001Sorry, I'm not technology. Don't worry about it. >> Are you ready? your video. >> I don't know why I saw >> I guess it's the where it says video is the next to book. There we go. >> Okay. >> Order. >> Um, do we have a form? Do we have Mike? Is he on? >> No, he's not. He's not on. If you see him, come on. Will you just let us know? Awesome. Okay. So, let's do the pledge of allegiance. >> Brilliant. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Uh Marilyn, let me know that there's no visitors or press here today. I think our first business is to swear
002in our due board. >> Okay. Would you stand please and repeat after me? >> I Michael Rogers >> do solemnly swear >> that I will support the Constitution of the United States >> that I will support the Constitution of the United States >> constitution and laws of the state of Oregon >> constitution and laws of the state of Oregon >> and the policies of Creswell School District >> and the policies of the Creswell School District. During my term >> during my term >> I will faithfully and impartially >> discharge the responsibilities of the office >> discharge the response I'm not there >> responsibilities of the office >> to the best of my ability >> best of my ability >> thank you Next. Uh, do we have a motion to approve the agenda? I move to
003approve the agenda, Miss. >> All in favor? We have to I move to amend the agenda and add mandatory training. >> So, we'll vote on the approving the agenda first and then the amendment. So, all favor of approving the agenda. Motion passes and all in favor of the amended agenda. That passes. Okay. Um can I get a motion to approve the consent agenda? I move to Debbie. Thanks. Get some Tim. All in favor? No opposed. Okay. We're going to keep on meeting. We are right into special presentations. We have a introduction to our high school principal system. >> Yeah, that's something that >> Okay. >> All right. Well, it's my honor uh to introduce to you our new principal, Dr. Chad Towey. >> Hello. >> And our assistant principal uh and athletic director, Kyle Horton.
004>> Hi, nice to meet you. >> They're on board at CHS and have been for about three weeks now. Right. Welcome. Great. So, ready to go by now, right? >> Absolutely. [Laughter] >> Thank you. >> These are planned and uh will be joining. >> Oh, yeah. >> Okay. >> Absolutely. >> You guys Okay. Uh thank you both. The next is Kesh uh is going to do a review of their trip to Italy. Yes, please. Thank you. figure out. Sorry. >> The pictures that were posted. Okay. >> Good. >> Yeah, they were. They were great. We had a good time. It was near perfect. >> Mrs. Forward. Yes. All right. Well, I'm Cash and I'm here to review the trip we took this summer to Italy. We had a big Italian adventure where we had unforgettable
005experiences and and uh just, you know, moments that they'll remember for the rest of their lives. Um, of the original purpose of our trip was to experience, you know, the culture and history of Italy, see lots of landmarks, taste the food, picturesque views. Um, we did that and we did a lot more. We absolutely packed everything into our itinerary. EF is so good about making sure that every moment is purposeful and that you're experiencing everything that you possibly can in the amount of time that we have. Um, as an overview, I'm kind of just going to do a before, during, and after kind of a presentation. So, let's start. Um, our midnight departure on the 24th was a little bit of a rough start because leaving from the parking lot at the school at that
006time of night and driving through the night to get to the airport was just a little bit wild. But, um, truly, our our, um, journey started like almost two years ago when I was in this very room asking for approval for this. And since then, we've done a lot of um fundraising. I kind of wanted to start myself. Um I wanted to give you a few numbers that I'm pretty proud of because they're spectacular in my mind. Um one is that just for the parents to pay for the students, it costs about $67,200. And then um they mostly fund that themselves, but we did a lot of fundraising. kind of that we dur through our some of our fundraising events, we paid for at least three full students to go. So, that was great. Um,
007we also had to fund raise for extra funds. We paid for tips to all of our bus drivers and the tour guides and things along the way. We had to pay for our own lunches on this kind of a tour. They give us breakfast and dinner, but they want us to explore in the afternoons and have our lunch wherever. But, I didn't want the students to do that. I didn't want their families to have to pay that. So, we fundraised for that money as well. and scholarships. And between those two things, we raised about $7,000. So, that's fun. There you go. Thanks. Um, yeah, we did 20 travel lessons, anything from how to pack, how to beat the heat, doss of Italy. Um, I get covered a lot of things. Um during mental health awareness
008month, we talked about mental health while you're traveling and that there's absolutely no doubt in my mind that every single one of us, including myself, is going to have a meltdown at some point in time. And that's okay. We can get through it and that did indeed happen. Um some of the students got their first jobs so that they could help their parents pay for the trip. And many of them it was their first flight ever. Only two of the students had ever been out of the country. And um I think the and yeah, only two of them did not not we did a few cool tie-ins with the marketing class. They did all of our ad campaigns for our fundraising, our paint night fundraisers, which was the majority of the funds that we raised.
