do that. >> Thank you. >> Yeah. >> Any other questions? >> Okay. Thank you, Kira. It's the one that looks like a little person. The button in there. >> Yeah. >> Okay. Uh good evening. Uh my name is Chris Cavaniaro. Uh I don't live within the district. I currently work at Mountain View Elementary. um working within the SEG program, so also known as the social emotional growth program. Um I've had minimal interactions with district office staff over my six years here. Um that was true during my five years as a mental health skills trainer and it continues to be true at the beginning of my second year in the SEG program. Um, those few and far between interactions have made me feel concerned and

041upset with the lack of in-person connection, empathy, and understanding the needs of students uh, and staff, especially at the SEG program. The most shocking thing to me has been the lack of apparent awareness at the district level about physical injury that myself and my co-workers have sustained. When you consider the level of trauma the students in our program have experienced, it should come as no surprise their level of emotional and physical intensity when boundaries surrounding safety are set. In my view, the district is not fully committed to the physical nor emotional safety of its students and staff, and the district has been okay with mediocre results in the SEG as it pertains to students developing healthy coping strategies. It is unbelievably hard work to be involved in a physical altercation. Sometimes spending up to 30

042minutes in a break space using blocking pads to protect ourselves. Blood, sweat, and tears are frequently part of this experience in the break space, sometimes leading to injuries that put us out of work for extended periods of time. K5sized students can cause you to take a trip to the urgent care. I'm not talking about minor abrasions. I'm talking about concussions and deep wounds. On top of that, we have to return to work and continue to support students who have caused us physical and emotional harm. If you have never done that kind of work, you have never done that kind of work. We may hear students tell us that they want to kill us and our families while we are blocking them in the break space. This job is not for everyone and it shouldn't be.

043However, skilled staff who show up time and time again to support students in the SCG to develop healthier ways of expressing anger or frustration should be heard and supported more than what is currently happening. When people at the administrative level here at the district have spoken about the program and provided updates, that viewpoint by the few only tells part of the story. >> Trust, your time is up. I may have to ask you to pause for a second. >> Sammy, >> could you conclude your remarks if you have additional remarks? >> I I've got maybe a minute more. >> Perfect. >> Yeah. Um, for all the dis for all the value this district supposedly puts into the importance of considering multiple perspectives, this perspective taking has not been done with the staff who spend the

044most time directly working with students in the SCG. There have been district concerns about too many physical holds and transports. My response, hire more highly trained mental health staff, which would include bringing back skills trainers and hiring more and more therapists. to help reimagine this program. Who evaluates the studentto staff ratios in the alternative education program such as the SEG and bridges? How are these ratios created? In summary, where is the commitment to safety and well-being for students and staff at the highest, most intense levels of physical incidents at the elementary level? Who is going to show up, respect what we bring to the table, and work alongside us to make this program safer and more successful for everyone? The SEG team and the students in our program deserve better. Thank you. >> Thank you.

045Any other questions from the board? >> Thank you, Chris. >> Stephen. It was already on. Hi, I'm Steven Ho and I reside in the boundary of Corval school districts. I have two children, one at CV and then another at Sheldon. When we talk about capital, most of us think about money, budgets, costs, and savings. But in education, we know that capital means something much deeper. It's not about what we spend on our kids. It's about what we build in them. Human capital is the knowledge, creative uh creativity, confidence, and resilience that students develop over time. It's what they gain through experiences like sports, music, art, clubs, and the everyday interactions that help them see where they fit into the world. Together, those things form pathways to identity and self-efficacy. That powerful belief in themselves that

046says, "I can do this. I belong here." When we talk about consolidating schools, it's easy to focus on logistics, buildings, numbers, transportation routes. But what we're talking about is disrupting the very process that builds human and cultural capital in our kids. Consolidation often means fewer opportunities for students to participate, explore, and connect. When the number of programs, teams, or performance spaces narrows, so does access. Students who might have joined a team, auditioned for a role, or taken an art class can lose that chance. And those moments, those small opportunities to try, fail, and try again are what help kids form their sense of identity and capability. That loss doesn't always show up in data right away. It shows up in many quieter ways. It's in the student who stops trying out, the one who feels

047unseen, the one who decides they don't quite belong. And over time, that erodess the very thing we are meant to build in our schools. Confident, connected young people who see themselves as capable and valued. Human capital isn't about academics. It's about relationships. It's participation. It's belonging. The conditions that make learning meaningful. And when those conditions weaken, our whole community loses some of its collective strength. So before moving forward with consolidation, I hope that you all pause and ask, are we truly saving resources or are we spending down the most valuable capital our community has? Our students sense of identity, purpose, and possibility because once those pathways close, they're so very hard to rebuild. >> Thank you. Is there any questions from the board? Thank you, Stephen. Oh, sorry, Sammy. Go ahead. >> Thank you, Stephen.

048Really appreciate it. Appreciate seeing you at the listening session as well. One of the things we heard uh from the priorities is that there were a set of goals including the schoolboard goals, equity, um fiscal aspect in order to protect the programs that we want to protect and uh saving the neighborhood schools for the value they bring. Is there another uh priority that you think we should uplift that could be measurable that can meet uh the promise that you want us to uphold which is protecting the human human capital, preserving and focusing on relationships, participation and belonging. Is there anything missing from those priorities or you want to uplift a a priority within them that will inform what you ask for? So we hear a lot of about community schools and a lot of times

049particularly in the conversations we've had you know from these listening sessions from the board um community schools are referred to as like our elementary schools but our middle school Sheldon is a community school. Crescent Valley is a community school and I think that's getting lost in the conversation. So as far as things that I want to uplift, I want to uplift the value of all of the Corvalis community, not just a portion of the community. >> Thank you. >> Any other questions? >> Thank you, Stephen. Okay, hearing no further comments, the public count public comment period is now closed. Thank you everybody for bringing your voices in for this um for the public comment period. Um before we get started on the consolidation work time and discussion since it is a larger block of time,

050we're going to go ahead and take a short break at this time and then we'll reconvene. Okay, welcome back everyone. The um next item on the agenda is the consolidation of work time and discussion. So um I'm going to turn it over. >> All right. So, um I'm going to give a little bit of uh information for you as we move into this topic. Um so, on um September 11th, I brought forward an initial proposal. Again, an initial pro proposal for your feedback and community feedback. Um, since that time, um, in your packet, we've included the frequently asked questions document that we can continue to add to the information in those questions have come through, um, primarily primarily through the listening sessions where one of the questions is about questions that folks have. Also, individuals

051did QR codes, so they answered it by themselves. Sometimes they did it at a table group. And so we've taken that um as best we can into the FAQ. We've done the same as we've received um questions from the community um and we have continued to update that weekly. Also um as I mentioned, we've had four listening sessions. Um, out of those listening sessions, we asked a third party um to take all of the information both shared through the QR code, through the listening sessions, and also through all of the emails that the board received and put that together into a document for you. So, you have that tonight. Um they broke down the four questions into themes and sub themes and individual quotes um related to each of the four questions that um we

052asked the community. Um also in your packet you had information based on the information requested um by Sammy um around some pieces around capacity. Um, and so at this point really where we're at is we're looking for um ins um information from you as I serve as an adviser to the board. Um I'm looking for direction regarding next steps. Um in our timeline, we had um plans to have um a first read and a second read at the upcoming schoolboard meetings. But at the same time, if there's additional information that you're wanting, um, additional proposals you want to pursue, other ideas you have, um, this would be helpful to me after the meeting tonight or by the conclusion of the meeting tonight so we can continue to move forward and get that information to you

053as you work to make a decision. Um, one of the things that I want to state, um, just how this process has gone. I think it's important tonight that we establish the opportunity for discussion in such a way that um, individuals are able to ask questions either um, and even if it's not um, from their vantage point a pro or a con to be able to ask the questions in order to have the discussion. So creating a safe space for those that conversation to happen. I know this is a topic that has a lot of um emotion behind it for community members and I also know that as you've been serving and listening um you've been thoughtful and I want you to be able to continue to do that. Um so I'm going to answer

054the questions the best I can. Um and at the same time want to make sure that we create space for you to ask those questions and have that discussion. Um because I think that's valuable and important. Um and again at the end of the by the end of the meeting I'd like to have um next steps for our team. Um if you have those for us um that would be valuable to know. Um so what I've done is I've put together a list of five questions that I think would help us in this conversation uh moving forward. So what are our long-term goals for student learning, equity, and community engagement? How does our current proposal support or hinder those goals? What values and priorities have we heard from stakeholders so far? How do we define

055success once consolidation occurs? And then finally, the one that I've mentioned or alluded to a couple of times, what direction or next steps do you have for me as the adviser to the board? So, what I was hoping to do is work our way through those questions. Um, I also want to make sure that um because this is work a work session, if those questions don't align with what you the questions that you have, I want to make sure that there's space for that as well. Um, so I'm open to modifications if need be, but I did think it was important to touch on some of those key um key aspects to any proposal that comes forward. Thanks, Ryan. >> So, how does that sound to the board? >> Sound good? >> Okay. So, before

056we get started, I do want to um make one um point um actually two points that I think are important in terms of the documentation that you have. The first one is related to um the stoplight report and in that um we marked red to um the consolidation or closure of two elementary schools. When our thinking around that was um is nuanced because so much of this stuff has so many details to it. We were thinking about if we were to close the two smallest schools, those students are close to these other schools and if they went to the most current local school, then those buildings would go beyond capacity. Now, if you were to reboundry the whole district um at the elementary level, we do have overall capacity for the cons closure of two

057schools. Um but that would mean um significant movement in terms of boundaries. So, I just want to clarify that because as we were working through this list of questions, we were thinking about it one way, we had a question come back to us looking at it differently and so I wanted to bring that to your attention. The other thing I want to bring to your attention is in on this document um which was the request from Sammy. the um the last column in the main section there is around proposed class size targets and it has 24 um basically by grade level and I want to make sure that you know as we've done our work in the past that we're actually that's the average K K1 is looking at 22 students and then it grows

058a little bit by based on grade level um but that is just the average so that was a another question that came up recently that I thought we should clarify um after this packet came out. So those are the two things that I think are important to share. >> Clarify something. >> Yeah. >> On those Thank you for this. On the numbers for the target um for the K8 school um you've got the target class size average of 24. What's the average class that's used for the currently for Franklin for 678 compared to the other? >> It's 29. It's the same as at the other middle schools. >> Okay. So, we just you just didn't break that out on here that >> to that level of um detail. >> Okay. Thank you. >> Y >>

