CSD Board Meeting - October 8, 2025

001to order. Uh let's establish a quorum and do the pledge of allegiance. >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. So, I think the first item we have is recognition of visitors and I have one item for Miss Bethany. So, we'll invite you on. >> Awesome. Thank you. >> Um, normally when I come and chat with you guys, it's on behalf of the district as the communications coordinator, but tonight I'm representing the middle school cheer program um as their coach. So, um, as you're well aware, if you've seen them out there, um, we've grown. Um, we've doubled in size. This is year two of our program. Um, and we're really excited

002about what we're up to. And specifically tonight, I wanted to come and in personally invite you to attend a performance. I know some of you have seen them at the high school games. Um, but we have a couple other really cool opportunities coming up. Specifically, we are going to do competition this year. Um, and we are going to be involved in what's called the game day competition, which basically the things that we do on the sideline to get our crowd to yell with us, we're doing in front of judges, getting scored on it, and competing against other junior high teams at the same level. So, we are going to be competing at two local competitions and one statewide competition. So, we're going to Jefferson High School in Jefferson, Oregon. We're going to be at um

003Phomis High School and then we'll be at Sherwood High School. And so everybody that's a little event schedule that has those competitions, but also um we have um we did a a little kids clinic on Monday and we had almost 50 kids show up for that clinic and they're going to be performing tomorrow at the middle school football halftime show. So, if you want to come see the cutest show in town tomorrow, um the game starts at 4:30. I think h time will be around 5ish. Um and we also will have ice cream and cake there. Um if you want to help further support our program. Um the other thing we have on that event schedule is if you can't make any of our competitions, we're doing a friends and family night um on Wednesday,

004October 29th at six o'clock in the middle school cafeteria. So, if you'd like to come to that, they will be performing their competition routine for friends and family. >> And during that, we'll teach you how to build with us and encourage throughout the routine. Um, I also have a member of my program who's going to be competing in the mascot division at the OCA Championships, which is the statewide competition. um I've never seen a junior high mascot competition routine. So, um she may be making, you know, ground for our school and for the state. So, I'm really excited about that. Um and I just want to um reiterate that this program is a sixth through 8th grade program. And I really love that we get to help support and foster school spirit, school pride, um

005and K12 spirit um through this program. Um, one of the other things that we also have been able to do this year is we have a senior cheerleader who is also helping mentor my kids and she's using that as part of her senior project. So, um, it's been a great year and I hope you guys get to be part of it. And if you have any questions um, about our program, definitely feel free to reach out. We usually get um, our uh, lineup for the competitions the Wednesday before. So, if you're interested in attending, let me know and I can give you like the estimated performance time for those competitions. >> Thanks. >> Very nice. Thank you, Bethany. Um, that was our only comment. Great. Thank you both. Okay, so let's move forward with approving

006the agenda. Can I get a motion to approve the agenda? >> I move to approve the agenda. >> Second. All in favor? Motion passes. Thank you all. Um, can I get a motion to approve the consent agenda? >> I move to approve the consent agenda for today. >> Second. All in favor? >> Motion passes. >> Um, okay. So, we are moving right on. Student uh presentation. >> All right, guys. Uh well, it's that time of the month, student reporter. But I have a special guest today joining me. I'm Brady. >> Uh he's been helping lead student sections and spirit for our leadership class this year. So I said to bring him along because he has a lot to tell you guys from his side as well. So starting it off. >> Oh, am I supposed

007to? >> Yeah. There we go. I don't think you hate. >> Okay. So, first off, um assemblies, we had a spirit and supports assembly. Um so, one thing that leadership recognizes that we didn't have the biggest student sections and we really wanted student support at our games for our students. Um so, we decided to have a spirit sports assembly where we could bring down the captains from all the different sports teams to talk about this is what our season looks like. this is the big games we want you guys to attend to really get it out there so kids know what games what's going on. Um so we had each sports captain like three from each team come down and talk. Um we had our cheerleaders come out and do cheer routines, talk to the

008students they did that back. So that was really cool to see. Um and then we had a rules and expectations where we went over student section etiquette. Um, and then we had a game which was um, we started off with captains from the teams and then Tony would give an item. So he'd be like, "Find somebody who's in a club." And then they'd have to go into the crowd and find somebody that's in the club, bring them down. Um, and then it went on from that. So the person that was in the club, then have to go find somebody that club, another one. >> Yeah, they did. >> Yeah, we did clubs and then um, there was a whole list somebody that has red hair. So yeah, they went on and they went through all

009the different things. >> Yeah. And then um Brady and I worked a little bit on student section chance. So things they would hear um in the student section for that game because we've been trying to make chance and change them up by game. So uh we thought the chance for that week which was sisters uh which we'll go into. Uh we also had a student tailgate for Cottage Grove. Um so that was a lot of fun. That was just another part of really trying to get kids engaged at the games. Um, so beforehand we had cornhole, um, pingpong, hot dogs, music, so the kids had a place to hang out before the game because there's this odd period before the game from 3:25 to 7:00 or 6:30. Um, and so we hosted something so kids

010could come hang out and have a safe place to be. You want to talk about that? Yeah, I mean it just brought a lot more attention to you. The game is everybody was a guy from like staying at home as hang out, have fun, go to the game. Not much more to it. Thanks, Brady. U but yeah, so we're looking at possibly doing it again for the Pleasant Hill game. Um, this was kind of the guinea pig just to kind of see if it would work, but we're talking about opening it up to the whole community to come out and so parents can come out and students from Pleasant Hill. So, we're really looking at it for homecoming, but redoing it, but on a bigger scale. >> Football. Um, so they are currently two and

011three overall, 0 and one in league. Uh, their three losses were to top 10 teams. So, Jervis currently is number eight, Sisters number five. Southerntherland fell quite a bit, but at the time when we played them, they were fifth. So, uh, they lost us some pretty good programs. Not to say that any losses are good losses, but you take them more than losing to, um, you know, a 19-3 team. Um, they have a game at Almyra on Friday. Um, their homecoming game, which is their next home game, is on the 24th, which is homecoming. As you can see, there is a pink out shirt, which will be sold at that game. Um the theme is pink out and we're recognizing breast cancer awareness. So leadership created a t-shirt to be sold um which those proceeds

012will go back into American Cancer Society. So um really excited for that. We're actually also looking for um somebody to recognize that is a survivor or fighting breast cancer to recognize at the football game. So um cash. >> Yes. So, we'll also have some students running around trying to raise cash or money for um breast cancer and the American Cancer Society as well. A lot of ideas right now, but it's going to be it's going to be fun and we're going to really focus it on that along with homecoming. So, all those activities will be taking place. Duke the dog. This is another fun one. We renamed the mascot at the high school because a lot of kids and people in the community didn't even know what our mascot's name was. Um, so we let

013the students vote from this big list and they chose Duke the dog. Um, as you can see, he also had a little bit of a new look. We got a new mascot costume and we put a jersey on. So now he's different from Southern. They also have a similar suit, but he's got the red jersey. So now he's really distinct. Yeah. Um, we've also been dressing him up for home football games. We'll do it for basketball games as well, but to match the theme. So for the Cotton Grove game, the theme was construction. So as you can see, he came out with his vest and stopped Cotton Grove stop sign for tropical came out with a surfboard and surfed in the middle of the field. And I don't know what we're doing for pink yet,

014but >> Pink. But yeah, >> uh special guests. I'll let Ray talk about us in a few seconds, but we've had some special guests as you guys saw with the sky divers. Um this last week for sisters we had on the rocks the geesei and the Oregon yellow garter band which were in attendance but it was college night. So uh yeah we had a lot of special guests and Freddy got to hang out with them longer than I did. So let talk. >> Yeah. No this was a really fun group of guys. They were very friendly and just some nice uh very open to talk. Uh good group of guys. Sang pretty good I'd say. >> And then the girls came a little bit after the guys left. The girls came up. I didn't get

015to talk to them as much. Um, but again, they were really nice and friendly and uh they did a really good job on their part at halftime. >> Yeah, >> that girl who did the meat boxing was >> Yeah. >> amazing. >> Yeah. But no, they're really good group of guys and I kept in touch with them. We did feature plans with them. Yeah. >> On other events, but it's all I got. And Brady did ask and no, they don't drink any special water for the bonus. >> Yeah, he asked. They said no. They said yeah. And the Oregon Yellow Gardener band, um that was a fun group. I got to talk to them after the game. We gave them t-shirts. The capella groups got candies and cards, so don't worry, they weren't left out.