009So, um that was super cool. I got to go into the class and hire groups of um ad campaigns and then meet with the students and decide who was going to get hired and who wasn't and which part of the campaign that they would get hired for. and that was really awesome. So, I had fun doing that. Um, but then away we went. Midnight in the parking lot out there and um we got our our Portland carpet photo and and we headed out. Um, one of the things I'm the most proud of because I've worked with students for so long is that um, seven out of 12 the students that we went came from our services and or I or five and that makes me feel very proud that I could give them an opportunity
010to go and that their families would trust us with that responsibility. So, we flew for a lot of hours and we landed in Rome and um the best time to visit Rome is maybe not the time we did it. However, we made it through and it was awesome. But it was the year of the Jubilee which brings all the pilgrims from around the world to Rome and um people who are on their Catholic pil religious pilgrimages. And then um there was record-breaking Mediterranean heat while we were there and also it was the first American pope in the history of popes and people really wanted to see him. So but unless you're a CHS gladiator, you can handle this. No problem. Um these are the iconic things that we did while we were in Rome. We
011saw the Spanish steps. We obviously went to the Trevy Fountain and made up all of our wishes and threw the coins in. Um, hello. I don't too far. I promise you, I'm sparing you. 9,37 other pictures of the ceilings in this place, but honestly, they are so beautiful and they you can't get enough of them. The amount of pictures that we took of Vatican was actually incredible. We did what the students called a photo dump where everybody just put their photos, all the ones they wanted to share into one file and there were 9,000 of them when we got back. So I I found a few of them for you. This is obviously the Sistine Chapel. It was very famous. To be honest, I don't think we took this picture because we weren't allowed to
012paint pictures in there. I found it in the photo. I was like, "Good job, guys." Um, and that was our day in Vatican. It was absolutely packed in there. And I don't mean just like wandering through and there's a lot of people. I mean like spooching through groups of people and getting lost from one another and refinding one another. I did bring them all home at um we got to go to St. Peter's Basilica which is very near Vatican City. And um the door farthest to the right is the one that is the Jubilee door, the one that's opened only every 25 years for the pilgrimages. There's four basilas in Rome and if you're going on a a pilgrimage there, you have to go walk through each of the four doors. Neat to get to
013go through one of them. I mean, I would be remiss if I didn't lost some of the food we got to eat there. So, >> canas and pachets and lotto your day. Um, honestly, the favorite thing I ate was when we were in Sicily. There is a local cuisine pasta. It's called Aretta. I think I'm getting that right. And it is pretty much like Spaghettiios, but like ramped up gourmet. I just I don't know. I kept eating those really good. Um, we obviously got to see the coliseum. I think the students like this maybe the best and the Roman Forum. And we went to the Senate and none of these places have shade, just so you know. It's very, very warm. We all carried fans with us and lots of hydration and did the best
014we could. Um, yep. And we got to see the positive bone and the panty arm. And then we took a little hop, skip, and a jump on a short flight. It was going to be a ferry, but that got cancelled, which costs change while you're traveling. So, you just go low. And we went down from the top red down to the bottom of the soccer ball. And these are the areas that we drove through. So we flew from Rome after we spent three days there down to Sicily and then we spent six days I think on the Sicily Island and then um came back the island back up through. So this next few pictures are this route. We landed and went to Polarmo. Um the this is called the four corners. I only put two
015of the corners on there, but um it's a section of the town that comes together and there's each building has the corner on there and um I wouldn't call it a meltdown, but I definitely cried here because it was the moment that I kind of realized, oh, like we're here and the students were taking pictures and they were just chatting with each other and I just had this like, you know, surreal moment that was really amazing and cool and they the lady in the bottom was um playing the guitar and it was echoing through the streets and it was just I mean it was gloring. ious and the students were appreciating every second of it. So, I love that moment. Um, when you're down in Sicily, it was much slower, not like the hubbub of
016of Rome, and it um really felt like the real Italian experience that we were trying to get while we were there. We got a lot of the history of the buildings, the architecture there is kind of um sort of lasagna built is sort of what they call it because um down in Sicily the cultures that came and took over just kept building on top. So you'll see the history through the architecture of just even one building that an extension will be built in a different style and then the next will be built in a different style. So that was pretty cool. Um, but they also got to do a lot of shopping, a lot of ordering their own foods, a lot of learning how to spend money here in this part of Sicily. And um,
017then we spent three days in Nakos, which as you can see, this is basically what our days look like there. That was really fun. The kids could not get enough in the Mediterranean Sea time, and so we tried to get them as much as we could, but we also had tours to go on. So we were taking half-day tours while we were down there. We went to Tormina. It's a town that's built up on the cliffs like many of them are along the coastlines there. And um it's has a great amphitheater that was on top of the cliffs with absolutely gorgeous panoramic views and all of the history that comes with um these old ancient structures. It's just amazing. And some of the cubes. Then the next day we took a half day tour to
018Mount Etna, an active volcano that's down there. Although active volcano doesn't mean what you think. There's no lava movement. It just likes to rumble all the time and sometimes poop out smoke rings. But um we explored that and the views. Uh here's we took a minute um to teach the student how to send postcards home. So, from the top of the volander, we all got to send some postcards home, which actually I brought because it was I got it out of the mail on my way here. It just it just arrived today. So, it's kind of a it's kind of a fun souvenir. We were having some debates of teaching them how to spend money properly and they all wanted to buy every person they knew something and I was like, why don't you just
019buy yourself something special and then you can just send postcards to everyone because it's really fun. They just arrive randomly throughout the next several months. So, we did that. Big views. Um, when we left, no. This is at 4 something in the morning because the kids wanted to get up and do a morning swim and I don't regret it. It was absolutely beautiful. Uh, we spent time in Sierrausa and the town that is near there and it was a lovely experience. I don't know if I the the photos don't really capture it, but in the bottom right one, you can sort of see that the students I know if you know Grant Sharps, he's very tall and that structure is giant. These statues are huge and they're beautiful. This is the ear of Dionis um
