001and I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liy and justice. We have we have our visitors for presentation, but do we have any other comments or visitors tonight? Okay, great. Thanks. So, can I get a motion to approve the agenda? I move to approve the agenda. >> All in favor? >> Motion passes. >> Um, we will move right to student presentations. I know Mal is not going to be here tonight. Um, >> oh, I'm sorry. Yes. Can I get a motion to approve my consent? >> Thanks. All in favor? I have a piece of paper tonight. My computer I just scrolled right past. Yep. Um I know Mal's not able to join us tonight. So we
002will move to FBA state rep which has a Sarah. >> I have nothing to present. >> I do though. >> Oh okay. So, um, at the FBA state conference, we were excited and also kind of bummed because we had nominated Sarah for a volunteer of the year for FBLA. And some years they let you know if your nominee has won and other years they don't. And this year they did not tell us. So when we were seated there and she was announced, we were all very excited and also very bummed because we know she would have been there. So I wanted to do two things. I wanted to read the nomination letter that I wrote and then we will present Sarah with the plaque. Um they did a much nicer job summarizing my letter and
003things, but I'm just going to read it to you. Um so it says, "With great pleasure that I write this letter to nominate Sarah Cox for the FBA volunteer of the year award. Sarah has been a member of the Cresville School District School Board for the last three years. For the past three years, although her student was not involved in FBLA, Sarah has volunteered her time to support our FBA chapter at many events and opportunities. She's also a parent of a former Creswell Middle School student who volunteered regularly for school and athletic events when her child attended here. Sarah Cox has served as a guest speaker to our chapter for two years when we needed this as part of the chapter government promotion program. She spoke to our members about what it's like to serve
004on the school board as well as what the election process was like for her when she ran for the position. For the past two years, she has volunteered south of LA regional competition that we hosted at our school. This year, she graciously stepped in to deliver the games that I typically do um and and did a great job and also read the names for our awards ceremony. Last year, she also served as a judge at the regional competition hosted at our school. In general, when she had a student at CMS, she regularly shaped her own school field trips, donated items to school and classrooms, and helped at our school sporting events. She was also the chairperson of the eighth grade parent committee when her student was in eighth grade. And whenever we need anything, Sarah
005is the person that you found. So, it's an amazing honor to recognize her and her amazing volunteer work. And so, congratulations, Sarah. What's really neat is that on our board we actually have two people because Lacy was also recognized I think our first year. So Preschool school district we have two FBA uh state volunteers with you. >> All right. Now I facetimed me and I was like facetiming me and I'm sitting in them in our massage chair and I was like hello like are you here and I was like no he's like they're all cheering and I was like what is happening? He goes you just one volunteer you know I was like for what I was like was nobody else nominated thanks on her. >> Thank you Sarah. Um, okay. So, we will move
006forward to the CHS and CMS social studies curriculum adoption recommendation. >> Sure. >> You guys can start, I guess. >> Okay, we're gonna start. Um, so the slide you see right here is basically the members of the adoption committee for both school sites. Um, social studies history teachers from both CMS and CHS as well as the site principles. Um, we wanted to make sure to revisit the festival mission uh purpose and vision because anytime we do an adoption, we want to make sure that we keep the purpose and vision for our school district in mind. Um the next slide shows the programs that we're available to adopt that span 612 because whenever we can we want to make sure um if possible that we're considering an alignment whether that be K12 or 612 or K8.
007Um and so these were the programs that were up for adoption that did span both the middle and high school levels. And the next slide, our teachers at CMS are going to talk about our priorities for the curriculum adoption. >> All right. So, our criteria when we started was we wanted to have uh the unit to have a hook. So, something a story or some kind of piece that would bring the students in and get them engaged. Um the unit has students creating a project or hands-on activity or a simulation of some type. Um we wanted it to have include assignments um either workbook be able to print or um actively do um activities and then mapping exercises some um maps um that are teacher ready. The unit also needed to include many opportunities for
008students to engage in group discussions. We wanted some collaboration and group discussions. Uh curriculum needed to include multiple forms of assessment. Uh the curriculum is easy for students and teachers to access and use both digitally and physically. We wanted to make sure we had physical textbooks that match our visual um so students could access it at home. Um it includes a scope and sequence that follows the newest Oregon state uh social studies standards and has multiple lessons to address some standards. So the social studies standards um if you follow the history a little bit they changed and then um they changed it back again. So, one of the things they did was split the for middle school eastern and western hemisphere and then it split back into chronological. And so, that's the difficult part. If
009you uh it switches back to chronological, you're just trying to piece everything near the textbook. So, that part was um nice. Um and the textbook has colorful and engaging pictures throughout the unit. So, we have a lot of visual learners. So having something they can look at and the text provides maps throughout the unit and maps in the appendix for reference. Often times um the having the maps that they interact on the digital is nice so that they can see the different movements and then also too it's more up to date than some of the atlases in my room. Uh K12 alignment super important and then the score from OD on the rubric. Um that was important for us. Obviously, a lot of social studies teachers spent a lot of time um putting stuff together.