016Uh but yeah, so the band got t-shirts. Um and they were really thankful and asked if they could come back next year to the band teacher. So that was Yeah, that was really cool. And now soccer. Uh, boys soccer, we've been doing pretty good. Uh, we lost seven good seniors last year, seven starter seniors. So, this was we had a group good senior group coming in, but we weren't all together. Um, and this year, I feel like we've all come together as a team, especially our senior group. Um, we've been playing really well together. Good energy. Um, we're 72 overall. We lost to number one team OES, so they're number one state right now. And then St. Mary's, which I think they're fourth in state right now. So, two big teams. Um, but we took

017down Suslaw and Sisters, which are probably the other top two teams in our league, but we're 4-0 right now and we got a game tomorrow against Eastwood. Um, we should beat them. I mean, can't take anything for granted, but we should beat them as we're playing and we're all healthy at this point. Um, Matthew, one thing I'd like to recommend is Matthew, his goals. Last year, he had 24 goals in this year, I believe. He's at 26 already and we have five games plus state um coming up. And then myself, please. Uh, I'm I last year I had 26 assists, I believe, and this year I think I'm already at 29. So, um, definitely props to Matthew and then myself. We're moving up and improving from last year, which we thought we couldn't do just

018because we set the stakes so high. Um, girls soccer, I've only been to a few of their games, but I think Pleasant Hill, that was a big one for them. Um I believe they are second in league for their group. Um they do have an away game at Central on Friday which was rescheduled I believe. Uh yeah but no I feel like they're doing pretty good coming together as a team. I don't know much more but take over. >> Yes. So they're uh yeah, ninth and state beat Pleasant Hill, which is really big because they're in kind of a trifecta with Central L and Pleasant Hill than us. Um so beating Pleasant Hill was big because they were able to pass them. Do they play? >> Yeah, they'll play back. So they played him again,

019but got the first win. So that was good. Um but that's all I really got from girls. >> They didn't tie him this time past three times. >> Yeah, that was Yeah, we tied him Yeah. the past three times in soccer, but beat him this last time. So, that was big and that's what they really wanted to share with you guys. Um, volleyball, they're currently second in league, 12th and 3A. Uh, the play their playoffs start on the 25th at Sisters. Uh, senior night is on the 16th. I want to mention that for soccer. >> Yeah. >> Okay. Yeah. So, senior night is on the 16th at 6:30. Um, and they have a game tomorrow versus Hill at 6 p.m. Team is read out. Do you know if uh they're doing C night before or

020after? I think it's before. I think it's before. Okay. Yeah. Um so we also have senior night. Obviously Brandy is done after the senior 33 years of coaching. Um her calling and then our two other assistant coaches and Gary will all be done with our nine seniors. So that's like a game we want to emphasize especially for everybody to come out to. Um we haven't really had great fan bases overall. So, we just really want everybody to come out and support Brandy and us, but especially Brandy for uh all the time and effort she's put into coaching through all the years. So, >> and we're supposed to wear red. >> That's true. It's on the event page. >> Okay. Yeah. Where >> do you come? >> So, yes. So there's two senior nights that night,

021which is girls, volleyball at 6:30, or even at 6. >> Uh, we'll be after the game. So roughly 8 it will start, I guess. So we'll probably be out there for a good hour, hour and a half after that. Hopefully it doesn't rain. >> But one thing about volleyball is we need more attendance. I feel like it's definitely for students. Uh I've gone to a couple home meetings and we've had four people in the student section. Um and I feel like as a student you feed off of the energy that people give out. So definitely like getting more people to go to like the student session games. >> Yes. >> Your home games that are on Thursdays, you should talk to your football team because they're across from the cafeteria having team dinner. You should

022get them to go right across to the >> I'm trying to tell them. I don't know if they're like don't know. >> I try like I can only do so much with them. >> Same feelings. >> Well, uh so yes, that's the update. Two senior eggs almost 60 cross country. I got a photo this time. So this isn't um they had a big turnout this year. Major participation with the text message I received. Um and they have a meet this Friday. Still won't tell me where their meets are. I I don't know. I asked and they said they said I'm not sure. So, uh yeah, that's that's my cross country. Cheer. They've been training at the games and preparing for competition season. That's what I was told. Bulletin boards. Um so each of the grade

023levels were given a bulletin board when they first came back. Um, so the freshman had Among Us, the sophomores had Fortnite, the juniors had Minecraft, and the seniors had Roblox. >> Yes. Okay. Yes. >> Yeah. So, all the advisories got to decorate their own characters as you can see over there. And so, they're hung around our school. >> Yeah. That's sort of >> Yeah. Then leadership really all together. uh at the page just move >> appreciate that took time. >> Um next up we have the OA captain's camp which happened uh two weeks ago um which is cloned by OSA um for anybody that's either aspiring to be a captain or is a team captain from Crestwell. Um as you can see we have our group there. Um it was a lot of fun. uh

024the Chronicle or Princess Chronicle were there. So, there was a lot of photos taken, but uh these are two that I pulled from the article. Um I had the pleasure of interviewing some of the Oregon athletes, um which was a lot of fun. Met the assistant Oregon basketball coach, so that was cool. Um yeah, it was a fun course. We got to learn about uh school spirit, how to incorporate kids and get kids to come out to games, um and just overall leadership within sports. So, that was a lot of fun. Shout out to everybody that went and dates to remember 10:16 October 16th is senior night for boys soccer and volleyball. Uh 16th during the school day is our homecoming info assembly which will start at 10:00 goes till 10:45 is to attend. Um

02510:20 through the 24th is homecoming week. Um 10:24 is the homecoming football game versus Pleasant Hill. Good one. 10:31 is senior night for football, which is uh Halloween and girls soccer senior night is to be determined. >> Yeah. So, >> I really want to emphasize uh the boys soccer and volleyball senior nights and the homecom will most likely make or break whether they go to playoffs. So, that will be a big one. That's all I got. Long presentation. Thank you guys. Thank you. >> Are they doing a parade during the day again? >> They're not doing a parade this not this year. >> We're trying to figure out something. >> Thank you both. Um, next up is the principal report. >> He brings Okay. So, I need to talk. Um, so we're going to talk

026a little bit about our data and just some of the things that we're doing in response to it in our schools. Um, so we're going to first talk over our smarter balance data at elementary school. So again this is the data is not officially released yet but this is what we have so far. Um this is our ELA map our ELPA which is for English language learners and our science scores. So um as you can see um our scores going across there the blue and red and green sorry are passing scores three uh green is our level the blue is like above. Um so in both ELA and math we did see a decrease in our scores from the previous year. Um however our ELPAS uh scores saw incre decrease in students in the red.