059any questions on any or more clarification on those? Go ahead, Sammy. First of all, I want to uh thank Ryan and the team for providing this data. It really help us get the context and see the data. Before I delve there, I just want to uh remind us that we have also other two adviserss to the board uh our student representatives and I want to just uh invite them to feel comfortable also to participate with questions or insights as well. Um my question is this is a still a point of time of a trend of two years. Um, one may ask with the enrollments being declining but not as aggressive as the last two years but we're still declining since the 70s. Is there any insights you believe we need to pay attention to beyond

060these two years? Um, I know there's so much uncertaintity if I want to project for 28 29 20 uh and 30 but is there anything that we need to pay attention beyond this snapshot? I think it's those things we've talked about in the past which are that our 9th, 10th, 11th, and 12th grade um cohorts are um over 500 students and our K1 23 cohorts are closer to that 300 320 mark. So, we will still see, as we've talked about year-over-year, um a a decline as that as that group of students graduates, um based on birth rates, we're not seeing cohorts of 500 coming in um over the next four years. And so, we will continue to see that. Um the other thing that I think is important to note is that at the elementary

061level, the intermediate grades are larger than the primary grades. So there will still be some reduction in the number of students in our elementarymentaries. Not as significant as that was um initially but we will see a little bit more um of a decline there too. >> Thank you. >> Sure. And so that stands to reason then that as the elementary grades reach middle school, these smaller elementary school size classes reach the middle school, that our need for middle school space is going to change as well. >> Um yes. Um depending on what if you're doing six, if you're talking about sixth grade, then you're probably um four years out from that starting to happen. Other questions before we have more discussion on the questions? >> Are they questions about these or based on the are

062are we ready for discussion? I guess >> these are clarifying question >> clarifying questions before. Okay. >> I want to see which ones we've already tled. >> Okay. Okay. Let's um just hang on for a second. Does anybody else have any clarifying? Go ahead. >> I'm not sure where this fits, but there's a lot of questions on the document from the community, and I just wonder how are we going to answer those to the community >> beyond the FAQ. Mhm. >> So, so say more more about that because I think we're doing our best to keep up with all the questions that are coming in by writing that FAQ. >> Right. So on the on this document that we got there were a lot of questions from community and I just are those all >>

063like I spent a lot of time reading all this maybe I missed it but >> we have done our best um the fourth um the fourth section of that report is related to questions we received and we've done our best to do a crosswalk between those two to make sure that the things that are in there have been answered in the FAQ. Okay. Because I tried to do the same, but there's so much. >> If you if you find an area that you don't feel like we've answered, um we're going to continue to update the FAQ um for the next month as we go along. And so, um please point that out to us because we're we're trying to I mean, I I think our FAQ is at 40 some pages now. Um we're trying

064to answer everything that's that's coming in. Chris, are you asking about questions that have come in about this report or questions that are in the >> questions that came in during the community sessions? >> Okay, thank you. Because I was like because we get >> we have had many questions >> and then there's the emails that we've received too. >> Yeah. And I think those ones are also making their way into the FAQ. So those ones um even though we're still answering them because they came in, there's other community members that might have those same questions. So, I appreciate that they are getting put into the FAQs. >> Um, that way people can see those as well. >> And so, um, thank you for clarifying. I was just like because we've had questions about the

065actual this too, which Brian already answered one of them, um, on the stoplight report. So, >> yeah. >> Thank you. >> Did you find your clarifying question? Okay. Go ahead, Theres. Um, so I have a couple, but they're I think they're quick. Just wanting to make sure I'm understanding correctly before we have discussion. So, one is with the new 10-day enrollment um number out and it being a little bit larger than we had originally budgeted, does this change the gap, this the size of the gap that needs to be closed in a significant or important way? >> Um long-term it makes a difference. We are paid on the highest of the two years in terms of ADMW. And so, um and that's average daily membership. So, that's throughout the school year. So, this is just

066a point in time, which is also kind of an important piece to have in mind. Um, but we're paid on the higher of the two years. So, it would basically mean that if we continue to decline in enrollment, we'd still get paid at a higher late rate next year because it was more than what we projected in terms of um enrollment when we made those projections last December. >> Okay. Thank you. And then um a question about on the subject of the closure of the elementary schools and the numbers. I wanted to make sure I'm understanding this. So um the as you answered this question, were you answering this from the capacity of the elementary schools if the sixth grade moves back to the elementary schools? >> Um we were we've answered it um I've

067answered it both ways actually. Um the what the most recent one that I was trying to clarify tonight was related to the going two K5s and closing two elementary schools. So not making the change at middle school and the capac and the numbers for towards capacity. Um and this is again fairly nuanced. So Adams it would be at 91%. Keeping in mind that capacity in our mind is 90% full. Right. >> So, of that 90% 91% um towards capacity. >> Okay. >> Um Bessie Coleman would be close to 80, Garfield would be close to 90, Laticia Carson would be about 84, and Lincoln would be about 75. >> Okay. And so when we've heard people talk about the um number of schools that we would need to close, we we know in the proposal that

068the um middle school uh the closure of a middle school saves more capital for us than the closure of an elementary school. So doing closing two elementary schools is not going to be the same >> in terms of numbers. >> It's it's fairly close. >> It's fairly close. Okay. Then I won't ask the rest of that question. If it's not that big of a difference, then I I'm not I won't dive into the detail on that. The last thing I was hoping you could speak to before we have discussion is the concerns that were raised about the opportunities for sixth grade. >> And I was wondering if the innovation team has had a chance yet. Um I don't know that you would, but um have we had a chance to start conversations about what sixth

069grade experience would look like if those kids go back to particularly around sports and music programs? Um, again, we have had some initial conversations about that, recognizing that we're trying to keep up with, you know, the the timeline of the board. Um what I would say is that if you um the board made the decision to also um close an elementary school that um the savings there creates some additional capacity in terms in terms of the programming we're able to provide because again there's more savings um in that um consolidation plan than in the initial proposal that I provided you. >> Thanks. >> Yeah. Go ahead Sammy. On the last answer, what opportunities we may lose by going, for lack of better words, by going more aggressive in savings in terms of building. So if

070we go for a middle school and elementary, are there any opportunities are going to be missed by going that aggressive compared to the initial proposal? Um I think you know one of the things we heard tonight was around the culture of a community. Um and that decision would um influence um another community's um culture and I think that would be an additional cost that um the board would um accept in making that decision. >> Thank I does is that what the was that does that answer your question? >> It absolutely answers the question. It does not answer what's the dollar value on a culture of a community and I don't think any one of us can answer that but it does give me that balance is if we don't go that's aggressive we may be

071preserving more community culture. Let me let me add to this. You said four years from now, we're forecasting tougher situations. We're trending into a a a place where we may need to make difficult decisions again in the next five or 10 or 3 years. I don't know. Do you feel your answer stands the same looking 3, four years from now as well with what we know? >> I think that I think that we'll have to again that's why there's the component about coming back to the conversation around high schools um if things stay as they are. Um I think that's where um there will be another there will be another decision point for this school district and this community. Um, and I also think that, um, in this proposal to save all of save our

072elementary schools, our neighborhood schools, um, I understand that there's people who think that language is different. Um, this proposal is really about that. And I also know that um the long-term the ability to keep all of those KSIX's open is still a question for this community in terms of our enrollment and our construction and all of those pieces. And so I think that there's the possibility that you'll have to make a decision related to that down the road as well. Again, it's really hard to go beyond what you see in birth rates um and um the projections we have from that and also just the retention rate of students year-over-year. Um and so that those pieces are still a little bit like looking in a crystal ball, but we also have to be realistic about

073some of those conversations that may have to come. >> Thank you, >> Brian. I think that um what you just said I wanted to remind us even as board members that we only have information for like five years and so we can theorize around beyond that but those are the only numbers we have right so I think we need to keep that in mind too um as we have the conversation go ahead Britney >> follow up on Sammy's question is there an assumption on your part that the state reimbursement ment rate is going to be constant. Do you foresee a scenario where the state reimbursement rate would be lower? So in my career I have seen um one time where the state twice during a school year um pulled back the amount that they were

074allocating to school districts and that is the time the period of time where many school districts did furlow days. Um and that was a way to um continue to move forward short term um understanding that that was um the result of a recession. Um the conversations we're having right now with this state um have some similarities but they have one difference and that is that we are also looking at a state that has um significant savings um and that was not the case. Um at that um point in time they had spent out all of their savings. So there are concerns um at the state level around funding for K12 specifically because of things like Medicaid um and how those um systems are being changed um dramatically. Um and so there are we are paying

075attention to that. Um but my from my experience that has only happened one time. Um and that's also one of the reasons why as we've talked about reserves in the school district and people have lots of um ideas about those how they should be spent or not spent. Um that was put into place at that time so that this district had fewer furlow days than neighboring communities. Um and so that is one of the current um current hydraulics that um we have in our favor because we have those Other questions before we have discussion? >> Yeah, go ahead. >> Um, so I understand that in the beginning of the year you set like an enrollment capacity for each of the high schools >> and would that would that capacity change once the Corvalis Junior High

076starts feeding students into the high schools? Say there's a lot of students asking for transfer, like eighth eighth graders asking for transfer to one school. Um would you change that um capacity so one school allows more students to transfer into it? >> Do you want to talk about our transfer process? >> Sure. >> So um I don't know that we would change the capacity, but I think what you're asking is would we put like a like a ceiling on how the number of kids that could transfer from one to the other? Is is that what we're kind of getting to? the district has um transfer policies and one of them is a resident transfer policy and um that is connected to another policy that talks about enrollment in boundaries. So in connection um a long

077time ago uh one of those policies set um a goal that said that if we need to do it we can um we can say that uh enrollment at the secondary schools need to remain plus or minus 7% of the average of the number of high school students or middle school students. So that is that exists and we could put that into place to make sure to hold tight to enrollments at both schools using a transfer process. So um currently though when it comes to transfers we have a lot more students who transfer to CV from CHS boundary or from out of boundary than we have um transferring into CHS. So, we would just continue to monitor what that looks like and make sure that we're not creating an imbalance where all of a sudden

078more students are are headed to CHS. And we can control that using the policies we have in place and the board. [Music] >> Shauna has a question. >> Sure. Thank you. I have a whole list, but I think most fall into the discussion >> part. So just one clarifying question that I do have related to the consolidation proposal capacity summary. In looking at the pos the number of students that are in projected enrollment if there was a consolidation of middle schools is 680. Something that stood out to me as a worry was seeing the 94% next to that. And actually in looking at the numbers, this is something I just wanted to clarify and check my math on. Um, it looks like that 94% is not that the school would actually be at 94% capacity,