010So, looking at what they scored wisdom, >> which takes us to the next slide. Uh so, the OD put together a slide like this for all of their textbook posts. There's I think 11 different standards or criteria they were looking at. And uh so like I said, we had eight different options to look through, eight different publishers. And the McGraill book was the only one for the middle school that had twos on everything. And so uh that was kind of got our attention. So it aligns the standards hit scope and sequence practice and skills uh engagement motivation cultural responsive in instructional support uh support for teachers support for students digital learning design elements formative assessment process uh performance assessments and integrated assessment all scored two. Um and so they got the love little blue thing
011that indicated that it was exemplary. Um, and then there's a bunch of links in this slide that uh the state gave us. And so they had a big huge spreadsheet of like each one of those uh of criteria broke down and like further standards and there was basically no flags on any of the criteria versus some of the others that had ones or even zero. So we were like this is a pretty good endorsement um from the state side. >> All right. And so, um, the thoughtful print and digital customization. So, again, having both available and that they match up, um, uh, with, uh, so you can go seamlessly back and forth. Um, the 100% aligned with standards. So, the Negra Hill is the they're aligned with Oregon standards. So, there's specific printings in here
012for to match Oregon standards. And some of the you'll see in some examples that some of them are actually like Oregon examples, which was we really liked. uh multiple perspectives through primary and secondary sources. Um one of the things that they have is document based questions using primary sources, pictures, letters, um old newspapers and having questions around those so that you're diving in and kind of doing some inquiry and analyzing um which are both um if you've been in the social studies world for a while those have been inquiry was a long long time focus and then now analyzing primary sources. So it tied both of those. Um the other thing was the uh actively learn um which is uh gives you access to current news articles um that have been created with the curriculum
013and so they can tie in stuff that's in the textbook with some um current information and those are um part of the organ adoption. It's normally an add-on but they've included it in part of the organ adoption. It's similar to Nuzella in the sense of you could pick something to go with your curriculum. Um, also interactives, they have cahoot games that are tied. They're already made and access them and then active classroom activities. Most of them have a each unit has a project base as well. So students will learn about something and then have to create something to go with it. And a lot of times it was something create something that they could use today. So bringing in that those concepts and and then they have a chance to hands on. So we really
014liked that. Um the personalized learning the smart book. So this is similar to I ready and then formative assessment allin-one is the students can read and they're trying to answer the questions and as they match it up if they get it wrong it will highlight back where they should have where they could have found the answer. And then what we get as in instructors is we get data showing what was difficult for the students, how many students got that first try, what are some areas we need to look at, and that's a nice quick formative assessment for planning for the next day, which is nice um to have it like set up the data right away for us. Um that act customized assessments. So it comes with two assessments for each unit, which is nice
015because we and we can customize them. So, one of the things that really stood out for me was um some of our IEP students, part of their IEPs to have to use choices and then also the test read to them so I can take out some of the um wrong answers and then have the computer will read it to them. So, that was I thought super helpful because sometimes that's up that you're trying to figure out how to do that quickly and and provide that for a student if you don't have an EA available. Um, and then built-in differentiation and strategies and Lexiles. The actively learn has different Lexiles you can choose before you print them out or have the students do it, but you can also set that digital textbook to go two levels
016down and it has um the Lexile so that they can act they'll get the information but at the reading level um the lower level. So, we really liked the inner being able to do that and it looks the same. So that was the other thing is if the students can't tell that they're reading a different lifestyle compared to the person next to them. >> Um so we we were to kind of go through these quick. These are just some kind of screenshot examples of some of the different uh kind of bits from McGraill with flex being being flexible and easy instruction. Um there's a lot of correlations available in the planning document. So just kind of what you see here detail breakdown of how to put a lesson. So, it's something that we can step
017into easy. Um, be able to customize as need. So, they have like a full list of all possibilities, kind of can go menu style and pick what we works best for our class, change it up from year to year, but have a lot of resources available so that we're not having to reinvent the wheel. Um, and so both with the kind of the breakdown standards from the state so we can see where each lesson is tying in with state standards and then that kind of lesson menu. Next slide. Um, and so this one and the next slide both uh Again, the textbook has a lot of built-in content that are tying directly into our local standards and local content. I think on the next slide actually has this better. So there are like so this
018is kind of the content some of the textbooks the students would see um on the next slide uh has different activities that are tied in with local um statewide stuff. So state references as opposed to us either having to find that from a third source or having to do a generalized national um uh activity. So, this one ties in better with that. Um, and again, there's lots and lots of resources that are all in one, so we're not having to go through. So, we have reading and writing activities, um, print versions, um, and then as Kendra alluded to, we've got a lot of the, uh, resources online that we can either print out as a PDF or we can, um, customize, send out digitally to the kids. Um, so there's a lot of flexibility on