020cave and women and somebody sang a lovely song and it echoed through the little area. Great. Um, the picture there is big because I don't I forgot I'm mentioning it later, but we traveled with two tools from Texas and our own to make a full tour. A full tour is about 44 seats on a bus and we had the 14 of us and so the rest was filled up with Texans. So, we got a dual culture experience because, you know, Texas and Oregon have very different cultures and then also we were all in Italy. So, that was a really fun layer extra layer to our trip. So, just some fun photos of us exploring and adventuring. We took a ferry ride across the street of Msina. That's once you leave the little soccer ball and
021come back onto the mainland. Um, we ate gelato every opportunity that we could have. At the halfway point, right around now, I had the kids send home some videos to their families and the one in the middle said, "I think I'm eating too much gelato. I have four lemon gelatoes today." Um, when we were in Serna, we got to experience what it's like to live in a country that doesn't have the infrastructure that we have here and that is ancient. And so there was no air conditioning and the whole town was just having brown outs, like really brown outs. And so, um, we had some kind of fun adventures in the hallways in the evening. um running through the halls and having a good time at night because there was nothing else to do and
022it was we took a day trip to the Amalfi Coast and got to see a lemon grove and all the history and agriculture, the way that they build their um farms on the hillsides right next to the cliffs and the long history of the merchants and the trades around there and how they do it in that kind of a living space on those mountain sides. Right. And the city looks just like the postcards. Absolutely gorgeous. Our last day we went to Pompei and um I didn't really share many pictures because we didn't take that many pictures. We took some pictures of the things, but when you arrived there, you realize that it's a somber area. I mean, the entire city died all and and it's more of a respectful kind of a mournful place almost.
023Um, but very very intriguing how they have they continually discover new pieces and parts of the city as they're still to this day digging. Um, and then the last thing we did was um kind of a bonus activity which was something that I love doing. We fundraised enough to add this to our tour in the at the last moment. Sometimes if you talk to your tour guides when you take these tours, you can say, "Hey, what if we do this or what if we do that or this sounds kind of interesting?" And um it's all additional, but I secretly made our goal enough to give us a buffer because I had learned on the trip that we took to Costa Rica that we could maybe do that. And so we added this activity which was
024a water buffalo mozzarella tasting at a family farm that raised the water buffaloos. And we learned how to make mozzarella and taste mozzarella. And each student got to make their own mozzarella ball. And after I convinced them to go, they I think it was one of our favorite things that we did. So it was pretty cool. Had to wear those fancy boots. track anything in. Um, strangely enough, I didn't know water buffalo were a thing in Italy, but every single night at the end of the day when we were doing room checks before everyone went to bed, um, I we did this gathering circle and kind of and cap of the night, we did high low buffalo, which is high, what your high of the day was, what your low of the day was, and
025what a buffalo is. And the buffalo is basically like, I didn't see that coming or some kind of a surprise or I didn't know that was going to happen or that was exciting or interesting or a fact or something like that. And at first they obviously resisted that because that sound boring and dumb, but by the end of our trip they did not get enough of it. We had to stop like, "Please no more buffaloos today. We we have to get up at 6 a.m. like please." So it was great. But um we learned a lot of lessons. There was a few pieces of lost luggage and there was and it was lots of really good learning opportunities on every level and um I thought I'd just share with you my high and Buffalo was
026just the camaraderie amongst our students and how well they got along and how wonderful they are. They're so stellar these they get compliments everywhere they go. What great students they are and um I was at dinner one night and just they were all laugh and just So I could at home so share and then also making friends from around the globe and these are the friends from Texas that we met. Um inevitably on these tours the bus driver for some reason becomes a superhero and the jam that he got us out of in these tiny little towns and the ability to turn the bus not even on a dime. I think it was less than a dime between the buses when they pass each other and and the cheering that happened. This man's name is
027Masimo and he was amazing and he also sang opera to us sometimes students made I'm pretty sure lifelong friends with some of the students from there and this was our tour director Elena in the middle and um she was pretty she was pretty awesome. Our tour the tour director and the bus drivers are with you 24/7. They never leave. They do all the activities with you. Um they are in the hotels with you. They help you through any kind of jam. They are amazing and well worth any penny that we pay the benefits if not more. So um that being said, I guess in conclusion, I would do it again. And so, um, I would like to direct your attention to what I'm hoping you will improve at my future trip to Japan. I will
028be in 2027 and um, works out really well. Miss Henman teaches adaptive life and culture class. That's kind of a cool tiein with our school. Obviously, I will be working with the marketing kids again because that was way too much fun and I think they learned so much um just about deadlines and putting presentations together and putting themselves in front of somebody that may or may not accept or reject what they, you know, created. And um I think that's all I said. How hot was it? Um, well, it's hard to decide whether 97 to 100 is hot enough when there's 97 to 100%. Yeah. >> So, it was there was a lot of dripping happening. And it was at one point one of the students came to me and just said, um, so this is
029how it's going to be, right? Yes. This is how we look for the next we but it's okay. That's very I think it's really incredible that you sacrifice the first part of your summer to make these memories. >> Oh well. >> Yeah. I don't know if it was excising. >> It's a trip that they made not. >> Yeah, I did want to thank the board for approving me for the first trip, too. Appreciate it. And also special thanks to Bethany because she's always there for me when I need something promoted or sent out to the crowd of the count of the district. And we'll go ahead and also thank you, Miss Wner, who was in the other chat. I guess any other question, please. >> It was 14 of us total. Two shots and both.