027So, fewer students who were below level. Um, and then we saw a huge jump in our science, which we've been really thrilled about because we did spend a considerable amount of time over the last couple years on science instruction specifically, not just on um materials and content, but on instruction around science. Um, it been years, if it ever has happened in the past, I'm not sure, but our current staff, nobody had any recent memory of actual professional development around science. So, we coordinated with um Laneius on a lot of grade AD and so we're feeling pretty bottom of our science course. Um looking at the individual grade level data um from previous years. These arrows are a little confusing. So, off um third grade scores are 14% less than they were the previous year. Um

028and 10% less than the state. Um, our fourth grade scores went down from 4% from the previous year's fourth grade scores, but it was 3% higher than the states. Our fifth grade saw a jump in 2% higher um number of passing scores. Um, and even with that jump, they're still they're below the state by 4%. um looking at the cohort data set from the 23 data to the 24 data um or sorry 24 to 25 data that's what year we're in um third grade to fourth grade they saw an increase of 1% from their third grade scores to their fourth grade scores and then um fourth grade to fifth grade they saw a decrease in 7% from their fourth grade scores to their fifth grade scorers and this is all you know her reading um

029in math kind of a similar story. Our third grade scores were lower than in previous years. Um, our fourth grade did similar to the previous year and our fifth grade students saw a significant increase um from previous year's scores and the cohorts very um and then here's our science score. It's the same thing that you saw on the other page and we're 12% higher than the state or sorry 12% higher and 3% higher than the state. Um so I planned on going into the actual data portal to show you what we do with this data because this is just the surface data but I realize I don't actually remember my password so I'm not going to lo it onto this computer. Um but when we log into the portal um these are just part of

030the information that's shared. Additional columns are on our desktop um that show the individual subcores. We click on those and it shows us how well they do on those individual um areas. And then in additionally to that they you click on the target and it tells us what that standard is. Um, so on the assessment it tells us if that standard was above proficiency, if it's at or near or if it's below. It doesn't give us a number. It just gives us one of those three indicators. And then it tells us the strength. And this is a little confusing, but it'll tell us if they performed um if it's an area of strength in relation to the whole test. So, um, in that particular subcategory, was that like a strength for this cohort or individual

031student or is it, um, it similar to every other question or if it was an area that they performed, um, less than everyone else. And so, um, it just kind of gives a picture of in general over the entire assessment, their strength. Um when we go to the desktop in um the OSAS portal we can also look on individual teachers. So as administrators we are monitoring classroom data and having individual conversations if we see some major discrepancies and teachers can also click and see every student score and how they do on every single one of those targeted standard areas. So, as the classroom teachers are digging into this, they're looking for trends across the grades. Is there certain standards that have been, you know, a struggle for us for years? Is it something that was

032just that particular cohort? They're looking at their incoming kids, but they're also looking at the student data for the next grade up. So, our third grade teachers are looking at the fourth grade data to see um you know, are they continuing to grow? Um, so those are some of like the deeper conversations that we have as a staff and then we use our PLC time on Wednesday to ensure that those standards that they're maybe not performing as well on that we're really hitting those within our instruction. So um like today example we had our PLC um I joined our first and second kindergarten and first grade cohort teachers and we talked about like which standards they were addressing based off of their current data. So teachers at the intermediate grades are doing that um with

033this data. Then looking at our I Ready diagnostic assessment. Um and just a reminder in the fall um the yellow is part of the 15th percentile. So it's really on level because we wouldn't expect them to have a whole lot of skills in their grade level. They're going to be tested because it's literally like day four of the school year that they take their test. So in general, we have only 21% of our students that perform below grade level in the fall, which feels like a really huge win because when we look at that triangle, the multi-tered systems of support, um we want our core instruction to meet the needs of at least 80% of our students, that indicates a healthy system. Um, so it's normal to have a certain population of students performing below

034grade level because you have a lot of variables. Kids with um who receive special education, students who maybe have had a lack of instruction um attendance, so on and so forth, or kids who could potentially, you know, be dyslexic and they don't perform as well on the assessments. So having 21% of our students below grade level um is an improvement and and it feels like progress even though um there's quite a few in that yellow. The yellow does indicate they're right where they should be. Um and then some excitement that we have is um when we're looking at those overall reading scores um we continue to see a decrease in those students. So, um, back in the 21 school year, we started the year with nearly 30% of our students below grade level to now

035being at 21%. So, a lot of growth, um, over the last few years. Um, this is a lot of information, but again, to kind of talk about what we do with our data, um, the graph on the left shows the comparison of cohorts. So staff review this data to give them an indication of what their current cohort of students are coming in with in comparison to previous years. So um they may see that a student group is coming in stronger or maybe even weaker in certain areas and that's going to inform their instruction. It also um gives us an opportunity to see are we over a period of time seeing students more prepared for the next year's um grade. So like if you look at first grade for example, we started out in 22 having

036um 14% of students in the green, 13 in the red, and then this year we had zero first graders in the red. And I can't see who's far away, but it looks like 18% of students are on or above grade level and then 82 are right at where we want them to be. So our staff are looking at that in a couple different ways. Then the graph on the right is looking from fall um we're looking at the overall cohort growth. So you can see um how students are performing or cohorts are performing each year as they progress through their grades. Um and again we're looking at are we closing that gap in all areas. Um here is our math data. Similar to reading, we have 25% of our students who are below level. We'd

037like to see that a little lower, but we're definitely seeing some growth in math, especially now that we have had a few years of our new curriculum underneath us and our teachers have um materials that are aligned to the standards. And um over the last few years, we've seen a decrease. We were at 32% of our students below level in 21 and we now um maintain the same as last year, but we're definitely 5%. And again, same same data but just with ma math. Um we're looking on the left at those cohort um trends and the one on the right looking at the actual cohort as they progress through the grade levels. And again I was going to log into IE and show you a little bit deeper but I'll explain it to you. So,

038in I Ready, a teacher can look at how the assessment aligns to the standards in a couple different ways. They can look at their whole class and they click on that thing that says state standards. It gives them a full list of standards and it'll tell them how many students have mastery of that standard, how many are approaching and how many are like nowhere near. Um, they can also change it to show them a grade below. So, our third grade teachers can say, "Okay, I want to see how my group of students um are doing with second grade standards." And they can adjust it to show all the second grade standards. And they can see, "Wow, like a lot of my students still don't have this second grade standard. I'm going to need to pre-teach

039that content a little bit more before I dive into third grade skills." They can also look at individual students by clicking on their name. And when they click on their name, it will give the individual students progress towards the standards. And so they're using that information when we're leading in PLC's to plan small group instruction and they do small groups and reading and also math to provide that individualized or content. Um before I go with that, I did also want to show another way that we collect data just because we look at data lots of different ways. Um, and so each of them data folder that has all of their students folders in it. And let's pull out one here. So, every student has a purple data folder where we are tracking data. that teachers

040are adding information um printouts. They're adding classroom data. They're adding um information on both ends of the spectrum. Not just for students who are maybe lacking skills, but also for students who are performing above grade level to start building the, you know, the case that they are a TA student. So, we're looking at all areas. Um and these folders travel with students throughout their school year. Um the first year fifth graders, I think we're non freshman. Their folders were probably a little bit less just because we were getting it started. But every year we passed them on to the middle school. The middle school takes these folders and also uses the data and then historical information to to form groups and to see you know what things we have done for students in the past.

041In here it also um talks about what the actual intervention has been. So what materials were used, how many times a week were was it working? Were was it were they making progress and so these are tracks as well in terms of hygiene. Okay. So some celebrations um overall trends are showing that we are closing the gra the gap as I said that we're trending down um for students who read for the past five years in both reading and math. Um, we continue to be strong in writing in all of our grades with our Oregon State Assessments and and writing for teachers is sometimes one of the most stressful and hardest things to teach because um there's so many different layers to writing, but we have done a really great job of implementing writing across

042all of our content areas. Um, and every year I have a different teacher tell me, "Wow, the writing is continuing to improve." um we have first graders that are already writing multiple sentences and it's the beginning of October and that's usually not um something that they're doing. So we feel really proud of the writing instruction that we've been implementing. Um all of our first through fifth grade cohorts grew in reading and or math from the fall to the fall. Um so they made progress across the board. Of course we don't have information on our letters but they're in English. um first, second, and fifth grades um are coming in stronger than they have in previous years or compared to previous cohorts. So, they have grown considerably. And then we have of course several several um

043individual student success stories that obviously we won't share in this space but um a lot of kids who just made a lot of um and balance with our reading and math. some of our opportunities, the student ones that we're paying attention to, um 86% of our new first through fifth grade students, which are about 44, um came in below grade level. Um which is always a little stressful because it adds to the amount of students that we need to support. Um but in looking at the students who are new last year that came in in that red area um I don't remember the exact percentage but majority of them made a huge progress and are no longer in the red. Um we have really solid and stable staffing. Our teams are amazing um and they're