079but would be at 94% of the the capacity goal of 85%. Is that correct? >> Correct. >> Okay. So, I just wanted to clarify that because that in seeing that and seeing that the project or the hoped for number would be 85% at a middle school and then seeing how far it seemed to swing in the opposite direction that that's not actually 94% capacity. It's 94% toward an 85% capacity level. >> Correct. Our enrollment capacities have already used our utilization factor. So that 85% is already applied. So >> correct. >> Thank you. I just wanted to clarify that. And for community members who saw that as well, who might see that number and feel concerned like I did when I first saw it before really diving into what that number meant, >> that's similar to

080the numbers I shared about the um closure of two elementaryaries. Um, it's again 94 over 90% towards a 90% capacity rating. >> Okay, thank you. >> Thanks for asking that, Shauna. >> Did somebody else have a Did you have your hand up, Jada? >> I thought you did. >> Go ahead, Leah. Um if we were to see consolidation between the two high schools um past the 2829 school year um if we are over capacity which I believe is 1900 um the number is 2025 um so would we use multiple facilities to like carry all those students at um at Corvalis High School if we were to consolidate? >> There are a number of spaces at CV that are really important. Um so as an example, science labs um across both of our schools is an

081area where we do don't have enough science labs in one of our schools alone. Um we continue to improve our CTE spaces at Crescent Valley. So there are spaces that um we're going to continue to need as a community. Um and I and I so those are the kind of as we move forward with conversations around um high schools, those are some of the pieces we're going to have to have in mind. Um because yeah, you bring up a good a good point and there are spaces there um that we would need students to be able to continue to access. >> Also hearing those. >> Sorry, I know you're looking at straight numbers too and you were talking about 1900 and but we were going to look at it at uh did you say 2025

082like the number 2025? Yeah. So the other thing to understand is that in those Corvalis High School and CV numbers, they also include students who attend College Hill. So, they're wrapped into those numbers and they're not pulled out. Um, so you want to pull out whatever the enrollment is is at that high school at that time. >> Does that make sense? >> Yeah. >> Um, just out of curiosity, how many students attend College Hill like as of right now? >> I think we're at about 150 right now maybe >> across the programs we serve we provide there. >> All right. That's including the GED program. >> That's um our construction program, urban farm, kids who attend um College Hill, High School um and GED. It's about it's around that approximate number. >> Thank you. Any

083other clarifying questions? Everybody asked all the questions, so I just got to I just got to ask that because everybody's asking them. So that's great. Thanks, everyone. >> So, so what I'm wondering, chair, is if um Lou, sorry. >> Yeah, fine. >> I know you don't like that. Um if you if we want to work through those questions or if we want to go just move into discussion because you've had a chance to ask some of those questions. Again, I um am flexible about how we move forward. My only request is that I know what I do next. And so it's up to um this body to decide how best to do that. >> Can you put the questions that Ryan had proposed to guide the conversation again? Okay. Do these feel like ones that

084we can chat about? >> I think is it are they important? I don't want to use the word important. Are they valuable to chat about or is it better to just move into a discussion? >> What do you all think? I'm I'm okay either way because I think like it I see value in like going over some of these to help guide the conversation. And I also know like people might want to also discuss and so um just thinking about time too. So yeah, we spend a half hour asking and clarifying questions for example almost and so I want to make sure that we keep that in mind as a board and I do think it's important that we take time in asking questions and having discussion because it's not like a this is not

085a light decision by any means. Um so I just wanted to let people know that we may be asking ourselves to stay a little bit longer this evening too. I just wanted to put that out there ahead of time. Judah >> chair I do need to be excused at 9:30. >> Okay. either one of you who wants to say something. >> I was just going to answer the question of I I like going through the these questions only because I think our discussions >> there's just so much and I think our discussions can be very broad and involve a lot of different going through different avenues and this kind of gives us like a guideline where to start and bring in our discussions and our questions as we're moving along. Is that what you were

086gonna say, Sean? >> Similar. >> Yes. In a in a sense of saying I think they're helpful as guiding questions and maybe as themes >> because I look at it and I think oh one of my questions would fit under the first maybe not exactly in answering that question but under the theme of that question. So if we can broadly define I'd be comfortable with that. >> I'm about to say >> yeah I I agree with that too. So, it's a it's a good framework to hang everything on, but I really like that we're starting with the long-term goals. I think we always need to a clarification of a strategy, what the long-term strategy is to inform everything else. >> Okay. Are you facilitating the questions, Ryan, or am I doing that? I think that

087at this point I'd prefer to turn it over to you. Okay. Um so that um it leads to more discussion rather than Q&A. >> Yeah, that makes sense. Thank you. >> Yep. >> Um so the first question up there is what are our long-term goals for student learning. >> I think that's what that's what it says, right? Equity and community engagement. The box is over part of it, but I thought that's what it was saying. Um, and if you have questions that I think that's a good idea, like you all are saying, if you have questions that fall under those buckets, it would be a good time to bring them up, too. So, whoever wants to start answering, I see Judah unmuted. >> Um, so less of a question, more of a request, which I

088know everybody wants to hear. Um, so just to be transparent to the community, my overarching personal thinking in all of this is um that what makes Corval School District special is not the buildings, it's the people inside the buildings and that it's truly the the staff, teachers, families, and students that makes things important. So to be preserving as much faculty and staff as we possibly can and to see how that's reflected. How is this closure potentially this closure saving saving our teachers and saving our staff? Like so what do we get to keep out of that which we know which we would otherwise have to cut if we're not closing a building? So, who do we get to keep because we're doing this? And to um think about giving back all the things that we've

089taken away um with cuts. So, what what comes back to our high schools um middle school, middle schools, and elementary schools. Um that was such a painful cut. I'm thinking, you know, about arts, library, um, all the music and and so my that is my long-term goal is preservation of our faculty and staff and providing and restoring as much um of the things that we've had to slice down because of budget budgetary reasons. And I wanted to add on to what Judah's saying just really quickly because before that we lost a lot of EAS too. And so I think that that is felt from what we've been hearing in classrooms too as far as not having some of the supports that used to be there. And I know that was all co money that went

090away which was a bummer but um I'm just saying it did show that it had results when there's folk in there and I don't know that we would ever get back to that. But yeah, >> the the the hard part in those two um priorities is that they um impact each other. um the ability to retain staff um in a lot of ways means means we keep more buildings open. But by keeping more buildings open, our the services were able to provide begin to be um less, which is sort of what we've seen at our elementarymentaries over the last couple of years as enrollment has dropped. And so it's really this piece between how many of our buildings do we decide to close and h and how that impacts the numbers of programs we're able

091to provide. >> Well, I'm assuming so like when we're making cuts, it's been that most of that is coming from FTE like that that's going to be sliced down. So if we're thinking about cuts regardless, that's going to be we're still staring down FTE with some of the, you know, the wonderful people that work here that we desperately want to keep. So to say even to the community a little bit that by doing this and by closing this building, here's the things that we are cutting that are not FTE, that are not our staff. wants to go. >> Um, okay. So, kind of I think foiling off of what um Judah was saying about the idea of what we could restore. Um, I think what I'm what I'm hearing what I and what it's prompting

092me to think about is that right now we use a model for figuring out how many people we need to be someplace based on the number of kids that are there. And that makes sense because you need you need enough people. Um, but I think that in the the concept of restoring, it could come just as simply as in saying that one of the things we're going to approach this consolidation process with is how do we give our buildings a little more flexibility by asking as part of the consolidation that we build in additional FTE to the remaining buildings that don't fit into that equation, that don't fall under the you need this many people um because you have this many kids, but say we need this many people because we need this much contact

093time of I'll go to our libraries, as an example, right now our libraries are not open all day and more kids in the building would theoretically maybe add a little bit more time in because we've got another classroom of kids and so we need a little bit more in there. But what if we decided that what we were going to prioritize is when we close these buildings, we're putting back in the remaining buildings adequate library time to say that's something that we are going to prioritize giving back. And I think that's maybe what that's what I'm hearing you say. And I think when we think about the workforce multiplier that a library space is for a school. That seems like a wise investment to say we are making a lot of changes and we're going

094to protect this sacred space that is such a safe place for so many kids and give teachers another resource and give kids another spot to be able to go. And it doesn't matter that the ratio in that particular building doesn't need seven hours. It matters that our kids in the building need seven hours of library. However many are in there, they need to be able to use it all day long. And so that's where when I think about the long-term, you know, for student learning, I think we need our libraries open for the whole school day. And I would like to see us talk about how we're going to do that. When we consolidate and put more kids into a space, we need to reopen some spaces and those buildings to more capacity. I think

095that I heard that in the community comments and that resonates as something that um may mean that we save a little bit less in the consolidation process, but it does give us something back that we don't right now have another way to get back. Um so anyway, that's my thought on that and I if my question I guess Teresa would be like that sounds like super operational and so that would be like how do we as a board how would we guide that process? I don't we can't guide the process because it is operational but the question right now is what are our goals for student learning and so I'm saying that I think I think it's not operational to say a goal is we're protecting access to important learning spaces when we >> rest

096I just want to make sure that in the community where you're coming from. >> Yeah. Yeah. Because we because community, we can't tell the buildings where they're going to put their staff, but we can say as a student learning outcome, this is something that we think is important. And now we're we're saying schools, how are you going to do that? And one of the ways is think about how do we protect important the spaces that the community has told us over and over are really important to the learners. So to um maintain expectation um recognizing that the proposal that we that we brought to you still has about a $2 million in reductions and 85% of our funding our the ways we spend our dollars are on on people and so to be adding people

097is with the initial proposal um will be a challenge. Um, so I just want to make sure that we're sort of managing expectations around that that piece or I'm managing the expectations of the board around that piece. >> Sha had you were an accident direct followup. >> Was it a direct follow? Well, and I think that's one of the tensions that I know I'm I'm holding hearing in the community too is, you know, in terms of thinking about some of these examples coming up of what what could be preserved with consolidation. You know, we know that there's a a budget challenge and crisis in the community that was something that community members also acknowledged during listening sessions, even if they came and said, "Well, there's nothing that I like about the proposal or there's something

098I like about the proposal." and that tension of having to make a consolidation decision before knowing what we're moving toward. And something that I've heard from a number of families in the community is if Judah, back to your point of if we knew we were going to something wonderful where many of the our children's favorite teachers were going to be there, their friends were going to be there, and they had more opportunities, shifting buildings wouldn't feel so hard. And we don't know what we're moving toward. And so that's something that I'm thinking about as I'm thinking about long-term goals. And I know the innovation team is deeply engaged in moving this forward and just wanting to also acknowledge that the timing of that will be coming after a consolidation decision. And so it also makes