030Let's get back. Okay, great. >> Oh, good. I made it to the end. I needed to make sure these kids got embarrassed because they they took at least 6,000 terrible pictures of me. >> Okay. Thank you very much. Um and then when we get to new business, we will talk about the approval of their estate request for 2027, I believe. Um okay, so Bethany, you are up with the integrated programs. All right. So, as it is that time of year, we get to talk about all things annual reporting um for the integrated program since this is specifically for 2425 school year. And so um with OD's annual reporting um I have to answer two narrative questions and specifically for this year there is a third narrative question and so um for trying to help not
031just read directly on the screen for you guys today I did try to bulletize my slides for the benefit of this meeting but within this actual presentation I also have my full narrative typed out. So if you wanted to look at it in more detail, you can look at it in your board packet and that will also be posted to our website as well. So that being said, the first um question is as you review your progress markers and overall reflection responses and reflect on your plan implementation, how do you see your progress contributing to the outcomes and strategies in your plan and your long I can't never say this longitudinal performance growth targets and local optional metrics. discuss at least one outcome where you have seen in progress in implementation. So um reflecting on
032the implementation and our progress markers um it's clear that our actions directly contribute to the outcomes and strategies that we have outlined in our strategic plan. Um and um one area that we've seen meaningful progress in is our datadriven decision decisionmaking. An outcome that supports academic achievement, reduces disparities, and enhances student opportunities. Our work began with a comprehensive needs assessment and an in-depth student achievement data dive. And from that we developed a plan that prioritizes resources to maximize um to maxima resources for maximum student impact. Um five key themes emerged each supported by specific objectives and outcomes that guide our implementation and evaluation. We built structures to regularly review multiple data sources, formative and summitive assessments, annual surveys, and ongoing progress monitoring to inform instructional and operational decisions. Um, a significant success has been the
033development of strong collaborative data teams with full access to relevant student data. This access allows for well-informed realtime interventions. Our team meets regularly to analyze benchmark data, ELC outputs, midcycle reviews, and input from specialist meetings that focus on student subgroups such as FedE, EL, lowincome, and minority students. Monthly attendance tracking further supports our efforts to identify trends and intervene early, helping address one of our metrics, which is chronic absenteeism. Um, professional development on Wednesdays has been instrumental in aligning instruction with district schools. These sessions promote collaboration across grade level and content area teams. Um, they focus on UDL, instructional rigor, and curriculum alignment. Cross- site collaboration allows staff to share successful practices and support continuous growth. And these structures are intentionally aligned with the um growth targets and reinforce a cycle of improvement across the
034system. Um we've also prioritized authentic stakeholder engagement. Parent Square has improved our communication with families and our consistent communication cadence has helped build transparency and trust. We've shared our finalized strategic plan as a visual user-friendly document with family, staff, board members, and the broader community, mostly on the website. Um, it has been positively received and helps keep our collective focus clear and shared. We've also made strides in increasing student voice, providing leadership opportunities, and involving students in decisions that impact school culture and community. These efforts are ongoing and we recognize the need to expand this work further to en ensure representation across across all grade levels. And then um despite financial constraints um the district has remained strategic in its resource allocation. We continue to prioritize initiatives that support student learning and staff development. Um,
035a notable investment this year is the adoption of Synergy as our new student information system, which will further strengthen our data systems and improve efficiency and help staff better support student needs, directly contributing to the success of our plan. And overall, our implementation efforts demonstrate meaningful progress towards the outcome strategies identified in our plan by building collaborative structures. Sorry. um building collaborative structures, using data to drive decisions, engaging our stakeholders, and remaining focused on equity and impact. We are moving closer to achieving our performance targets. And our team is committed to annual reflection, data audits, and revisions to ensure we remain responsive and adaptive in the evolving needs of our students and community. And then that's the full response. Um, and then the second narrative is asking about our barriers, challenges, and impediments in making
036progress towards those goals. And admittedly, there's a little bit of, in my opinion, overlay of some of these areas. Like there's things that we do well, but we can obviously do improve upon. So if you feel like I'm being a little bit redundant in like what's strong and what's weak, I think there's a layer that crosses over. Um so while we've made considerable progress towards our um outcomes and strategies, we do continue to face challenges particularly around expanding student voice and family engagement in meaningful systemwide ways. Um one key outcome where barriers have emerged is fully elevating student agency and increasing participation in decision-making process across all levels. We've made promising strides including the establishment of elementary student leadership team that allows students to interact with the school leaders and share their perspectives and contribute