019all of that as well. Um, and so then this is also pulling in with some of the new state standards. Um the newest stuff has a lot to do with um discussion about genocide and anti-semitism, Holocaust. So there's some very specific materials aimed at that and world religions handbooks. All of this is included as well. >> Okay. >> Yeah. Uh so based on the rubric and our goals and CMS priorities rubric, our committees recommend to adopt the McGraill social studies curriculum at CMS for sixth through 8th grade. As an added bonus, CH is supposed to adopt same curriculum. So that is an added bonus. So we are very excited. >> And I guess also adding that too with their the folks have already set up and made offer to do training. So that way we're
020not having to like crack all this open and explore and figure it out on our own. Um they'll come in and help set us up on our own. >> Yeah, they did already a special little session with us because we got to hear their pitch, but we really wanted to get to the nitty-gritty. they came down and talked with us and then I came across a question and I was like I don't know how to do this and they were able to answer me my email right away which was huge I felt >> and other like tech support and all of that stuff too throughout that option period >> so similarly um going through this process it's been a lot of I'm I've been in district now for 13 years and Bill a little longer
021than that little >> and this is my first time going through this and um so it was really kind of interesting just the whole the whole process but we um set up priorities for the high school similarly as the middle school. Um and we just honed in on these as we comb through the various um textbooks and curriculum and McGraill just jumped out at us for a variety of reasons. So much like what the middle school kind of highlighted um we love the fact that they're aligned to Oregon standards and first and foremost that checked a big box for us. Um, but then secondly, looking Bill and I both have a lot of passion for history and we want our high school students to be thinking like historians and we want them to be analyzing
022primary source documents, evaluating evidence and, you know, building arguments through through that uh engagement. And so we feel like the operators do that. similar results with OD and how they evaluated the textbooks. They gave this particular set I think the highest ones >> highest scores. Yeah, >> the highest scores. And through our evaluations, we came to that same conclusion. They they're just well-rounded textbooks that offer our students, I think, a lot of opportunities. So here we have uh we're looking to adopt in both US history, economics, world history and civics along with psychology and sociology. But they didn't have OD did not have those scores published. But all incredible marks. Something that I myself and Bill really kind of uh honed in on was the the rhythm within the books, whether it was US history,
023world history, or even middle school offerings. Um they have a framework by which the textbooks are designed. And as we're looking at maybe doing some alignment with the middle school, this really kind of jumped out like we can start teaching kids in sixth grade how to engage with these books and they're going to just be refining those skills throughout their experience. By the time we get them, it's going to be easy. Um, so maybe you could ask for a raise or something. But uh but the the units are set up in like a four lesson system or framework as I said and it would be like an introduction where you're kind of engaging prior knowledge and then we have um learn the events. So in learn the events we're just building context. Um at that
024point we can dive into an inquiry um an inquiry lesson where we present a compelling question and let the students kind of think like historians and dive in. Um and then finally each each unit has review and apply. And so this is where the assessments come alive. And so then we're kind of testing those learning objectives that we've set forth to determine whether or not you know they're getting it. So, here is a snapshot of the world history high school level textbook. And so, what I like about it is it starts with learning objectives and then also provides us with some skills that that we're going to be honing in on. Additionally, it provides us with a suggested pacing guide. And I really like this because it gives us a snapshot of, okay, we're talking
025World War I and its aftermath. How long are we spending on this topic? and what are we going to be getting ourselves into? And so you might be able to see that on the suggested pacing guide, it offers the introduction, which is kind of that hooking into that prior prior knowledge, but then it gives the learn the events. And much like the middle school talked about, within all of this, we can adjust and differentiate for different learning styles for uh various language learners and um any IEP situations. And so Lexile adjustments can be made. Um but it kind of mind maps it out for us. What I ended up doing to kind of just test this is I built a lesson around um the world history book. I generally teach a photo analysis um lesson
026on on World War I. And what I did is I took from the book an inquiry um compelling question and I incorporated that into my lesson u my existing lesson. And what I really like about the offerings is that they're completely customizable. And so it's not like Bill's been teaching for 30 years. He doesn't have to just throw everything that he's put his heart and soul into. He can build off of what he's put his heart and soul into with this um customizable lesson option. And so I gave it a shot and I had a lot of success. It was really cool. I um had the students use primary source images like you see on this slide. And what they were asked to do and challenged to do with a compelling question was to ultimately
027um take a roll of a photograph and then they were to write a letter home. And um I was able to develop context by differentiating through adjustments in Lexiles for for different learners. I was able to use various resources and kind of copy and paste and make it my own. And I felt like the students were ultra engaged and it was just super user friendly for me and it kind of just echoed what we already kind of knew which was that this is um this is just a well-rounded curriculum. This is just again another snapshot of like what these units look like for us as we're looking to kind of um dive in. And again, they align with what we're already doing. How old are the textbooks that we currently have? >> 21 years old.