044working very collaboratively with each other. Um attendance made huge growth the year before last and last year we saw a dip in our attendance. Um we had 122 students that were considered chronically absence absent um last year which was more than doubled from the year before. So we have been um sort of adding to our attendance supports being our counselor and the assistant principal who are interviewing intervening a lot quicker. Um also with our new synergy system our office staff are able to better monitor attendance and provide us reports on a more ongoing basis. Um we also as part of some of the dips in our state assessments um we had a pretty active year of behavior. Um so in the 2324 school year we hadund or 880 total referrals from 160 students. 1775 of

045those referrals were major events with 58 students. Last year we had 1,189 total referrals from 140 students. So fewer students doing a lot more things. Um and 401 of those were major events um from 78 students. So we had quite a few challenges last year. Our system was feeling pretty overwhelmed with the amount of students who were needing our support. Um there of those 21 of them had four major four or more majors and 12 students received more than eight major referrals. At the elementary level a major peripheral would be usually physical aggression more than just a little paper hit but like pretty significant um or an escalation or a low beam were things that cause a significant amount of time and resource to support and to keep safe. Um so we had quite a

046few last year and um as a response to that we made some shifts in our support here at the school. So an additional thing an opportunity for us is that our kindergarters are coming in lower than in years past. Um but I met with them today and they're already recruiting some really great growth and they're excited to see that they're really you know like little sponges. But many of our kinders did not attend preschool. Our kindergarteners were born in the 2019 2020 school year. Um so as we know many people were at home um maybe home for multiple years and they did not many of them did not attend preschool. Majority of the kids are the only really oldest kids. So a lot of parents this is their first experience with elementary school or to

047public school. Um in our parking lot definitely felt it the first couple weeks. There's a lot of new people out there. Um and um you know teachers just report also in general the kids are really immature. Not a lot of them from the group know. So you know we're we're working on it. We're learning and they're already reporting a lot of positive improvement. So um we have a lot of things that are happening. We have adjusted our PLC schedule this year to have um administrators and our specialists rotate through. of the schedule. Um it's not just a pop in randomly. It's scheduled. So like today if I went to Hinder first, Miss Martin went to second and third and our specialists join the um fourth and fifth grades. And so we're there to help support

048and um also talk about the data and and most importantly what sort of strategies are they going to implement into their instruction to help support the needs. Um, we are continuing to have less staff meeting time and more instructional collaboration. So, we're going to save time. We really try hard not to have it just be leading meeting meeting, but more about looking at instructional strategies and our instructional um our leadership team at the building has identified some areas that we'd like to bring in some experts to provide some more um instructional support to staff. um especially when they saw how positive the science PB had um been on our data um and also just their their confidence in teaching. Um, we have a new service delivery model. Um, it wasn't really happened, it did happen

049on purpose, but we were not able to fill two of our positions. Um, which caused us to reshuffle staff and, um, so we do not have a tier two or tier three support staff member. Um, we had to reshuffle our staffing to make sure that we can provide all the incorporate supports. And um it's actually worked out really well in a lot of ways. Um we're continuing to be an Oregon RTI focus school. We're focusing on tier 2 and tier three reading. Um we have schoolwide student and staff goal setting. It's been it's been a big part of our fall. If we leave in this room tonight and head down that way a little bit, you'll see the bulletin boards. Each grade level has a bulletin board. Every student has created a goal for the

050year and they have written our goal and posted it on the board. And so throughout the year, we're going to be coming back and checking our goals and celebrating the growth that we have. Um and let you know my goal over the years. So let you know how that goes. Bye June. Um I have a guitar. Step one. Um we also added a lot of additional assessments this year. are reading um we call them offline assessments, but they're the kind of assessments you have to do one-on-one. So, we're having students read to us. They're doing um nonsense word reading and a couple others um which the teachers have already been really thankful for because it's provided them a lot more information to provide um more explicit instruction. And let's see what else. There's so many

051things we're doing. Um, we're implementing our new curriculum and we're implementing our standards of practice. Um, we expanded our enrichment offerings this year by surveying our students ahead of time. Um, which was interesting because there were some things that I would assume lots of kids wanted to do and it turns out they didn't. So, it was great to be able to really ensure that we were having um the right amount of enrichments for what the students wanted. And yeah, we have a lot more incentives that we're building into our schedule. Okay. There you go. Turn it off. Okay. All right. Moving to CMS. We're going to start with our Smarter Balance results. Um on the top left, we had 26% of students for our above grade level in math. um 36% in science, 48% in

052ELA, and then um we didn't have any students score at or above um on the ELPA test. As far as what that looks like for grade level, breaking it down where it says district, we're obviously the only middle school in the district um at that grade level. So, it's also our school site data. So in comparison to the state um our sixth grade group of students scored lower um by 5%. Our seventh grade students uh scored higher than the state by 13% which I'll come back to a little bit later in the presentation about that group. Um and then our eighth graders scored 2% higher. I will say that um once I get to the slide that shows that group of sixth graders as fifth graders and fourth graders and so forth tracking them um

053they were a lower group at Crest Lane as well. So the data fits if you look at their story which we'll talk about. Um as far as math um we were lower in both sixth grade and seventh grade than the state across the state and our school math is way lower than we want it to be. So, I'll talk about that. Um, the eighth grade group did remain the same as far as the same estate proficiency, but as you can see, statewide and schoolwide, our math score scores are lower than our language arts scores. As far as science, we um we typically do better than the state. Um, if you recall, I think it was last year or the year before the big write up in the paper where Gresal kind of felt science tends

054to be our our strong area. Um, we did score 9% higher than the state. Um, looking at our I Ready benchmark data. These first two slides I'm not going to read to you because Amy already talked about it. But again, that yellow section doesn't necessarily mean, oh my gosh, these kids are actually year below. Remember, we're coming into the school year, so they're really right where they need to be. And that's what it's saying in this. Um, and this is similar to Amy's where there's a whole bunch of numbers on it. Um, but on your left we're looking at uh grade level growth comparison. So those are not the same group of kids where cohorts are. So on your right, which I think is more telling data of a group of students, you're following the

055same group of students, plus or minus kids who have joined your school or left your school. Um, and so that is pulling apart how our students did on I Ready. Similar to what Amy talked about, our teachers during their BLC time are diving deeper into what that means within their classes. We've also just had another round of schedule changes to make sure we have the most accurate data and are providing services to kids who need them. And I'll talk about that um toward the end as far as like things we're doing this year for this data. Similar to math, um on the left again it's grade level, so sixth grade, seventh grade, and eighth grade. And then our whole school data. Um on the right, it's actually following that group of students. the cohorts through

056um at the high school. The reason it says CHS is because at the high school they it's not made I ready is not made for high school but they do utilize that within their like special education programs um and interventions. So um that score is not the entire grade level once it gets to the high school. Um lots of stuff on this screen um but I wanted to point out some positives and achievements. Our current sixth grade group had only 12% of them as fifth graders score mid or above in the fall of 2024 and they have demonstrated growth over time. So even though their scores might not be what we want them to have as sixth graders, they have 21% already on the fall demonstrate mid or above grade level, which is a 9%

057increase. Um, so you can honestly look at the interventions that are happening at the elementary level and then basically this year we're looking at what what what do we need to continue and using the data folders to determine who's getting what service. Um, our current eighth grade group, this group of students had 63% of them score mid or above early on and one below on the fall performance. Um sorry on the fall I read reading benchmark um and it it it's it's it means that only 37% of the group scored two years or more behind grade level. Um also our current eighth graders they had 64% of them score mid above early on or one below on the fall I already math benchmark. um and it means only 36% of the groups scored two years

058or more below grade level. So um there's some positives and negatives to both of those. The state assessments, our biggest achievement was with our current eighth graders. Um and we spent a lot of time focusing on that group um for a couple of reasons. one, they were we put in a new intervention program when they were in sixth grade. Um, and so we were tracking kind of what was working and what wasn't. as seventh graders. We then, and the whole school did this, but we put in schoolwide writing expectations and really focused on those last year where um we agreed on some basic writing things that every teacher was going to ask for no matter what we were turning in or what subject students were in. Um, and I really feel like you can see