037to shaping school culture. This early exposure to leadership has the potential to yield long-term impact um as students move through our K12 system. However, scaling this work and ensuring that all students, especially those from historically underserved populations, have access to similar leadership opportunities does remain a challenge. We are still working to build the structures and capacity needed to consistently engage student voice in authentic and inclusive ways, especially at the secondary level. Um, we also recognize a similar challenge in the area of family engagement. Um while general communication with families has improved significantly through um things like uh parent square, we have yet to develop strong systems for hosting targeted meetings with specific parent groups. We believe that deeper, more focused engagement, especially with families and students from marginalized and underserved groups, is essential to achieving
038equity within our system. These meetings could allow us to better understand their needs, gather more actionable feedback, and collaborate on solutions that address barriers to student success. However, um limited time and competing priorities can make it difficult to prioritize and execute these types of targets. Um, additional regional and state level support in this area would be especially valuable. Um, for example, streamline reporting expectations, flexibility on how certain requirements can be met. um or free up time and resources to allow district staff to prioritize those deeper relationship building um pieces with families. Similarly, training and tools focus on equity centered parent engagement strategies, especially those to support inclusive culturally responsive communication would be helpful as we strive to meet those needs in our entire school community. Mo moreover, while we are committed to um monitoring data
039through an equity lens and identifying gaps and opportunities for improvement, acting on the data often requires more time, professional learning, and resources that we may not currently have. Um we are working to ensure that student voice, social emotional supports, and academic rigor are integrated holistically into our programs. And we are seeing improvements in key indicators like freshmen on track and graduation rates. Yet without consistent ability to slow down, collaborate deeply and reflect on subgroup needs through authentic engagement, it is challenging to fully close those gaps um or to design interventions that are truly responsive and inclusive. Lastly, our experience with curriculum implementation has further highlighted the importance of dedicated time for collaboration and professional development. When staff are given time to learn, plan, and work together, the impact on our student outcomes is clear. But
040again, time remains a limited resource, often constrained by administrative demands and fragmented initiatives. In summary, while our district is making steady progress in many areas, we continue to encounter barriers in expanding student voice and implementing deeper, more targeted family engagement. Um okay then the last one last narrative which is again just for 2425 they wanted us to review our actual metrics and then um compare them across and share the reflection on that progress. And I actually think this is my favorite part of this presentation because we can actually speak to some really cool data points. So um our district has seen a mix of progress and ongoing challenges across the priority outcomes but our data suggests some really promising gains. So for the four-year cohort you can see that we've made solid progress towards um
041both the baseline and gap closing targets for the four-year graduation. So the current rate for all students is 88.34 and this is for 2425 up from our baseline of 86 and that exceeds our annual growth target by 4% a little over 4%. And our focal group students have seen more significant gains from 79.6 to 86.4 which is almost a 10% increase which is awesome. um which shows that our equity focused interventions supports and targeted graduation planning have a positive impact and continued investment um in that um will remain central. Our 5-year cohort um the completion rate dropped slightly for all students from 89 to 86. So 3 and a half um% decline. Um while the focal group saw a modest growth of up to 4%. Um what this signals is that moving forward we may
042need to enhance supports for students requiring extended timelines um alternative credit pathways, individualized graduation plans and improved re-engagement efforts. Um 9th grade on track. This is actually our strongest metric. Um from the student performance the baseline was 77.6. It rose to 92.73. That is over 15% gain, boys. Yeah. Um which far surpasses our target. Um the focal group also increased by 13%. These results suggest that efforts focused on our ninth grade transition programs um with consistent academic monitoring and increased access to student supports are yielding results. So we should be really proud of that. Um so we can continue to build on this momentum with um strong academic counseling and positive attendance strategies. Third grade ELLL uh or ELA, sorry. Um overall proficiency is 46.5, just a little bit above um the baseline. Um our
043focal group students grew by um almost a full point um but it's still below target at 36.99. So, um, as it says, the scores reflect the lingering impact of disrupted early literacy instruction and signal signal our needs for greater coherence between tier one instruction and targeted interventions. Um, and shifts include embedding more coaching, diagnostic literary speed screeners, and alignment of PD for early reading standards and UDL principles. And then for our regular attenders, um, attendance I think for a lot of us continues to be a pretty big barrier for success. Um, our regular attender rate is at 75.8. Um, our baseline is 77.6. So we're um, under by 4%. Um, focal groups are at 71% which is just shy of a 3% change. So that suggests that we need to deepen our partnerships with families,
044increase attendance initiatives, refine our early warning systems. Um we plan to adjust the strategy here by integrating more attendance outreach into student success um and plan increasing our community agency and collaboration which even just this morning we were talking about again strategies. So I'm excited about what we're going to try and do there. So these are kind of like in summary what we're trying to work towards. So, deeper engagement with our local families and students to help them better understand um the importance of attendance and literacy strategies and challenges. Um more focused support for students requiring a set of time to graduate. literacy specific coaching and training to address those gaps and um use of our new student information system to streamline progress monitoring and provide timely data for interventions and continued investment in student