028So, they're um I guess I wasn't high school, so I feel like I should have been in high school 21 years ago, but no. um you know, they they interestingly kind of still align with the work that we put into our offerings. And so it just it seems like a natural um textbook for us at the high school that really already aligns with a lot of what what we're already doing. And so, um, you can see by the little Oregon symbols that the various units are marked with topics that include content and or activities enhanced for Oregon. And there are a couple of requirements from our state, Senate Bill 13 >> 13 studying federal federally recognized um indigenous tribes of Oregon. working on that one for five or a few years now. So, >> and
029so they're they're like taking this into consideration of course for us and it kind of takes some of that leg work out of it for us which we appreciate. And just to jump in a little bit, I'm really excited and grateful you're considering it for economics because that's one where having some updated information will be a benefit for students along with all the history stuff. Yeah, part of um this this offering is um active learning and I know that Kendra mentioned this, but it's an interface that that allows um for updated resources for us um that are really like engaging for students. And I I find that the platform, the interface behind it is um very intuitive and it just allows for kind of um easy navigation and so um that that is included with
030all Oregon um packages, correct? Which is cool. um that Oregon kind of requires that as part of the the package. But between the the digital platforms um and then the ebooks, but then of course the hard copy books, which I think a lot of us like to have something tangible in our hands that we can comb through and look at the maps like Candace is doing. Yeah. >> Um is very meaningful and we're really excited about this. So, thank you comments. >> I don't know. Do we have any questions? I think we need to have an opportunity to ask questions or or make comments. >> Sorry. You go first. when you were showing the McGraill um route like scoring and you were flipping through some of the pages and I don't know who was doing
031scoring of it but I noticed that like teacher support, student support and something else it showed that there was some room for improvement. What does that look like for you guys? And so that was um world history and so that caught my eye also and that's why I wanted to dive in because the one of the ones which is partially meets expectations was supports for teachers and I'm like hold up here like I got to look into this and so just diving in it's a lot. Um but you know after a couple of hours you it becomes more intuitive and and with the supports that are being offered during professional development um I didn't really see I didn't really see that lacking. um like initially it's a lot and so I could see where maybe
032that could be scored that way but you know um I didn't find from a teacher perspective it to be troubling um and then so then going through and adjusting for the lesson that I created on that World War I photo analysis and letters home I really was kind of mindful of that in terms of like okay I know that I can handle it from my perspective how about from us the supports for students because it was also a one for that and um had the kids jump into the digital platforms and their response to me with the thermal meter that I asked them for were generally thumbs up. So they experienced the interface and um I was able to do some adjustments and Lexiles and and make some slight differentiations within that lesson. And so
033I don't know, this is my first time going through like this process, but um I think that from my interaction with it that it's not something that I'm worried about. >> Uh just a a couple different comments. Uh I love the fact that we're actually going to put books in the classrooms that they're going to want to read. Uh I I have been doing a lot of reading it seems like the past year or so around the devastation that technology does on young brains in terms of learning and the school oddly enough may be the opportunity for kids to actually experience less technology now by mandating that. So all the things that support less technology in the classroom is fantastic. together. It was just the other day I was reading Norway is investing like millions
034of dollars to get rid of technology and go back to books. Like I love this. So all these books make me really happy. So thank you. And I I know as my kids went through the middle school, there were additional requirements to read outside of school, like a couple language arts books. One of them had to have a social studies tie to it. I You're nodding your head, Kendall, like yes, we still make kids do outside of reading. I love that. Um, as Bill and Jesse talked about the primary sources, um, that I I think that's fantastic. Watching my kids go through writing research papers in Mr. Martin's class, that his his the college credit opportunity through his class was the most strenuous for both of my kids. And they're each different types of learners.