099it very hard to say where do you best put your consolidation to make sure the district has the best chance to actually be able to do things that feel innovative that feel like there's the FTE to bring back preserve programs that are meaningful to students and families. And along those lines is a question that's been coming up is what are some of the benefits of consolidation? because we've been talking a lot about just consolidation as a way of saving money. And so one of the questions that that comes up for me along with that is and I think thank Erica for bringing this up in public comment today around the pros and cons of a K- through5 versus a K- through6 model. What does the research say could be a benefit under what conditions of

100a K through6 model? And so an ask that I have is and I'll defer Lou and and to the board too in terms of district effort on this. Um even in doing some some basic literature review that I've done myself over the past couple of weeks and looking at what are some of the pros and cons of a K through six model, there are actually some tremendous benefits if the conditions are a certain way through K through six. So, just to share a little of what I've learned and maybe encouraging if there's some messaging in the the district as well around what are the pros and cons, what does give the best chance for this to work? Um, there is research showing that there are actually stronger academic outcomes in sixth grade for K through6

101models in reading, math, as well as standardized tests. Fewer disciplinary issues, less bullying, better and stronger school culture and climate in staying in that environment longer, a familiar environment, better social and emotional outcomes, opportunities for crossgrade mentorship, and that's contingent on some of the things that Erica brought up in terms of are there opportunities for students to have this scaffolded experience where they actually get to change classrooms, where they have a schedule that looks a little bit more like a middle school schedule, where they have access to some of that that practice maybe not of that full middle school day but they are getting specializations um and those opportunities. So there is research showing that a K- through6 model actually can have stronger outcomes for sixth graders, but it's contingent on how how it's run

102and what the resources are and what the opportunities are rather than taking them away because we can also see it as serving as a a bonus fifth grade year where students aren't feeling like they have that growth, that opportunity. They're missing out on those electives, on that structure that really helps them prepare for that transition to school. So that was a thought that I had around understanding the district's perspective on that and what are things we could look forward to if that model was adopted and what are the risks. We also know that there there are needs in terms of teacher endorsements, certifications, specializations and models around how that would work. Um but just wanted to offer that as something that I think could be helpful for us as a board to understand as well

103as helpful for the community. Sammy, >> I have it. Oh, >> and then Bernie, >> thank you. I will take a stab at both questions one and four. What are our longterm goals for student learning, equity, and community engagement? And I'll I hope I will end with how do we define success once consolidation occurs? And full disclosure, I'm going to cheat. uh the school board and the community spent hours on a document in front of me which I'm going to reflect on 2024 2029 board goals and I'm going to highlight a few things we have four north stars four goals and before we start talking about the goals we said and by we is the collective we community school board agreed that this is the document that's will define our four north stars that we

104will rally ourselves toward and the superintendent will be held accountable to uh get toward and before we talked about this four stars. We said student voice is a core tenant of school board. Student identity should not predict or predetermine success in school. We want our students to succeed and have their voice uh and success in school um no matter what their uh race, culture, socioeconomic or family status or national origin, language ability, gender uh gender identity, gender expression or sexual orientation. I know I'm saying things that are obvious for us and we hash them a lot, but I want to elevate them because this is the bottom line. Everything we do, the how and what we want to do is going to help us with those four northstar. Excellent learning experience where exceptional learning experience

105all students learn at high level is goal number one and there are five strategies there and I want you to think about conflicting or challenges between goals as I reflect on those. The second mile post or second northstar is equa equitable systems. We want to transform our educational systems to be diverse, equitable and inclusionary. Our decisions and actions create belonging for all students, families and staff. We have agreed on four strategies to accomplish that goal. The third north star is relevant and engaging learning. Students will participate in relevant learning experiences that supports their short and long-term goals toward evolving future. We agreed on five strategies to get there. Last but not least, and this is an important part, there's a fourth northstar, healthy communities. We will cultivate schools and a district that promotes wellness through

106social, emotional, mental, physical health, well-being of students and families. I did cross through some nuance in every goal. Uh we have five strategies there. The most important part for this conversation is something we highlighted in the bottom of the documents with asterisk and etalized. What is that? Goals are not written in priority order. And if we have four north stars and now we have a challenge or a problem or an opportunity. My question to myself about what are the long-term goals is are the four goals sustainably being achieved year after year long term and I will define success once consolidation occurs that we're not sacrificing one goal over the other and we're not being for lack of better words I'm going to use the common saying we're not being pennywise and a dollar foolish. So

107I hate to quote something I I started teaching in a class about cost techniques in corporate America. They say money is not the most important thing in in a company or institution. It's the only important thing. I believe the dollars help us achieve our goals long term. And that's where I want us to really reflect. It's not about the dollar value. We heard the community. It's not about the savings. It's about what we do with it. And I really appreciate Ryan's response about here's what you sacrifice some things that are immeasurable that we want to be mindful of. So to conclude what I'm trying to share is I want to center the goals that we have agreed on for the years 24 to 29 and also be very mindful that any hows or any techniques

108or any decisions we make now will help us balance our prioritization of all four goals with each other. and equitably achieve as much as possible of the four of them, not one over the other long term. >> Uh mine is actually a follow on on Shauna's ask. Um in addition to K to6, you are proposing adding a K to8. So I what I like to hear is what are you going to do with that program? What are the programmatic changes? what are the curricular changes uh that you're going to do in our community listening sessions we heard a lot of um not so well there seems to be some sort antibodies against Franklin and and uh so are we replicating that are we making a complimentary program when we make two um K to8 programs

109so I'd like to hear more about that and get more information on that in addition to uh what uh AA asked, "Go ahead, Chris." along with all of those goals that are or questions that are up there. Um my question is more about kind of an overall basis of uh what is our staff what are our teachers saying with the consolidation and how are we getting input from them. I know they were invited to the listening sessions, but I also know that as a past staff member, that's not probably an avenue I would have attended to give my input. Um, and so are we how are we getting them involved because they are our future and um yeah, how are we getting their input basically? Okay. Um, we don't have all the answers, but we'll

110just get started with them. Um, we've taken the HR team to both uh, middle schools um, in the last week to talk about what the um, consolidation plan proposal um, how that would impact staffing so we could get some questions for them about what's kind of on top for them. But that that was one point in time. Ryan spent tons of time visiting both schools to talk to staff to get their questions. What I remember from Ryan sharing was that um the teachers are concerned about their kids. Like what's going to happen with these kids? You know, they've been they've been with us. We um we know how to move them on to high school. We know how to welcome them in from middle, but like what what do we do when they're going away

111from us? And so I think that is a concern that they have um as far as their heart. But they are having opportunities to do some um planning and talking with innovation team. >> Yeah. So um the innovation team has about 30 staff members um on the team and um that group is not necessarily like informing like other different consolidation possibilities but more about like future um and right now that team is really thinking about the future of of education in Corvalis and like what are the knowledge and skills we want students to have. I know some of you have got to partake in a few different versions of that. Um, and so in that though, what's happening is I'm rarely also getting uh text messages and chats and emails and phone calls from innovation

112team members who are staff members in our district who are like today at lunch a group of us sat and talked about about this thing. And so I've been keeping kind of like notes and like lists to bring to us from from those pieces. Um, but the other part where there'll be more voice for staff in in our pieces that we're working on is we're doing a backwards design um from the innovation team starting with where we want the outcomes to be for the knowledge and skills we hope students gain in our school district. Um, and then we're starting to get feedback on those on those pieces. And so there'll be opportunities for every single staff member to give feedback on some of that work. Um we just started getting feedback like from the district

113equity team, from our administrators. We have a group of students uh the first week of December of all of our safe students will be giving feedback on that. We've surveyed 250 high school students on what was great about middle and elementary school and what they would change and what did learning look like for them and what should learning look like for them. Um and then staff will have that those same type of opportunities to give that feedback too. Can I go back to Bernie and Shauna's question for just a minute? I think that um one of the pieces that makes that difficult for us to answer that question is because we don't yet know what consolidation looks like. And in and by saying that what I mean is um are you leaning towards the proposal

114the initial proposal or are you leaning towards going further in terms of consolidation? As I shared before um going further in consolidation um frees up additional resources to add programming in a way that this proposal wouldn't. And so I um I really appreciated um the perspective earlier about what it's like to be a sixth grader. Um and we're trying to make sure that those pieces are robust and we're also li limited by budget. And so the piece that's important I think for me to better understand from you would be that piece is are as a board um are you leaning towards the proposal and bringing back information um related to what that would look like with this proposal? Are you looking towards deeper consolidation and if so what that proposal would allow us to be

115able to do because those two things are different. Um, and I think that's an important part of this conversation and that is contrasted with what it means for another school community to close and that is the piece that as a board I think is the most difficult decision that you have to make. Um, and that's where I think the that's that's why that question would be diff I'd answer it differently understanding that piece >> but I guess when you first presented this proposal there must have been some thoughts uh given on the K to6 model and and why you pick a K to8 model for Mountain View. So, so there that that's not that's independent of what our our decisions is going to be. So, I just wanted to hear the thoughts behind that and

116and why do you think that would be a good >> that that was a a a workable proposal you you gave us. So I think so one of the things I think that's interesting um just like sometime like assumptions about like research and pieces like that and so our student growth and experience department and our like leadership team there actually a big function of our jobs just regularly not even through consolidation just ongoing is to keep up on what is the best educational research what is the best type of programming for students I'd love to compare reference list because for months I've been doing the same of what like what is the best research and the pros and cons of K8s or K5s or K2s in one building and 35 fives in one building, right?