045voice seal and family communication to sustain positive gains in those ontrack indicators and graduation rates. So that is all she wrote on that reporting piece. Any quick questions that I can attempt to try and answer? >> It was very well >> um articulated. Thank you all. Thank you. And like I said there the full stuff is in your board packet. So if you want to look at it more granularly or if I flubbed it in speaking you did great. I do have some questions, but do you does anyone else have questions or you were typing too? Did you have some questions? >> Um, no. You you can go. >> Okay. So, you probably explained this andors probably in what I was supposed to read, but what is the focal group? >> The focal group. >>
046Yeah. We >> focal groups are those that are achieving below the the average of the all the other students. saw a lot of minority groups that have been or >> Okay. >> any group that's in that in the subperformance area. Could you go back to the graduation rate? If >> that's okay. >> Vocal groups. So those groups that are in in the gap, the achievement gap are the groups that we're focused on on okay, what strategies can we apply here? And those are groups we identified in the prior year and then or groups we know are >> uh there we identified them through the data achievement data >> and uh looking at if their scores on the achievement assessments on the formative assessments and also in grades. So when we look at the four year
047fouryear cohort uh rate uh you can see that that is an increase. And what's your increase there? 4.3%. >> So when your cohort graduation rate grows, your five-year completer rate goes down because you now move those five-year completers, a percentage of them into four-year completers. And so when you go to the five-year completion rate, you'll see that there's a 3.5% minus 3.5% variance. Well, there should be because graduation rate went up 4%. So, we're shifting and that's what we want to continue to do. When that's in a negative, greater the negative there, the higher the graduation cohort rate in four years. >> Thank you. Um, we talked last year, maybe you remember more about this, that, you know, Oregon had changed the absenteeism and truency laws a few years ago and there might have been
048some legislation last year. I don't did that ever get past committee or anything. It just died. >> I'm promising. >> Yeah. Well, I still Okay. Um, this can you remind me we talked about third grade reading at the end of last year, right? Well, our rates are low. We're still within the state. I mean, on track with state, >> we're above state. >> Okay. And this is a random >> and this is this is specifically on the growth targets that we set for ourselves. So like this is how we're stacking up against ourselves. >> Okay. And so this is a question I had that I actually had before your presentation and when I was reading Bethy's items today is are we track one her numbers are phenomenal and ELA right but are we tracking participation
049of students in these focal groups that are participating in clubs AP college do we know how engaged they are and other things you don't have to answer that I'm just interested on >> well the principles would be the ones that know the data on that and but when you look at the participation rate in our athletics and our thugs our programs is high. I mean, you know, we're getting under the 70 something%. When you disagregate that down into who's in clubs and what clubs, there's a lot of cross section a lot, >> right? >> But they're they are finding clubs. We have a lot of books. >> We have a lot of clubs. Just wondering, are they the same few kids in many of our clubs? >> Not from what I see when I high
050school. >> What do you my friends? >> Don't put me on the spot. Do you think that we have kids participating lots of kids participating in lots of different take sports out of it, right? Sports is a whole different animal. >> Uh I would say >> I appreciate what you're >> Okay, thank you very much. You were amazing as always. >> Thank you. >> Well, you're not done with me yet because I got one more question. >> This was supposed to be a joint presentation with Joel. So imagine I have a beard and we're in class. Well, >> he's gonna watch video later if he has that >> like to back up for a second. You got a student perspective. We have a teacher every would you mind. So when you look at the clubs
051that that are involved in the school, the different student body clubs in there and the students that are engaged, would you say there's a cross-section of diversity throughout the clubs? >> Am I speaking to the focal groups? >> Uh all students but focal groups. Okay, I see a yes. But all students have some um as as far as the vocal groups go, I think that we could encourage more. I feel like there could be some more encouragement in that area to be and that's sports aside because where many of them are involved in athletics as far as their clubs go is a mix though because some clubs are students who would be in the focal groups are more drawn to automatically. It would seem like something Interesting. Thank you. I'm not a teacher. I'm an
052I know I teach lots of things all day long, but I just wanted to big T teacher with the license and the small T teacher they do 247. All right, I'm ready to go again. All right, so um we were asked to share a little bit about the new systems that we are implementing um this year that support our families and staff. And so specifically, um I'm going to be talking about synergy, final forms. I am going to touch briefly on parent square and kind of just a couple other little things um to give you maybe some sneak previews of some things that might be coming down the the pipeline. Um but I think the name of the game is streamlining. So um we are improving our systems to better serve our families and staff