035I didn't know what it was going to be like for my son after watching my daughter. Most strenuous um having to find primary resources. They had to go to the Eugene Library and actually start looking things up and I was teaching them how to use the like the catalog to go find things. It was like this is the best. So any of those things that actually get them back in to learning, I I at first wondered is it just a recognition because that's what I had to do. So it was familiar and that's why I liked it. But after doing so much reading, it makes them think in a different way where the computer is not handing them things. And I think it helps kids figure out how to navigate the world. So I I
036love all of this. I love everything that you mentioned. So, thank you for keeping all those things that are so important to teaching them how to critically think. >> It's probably uh you're Thank you. kind words with we're all grappling with AI and >> yeah, >> how that's going to work. So, going back to some basics opportunities we get with these new books. >> Yeah. Bill, you talked about indigenous people's history and it being in this curriculum. Currently, you're using uh supplemental curriculum to to teach that. So, uh kudos to this curriculum for bringing that in >> uh so you don't have to supplement. >> Um Kendra, you were talking about the use of data uh formative assessments, who gets it, who didn't get it, review, retach, what have you. Uh before moving on, you
037if I understand you say that you could do that at the end of a lesson or you could know if they got it during the lesson. >> Yeah, it's part of the online textbook. So it'll have them answer a question and then you you'll be able to see like it'll collect the data from the question and if a student has can't if they get it wrong then it's supposed to highlight it in their in the reading so they know where to go back to look again um to fix their problem. And then we'll get that information which is nice because we get that information when we grade it by hand but sometimes that information is then ready for the very next day to get going and what we need to do. So >> no that's
038crazy that you can pull that data right now after a lesson and know going in the next day what you're going to review or retach. It's amazing. >> I was excited. I mean that that really is efficient instruction. That's perfect. Good choice on the curry. Any other questions? It's a tough one. It's a tough adoption. So Britney, that's good job. >> I'll mention the postponement. You'll see an attachment there for elementary. So I'm going to speak on behalf of Press Lane. they are not up here presenting because there's actually a lot of overlap with the um standards and some of the materials they're already using in school. So they would like extra time to see where gaps are, where we already have alignment, where that instruction is happening and catching those standards. So there's an
039effort there to be fiscally wise in in how we invest, but also it's a that's a common theme that we're finding in Lane County. Many of our elementary are saying we're going to pause and take a closer look. So we are asking which you'll see in your board packet for an extension on that so that we can do some more more work on that piece. >> Okay. Yeah. Thank you very much. Um we will move forward in the agenda to the superintendent report and then we'll jump right into the adoption so you guys don't have to stay um for the whole meeting. So Mike, I will move to >> Okay. Uh so the activities and u programs that I've been involved in, you see uh the list there. Um my highlights uh for the month
040of April were the baseball softball games and getting the city kids out there playing on the fields uh and the CTE building materials delivered. That was a c I had to celebrate that. seeing that stuff come in was was really uh significant to me uh well to a lot of us. Uh but then uh in my uh facilities report I highlighted red which are the items that we accomplished uh the construction items that we accomplished in the month of April and in green the ones we move forward with that we're working on. So, uh, when it comes to at the CPE building, everything has been cleared out. Uh, the rock is laid and we're preparing to, uh, to set the foundation. And, uh, with four to 6 weeks, we should see the building up, the
041shell of the building done. Maybe eight weeks, we'll see what's happening. This next week, getting close. Uh any any questions on my activities, what's happening with the projects? We do have a bond oversight committee meeting coming up next week. So, uh we'll we'll catch up a little bit on that and where we are with the budget, but we're on we're on schedule with the budget and the project. >> Okay. Thank you. Any questions from Superintendent Chancellor? No. Okay. So, let's move to new business. Um, first item is to adopt the CHS uh CMS social studies curriculum. We can get a motion to do that. I'll make a motion to adopt the C Jackson CMS social studies curriculum. >> Thank you. Any discussion before we vote? Thanks for going to work going into evaluating them. Yeah.