059the gains with this particular group who's had all those layers. um of intervention. So the current eighth graders um who have 40% of them as sixth graders for profession or above on the state assessment scored 58% um above as seventh graders. So again our current eighth graders were talking about their seventh grade scores and that's an 18% increase which is huge. Um, and schoolwide, um, in 2024, we had 43% of students who were proficient or above on the state assessment in language arts. And last year, we had 48%, which is a 5% increase schoolwide. So, I do think that a couple focus areas, we really saw some gains. Um, and so we just have more to do at this point. Um, as an aside, which I don't have a slide on, but one of the

060things that I've asked all of my teachers districts wise, teachers have to create goals using talent ed. And basically, they focus on two instructional goals um, using the data and then one professional goal. And so I have told my staff this year that no matter what subject they teach, at least one of their goals has to take something from the state assessment data. And so we've been working through that. Um I haven't pushed that as much in areas that are not tested. And this year I'm pushing it schoolwide as far as like we're all teaching, we're all going to improve this. And although we've done that through, you know, how we're going to do the basic writing expectations, I think it's made a difference in people who don't necessarily teach an area that's tested and

061them better understanding the data. Um, because we go over the data with all of our teachers, but the ones where I think are impacted the most are the the subjects that are tested. And so it's been an eye openener for me as an admin to help the areas that aren't the tested areas kind of dive deeper into even how how to use that data. So I feel like that's an area that I'm focusing more on with my staff this year as well. Um area of concern obviously that so many kids continue to be below grade level in both subjects and and that the gap is getting bigger. Um although we all have intervention and I didn't speak to high school, I spoke to Crest Lane because they're feeding into us. You know, we have a

062lot of layer of interventions and yet it it's kind of depressing to continue to see how many kids are below grade level and not where they need to be. Um I do want to point out just because I think although we focus on it as a school, I think it's really important to focus on it as a community. We really need the buy in that school is important and that we we go every day because we have lots and lots of students who are attending school less than 90% of the time which is considered truent and and that's impacting them at all levels. If they've done that every single year by the time they're in high school they've missed an entire year of school. So um just want to point that out. our next steps.

063We are offering more targeted courses. So, if you have I don't think any of you have a student anymore at my school. Um, but something we changed this year. So, I'm going to take our current eighth graders. As sixth graders, we were offering some tiered supports within the school days that students could access if they needed extra support in um reading and math. And last year with staffing cuts, it made it more difficult. we had to look at what we were offering this year, knowing that our staffing would remain the same because of our enrollment. I had to figure out a different way to still offer as many enrichments and interventions as we could while having kids not miss things because we're preparing them for high school. And so we have moved to more periods

064in the day. the periods are slightly shorter, but what it's allowing us to do is provide more interventions or enrichments for students as far as love light courses and also getting more help in reading, writing, and math. So, I'm hopeful that we see the data support all the changes. I have I have asked my staff, I mean, I ask them to do a lot all of the time, but I will say that I am aware that this schedule I have them doing is very taxing. They see way more kids. They are prepping way more. But I I appreciate their willingness to do it for kids. Um because we need to be providing both the enrichment as well as the intervention. Um anyway, um we are implementing a new math intervention curriculum this year. So last

065year at Crest Lane, they started number worlds. Um and our as fifth graders there was a group of students receiving that math intervention and so we have now purchased that and we have a group of students receiving that in sixth grade. So basically the students who were in a level there continued here and then we tested students and added to that group. It's our hope that now that we have that group of students they can continue to grow and be in amount support that they need as seventh graders. Another group of students will join us and eventually we will have three levels receiving the number worlds intervention program. Um we are going to further streamline our schoolwide basic writing expectations. I will say when we drilled down the data we had students who have some

066really severe learning disabilities who have scored level one on the state exam since they could take the state exam. And some of those kids scored when you take the writing apart, you can get two points uh for conventions. Some of those most struggling students got two out of two on conventions. Um where prior they were getting zero out of two. So it felt really good to see some results there. Um so we're going to further streamline that. We are streamlining our just expectations of students and our SST process. We're working to better align with Crest Lane systems. We're also working at um a flowchart for lack of better words to explain our offerings to parents so that they understand when we call them and say, "Hey, here's your students data. Here's what we'd like to

067do with their schedule to get them more support." um so that parents better understand the why behind it because sometimes that data is just overwhelming. Um we're going to further implement our adopted science curriculum. We're going to continue our data driven decision making with PLC's and data teams and grade level meetings and content areas. We're using I Ready and State Assessment to monitor students progress um and use that data as like a gateway to additional services during this school day. um continuing staff development collaboration with both of the other sites. Um, and my one of my biggest thing is continuing to provide accelerated opportunities for students because as budgets get worse and staffing concerns happen sometimes those accelerated opportunities go away in other places. And I will say that one thing we've kind of prided

068oursel in doing at the middle school is still keeping those figuring out a way to still offer those to those students as well. Good job. I I'm like, right, I'm constantly reminded like when the graduation ceremony comes and we put on our caps and gowns and we go into the elementary school and the middle school and the teachers are weeping and we're all just overjoyed. I'm always reminded of like nights like this when we get to those moments because it's their professionals and the leadership that actually is so supportive and really very meaningful by the time they're in high school. And so we do the best we can from 931 12, but it's clearly the work that you both are doing that get some good. So thank you so much. Um, not everybody doesn't want

069to take it from here. So um, hey, great job by the way. Um, on to construction. It's very exciting. So there's quite a few things going on around the school, but primarily what we're most excited about right now are just the covered awnings that are in the courtyard. It's such a beautiful space and now to have those um, you know, covered walkways and so well lit. I don't know if you've been there at night or early in the morning, but um it really is a remarkable change the school that people can experience as soon as they walk through the doors. And so the school not only looks healthy in the courtyard, but I think a large part of what we're doing at the school and what I'll speak to tonight is really about creating just

070a healthy environment. And the school right now feels very healthy and that's I think and due to some part because of the work that's being done. Um, our athletic director, uh, Cordon can't be here tonight, but we have one of the highest rates of athletic participation that we've seen for a while. It's like we have wonderful support for our boosters. And, um, I mean, as Malachi and Randy just kind of spoke to, it's like even though we might not see high levels of student turnout, there still is an excitement in the air about our teams. There is, um, you know, they're they're always a part of the conversation, we see them representing themselves very well on campus as well. And so our student athletes are as much on the field but really on campus leaders

071at the school. So for that we're really very proud of them. Um as you can see there's party and expectations for athletes. Um there's a real circle of positive influence. We're talking about that. But really it's just a chance for us to um get together as a school and basically really embrace that athletes as a part of a very healthy and vibrant community. So we spoke about MTSS briefly already and I know that everyone here in the room knows what it is but it's a it's a conversation that we had just from the very beginning at the high school around what are we doing tier one this supporting students and then tier 2 5 to 20% of the students and then tier three the 1 to 4%. And the very beginning of the year, we

072got the staff together and said, "Okay, let's create this on a big piece of paper right in small groups and then let's go around and talk about what for example for belonging. What are the tier one things happening at the high school that we can embrace and really celebrate? And then what are the tier what are the tier two things? What are the things that are kind of missing? Are the things that we're seeing that we're really enjoying? And then the three so we do this for belonging, behavior, and academics. Those are kind of the three big rocks that we talk about at the high school. How are we supporting students to make sure they feel a sense of belonging at the school? how are we helping them to hold themselves accountable for positive behaviors

073and celebrate that and then also about the academics at the school as well. So there were a lot of different ideas that we got from the staff and we talked about the needs, the weeds and the seeds. So the needs were staff were able to say you know what we love this we've been doing it for a number of years. These are things that we need and we want to keep. The weeds were things you know what we've been trying this and it hasn't been working and so we're going to actually set that to the side. And the seeds are the things we talk about the things that people are excited about. They're like, "Yeah, we we've always wanted to try this and we think this might work really well." And those are the things