053through key updates um that include our student information, athletics and registration and communication platforms. So we are modernizing outdated platforms. Um specifically as you're thinking of our student information system, we had echool and um it was um outdated. It had limited functionality and it wasn't really meeting the needs of modern data driven um school information as we um want to kind of get our hands dirty in. Um, and so we moved to Synergy because it is robust and widely used across Oregon school districts. It improves our student data management, reporting, and user accessibility, and it offers consistent experience for staff and families to enroll um from enrollment to grades and scheduling. Um Joel put some notes in here just again like it's replacing espool um that synergy is what we selected that's why we used
054in Oregon you can see some of the school districts um even some in our area that are using it um and it provides a central hub for student data and reporting and it's a a modern system with good support and longevity. So, how this benefits our families is with online registration, which we um launched this week. Um it allows for a convenient um online option that allows parents to enroll their students and update their data each year. Um annual changes can be made by parents. Um and it's automatically synced across all schools. So, um, as you transition, um, between our campuses, um, it helps you streamline that student data and it saves it for you. So, you're not necessarily having to go in and be very redundant. Um, real-time access to student data with parent
055view. So, parents can view their grades, assignments, attendance, and schedules at any point with live data. And then we will also have um the student view side of that where students can access their scheduled, grades, and assignments. and it's one parent portal login through parent view for all students. So we don't have to have multiple login portals. Um the next platform is final forms. Um we had a prior athletic registration system that actually lost its own support to live one. So we had to look for something new. Um Brandon Sandrich was pretty instrumental in getting final forms to this juncture. So, um, a lot of what I learned about it was kind of after the fact, but, um, I'm using it not only, um, from the admin side, but I also get to see it
056as a coach and a parent, and I think it's pretty slick that way. Um, so it's a very athlete specific, um, secure and it's mobile friendly, um, supported platform. Um, and what's great about it is you enter your data in this year and next year that data is going to be residing right there. You don't have to re-enter that information. So, um, it's well supported in that way. So, it's a one-time data entry. Um, you also get automatic reminders for physicals and expirations on um, forms within your uh, platform. and you can um provide easy online signatures and medical updates within there. And then for coaches um I'll speak to that that um on that platform you can take attendance and see your roster that can be updated in real time. So for example, right
057now we're at athletic registration time for sports for fall sports. So, I have kids that are working with their parents to get their registration complete, and I can go in and I can see that Susie May still has to sign her form. And if we're at practice, the first day of practice on on Monday, the 18th of August, and we want to start practice, but she's technically not cleared because she hasn't signed as a student, she can literally go in, sign it right there, and she's cleared. And I can see it on my app. I can see it on final forms right then and there. So, or she can call a parent and say, "You need to sign something and they can sign it." So, it it does kind of eliminate some barriers and that
058like paperwork piece. So, that is kind of handy. Um, we also streamlined our athletics website. We used to have um prelathletics.com um and that also had to sunset July 1st. And so now we have actually I've taken the liberty of streamlining it onto our own um high school and middle school um pages. So when you go to Cresville High School and you go to the athletics page, it has all the athletic information for Creswell High School in there. And then the same is true of the middle school athletics. So um you don't have to go searching for a specific athletics website. You actually have it right there within our district and our um school web pages. So that's kind of nice um and it's easy to manage. So and then the last um little bit
059is about parent square and just you know driving home the point that parents square has been a great two-way communication piece for our district um and has been um instrumental with updates alerts and our newsletters and it's been widely adopted by our families. Um from my side I could see how many families were actually engaging. It's a high level of engagement. Um there's obviously seasons there. It's a little bit less red, but um one of the things that I will say is because it's a mobile friendly um communication platform that is actually meeting a lot of our families where they're at. So um you know that the fact that they can go to their device and get everything they need in that handheld device is super duper handy. Which leads me to that parent square
060um likes to implement updates and um opportunities that help streamline systems and help families to have a better user experience. And one of the things that they are introducing is a thing called parent square pay. And we're hoping to actually sunset school pay as our system and move into parent square pay because what that can provide is within the parent square app they can actually have secure digital payments and invoicing through the app. So um it's really easy to um submit and understand what's happening with your students fees. Um it supports our office staff, it supports the families. It's all on an app that they already have. It's right there because I know that one of the pain points for our office at sometimes people will call and say, "I don't even know what my
061kid owes about whatever fee and they may have to go to a couple different places to find that data and information." With this parent square pay opportunity, the parent already has that information at their fingertips. They actually don't have to call us anymore. They know it and they can pay it directly on the app. So, um it it will really help replace a scattered payment situation um for our families, but it's going to take us a little bit of time to get there, especially because we have a lot of new right now with final forms and synergy and learning those um those systems and platforms. So, all of this means that we have better user experiences for our families, modern tools and align systems for our district. So that is that a question. >> Yes.