117And like we know from research, there's so many pieces that can be true for different things in different circumstances. Um, and so really where I keep going back to and this um is from like John Hadtie's research. If we think about collective efficacy that has like the biggest impact on student learning, the biggest effect size when we look at that and some of the ways to be able to build collective efficacy amongst educators is when you have time and space and collaboration together. And the longer that you can create that time and space and environment where that cross collaboration, that multiddisciplinary approach, that creative approach sometimes um with educators um you have a greater impact. And so part of the reasons when you think about K6 or K8, it allows for an alignment that can

118happen that doesn't necessarily happen in a K5 or a 68 because there's built-in transitions between those. And so when we think about like the research you're talking about when the conditions are right with some of the different options and those intermediate grades that replicate more choice in scheduling and then when educators can be together for maybe a longer you know more educators together that can help students from K through six or K through 8 because K8 actually in most research shows even has stronger outcomes than a K6. And I think part of that, the nuance in there is because educators have time to align and work together. So the eighth grade teacher can go down to the kindergarten teacher and learn how they taught numeracy when they're trying to teach maybe pre-alggebra or something at

119that grade. And so that opportunity doesn't exist when educators are split up. And so I would go back to you could find pros and cons for lots of different models, but when we can create the conditions where educators can vertically work together across grades for a longer period of time and get really aligned on what skills kids need to learn and what knowledge they need to learn at each grade level and then they can backfill and like know what didn't happen in the grade level before um the stronger outcomes we can have academically for kids. So, I think in the research I look at, that's what I look for. Um, versus some of the other pros and cons that are more nuanced by funding or by programs or grants or things like that. So, I

120think some of my ask and maybe yours Bernie too was around how do we share that information with families more broadly. So you've clearly done a lot of a lot of that work and and even just shared some of it right now, but in terms of having something for families to be thinking about rather than really just looking at, okay, there are scary things coming up and there are sad things and hard things coming up. Are there things to look forward to? How do we know that? Under what conditions, what can they be asking for, advocating for, looking for? Um, so just a thought there. >> Yeah. And I just wanted to add into the part about long-term goals for community engagement. that that's one of them is like sharing information a little bit more

121because I think that could help answer a lot of questions if we know if the community knows like that you all have been looking at this because um I was under assumption that you have been looking into these things but there may have been an assumption because it hasn't been discussed that people thought it hasn't been looked at and so I think that those kind of things are important for community engagement and with the um with the community um listening sessions and the feedback. Um, how many families do you think we have in the district? Is there like a rough estimate for number of families? >> Um, well, I think if you think families have one and a half kids, one and a half students and we have about 5,700 families, >> then I would

122do that by 1.5 or you basically thinking about families as that. And so 3,500. >> Okay. I think that's really important for people to think about because >> this packet is representing 136 people >> and that is not reflective of the majority of who's in the district. So when I think about community engagement, I wonder like how to call more in from community to contribute or to feel like there's a way for them to contribute and I don't know what the barriers are. That's something I think that is part of the ongoing forever with boards probably and I think that we've been doing what we can to increase um community engagement over the years. Um I just wanted to point that out because sometimes people think that that's like maybe if we did like some

123math and did like that represents three people per thing. That's still like way under the majority of families in this district. And so I think that's important for us to think about both as a board and for community members that are reading this um information and I think we have a lot of stuff in the FAQs too that um that is also not in this packet too but is there's some crossover in it of course but um because this was about the community engagement ones. I do think that this process still works though and has helped give us really valuable information and that was one of the things I was excited about having um been involved with the goal setting when we did the same kind of process. I still think we get really good

124outcomes out of it. Um and people seem to have been okay with the goals we set through that process. So I'm hoping that it has similar results where we're going to come to a decision that the community can live with. I don't know if it'll necessarily means everybody's happy with it because nobody wants to close schools and see staff go. Um, and I did want to do a time check because our we are past our hour now at this point. So, um, I'm seeing where we are on the agenda though is if I can find it. We have so many papers right now. Um, >> yeah. And so I mean we're still >> we'll still be okay if we add another probably 20 minutes on to the convers to the conversation. Can you add 20

125minutes? Thank you. >> Yeah. Well, they're not required to be here tonight and I already told them. >> Yeah, they can go at any time. Yeah. Um Okay. So, I think we've been bouncing around on the questions. That was my other thing I wanted to point out to everybody that we don't have to go in order and we have not been going in order. I think we have been an going over these questions and I have I wanted to do a pulse check for the board on are we still engaging in these questions or are we doing more open discussion or are we doing a combo because I feel like we're doing a combo. >> It's a combo. >> Okay. >> Are you all okay with still with doing that? >> Yeah. >> Okay. Just

126wanted to make sure we're all on the same page on the process for discussion and so we can keep chatting. Go ahead, Trace. So, um I I appreciated the conversation that we had. Um I also because because we are information we this is what we do with our free time. Um also did a quick search. I also found interesting information about the strength of K8. It made me wonder if we thought about whether or not all of our schools should be K8. Um I don't know how feasible that is, but if the K8 model is as strong as some of the literature says, like really why would we look at any other model? Um was curious. So I also have an interest in understanding a little bit more about the um you didn't happen upon

127K6 just because that's where the kids would fit. So I would love not tonight probably because we have 19 minutes. Um, but I think it would be really valuable and I would appreciate understanding what what made that particular model stand out to you um as opposed to um the other options that are are out there. Um, and then I think I heard you um Ryan, maybe I'm wrong, but I felt like you were kind of maybe hinting at that we need to rip the band-aid off and say something about what do we think of this proposal? Um, because that needs to happen tonight and that has not happened yet. And so did I read you right on that that at some point you need for to leave tonight with something more concrete about >> I

128mean that's one of the questions up there >> it is but then he then he kind of he said that but then he didn't say specifically tell me what you think like I want to know are we at that point do you feel like we are at that point where you are looking for us to say this is what we like or don't like. >> I think that's on there too >> what we like or don't like. I can't even read that from over here. >> So, how does a supporter hinder the goals? I >> So, I mean, I guess we're I guess we are stakeholders and Okay. >> Yeah. So, I think that was kind of >> Okay. Yeah. >> So, I'm going to jump into the deep water then and say that I

129think the proposal has some things that are important and I I don't feel like from what I've heard from the community, I don't think this proposal goes far enough in addressing our gap. And I think it sets us up, if we only do this, to be in a very painful position again, far sooner than we need to be. I think I would like to see a proposal that takes us a little bit further in closing the gap. And that closing more of the gap right now, I think, gives us the time to really think about a bigger restructuring of our district that we we know is coming if the the enrollment cliff is what it looks like it's going to be. So there I said that that's what I think I think we need I

130think we need to talk about more cuts. Judah, I'm glad Teresa ripped off the bandit because I was thinking the same thing. Um and as horrible as it is to feel like you have to say I would rather see the cuts that we need to make this year instead of making a big cut this year and a big cut next year and to have that transition happen all at once. So preferably to rip off the band-aid instead of stairstepping painfully making these um transitions to better adjust to what we know in the next two years is going to be the budgetary concerns and enrollment concerns that we have on this on the table. Um I would like to add in that it's not just our enrollment right now too because we're like there's other declines

131due to um state and federal matters that have are impacting our funding too. And so it's it makes it even harder for the current proposal to make sense in the context of what we're facing budgetary wise. And so I wanted to just add that in, not as like a challenge to anything you all said, but more like I do think I agree with you all on that. And I think we've heard from staff too that the that this caused a little bit of anxiety too of knowing that there's additional um I would like to add in that I don't think I would go so far to say that we should put high schools on the table at this point. if I would not recommend that for example >> I I'm strongly opposed to putting high

132schools on on the table but I just >> they won't fit anyways but besides that point I don't know if that's because that's been another ask from the community is to just have that conversation now and I don't think it's the right time for that at all. I for you, Sammy. >> I did want to just throw in because I forgot to say um I am I would be extremely concerned about saying that let's close two elementary schools and then having to redistrict all of our elementary schools because that means that the majority of our students are going through a major change >> and it wouldn't address the middle school issue in a couple years. Sammy, your hand was up. >> Yeah. Um, thank you Ryan for the invitation that we can ask questions regardless

133of like ask questions freely. So, I'm gonna ask a question freely here. You heard uh that we may want to go more aggressively, rip the band-aid, quick, and probably a little bit more painful. They say sometimes if you do gradual change, you're more likely to have stability. And if you go uh strong uh sometimes you have pendulum swing back at you somewhere. So I want you to sell me if I would say you gave us the capacity summary. This solves the problem here. What am I what opportunities that additional potentially million dollar for an additional elementary school on top of that? What opportunity am I missing? and what possible instability other than creating boundary review uh challenge uh other than creating an additional school culture and community being uh replaced other than these two is

134there any opportunities I'm missing from this proposal that you think is not enough for a steady change >> so I I'm think I think what you were a asking was um what opportunities going further would provide. >> Yes. And are they worth the sacrifice that we're going further than what solves the problem for the day and probably for a year or two or three? >> That's what I'm hoping to understand from the board. Um as your adviser, I'm trying to um give you the information to make an informed decision. Mhm. >> Um I think that what you what you gain from going further is the possibility of maintaining programming in a way that um the current proposal doesn't allow. Um the the cost of that is again the impact on a school community. Um and

135at this point we'd be talking about elementary schools. um because we've already made dis I I haven't heard modifications to the K6 model or the junior high. So I think at what I'm hearing is the um additional consolidation which would be the um closure of an elementary school >> and that um has um additional um community connection, all the things we've talked about thus far. um not trying to um discount what happens in junior highs or middle schools, but um it it tends to feel different to families when you have a 5-year-old. >> Yeah. Um, in addition to that, do you feel the capacity summary for a model that includes everything you put on the table for initial proposal plus an additional elementary school, would the utilization with capacity adjustments still be manageable? Uh, are

136we going to have an increased class size, less flexibility with class size? um I' we'd have to do some additional modeling, but what I would think um is a couple things. One is you would have um it wouldn't modify class sizes because class sizes are built on a ratio that you have in that graph with a slight modification because it's on the average. >> Um so that would be different. Um, in terms of the the spaces themselves, um, I don't believe I mean, we still have it built on the 90% capacity up to um, and so I think we would want to look at how to do that well with as limit the number of schools that are impacted. Um, so I wouldn't think that a full boundary adjustment would necessarily do that for us

137or be need to happen. Um, I think those are some of the other considerations. >> Last but not least, you talked with other school districts with probably similar population decline in student population. Is it unheard of where you could have multiple uh consolidation steps within a decade or five years? Uh, like do you see like some other school districts went aggressive one year to save themselves the hassle of doing it multiple times in a decade? No, I think most do it um more um gingerly because it's painful. >> More gingerly is like one side. >> No, more people do go with the step approach because it's a painful um change in the community. Um but I can tell you that as an example um Bethl that sometimes is discussed here um they um closed Clear

138Lake Elementary which they did a year and a half before it closed and now they're back at the table having conversations about middle schools and are feeling like gosh I wish we would have done this all at one time >> and at the same time they made the decision because it's hard and painful to go through all of that at one point in time. I wanted to think about like how we're talking about it too. Like I don't think we should use the term like hassle and like coming from like those kind of >> um just because it's I don't think it it's hard in general and so it's like saving I don't know how to I would describe it but it just how that landed I don't know how that lands for the community.