074we're like, "Okay, let's think about those things and start implementing them like in an organized fashion or you know, work together in order to support those things." So again, the three rocks and I'll just kind of touch on a couple of them. So for Bongami, um, one of the things that was like almost equal parts need we didn't see was the advisory time. That's a half hour every single day except for on Wednesdays. And the the feedback that I was getting was like it's a very valuable time in order for students to get some of the support they need academically, but there isn't a lot of structure to the time. And so you'd see, you know, maybe um not as much of students taking advantage of that time. And so we came up with the

075idea of interested groups. And so what that is is it's basically allow students an opportunity to select an interest group out of either ideas that they come up with themselves, the staff came up with. and they over the course of the each quarter will have an opportunity to go into a different interest group. But it's basically a group of like-minded students getting together who can kind of rally around one common purpose if they are up to speed with their coursework. And that's kind of the key is I think we're getting calls from parents that are like, "So you guys are just doing like the sewing club now?" No, like no, that is just an opportunity for students who are feeling really good about their coursework, who are getting good grades, who are getting the support

076they need from teachers, and of course, we're doing doing grade checks to make certain that they're up to speed. But this time allows students to go into a a classroom with a teacher who's holding an interest group on a subject they might enjoy doing when they are outside of the sport that is necessary. Not that the >> uh tea and talk time. >> Tea and talk time. D, what do you got? I'm sewing with fabs. >> Sewing with fabs. Excellent. Have you sewn anything yet? >> I've hemmed a bunch of stuff. >> Sheets, but not. >> That's good stuff. >> So, what that does is it creates like better relationships. Like students are in in these interest groups 9 through 12. And so, they're in with groups of students who they typically haven't been around

077before. You can see the relationship starting to build. There's a sense of belonging. And those, like I said, those advisory times are still um you know, structured in a way where they're getting um academic content on Wednesdays for graduation requirements, but then on Mon Monday, we kind of set those aside for more kind of school business. Tuesday and Thursday, our interest group or purple pastimes where a teacher can actually request to see a student on Tuesday or Thursday. And then on Friday, we kind of just get with our interest groups, get with our group of like-minded peers and celebrate a week of hard work. Um that is what I just said. So Monday school business winning advisor is right in the middle of now. So some of the ideas for interest groups that we have

078we doing like leadership was one. I don't think video game made it. We have a dance one. Um cribage I think made the list. There's a guitar group and I think the students are just excited about having uh an opportunity to develop a style of themselves with a group of like-minded peers with multiple age multiple age groups. So it's working out well. We just our first day was just the sixth. It took us a second to get it off the ground. We're going to forecast for interest groups at the end of first quarter. Um so that every quarter students will start with a better schedule. Okay. Behavior was second and this is and I I point to these only because these are the ones that came out most frequently when we ran this activity with

079the staff. Um the behavior was I think an element of the an opportunity in the classroom for teachers to establish really clear guidelines from the very beginning and then post those. I think it's really easy for me to uh you know get a call from the um classroom and say, "Hey, Tony, will you come? I'm you know busy and this student's doing this." If I come down and have a conversation with the student, I'm say, "Hey, what's going on? Are you doing all right?" "Well, it seems like you're doing this and that." I say, "Well, looks you got a poster, right? He's got a poster right up on the wall there." Like, it's a clear expectation of the class that you're doing this. It's easier for them to kind of establish those those norms of

080the classroom when it's all written and really was done as a classroom. And so the community classroom norms are something that we saw implemented from the very beginning. And then the next one was just about um like how to leave the classroom appropriately. It was like they there were systems I think that were like computer like maybe you know more about this. It was like a checkout on a Chromebook but students would sometimes have difficulty logging into the Chromebook and I think there was it sounded to me as though there was just like potentially inconsistencies around students leaving the classroom. And so I just did it like as a you know I do a lot of things on Google forum and then just put the survey results right up on the screen after doing it

081with the stat present and you can see that the smart pass was the blue that's the 13.6 but it was the 54% as teachers and really all the other ones on the right hand side are like we needed some kind of a way to hold some accountability in the hallways because those negative behaviors in the hallways were having a negative impact schoolwide. And so we came up with like the easiest system at all where it's like a gold. It's it's a destination pass, not a hall pass. It's a purple movement pass when you know to get um to go to get academic help from another teacher. And then of course we have to start paying office call slips. Now on to the academics. I shared this today with the uh staff at the high school.

082We went through this together and I said um you know these are going to point to some opportunities like um math I think didn't have the increase that we wanted. And so I talked to those teachers prior to the meeting and let them know that we were going to do this and they were they said it's okay. Some were really excited about it and we got some great ideas moving forward. Um when I first put this together, I emailed the presentation to Joel and then I found out that some of the data had just been made available and so what you'll see is the most recent data but it's on the very right hand side. I'll show you. So right here what we've got is for just for the English language arts the state averaged

08347 and in 20 this is 2223 we were at 39%. So graphically longitudinally over time you can see 23 24 took a dip but recently we're 10% up from that for the 2425 school year that's just last year. Okay. So for English language arts there has been a 10% increase in the English language art proficiency. For math, you can see the state level is 21, the high school was at 24, and for last year, um, we ended up going to 21 for last year. So, and I'll speak a little bit more about what what the conversation was like in our statin today after looking at these things. So, um, for lastly, for science 31 and 32 and then we're up 42. So, in English and science, it's a 10% increase and with math, it's stayed

084about the same. Okay. So we can get into this big long list, but what we talked about today at our staff and with early release was we went about this. We're like, okay, what what do you see and what are the opportunities? And I think to what Julie said and as well, teachers actually are they don't get disheartened by this. They actually see opportunity in it. And the opportunities are primarily they're excited about working in um like uh inter departmental teams. There was a lot of conversation between CTE teachers and math teachers around finding ways to integrate math into CTE. There was a lot of conversation with English teachers and science teachers about ways that paragraphs for a lab could be very similar, if not the same, to a paragraph in an English language arts

085classroom. And they started talking about how we could share rubrics and about how we could develop our student growth goals or our student learning goals around some of these opportunities around let's take a look at the data that we just looked at. Let's take a look at the formative assessments that are actually provided by Smart Balance. We could use formative assessments provided by the consortium and then take a look at those in order to improve our outcomes in our classrooms and spending with students. These here, there's a lot of wonderful things out here. It's really around the data driven decisions. Julie spoke to this really well. We're in PLC's. We're in grade level teams. We're getting together frequently in order to talk about what we're seeing. But I think the first part of the year

086has been primarily building systems around MCSS and creating a healthy school because once you have that then you can really have like these kind of in-depth conversations around instructional practice around what that looks like around how to improve outcomes for kids around what the state assessment looks like but you don't really have those conversations until you feel like you kind of have a healthy environment and honestly people are still getting to know me as well you know and so I think the conversations are like we're starting it's really exciting I think um Superintendent uh Johnson has done a great job of providing us the resources that we need in order to talk about what does a mini observation look like? Like what are the things and I even took some of his guidance documents and

087um put them into a Google form today and say look here are the things that we want to be looking for during many observations. What are the things that you would like for us as administrators to be looking for as well because it really is very collaborative. We want to be seen as all on the same team towards achieving these goals. And I think that people get really excited about that. They're excited about us coming into classrooms. They're excited about the kind of common expectations that we're setting for each other. It's really the the ability for a high school to move is based on collective efficacy. The ability for a high school to meet is based on like implementing implementing things with fidelity. And those are kind of the systems and words that we're using

088now to set a setup for the future. Okay. So, one thing that I would add to that really long list, the last one is create a professional learning culture with a focus on student achievement data from statewide assessment and instructional development. So this is the one part that's missing that we really spoke about today in our early release that we're we're just getting started with this and there are a lot of people who are excited about the work. There are a lot of people who want to be innovative and creative. They want to challenge themselves and create opportunities for students that maybe they haven't had before. And so I really feel like we're on a really strong path in a really healthy school. Um, these are just some of the steps that I told people

089that we were going to be doing around, you know, making certain that we just have a a 10 a step-by-step plan to achieve some of these things. I mean, some of the teachers that we spoke with today, they hadn't they didn't really know like what the test looked like, right? Because it's like we we know that they take tests, but our tests were just like circling like bubbling in ABC or D, but the test they're taking now are like responsive. They have they sometimes have to choose the correct word and drag it places. And so there's actually like a testing literacy connected to testing in and of itself. And so we actually just went through a couple of the tests and we're like and gave them the links like open up some of these tests