042Yes. Thank you. I can't imagine how long it takes to go through all those different textbooks, but they look amazing. >> Sitting here. >> Yeah. >> And to to Amy and and Chad and and Judy, thank you for leading through and supporting them through the process. >> Okay. All in favor? Motion passes. You guys of course are welcome to stay, but you're also more than free to riveting meetings, but I understand you all. >> Thank you for coming in. >> Okay. Um, the next item we have is to vote on approving the adoption postponement through the CES. Can I get a motion for that? I voting to approve the CVS adoption fulfillment 26. I didn't even have to look. Um, any discussion? I think the memorandum was something. Okay. Um, all in favor? >> Motion
043carries. Okay. Let's keep moving. The next we have is to approve the CMS FBALA outofstate travel request. Andrew, are you here to sure give us the details? Um, so we had from the high school and the middle school, we had a ton of students qualified financial which was fantastic. Um, the high school had a ton of first place. I think they were did they I don't know if they came and showed off their first place, but they had a ton of state winners and the middle school did too. Um, we kind of pulled people to see it's San Antonio, Texas this year. So, we kind of pulled the kids to see who would be interested and it ended up being a very small group of one um whose parent was already planning with she's a
044sixth grader. It's Miss Dalia Reigns who is an elementary school teacher. Um, so it would be her traveling with her mom and then I will be traveling because one of the things we realized a few years back was you have to have an adviser go. Um and so they cuz they also have work duties to do. Um and then um you just has to have an adviser. So I'll be with them and so we'll be traveling but she'll be traveling with her parent flying with their parent and then um I'm just navigating the the this is where you're supposed to be for competition. Um these are you know buying the stuff that we're supposed to buy to Yeah. And then I'll serve the duties that we have to do and chairman will be there to
045accept our chapter awards because we should have some. So, um, she'll be there to accept them for the chapter. So, >> great. But, >> so, San Antonio, Texas this year. So, hot. >> Yes. That's what Yeah. I was one of those students like, "Is it going to be warm?" I'm like, "I'm going to guess." Yes. >> So, >> and and then each individual person, including Mrs. Anderson, um, does their own individual fundraising. We as a school set up a lot of fundraisers for them to participate in, but um each student has an account basically within our spreadsheet that shows the fundraiser and how much they've earned. Um so for instance, when we took that large group to Anaheim last year in in for some of those students, they had been fundraising and working and so
046had we for our individual tickets since sixth grade. Um, so anyway, that's probably part of the reason why there was to last is we had that large group of kids who had been fundraising for three years and we knew we were going to Anaheim because we were not going to miss Anaheim. >> Yeah. So, we had a plan, but lucky me, a whole bunch of parents did sign up for these awesome ones. So, I got some condiments for >> So, now I know I can see her. Oh yeah. >> Okay. Well, very exciting and always impressed on how much you guys have done with the FBA program. >> That's very impressive. >> So, let's take a quick vote. Can I get a motion to approve the out of state travel? >> I I to the
047motion San Antonio second now. Oh, perfect. All in favor? Motion carries. Congratulations. And I hope you guys have a wonderful time and win. >> Yes. >> Next room in my pretty competitive. >> Yeah, I noticed. So, no, you guys have done amazing. Thank you so much. Um, okay, let's keep moving. Uh the next item we have is to approve cooperative flag football. >> Yeah. So this is goes to to us or I'm proposing it to uh recommend that moving forward cooperative sponsorship with cottage grow for girls football. It's a little late in the season. Uh but the uh ads the athletic directors did get together before the season with the coaches and they had an agreement. They're club sports. So it wasn't really anything that they had the process to give board approval for but
048then OSAA came in and said well you know or at least we hear I've heard that OSA said no we've changed everything with the club sports now. We want to feed the if you're going to do a cooperative, we want to see agreement on the cooperative. So, they're coming in after the fact to give permission uh to continue. Okay. Is there a motion to approve the cooperative agreement with Cottage Grove for girls football? I'll make I mean yeah the motion to approve the OSA and cooperative sponsorship of cross and girl high schools for the girls flag football team. >> Thank you. Second. >> Okay. All in favor? >> Yeah. Motion pass. >> Uh okay. Uh next we have a discussion. Marilyn brought this to me the other day around the CMS promotion and high school