139So I just wanted in general when we're thinking about words I don't know why that word in particular stood out but it did. >> Thank you. >> Yeah. I I don't I'm not trying to call you out, Sammy, but I was just kind of like I was like, is there another word that we can use? And I don't know if there is, but >> maybe it's just because it's maybe just because it's so hard, right? >> I I think the word is grieving. Like this is going to there's this is a loss to our community. Every school in this community is cherished by the people who walk its halls and have graduated from it or have moved into a neighborhood and looked forward to sending their kids there. There is no school that makes the

140most sense to close from how we feel about them. There are schools that make the paperwork side of doing this maybe a little bit easier. Um or it might make it seem like, oh well, this will give us the most return, but that language is all that's economic language and we're in the land of feelings and we're grieving. I'm grieving that we're having the conversation. We haven't even made a decision and I'm my heart is already heavy. >> Yeah. >> Because I've been to every one of these schools and I don't want to see our community not have any of them. And I also am very worried about the quality of education we can offer if we don't do a hard thing. And so I think that I think the word is grief. And I

141our community the community listening sessions were one space. The boardroom is another space. Whatever we do, we we have to figure out how we're going to carry this grief together. Because the alternative is that it divides us and our kids are worse off. But we can find a way to figure out a space where this will come at a cost to everybody. The cost will look different. But no one is getting through this process without bearing some of the cost and um that is hard and that is sad and that is grief. Judah. >> Well, I just want to say like just to clarify what I was saying, and to jump onto the grief, what I don't want to happen is the community knows that we're going to have to take another big action and

142everybody there's rumors and everything swirling around and everybody worried about, well, what are they going to do for the next year because they know we have to and instead doing it. or even rumors for years too for that matter. Go ahead, Bernie. >> Um, going back to all the discussion and and something uh Bri uh Byron brought up, we have opportunities, you know, I if we increase the the the time, right, from from K to 6 or K to 8 that the the eighth grade teacher or the sixth grade teacher can look at it. But that presupposes that we have a steady environment where you're not changing the terms of that because if you're looking at a long-term academic change, programmatic change, curricular change, then we got to get the resources as early as possible

143to make that change happen without additional need for disruption or changing course. Right. So, you know, it's sort of like uh flying a plane. I don't know if you have pilots here. There's a a place called V1. That's a decision point where you decide to fly or you decide to go around and and and line up for uh for takeoff again or board the takeoff. But the the thing is you go past that point, you're going to crash. Now the other thing about V1 and flying is also you got to make sure you may be able to take off but you need to get into a sustainable flight keep going and because it doesn't it doesn't do anything if we just you know take off and then crash back down. So we I I that's

144what I was looking at in terms of resources and the bandage uh you know ripping off the bandage and and making as bold a move as possible because we need to buy that room for us to be you know uh in steady flight you know and and and we can continue to climb and um I think if we do it if it's not enough we're basically doing a go around uh and line up for takeoff and you know what that burns the most on on a plane >> gas resources because now you're you're burning additional resources to get no effect at all. >> So I that's what I I I am sort of I that's why I support the idea of looking at other options. And speaking of other options, we also heard in the

145listening sessions uh quite a few about um the K to uh K to 6 and 7 to 12 model. What about a scenario uh where we close both middle schools? Now we have that long runtime that Byron was talking about and I know there are also studies out there that says the effectiveness of that model as well. So, so um I think we should look at all options not just elementary school. >> That's like a really technical question about capacity too. I think with the with the larger numbers in the high schools, right? >> We've done we've done some work on the um the stoplight report around a couple of those other models. >> I seen Shauna. Did you have your hand up, Chris? >> How about Chris? Shauna and then Sammy. >> This is

146so hard. And um there's just so much I worry about like I when I first heard the 712 model I was like absolutely not. I can't even imagine putting seventh graders next to 12th graders. I mean if you look at developmental stages and all of that that's huge. But if you look at a a model of 712 where it's really two different programs in one school, then I don't know like that's an an option I I think to look at. But at this point of the game, I'm just worried. We've done all these community meetings based on closing a middle school. Now we're talking about doing some others which I agree that's I think timing is important and that we as mentioned before look at how we're going to reserve and save so that next

147year and two years we're not doing additional additional cuts and that maybe we can look at a strong program at what we have at what at this time. But I really worry that if we're looking at very different models at this time, at this point, like what kind of I just what's the community going to say? Like are we going to give them time to respond to that as well? I mean, there it was some of their ideas as well. I just wanted to point that out, Chris, that we have heard a lot from community that this one is not doing feeling like it's doing enough. >> Yeah. >> And so, I think that we have heard that feedback and the consistent thing that I know that in a lot of my responses and even

148in messaging is that this is a that was an initial proposal based on us asking Ryan to bring us one option. That didn't mean that it was what we ended up adopting. And that's been a very consistent message from both the board and um in communications. And so I think that people would are thinking that maybe that is the option, but it was an initial proposal that could be modified has been the consistent message. So while I do think that people would be surprised if it was a different one that came to the board for us to have a first read on, um we've been pretty clear that that was not necessarily what we see at the end. I just wanted to make sure that was said. >> Yeah, I appreciate that. >> Yeah, >>

149I'm glad you said that. >> I forgot. Was it you then? It was you and then Sammy. Was that right? And okay, sorry. I was like I should have wrote it down. >> We're also have 43 seconds left of our extended time. Just wanted to We're going to let it turn red so I can see how overtime we are with this conversation. >> Yeah. >> Thank you. So, I I have a short series of of related questions. And just in terms of thinking about where to start on this, I really appreciate folks bringing up wanting to look at I'll say deeper cuts, but looking at how do we put more of the cuts into consolidation efforts that preserve staff, right? We heard from a staff member earlier today that this is bringing up a lot

150of anxiety for staff. We are hearing that across the board because any consolidation comes with reduced FTE as well. And I think one of our goals or hopes is that we are putting more of the cuts into buildings and less into staff FTE as well as possible. So in my in my questions I just want to also name that and any if scenarios that come up also feel very heavy in terms of saying if this closed or if that closed or if this happened. um we are talking about more school communities. So my series of questions are around Ryan, I think you addressed this a little bit earlier and I just wanted to make sure it was really clear when we're thinking about length of time. If a middle school were to close next year

151and that was where the cuts and the consolidation cuts stopped, the rest came from FTE, how long would it be, do you estimate before we'd have to have a closure of an elementary school? And then the same vice versa. If there were one or two elementary schools that closed this year rather than a middle school, how long would it be in projections before we were having the conversation again about a middle school? Um, Kim can correct me if Kim can correct me if I'm wrong, but I think that you're probably going to be back at the table in about 3 years to have another conversation about some sort of closure or consolidation. >> Okay. So, within three years, we'd we'd probably be looking at both unless something changed. >> I I would think so. >>

152Okay. Another question. Last year, and I'm g I may get some of the numbers wrong. It's late and it's been a while since since we've had our previous year's budget conversation, but we had I think it was about $3 million that were cut last year predominantly from staffing. And I know that some of that came from I don't want to make light of of any cuts to staffing, but some of it came from natural attrition of needing fewer classrooms. >> And I know that one of the numbers that was brought out was specials. I think it was about $800,000 was cut music-wise or or to other specials. and some was very very apparent to students and families in terms of the experience that students have. Some felt less so even though we're talking about people

153losing people because it did come with natural attrition in the classroom. When we think about the $4 million that we're looking at for this next year, we know that now from seeing all of these just very helpful estimates that a middle school is about $2 million in consolidation savings. We know that does come with some reduced FTE as well. An elementary school and Franklin is included in that because of the cost savings is about a million dollars. And so as we're talking about the need to look at what a deeper cut might be, what do you have a sense of the level of cut that would be needed that you know it may not be a full $4 million because we're also looking at some natural attrition of of classrooms that aren't going to impact

154student experience or family experience with the school. Yeah. >> Do you have a sense of what level of cut in consolidation would help preserve so we could actually either maintain a status quo of services and people for students and specials and options versus being able to add? >> That's a really hard question to answer. Yeah. Um, and I'm not trying to skir skirt it, but um, in the middle of October with all of the things that happened during a school year, >> um, to be able to say that I think that you position yourself um, in a in a more positive way to maintain programming um, by ma making a deeper um, deeper cut at this point in time. Um I think you are at a point where um maintenance there there will be positions

155that are lost when you close schools. We know that to be the case. But in terms of maintaining programming um that we currently have, it puts you in a really strong position to do that. If not the ability to bring back um some additional um programming that we've lost. It's um it's I think we're we're close to either one of those by going further at this point. >> Okay. And so just in thinking about that and just wanted to chime in and affirm what other board members have shared that it I think it's important to look at at least to consider what deeper cuts would look like whether that was um adding an and and I just even hate to say that an elementary school or looking at some of the other models that do

156come with deeper cuts. um not necessarily to consider all those changes happening all at once, but some another ask that I've heard from the community is and just a concern is how this has been a long process. I know that there have been so many steps that have come along with this and the piece that the community feels the most deeply from the time the consolidation proposal was announced to the decision feels like the shortest amount of time for the hardest part. And so a question that I've heard from folks is why wasn't this brought up or why wasn't it planned earlier? If we are looking at deeper cuts, I think a piece of that should also be considering if something comes to the table. I know it may not preserve things for the next

157year, but weighing out the cost benefit of if we're looking at one cut this year and one cut that is planned that deepens that con consolidation cut that saves staff in a second year so that families know it's coming. so that staff know it's coming. I know there are pros and cons with that too, but just to put on the table that in thinking about deeper cuts, wanting that to be a consideration of for next year as well as just thinking about what a phase a phasing could look like if there would be helpful aspects of that. The two things I know um I understand about that. One is the um process that Bethl went through and they made a decision about mid mid-March um not for the next school year but for for the

158year after that and the amount of um unrest or concern that that school went through for a 16-month period of time was um super challenging. Um the other thing about that is uh the other consideration is that um by not identifying like which building that would be we're we're kind we're having a similar scenario to what we um have had in terms of rumors about schools for a while and those two things are concerning to me. Um again I'm taking the guidance from you all but those are two things that I think are important considerations. Um and I understand the um the pace of this and the pace of it is really meant to get the information to staff as soon as possible. Yeah. Um I even you know there were staff who um spoke

159to can you just tell us now and that was a month ago because they just wanted to know. And so there are those pieces in terms of trying to um come in um holding people and also coming in and um having a decision so people can understand it. Those are again that's I can see both. >> Yeah. No, and I appreciate that. And I think in thinking about cuts, even if we had a phasing that my thoughts would be being able to name and know exactly and I'm thinking about, you know, students at at different schools who may have an extra step, an extra school switch, whether it's um to a different middle school than they expected or in the middle of their middle school year switching or if there was an elementary school consolidation.