090and see what they look like and take a look at like what standards exactly are these specific questions asking and are those standards when you're teaching them in your class are they similar to how the test is? And so already as we're walking out uh Warship and Harms were like hey we're going to take some of these sample questions and do them as warm-ups in the classroom. It's just like those little tiny things that are really going to have a huge impact and we're just getting started with that. That's it. There's a bulldog. Thank you, Simon. >> I heard >> what happened. >> I thought you said >> any Thank you. Also, any other questions? Um, how many periods are your days here? >> Um, we are nine, I think, but that's because house home

091room. >> Okay. >> As a period and our end home room, which is four minutes in order to drop off your Chromebook. >> So, like seven. >> So, seven. >> Yes. Okay. Yeah. Huh. How long are they? >> Um, off the top of my head, I want to say like 45 minutes. >> Yeah. And actually, >> Yeah. If I'm being completely honest, when I was doing observations in classes the last five years, um although as an instructor, we always feel like there's never enough time. When I looked at um what I call dead time, which is like transitions between activities or how long it's taking to get into the lesson or when you're done with the lesson and kids are maybe waiting for the bell. um we have some minutes to spare campuswide and so

092by combining those minutes together we're able to provide more opportunities for enrichment and intervention >> that's a great question any other question had to have question >> I knew Candace was I always have a question >> thank you I knew you would have a question >> I um Dr. Tony, you brought up mini observations, which I kind of love that idea. I haven't heard that. Is that something you guys are that you've are going to start doing at the high school? >> Absolutely. Yeah, I think that might be just called a walk through, but it's just like the formal observation comes with a like in kind of a conversation at the beginning and what am I looking for and what am I seeing, where are you in the unit and what should I look for

093in terms of like how to help you and then we see it and then afterwards there's a conversation. But we're in classrooms so much all the time that just to have a really basic kind of like thanks for letting me in your classroom that I can stick in their mailbox, I think is just a really nice way to build and we're building them together. >> It's a great accountability. Thanks. >> Thank you very much. Okay, great. Anything else? >> We have great reports. >> Oh, thanks. We loved it. Um, okay, moving on. Can we actually get like the slides just maybe uploaded to this agenda and the extras or something afterwards? Cuz I love the data, but that was so much. So I I would have more questions if I'm able to like look at

094it and kind of digest it over time. So if that's possible, that'd be great. >> Okay. Thank you. Thank you. Great suggestion. Um Superintendent Johnson, over to you. >> Okay. Well, uh I have prepared for you my report and activities for the month of September. Uh it's been a busy month. Um the highlights are the CTE building final engineering design. uh finally got that batch and I'm proofing it tomorrow with our architect and then sending our response back to R&M Steel and from there R&M Steel will make whatever adjustments and then R&M Steel has also offered to engineer the foundation plant for that building which is an additional cost of couple hundred thousand or more and but what it does is it speeds up the construction construction process by months from having a separate engineer

095take that design and then develop or design the foundation for it. So um and they offered to help that out help us out with that uh because of the delay of things of getting the the design to this point which really was not within anybody's control. It's just since January, last January, a lot of things have changed in the construction industry and also with import exports. Um, but that's where we are. So, uh, we get that approved. We'll get both of those uh designs back and then we'll go out for permits and for actually we'll we'll go out for the uh the the builder and then the uh uh the RFP for the foundation and then we'll get uh folks the permits on board and then they will build the building and when they're done

096building it, they'll send it to us. So that was a big breakthrough for us. And then CHS canopy completion over there, at least half of the school canopy completion over there. And we're already planning for next year's uh canopy uh construction project and completing that uh for the whole campus. Um and then uh quite of a bit of other meetings but my the meetings with contractors uh that frequency is picking up. So I'm meeting more and more with the contractor and as we go. We're also preparing to submit the uh the application for the last building of the high school for the seismic grant. That way we can match that grant with bond dollars and start planning for the renovation of that building as well. All those things are happening. Um any questions about the

097highlights or activities? Anything in my report? Uh any updates on the bond projects that we've completed quite a few. are are listed. Black is getting very long and uh which is to be expected. The purple lists are the shorter ones. Uh but you'll start seeing more and more purple as we get into the planning for the next phase of projects that'll start in the spring. >> Questions? >> It's great. >> I'd like to add one item to the report. Um, uh, I have an announcement to make and I'd like to read it to you. Um, I make an announcement in regarding to my position as superintendent at the Creswell School District. Typically, uh, this is a time of year that I request an extension of my contract. However, after much reflection on my 40-year career

098in education, my personal life, and my time in the Crestville School District, I have decided to focus on the needs of my family, and retire from my position as superintendent effective June 30th, 2026. Please know that I remain focused on and invested in our personal students, staff, and community, and that I plan to complete the school year with a strong. I've had a great career in education and I absolutely and without reservation can say that being superintendent at the Crestle School District has been the most rewarding position for me as a professional educator. I genuinely genuinely love this job and will forever be grateful for the opportunity to serve this community. Thank you for this opportunity. I'm extremely proud of what we have accomplished in the seven years that I've been incredible as one team

099with the leadership of the school board district leadership team and the outstanding work and determination of our licensed educators and classified team. We have strengthened the foundation of our district and our educational systems, reinvested in staffing and supports for our programs and improved outcomes for all students. I'm confident that the district will remain in good hands and the momentum that we have developed will continue to move our district north and our students to higher levels of achievement and success. It has been both an honor and a privilege to serve in a district where the board, staff, and community truly put students first. Respectfully and sincerely, me. Okay, that's um we're going to keep moving on, but thank you for everything you've done with us so far and we'll continue to do this year. >> We

100will continue to plan and work and prepare for the next thing. >> Absolutely. Um okay. So the next item on our agenda we move to new business um which is to improve the superintendent goal and evaluation rubric that we evaluated last year I mean last meeting. So while it may be a little different this year um we probably should still fulfill the process. So do I have a motion to approve the superintendent goals and evaluation? >> I move to approve the superintendent superintendent goals and evaluation review. A second. >> I second. >> All in favor? Motion passes. Thank you. Um, also we have on the agenda to approve billing county school transit dollar request for building 26, 2027. Can I get a motion to approve? >> I move to approve county school district and the

101dollar request for 206 and a second. Second. Is there any discussion that we need to have on it? >> I have a I have a comment. >> Okay. Please open. Did you have something else? >> What about that? >> Uh on the transit dollars. So uh each year the superintendent makes a recommendation to the board for the amount of flex dollars transit dollars uh the district plans to take as transit dollars in the next year's bianium. In this case the 2026 27 school year. Districts are required to submit a form uh indicating whether they plan to take transit dollars or not for OAR by November one of each year. I recommending that the district continue uh in the main USB consortium and that the district will not exceed 50% of its dollars in transit from

102a week. So um they give us a box here and if we don't exceed requesting more than 50% so if we don't exceed 50% of our request for them of transit dollars to come back to us then we remain consortium. So that's box number and that's what we've done in the past. >> Any questions? Okay. So maybe we should amend the motion to select not to exceed 50%. >> I move to amend the motion. I'm like I will do it. Whatever can say I move to amend the motion. >> Okay. Second. Mary seconds. All in favor. All motion passes. anything you want me to sign. You got it. Um, okay. Let's move to the next item here. Sorry, guys. I have to move over. Okay. So, our next item is to propose um some revised

103policies. So, you'll find in our trustes report, we had a policy fairly meeting, the most important meeting of all school districts. And we have a variety that's joke. Um, we have a variety of policies we did review that are all listed here below. Um, most are have very little changes, words, change in pronouns, things like that on some of them. The big one that you're going to want to review is the personal device policy which um aligns with the new executive order >> state law um that we do have to start moving forward on because it's we have to have it in place at the beginning of the year the calendar. >> Yeah. So yeah, I remembered all the things. So um we're going to need a motion to post them and then next month