049graduation presenters. And we also wanted to talk about this school's promotion and if we want to move our meeting earlier or shorten it next month so that we can all go. They get that. >> Yep. >> Um did you have questions for us or just >> Well, last year it was a discussion about this and someone brought it up that you know our meeting is at 6, theirs is at 7. That's gotten kind of close. And so board consensus was to move the board meeting to 5:30, the public um budget hearing to 5:15. So if that's that's what happened last year. >> Yeah, this seems reasonable unless anyone I think last year. >> Yeah. Is that okay? You have N. Okay. Everyone okay with moving our meeting next month to budget hearing at 5:15? Meeting
050starts at 5:30. We'll keep it snappy. I do think FBALA is going to come present next month since they weren't able to come this month, but we'll just let Mona know what what time parameters we're working with. >> So, we're consensus. >> Yeah. >> I see all hand shaking. Terry, are you okay with that? >> Yes. >> Okay. In agreement. >> All right. Okay. Thank you very much. Did you need anything from us for the high school or you're good >> in terms of the graduation cere? >> Yeah, we'll be there. >> That's all you have to do. >> Perfect. you'll be on stage and shake your hands and pass it around to the police. >> Perfect. We should be there. >> Yeah. Thank you. >> I do have one more question. So, >> is
051everyone going to both ceremonies or >> We already we we already surveyed them. So, they are all going to the graduation ceremony and six are going to the uh awards as good. Okay. Yes. >> And then CMS I can't remember. And then we all said we're going to CMS. So yeah, >> I'm going to CMS. >> I'll be free. >> Is someone going to bring sunscreens? >> It was last year. >> High school is fine, but the middle school. >> Okay, sounds great. Um, next we have is information item about the budget committee meeting on 520. >> That's the information 6 p.m. Zoom >> and um no guide us through it. >> We going to get the materials in advance. >> Yes. Okay. Should be posted Friday night. Friday night. Okay. Like this Friday night.
052>> Yeah. Okay. like Marilyn's putting out is has put Monday morning on her draft email, but I hope it's Friday night. I have a question. Yes. >> Um, mostly for you probably. Have all of the people like the community members who like the people who are on the budget committee, have they been notified of the meeting or when it was? Because I just had somebody asking me like I had no idea about it. Two two of them actually. >> Yes. Yes, I did. And it's been some time, but I have a everything ready to go because I want to put on the agenda when the budget hearing is and all of that. So have to wait till tonight. Tomorrow it's going out and um yeah, but they do it's been a while and I send
053them a budget calendar prior. >> Okay. So >> sometimes we don't. >> So they're going to get another reminder >> with a link and when they can >> Dr. There's a lot going on and there's a lot of information coming out. It's hard >> to remember everything, but >> get another reminder out. >> Okay. Any other comments, questions? Sorry, I'm going to put this in my calendar because my self will forget. Why not remind? >> Okay. And then did I hear you say you were going to send out a email on Monday? >> No, I'm going to do it tomorrow. >> Okay. Tomorrow with the And you said we're going to post the budget information. Is that on the website? >> Yes. >> Yeah. The budget talk will go on the website. >> Okay. >>
054Great. Thank you very much both of you. It gets published in the Chronicle tomorrow. >> Okay. >> So you in your reminder about the meeting, are you going to let them know that the budget documents will be on the website? Okay. Thank you. >> Can you maybe have information on how to find it? >> Yeah. >> Call me if you have any questions. >> Okay, great. >> Okay, wonderful. Um, next we have this trustee report. Uh, Mike, I'll start down there with you. Um, I went to a ladyb meeting, walked in the door and all of a sudden I was budget chairman and so I get two clicks for one going to the meeting and two before the budget meeting. >> You got it. Uh, I've been to uh a couple of baseball games and
055I went, well, actually went to the girls tennis uh district down at Kay uh Bunny and Ducy this week. Then we came home and let the boys win the the league title for the first time in uh I don't know, years and years. But that was cool. And I think we got a softball I got a softball game in or part of the softball game at one time. But the the tennis districts was really interesting. I realized that when I I coached the girls flag football team at Oregon State, they I found out that they get girls can get just as wound up in a game as guys can't do the same thing as tennis. It was really fun to watch. The girls did well. It was really fun to watch the whole thing. >>
056Wonderful. >> That's it. >> Thank you so much, Mike, and congratulations on your appointment of budget sheriff. >> I just said Tony looks out and says, "Let's vote for Anderson." >> I used to like him, but >> wonderful. Thank you, Debbie. The only thing I did was I went to one of the boys volleyball game which I promptly got hit in the face by a volleyball. >> Not a really safe environment, you know, to sit in there, but it was good and it was fun to watch. They had some power behind the ball. That's the >> I forgot that your your soccer moms probably haven't balls are not scary. You see them coming from longer away like they were coming. Well, there were two teams split two matches by 10. That was really hard to