160thinking about those students and if they were feeding into Linus Polling already, are they switching to another school and then going there versus those who may switch from fifth grade to a different elementary school, sixth grade and then into a seventh and eighth. So just trying to think about how do we prepare families and students and minimize the number of transitions students would have to go through. So thank you. >> Yeah, thanks. Before you go, Sammy, I just wanted to um there was um something you said earlier, Ryan, about um about staffing, and I think that we're asking for two different things from Ryan right now. We're asking for him to bring us a plan that is going deeper and we're asking him to retain as many to retain staff. You can't do that necessarily,

161right? I mean, obviously there's it's just impossible to do both. And I wanted to just name that cuz I don't think it's fair to pretend like that's not true. And um and I don't like that either. I just wanted to also say that, but I just wanted to bring us back into the reality of what those numbers are, too. Um, and I also know that there's a lot of staff that seem like um that are highly invisibleized when there are losses to staffing in buildings that people may not have as close of relationships to like kitchen staff or custodial and things and people like that that are also necessary staff in buildings. Um, and so I don't want us to just think of only teachers in these conversations too. um because it goes across all

162different levels and I know that in the admin building there's staff besides folk that people already know who are in here that we've lost over the years too that we don't see anymore um that maybe the school board might know because we see them and interact with them but they're gone. And so I think that every time that we're losing staff, it's hitting all levels, not just one area. And um I just wanted to I wanted to make sure that was also said. I'm just trying to make sure things are said here in our conversation. Sammy, >> thank you. I'm going to preface where my mind sits right now is a little bit of I want to acknowledge what you just shared and also share the cautiousness that my colleague Chris Hawkins have shared as

163well. I want us to commit. I believe we are at the V1 level where if we want to add bills and widgets, we need to commit. Either we're taking off or we're going around the runway. So I will ask a few questions. The first one is a little bit opinionated. Ryan, how early in the year would you recommend we engage in a boundary review study and a boundary review uh process if we would uh do that? How early in an academic year for the next year to be in effect? >> Um about this time would be when you would need to start that >> about this time. >> Um which was um which was a challenge >> microphone. So sorry I'm kind of tired of this thing in front of me. Um I would say

164no I can still back. You can leave. >> All right. Um I've just been sitting here for a while. Um I think we would need to be um up to that right now. >> Yeah. So I'm going to opine a little bit. I was in that process in 2019. I uh interviewed folks who were in the midst of it uh in the 2000s uh where I believe Jefferson boundary I believe that was in in in discussion at the time. It was brutal. it was challenging and there was a cost. So that's my opinion there. That in mind I have a question for any additional uh consolidation or cuts through consolidation we want to propose that's appear to be rationally you got to go elementary you can't go high school you can't go another middle you

165got to go additional elementary two elementaryaries you're going to impact your capacity one elementary sounds to be the only rational possible path but I want to ask what is the marginal cost additional cost that we need to add for us not cost money al only time, capacity, labor, emotional labor, all of the things that my colleague my colleagues mentioned which is uh Kasi can't cannot capture with money uh the conversations that we need to get to build the trust that this is the best boundary review plan that we need to commit with all the disruption that we're adding right now. I believe we're at the V1 speed level and if you want to engage in boundary, you need to really plan ahead and make it right. And these two layers over each other makes me

166question. So my question is what kind of additional bandwidth, additional costs we need to engage in to fully implement an additional elementary school closure. That's may entail as well um u boundary review. And it's an open question. You can answer it now or you can say maybe we need to come back to the drawing board. >> Um I think that you would need to look at that without um like I said before honestly you would look at um decisions that imp that had the fewest um schools impacted. Um, so you'd be looking at the potentially looking at the boundary of one building and where those students would attend rather than looking at all the boundaries across the board. I think that's kind of how you would have to look at it at this point in

167time. >> Yeah. Thank you. Does it make any sense to do a gradual closure? Uh, since we're going to see that this is going to be critical in three years, you're start with the K1 then two and then three then five um and eventually close the school. Is that a model that you have seen successful? >> The problem that I see in that is similar to what we've been dealing with which is fewer classrooms in a school and as that happens resources get um thinner and that's um has a has an impact and that savings doesn't come as quickly. So you're not able to um build up the programming that you have in schools that have a higher density rate. >> Okay. my curiosity. >> Can I I want to add one another piece to

168what Ryan just said too. Um with goes with what some of you have said. Um in our departments too, we think about mental health and well-being for students and staff and families. And thinking about the anticipation of grief and grief are two different things. And so you basically could set up the anticipation of grief which has the same impacts as grief. And then when something happens then the grief cycle as well. and that that's a lot. Um, right now we're kind of the anticipation of grief and then once decisions are made then there'll be another grief cycle too. So that's a thing to think about. >> I want to add one thing also. >> I've been through this before and what I would tell you also is that when you close a school it doesn't

169only impact that school's staff. When we apply the contract and the bargaining agreement, it impacts teachers across the district when we're looking at their seniority and their certifications. And so we will be looking at moving staff across the district and the if you draw that out it's going to happen more than one year. >> For those reasons I feel I have three questions that will help me evaluate between committing to the proposal that we have vetted with the community. It appears to me it will work. It appears to me it will work for uh short and medium-term. Long term we don't have enough data but it looks like long term we will need to have another decision but we invested really great resources to know how we can make it work. The only reason I

170would say let's have a pause let's slow down go around the runway and have another plan that we can fly with is three questions. Honestly, I'm not sure I have clear answer that it is worth it to go back to the community and say let's do it. But I hope you can enlighten me if my understanding is different. The marginal gains and marginal gains like the additional benefits we get for an additional elementary school closure on the schoolboard goals and programming is it significant enough to justify let's do it right away? What are those marginal gains on staffing FTE? How many savings on FTE if any we are going to get for closing one elementary school? How many benefits we're going to get for retaining programming for closing one elementary school? And also is this

171sheets going to change significantly enough to say it is worth it to close an additional elementary school or are the numbers are going to be almost the same on the uh capacity summary page. So these are the three things I'm really curious about. As it stands now, I don't see the marginal gains are significant enough, but please I want you to feel also comfortable to say no, we believe the marginal gains on schoolboard goals and programming, saving FTE uh and impact on community and the capacity is really worth it uh to actually navigate that and put another school name on the on the on the table. I'm gonna I'm gonna put that question right back to you. >> I I was just going to say I don't think that's a fair question to ask the

172staff. It doesn't feel like it to me because it's a lot of information you're asking at one time and >> unless they have that information readily available and we're I don't know if that's a fair question for them honestly. >> So maybe it's a rhetorical question. And if we don't have that information and we're at the V1, honestly, I'm ready to commit without exacerbating the anticipation of grief and say, let's go with this plan for this year, for the foreseeable future. Give the assurance for the community. We're going to get this right as best as possible. Let's not have the perfect be enemy of the good or the other way around. You know what I mean? >> So, we're not voting on a proposal, right? >> We don't even have a first read of a

173proposal. So, I think what we need to do is like ask Ryan, we have to come with some kind of way to ask Ryan to bring us back something deeper or just bring us back a refined or he needs some kind of direction because he's not the one who's actually deciding. We're deciding and we need something in front of us to decide on. And so, if it's that if it's already proposal, original proposal of one that we asked him to bring or if we're asking him to bring a modified proposal, I think is what he needs to know tonight. So, we have something to look at and so I think we need to start moving in that direction with this conversation because it's getting to that point. But, and does that make sense? I just

174I don't know if I don't know if they can answer that without data in front of them right now unless they know the data off their top of their heads. the So again, I'm I this is your decision to make and so I understand where you're you're wanting me to be definitive and that's um what I can tell you is that it helps with capacity because you have schools that have more students in each one of them because there are fewer of them that are um that are running. >> Um what are your other two questions? uh FTE. Are we going to save more FTEEs uh from being cut? >> You will have fewer FTE because you will close two schools. So that means that you have fewer people, you'll have fewer principles, you'll have

175fewer office staff, you'll have fewer of of all positions. >> Um less so with teachers because you'll still have the same number of students and we have a ratio for class size. Um and then in terms of the third question you asked, um it it would allow you it would allow the district more flexibility in programming because you would have made the cuts that you need to make for the most part by consolidation rather than um just through the staffing process and the budgeting in the spring. >> And roughly we're talking million-doll flexibility of programming. We um know that we save about two million when we close a middle school and about a million when we close an elementary and our gap is about 4 million. Um so it gets us much closer at an

176early period of the school year with a lot of changes to come. >> Thank you, >> Teresa. I've seen your hand up. Yeah, I I think you kind of l summarized what I was um really leaning toward, which is that the discussion right now isn't to decide if we want this proposal. It's to decide if we think we have enough information from you to make a decision. And I don't think we do. I think we need to see an alternative plan that would let us compare the pros and cons of all those gains or costs that we've been talking about. What do we get if we close an elementary school in terms of closing more of that gap? what do we give up if we close an elementary school even if it closes more of

177the gap and I just don't see how we can do that if we're comparing this to an imaginary proposal that doesn't have any numbers on it and I know you have that information and so um and I appreciate you guys have done so much work already and it's it's hard because you it's all distilled down to these little pieces like you know snippets that go out and and that so that that doesn't communicate maybe the hundreds of hours that have gone into thinking about what are we going to do and I know you've done that and it is a big ask to come back and say can you go and refine a little more information for us and tell us about an alternative scenario but the one thing that's clear is that $4 million is

178more than $2 million and 3 million is more than 2 million and we have a bigger number than what this proposal can close and I think it would be irresponsible of us not to at least ask you to to show us what would happen if we tried to close a little bit more right now in a way that it seems inevitable that we are going to have to do it anyway. And I don't think we have three years. I really don't. I think we probably maybe we have two years before we will be back at the table to do it. But we certainly don't have five years and it's going to take that long for the changes from this consolidation to work their way through and then we would just be doing it again. And

179so I I would like to see another proposal and I I think the community would appreciate if we saw another point of comparison before we tried to make a decision that we will have to live with for a very long time. >> I need to do like a clarification that if we're asking Ryan to refine a proposal, that doesn't mean we're choosing between proposals on a first read. We're going to have a first read of something else. It wouldn't be a comparison. And so just so it's really clear because we're asking to do a first read then vote and so we would have a first read on something else not the proposal that's not the original proposal. Correct. >> Thank you for clarifying that. Yes. >> Yes. So that's where I want to make sure

180that that's really clear for >> the community too. So it's not like you're going to bring us >> both of them. If we ask you to bring us something else, you're going to bring us something for a first read, right? >> That's the process that we had already outlined. >> Yes. Yes. >> I just want to make sure that that's very clear for everybody because I think sometimes we know what we're talking about and then um community's listening and they're like, "Wait, you said you were going to bring two to compare and that's not what we're going to that's not what we would be asking Ryan. We'd be asking him to bring something else." >> And I want to just take a moment and give a nod to Lou because something that you do really