104then we will move to approve them. If I can get a motion to open the revised policies. Thank you, Sarah. Mike has a second. All in favor? Motion passes. Thank you all. That's in the consent agenda. So, we don't have Okay. Um the next is a discussion on our division 22 standards report, which am I looking to superintendent Johnson? Um so each year uh the district uh superintendent is the report of the board and community on the division 22 standards asurances report and the asurances are that we are in compliance with OBD on the division 22 standards. Um, if we're not in compliance, then I have to report to you what we're not in compliance with, what standards, and what our plan is to get in compliance. And uh, all this uh, goes into this

105report that's in your in your uh, board book here. U, I'm reporting to you that we are in compliance with all division 22 standards. Um, we'll take this report that I've submitted in here and next after this meeting, we will post it on our website for the community to see. And then uh by November 15th uh I'll complete and submit a formal uh application to OBE uh with our compliance and they'll see that it's been reported to you that we're in complian compliance and then it's been reported to the community our website. >> Thank you. Any questions? Thank you for keeping us in compliance. Oh, I I got a whole team. You pick it. Any one of the things they're doing right now would would lead us to compliance with division 22. I think the

106biggest thing that that is kind of missed in a lot of districts is compliance with forg adoption and and we have shored that up. uh looking back 15 20 years of uh curriculum that we were somewhat uh not not in compliance and we're in full compliance there. >> Thank you very much. Um okay, if no questions then we will keep moving forward to trustees reports. Mr. Anderson, would you mind submitting? >> Um yeah, I don't mind. Uh, I've been to a couple middle school football practices in one game and a couple high school practice and football practices and a couple games for Mike and I got to do the change and get the best seat in the house. Uh, I went to Lane meeting last night and it was really interesting. Tony Skirt is going

107to retire at the end of this year. Uh, I think he's been there eight or nine years or something. But uh a young lady from Eugene School District was stopped and they found out that maybe everybody knows this, but they're 20 to $30 million short for this year. And I think the hole is going to be a lot deeper than that when they really get into it. Um, but the other thing we did is I talked to Mike and Joel about when they prepare the area for the foundation for the the CTE building. Uh, I talked to a couple buddies of mine and when they knock down these trees that they're going to have to move. I told them that we cut it all up and you guys could sell it as firewood in the

108booster auction they have every year if they want to do that. >> Good idea. >> And we're really old so it probably take us two or three years to do it. if uh probably sell I don't know half a dozen loads a year for >> I mean seems smart long range planning >> that's really fast but it just doesn't happen like that anymore but anyway that's about it. thing would be like, Debbie, >> I came to the board meeting tonight. That is what I got. >> We are very appreciative. >> Um, got part of a volleyball game, a boys and girls soccer game, all of the football games, and they're all coming to my house tomorrow night to make dinner. Pizza. Yep. >> I wish I could. Um, but I'll be in Seattle for work,

109so good luck, Jim. She makes great pizza if anyone's her favorite place. Anybody's hungry tomorrow night. They know where to live. Fantastic. Um I read every Friday morning with IRC. Love being in kindergarten. I saw some middle school and high school football games. Um also wanted to share a couple um under like advocacy. So last night, Val Hoyle hosted a telephone town hall so we can call in and just hear kind of updates. Um I was curious if there was anything coming from education and I didn't hear anything. It was primarily focused on the current stuff that's happening, the healthcare, the shutdown, um the National Guard stuff. So um I I was just curious, so I wanted to attend. The other the other one was a webinar. I had mentioned it uh last month. I

110don't know how I got myself invited. It was from a group that I hadn't recognized before. So, I attended the webinar. Um I wish I could find my notes before I came because I wanted to at least be able to indicate the couple speakers that were presenting. Um they are I think they're a part of the Trump administration like somewhere in the political appointee list or hirees. Um the whole webinar none of the webinar I would say would be fact in terms of like here's something that's actually done. It was more heads up. This is where we think this is going. So, I can't emphasize that enough because what I heard was like a lot of change. And so, I don't I don't want to alarm anybody like this is for sure. This is just

111where they think this is going. Um, a few bullets. Uh, they ha they feel like there has been enough research that they cannot eliminate the Department of Education um because it is congressionally created. However, they believe the Trump administration can reduce it significantly, as much as they possibly can. So, I read into that. That's probably what the desire is, whether they accomplish that or not. Again, all of this is kind of conjecture for funding. They spoke a lot about what they're researching. This uh it's Pacific Research Institute is the person that hosted the webinar or not the person, but the organization. Um for funding they would completely completely change the funding law from the federal government. Um they would like to move as much of the funding to states in block grants. So, or if

112they can't move it in block grants because there's legal requirements or legal uh hurdles, their second option is to hire a consultant that would run competitive grant processes for the funding into individual school districts, not at the state level. So, that sounds that sounds pretty scary for small school districts. I don't know how how we would be able to manage something like that. Um she did say likely there's going to be a hybrid of what they would have to put together. Some block grant passage of funding and some competitive grant funding. The other thing that they talked about are the different kinds of regulations that they're trying to reduce from Department of Education. Um various ones around special education and the list was law. I don't remember the list off the top, nor would I

113like I don't know them well enough to to know them by memory. The other one specifically that they talked about quite a bit was um trying to eliminate title N. And I know that you know Title Title N is impactful across a lot of things. So I called Mike right after like here's here's my notes. Here's everything that I heard. I can't if there's something else that stands out that you can remember since I can't find my notes right now like before the meeting feel free to add but it it just was tons of change that they were talking about. Um so a lot of concern if that's where they're moving cuz I don't I don't know how the I don't know how we would fare in any of that. I don't in my my

114opinion is that any of those and all of those will probably be in courts a long time before that that change would happen. I mean it will get challenged and appealed all the way through because those are all federal uh program. So every state will be able to contest any of those moves and even believe Oregon will be right in there the entire West Coast. So, and and probably majority of the country when you're talking about federal dollars or title N of those funding sources. >> Okay, that's all I got. Thank you for Thank you for joining those. much appreciated. >> Mine's not as exciting. Um, I've been coming up to football games and I haven't been home much. So, soon we went to policy committee. Oh, I went to policy committee and I'm here

115>> but I also managed to make it less forwarding. I want to count that since I was not physically here. >> You did great. I could I gave you guys thumbs up the whole time because I had no internet. But I just want to say it was effort. That's why I'm um I joined the leadership meeting this last week. Policy committee. I never forget policy committee. I've gone to two volleyball games. Actually to a girls soccer game. Sorry Brady. next. >> Um, I went to a girls middle school volleyball game which was very entertaining to watch and they're really pretty good. I was very impressed with their with how well they're playing and then I've made it to one football game. Um, I need a list of elementary school things. I don't know what to

116do or go to >> without seeing what. >> So, yeah, >> I would love to participate. I just don't know what to participate in. Um, and that's it for me. So, I think that puts us at the end. Um, if there's any requests for future agenda items, please let us know. I'm sure next month will be how where or how do we want to move forward with superintendent search and that'll be one. >> You read my mind. That was my next >> I had a feeling it would be that will be on our upcoming agenda so that we can start discussing how we're going to do it. >> Okay. Thank you all and I'm gonna Oh, yes. Great. Yes. Sorry. It's okay. Please do that. >> The lanyard information that I got from the secretary

117out there that I apologize. Um, so those of us who are going to join the LAN ESD meeting, they have added a 5:00 PM training from OSBA. If you want to join, let Marilyn know because I think we probably have to tell them we're coming. And it's called speech and best practice. In fairness, I will not be going. Uh but if any of you are interested, if not, I think a handful of us are going to the actual um legislators. >> All confirmed to go to dinner next week, right? >> Yeah. Next Tuesday. >> Dinner, guys. >> You're all confirmed for dinner and the meeting. So, but if you something happens and you can't attend the dinner for some reason, don't feel bad because they expect that things happen. Yes. So, >> yeah. So, anyway,

118>> just let me know and I'll pick your dinner up. that kind. Okay, with that we are adjourned. >> Thank you. Beautiful.