057watch, but yeah, it was good. That was fun to watch. Um, I went to the bull market on Saturday. I got to go in early since I was going to wherever we were going for track on Saturday somewhere. I don't remember where we went. Um, got all of my hanging baskets. That was great. And I bought a bunch of these tomato cages that have yet to come home that evidently been built. So, I'm excited about that. Um, all the track beats, baseball games, surprise, softball game, lo. Oh, got to check out the shop that return that built for the truck being out there. That's it. >> Thank you, Mr. Rogers. Uh, I met with Superintendent Johnson for coffee and discuss uh a book that I just got published. And other than that, I really haven't
058been up to much. >> Congratulations. >> Uh, Lacy, I've been to track meets. I did go to the bulldog market. Love seeing all this stuff. I think I've maxed out on cutting boards. They're they actually I mean they're so pretty with the different stripes and I can't resist but every year I buy a couple and so Lance was like no more. We can't fit any more in the cupboard. So I'm going to have to gift the send them to college with them for all the cutting I'm going to do. >> I I need the woods kids to do something different because I still like what they do but I can't fit any more cutting boards in. I try coasters. >> Yeah, I I love I love the bulldog market. I love being able to support
059the kids and I'm trying getting Josiah to have them make pizza fields. >> Oh, that would be a good one. >> I would say >> yeah. >> I did have a chance to help with the track meet that we hosted on the field. Um, I actually love all the times when the coaches are walking around and talking about what great facilities we have. So, love overhearing that. And when you measure javelin, you're doing a squat for every single throw. The lovely woman that volunteered with me, we counted up our squats for that day. We were over 200. Oh my gosh. Am I having a hard time walking up the three flight stairs to my office the next day? So, I'm >> That's great. >> That's all. I just want you to feel my >> I
060did I was good. Um I also been to some softball games and practices. I've been trying to go possible. Um I did enjoy part of the middle school trackmate regional districts >> the other day. Um I did have to talk to a couple Junction City boys about not throwing rocks at people and onto things. >> Good for you. So, um I only three times but um uh and I feel like that's all I've done. Mostly softball in fairness. >> That's it. >> Okay. Anything else? If not, I think we are at the end. >> Ask a quick question. This is going to sound really dumb, but is Mike. Is there any classes at any level here at your school that teaches kids how to stay out of the street or at least watch where they're
061going when they walk across the street? We do safe routes to school. I I drive a lot and actually had kids standing on the corner with his back to the street and I stopped and waited and he looked like he was going to talk to a gentleman and and so I started around the corner and he started backing right up to me. If I hadn't locked up my brakes, he ran into my door and I >> Are we talking like elementary age? Cuz that's the level of education. Correct. I think >> we do we do safe routs to school at the middle school too, but we have the little the our little duck curtains, man. I mean, they get the safety jackets on and everything. And they are you have one adult in the front,
062one adult back. They show them where to stop at a corner, how to get a wait to go across the street. All that starts here. PreK in the summer. >> Maybe that was your pre age. He was he was either late middle school or late high school really trying to be a smarty statistics >> we do for a small district actually for any district we do a lot of education around safe routing a lot going across the corners I'm just afraid somebody's going to be a kid just little kids on their bikes and you're behind them and they look at you. That's the way they go, right? And I had to go out on the other lane and walk this park right there till she got back on the other side of the road like
063this. But she said, you know, I guess this never she's never been hit, but anyway, I know probably was, but I just reassures me to hear that. Well, as they get older, we could probably institute some kind of a parade crowds going in and out of the parking lot at the high school. But >> we put the speed bumps in there. >> Yeah. >> You know, you can't eat all and Well, you know, it's just And it's adults, too. >> It's not Yeah. It's >> I mean, you go to the game adults buying and driving the wrong way down the way. They don't care. I watched someone the other day leave the high school and drag this um where the buses come >> all the way the road back >> I swear the gate is
064up I think they drove around the gate just a suggestion just a suggestion we only have gate >> I can't drive around this gate >> yeah I don't know what I can only see you know I was at the field so I can only see one I was thinking that's not going to end well it was late so I knew there were no buses coming so I was That is what it is. Okay, I think we then are done for today. Have a wonderful Yes. Have a wonderful evening.