181well as chair is you make sure that the language at the table translates to the folks that are not sitting back here. And I really appreciate that because we are not the way that we are um we summarize things sometimes misses key pieces and it does it misrepresents. So I'm not saying we want to compare them to choose between them. I'm saying I would like a first read of something else entirely and then we'll have discussion about it because that's the process. So thank you very much for being attentive to that. >> I appreciate that clarification as well. >> Did you have something Shauna? Yeah. So just just more clarification in terms of process. So if we're asking for that moving forward which would in well another proposal you said and I think what's come

182out is thinking about deeper cuts the potential of an elementary school. So just in terms of process, would that mean naming an elementary school and actually having conversations that potentially disrupt even even in that potential or possibility a school community just so we we understand the impact. >> I think that's important to do. It's hard to do. Um I'm not looking forward to doing that. Um, but I think it's important to do because that's the way we've moved forward with this thus far where we've had um the opportunity to go t I've been able to go talk to a staff before they heard it during a meeting. Um, I think that's important. Um, because we also established a care room for staff after having that conversation. We had lunch so they could ask questions. Um,

183I think that those things are still important um with whatever proposal you're asking me to bring forward. And so for to me, I think that that those are important lessons learned that I'd want to be able to maintain. >> Thanks, Ryan. I think I just wanted to confirm on our end so that we know the impact and even if an updated or a new proposal came forward that did not move forward just the impact even in the interim of for families for staff for students as well. So and thank you for taking that that time and that care and really being there personally as well um and making space for staff. >> I think it's important that um with that we're also trying to maintain our timelines. So, this will be um something of a

184quick turnaround, but I think that's um where we're at. >> Is there any other board comments on this? Go ahead, Chris. I just want to remind the community and people that um this is really really really difficult and um we are all feeling it deep in our hearts and um I know Ryan and your whole team it's the same. this is not what you want to be doing and um I know it's really difficult because these are people that you work side by side with and it's going to affect their lives and for all of us as we mentioned grieving and the anticipation of grieving is really difficult and um it's really hard when we're doing this you know and and we as board members are called evil people and other names that I just

185want the community to know that this is this is not easy for us and that we have worked really hard and diligently to figure out what's best and to do this the best way we can knowing that it's really difficult and we don't want to be here and we don't want to be making these decisions but we are and so I appreciate that you're thinking about the personal part of all of this and how difficult it is >> th this is the most difficult work I've done in my 27 year career. >> Yeah. And I just wanted to piggy back off what Chris said that like board members are also personally impacted by the decision we're making and I think sometimes people forget that too and so um yeah you had your hand up Sam.

186Yeah, really want to appreciate the conversation and uh thank you chair. Again, I want to echo what Tes said is that you really centered the conversation around a common language. Um I will support the will of the board. I want to share my reservation about bringing another proposal unless we're willing to commit to a proposal to whatever on the table as long as it works. Um, if I would recommend right now, I believe I have sufficient information for our first reading. If we would have a school name proposed and marginal benefits, that cost has already been expensed by those conversations. That conversation the teachers, classified staff, and the students are going to have with elementary school is a cost we already have committed to. That's a decision we're making right now. I will support that

187because there are some marginal benefits that might be making it worth it if we commit to that. But because of that cost and because of my inclination and I I heard Ryan really clearly say like we have lessons learned where people really wish they have done everything together like Bethl. They wish that they have done it all together at the same time. I'm the mindset of we can not really anticipate many things in the future. In 2018, we had a forecast of how the school districts will look like. We had a pandemic. It changed the whole bull game and I cannot predict what will happen in three years now. because of those reasons because we have done really good work. My personal individual recommendation is I do have enough to commit with all the cost

188that we have incur incurred for what we can do. But if the will of the majority of the board is to explore more, I will support that for the reasons of there are some benefits and we already have incurred incurred very important uh grieving costs that you cannot recover from there. Even if we pull back, they're going to think about it. They're going to anticipate it for the next three years. um and that neighborhood school uh the community members in that neighborhood are going to anticipate that. So that's where I want to say I know first read and then second read and then it's formal decision. Personally I I believe that I need to commit to a plan and at this stage with the information available and I feel this is enough information for me

189to commit with but I'll support where the board will go. Do we we don't need to make a motion though or anything, right? We're just >> Does anybody want to I mean I don't Do you have enough information? Did >> I have direction? >> Do you have direction? Did enough people weigh in on this conversation of what you're asking of what we're asking? Or I guess maybe a question is has anybody not shared something they feel like is important for Ryan to think about before we before we move on. I would say Ryan that um the only thing that hasn't come up I don't think is um having information about possibilities if you're bringing us a proposal which it sounds like you are with um that goes a little bit further of like what are

190some of the benefits with that like you talked about them a little bit but I think it would be helpful in bringing something forward to us that that's included. >> Perfect. Okay. >> Okay. And I just want Oh, go ahead. No, go ahead. I had a little question that's come up because of some of the comments um that I've heard at listening sessions as well as seen in some of the reports around you know even things like going back to the K8 model of where another K8 model would live and so just a question I don't know if this is an easy question to answer it doesn't have to be in this moment but thinking about which buildings have the capacity to be K8 buildings so a question that came up that I see on

191the stoplight report is well could Sheldon be the building that houses a K through8 versus Mountain View. And I see that that's it's yellow in here in terms of there would be some significant costs with that. Um, but it was just a question that came up along with thinking about some of the benefits of different models. wondering if that's a relatively easy question to to ask and answer in terms of which buildings could be converted with maybe minimal modifications to K8s um versus those that that can't because there were also other asks from the community around what about Lincoln or what about this school or that. >> I think it's more about capacity and programming to the fit of a K8. And so in our bond program, we added the art science rooms in every

192elementary school. So those those are the things that make the school more feasible as a K8. Um >> the the things about Mountain View as a specific has it has capacity for 200 more students than it currently has. So it's a significant amount of space available. Um and so that's one of the one of the considerations of that. Um, also thinking about Sheldon, um, and five-year-olds coming into that space, it's pretty expansive. And so some of those considerations as well. Um, so there while there's potential that some others would be could become K8, I'd also be cautious about how many K8s we create because then again, we start to um lose our density and ability to provide programming. And I was thinking less about more K through8s versus where is the best fit. >> Yeah.

193And I was kind of including uh Bernie's question in there too. >> Um before we move on to the next thing, I just wanted to say Ryan, I know that this is not easy and we asked you to do one thing and now we're asking you to do something else and I wanted to recognize that that's a lot of work on you that we're asking um and supporting the staff with this ask. And um just wanted to say thank you for um for going that direction and I know it's not easy and for all of you up here either. >> Yeah, my team's been working really hard um to answer all the questions that are coming in. Those FAQs are taking um almost a full day for staff to complete because of the information that

194we need to put into them. Um so I just appreciate the folks that I work with and that does make it this um this task easier. Yeah, you all are working overtime on it. I understand that. Um, but thank you for bringing something to us at the next meeting to look at. Next item. Oh, wait. There was one more thing too about that. It's not that we didn't like the original proposal per se, but I just want to make sure that was clear because sometimes people when we're asking you do something different, it's looks like, oh, we just totally didn't like your ideas. And I think we heard a lot of things from the community um as well around that. So the next item on the agenda is consolidated action. As a reminder, under this

195portion of the agenda are for action. Does anyone have a question about anything in consolidated action? >> Have a good night y'all? >> You have a question Sammy? >> Yeah, I'll be very brief. Uh personnel. Okay, go ahead. >> Uh, may I ask uh the person who proposed the personnel action uh to the podium for a question? >> So, chair, I ask for your permission. I know it's our tradition not to uh ask a specific questions about retirements or hiring decisions. However, I would like to ask for an exemption to recognize uh our HR director and probably the longest uh serving person in this room in Corval school district. Uh do I have permission? >> Sure. >> Uh Jennifer, thank you so much for your service. I see you have proposed uh in the action

196a retirement of an individual. Uh could you tell us a little bit about this person? Not in a third person, that would be awkward. Uh reflecting on your service, I would like just to hear maybe a minute. Uh how did your service with Corvas school district go? >> Okay. Well, I wasn't expecting this. I was hoping it would just fly by under the radar. Nope. >> Um I have had the fortune to work in this district for um over 23 years and have appreciated the staff that I have worked with um throughout that. There's been ups and downs with the budget and all of the different things that we've had to work through, but this staff is extremely dedicated and is just a great group to work with. And I've worked with great administrators and

197I've appreciated my opportunity to be here. >> Jennifer, thank you, chair. I want to take uh points of personal privilege to uh acknowledge over the 10 years I have been on budget committee or the school board I have observed uh Jennifer's leadership and really grace and ability to share and work with folks in a very significant way whether observing the administrative team during negotiations uh or through all the challenges that the school district navigated over the years. Uh for that I just want to say thank you Jennifer for your service over the years and congratulations on very well- earned retirement. >> Thank you Jennifer. >> Okay. >> Jennifer loves to be recognized. Not so much. >> Okay. Um did anybody else have anything on that item? Is there anybody would anybody like to make a

198motion? I'll make a motion. Chair, I move that the consolidated action be adopted as proposed. >> Second. >> It's been moved by Judah and seconded by Sammy. Any further discussion? >> Okay. Has been moved by Judah and seconded by Sammy to adopt the consolidated action items as submitted. Sammy >> I. >> Judah. >> I. >> Chris >> I. >> Shauna >> I. >> Theres I. >> Bernie >> I. >> And I vote I. Motion passes. Um, the next item on the agenda is consolidated information. As a reminder, the items under this portion of the agenda are for discussion. Would anyone like to discuss an item in consolidated information? Okay. The next item on the agenda is board member comments. Is there any board member comments? I do have one board member comment or two, just

199so you all know. They're very short though. Um, I think we need to do a review of our proclamations and I would like to figure out like how we want to do that. Is that something we can look into? Maybe the board leadership can chat and come up with something. Is that okay with you all? Because I think some things have changed in them um either at the state or national level perhaps that we may need to update on some of our stuff. So, just having a review of the proclamations we read. Okay. And then the um the next one is about the um I think it was 20 was it 2021 the last time we took a look at the um the resolution on immigration. Was that 20 was it 2021 or was it

200sooner? >> It was after CO but it wasn't that long after CO. So that sounds great. >> 2021 sounds right. Is that something that the board would like us to bring back to take a look at to reaffirm? Did you get that? Okay. Thank you. All righty. Those were the my only two comments. And then my last one is just thank you to the folks who stayed around to um listen to the conversation as well as those listening online. And um again to Ryan and your team for answering all these questions for us all to have. And I did want to say thank you um to Bridges for our little um our little spooky edition uh little zen we have here to look at. So I wanted to say thanks to the Bridges students as

201well. >> It says on the back look forward to the November issues and I am looking forward to them and now it's an expectation. >> So we'll see that in November. I see. And our meeting is adjourned at 9:29.