062>> So with parents where will like now there's class fees sometimes it's a wood shop will it it will link the student's schedule in that way. It'll it'll it'll assign for your student whatever they owe. So your particular student may have certain elective fees that are specific to them if you'll be able to see all those. And then it will also have all the club fees and all the but the sports fees will they be in there also or will that be >> I think that's the intention. I think that's the intention. Um some of this is granular conversation that we'll get to eventually um because right now we're looking at it kind of as a top top layer um just because we wanted to kind of get it implemented or at least started um
063but we'll start digging in the weeds um in the coming months. So yeah thank you. >> I have one question. So, does the parent view eliminate home access center? >> Yes. So, parent view will be the new um direct communication for our families to get access to Grady's attendance. So, >> and is the synergy supported by ESD like east? >> There there is ESD supports for synergy. >> Yes. And we also are really fortunate that because there's other area schools that are already wellversed in Synergy, there are people at other school districts that have offered supporting us saying you can give me a call and I'll tell you how it works for us. So we have some some great um resources available to us. So yeah, I appreciate as a parent how user friendly the
064final forms and the synergy were this week. Yeah, I I've heard some positive feedback as well. So, that's great. It's all great. We're gonna replace sports you. >> Um, that is a Kyle Cordon question. >> You don't have to answer. >> You've been here for three weeks already. >> TBD. >> Yes. >> Great. Thank you very any other questions. >> Great job. Thank you. >> Um, okay. So, let's keep moving. We are to Amy Aguero and Greenway Academy. Great. Stand up here. Over here. You have a little You want to put her You want Sure. All right. Okay. Well, I'm here to talk about Greenways Academy. I have Katie Howard who represents Greenways Academy as well. So, she's going to start with a little overview of the academy and then I'll be talking a little
065bit more about the specifics and the why and the roll out with that with the potential program. Well, hi everyone. Uh like Amy said, my name is Cassidy. Uh little background information on me before I get into the Greenways Academy. Info is um I'm actually very familiar with Oregon school districts. For the last six years, I worked with Chad Hamilton at Cottage Grove or the Southland School District in special education um in the administrative side. And recently, I transitioned to work with Greenways Academy. So, I know a lot about Oregon school districts. I know a lot about the needs of this the kids who live within this area. Um I'm really excited to help out with it. Getting into Greenways. Brainways Academy is a full-ervice Cognita NCAA and WF WC accredited school with state certified
066teachers and over 25 years of experience in the virtual arena. We believe that we can educate students in a way that works best for each student by offering curriculum options that fit each student in their unique way. um what I do for them. I'm the enrollment specialist for uh Creswell and so I am the contact person for anything that comes up or any questions that come up for uh the online school for Creswell. >> Good. So a little background. So I I know this this team is wellversed in in our enrollment um dilemmas in terms of our enrollment continues to to go down which ultimately does impact our funding resources and um financial uh abilities that we have for the for the students in the the district. So I'm going to start at the top
067left there. We're going to kind of move around these bullet points, but but this will kind of bring in the why and where we are with the district in terms of why we're looking at an online program. Um the biggest reason right now is we look at our our students that are exiting the district. Maryland did a great job of pulling our students who have left for online programs. And over the last three years, we've had about 100 students that have left for online. That does not include our homeschool students, students that have moved away. This is just simply our online program. Um there's a bajillion different programs out there right now that students can enroll with, but we've lost 100 students to these programs um for a multitude of reasons. I did do some
068phone calls last spring when we were looking at different online programs just to talk to some of the families. Why are they making the decision to move? And they all have various reasons um and interest in in leaving the district. But it provided a glimpse as to um we have an opportunity here. we have an opportunity to compete with some of those those online options that are providing those flexible programming, more independent schedules for students. Um, and some of those students just need a different platform of learning and we understand that as well. So, as we're looking at bringing back our charter, and I'm referencing our online charter students, they're leaving the district. Um, and additionally homeschool students. We have families that are leaving for homeschool programs. Um, we would love to move that. So,
069when we lose a hundred students in three years, that's a million dollars to the district. So that's a pretty significant number. Um and that is one goal that we have with bringing back an online program is how can we increase our numbers again bring back our students and with the help of our uh certified Oregon certified teachers. We believe that we can really give these students also a great learning opportunity. Um, in addition to our teachers being Oregon certified, all of our leaders on Greenways Academy have extensive experience in the virtual education uh, landscape. And so we're really able to help those students um, if they end up choosing to go through online. Um in also supporting those students, we offer uh virtual office hours. We have orientation. We have students in advisory which we
070require for students to be a part of so that we're constantly checking in on these students. I will be sending weekly progress reports to Amy uh so that we're making sure that students aren't falling behind in any way. >> Good. I think one perk that we really liked about Greenways Academy is the opportunity that our students could have to partake in clubs, sports, um school activities. So having that ability to still be part of your school community where you can also for whatever reason be doing school at home or even on site. So on our school campuses, we really like the idea of having that community feel so we can promote um again that access point where our students can still be part of their school communities. Um the other aspect and I'm kind of
071cruising down. I don't know if you kind of touched on those other two there, but no. Um the revenue sharing. So when we think about this program, we're not investing upfront financially a significant amount to buy into Greenways, but rather for every student that enrolls with the program, there's a portion that comes back to the district and there's a portion that pays for their slot at Greenway. So again that includes the academic program that if they're enrolled in the classes, the teachers time, the office hours etc. Um but there is that revenue share. So we share with that ADM collection. So we are able to recoup some of that revenue. Um and we also are then paying rebates with that. So again there's not the upfront large lump sum but rather whatever or how many
072students enroll we then are exchanging money in that fashion. So as we enroll students um and you talked about the expansive curriculum and then marketing. >> Yeah. So um all of the marketing will be done through greenways and so what that means is that we can send out flyers, we can send out postcards, we can do ads on the radio, Spotify, every student has a Spotify account these days. Um so we offer a lot of marketing to get that out to a lot of students. And with that, we'll kind of jump into what does that look like as the potential of of rolling this out for Creswell. Um, so I'll kind of I won't read through this for Vader, but yeah. Um, but there's been a lot of like work done on the back end
073to think about if if our board approves to move moving forward this online academy. We don't want to have just a mass exodus of students jumping to this academy, but we do want to be very thoughtful about who is is enrolling in this academy. And so our first plan would be looking at those students who have left the district. We have a mailer that will be set up that would be reaching out to those students who have left. Again, these students are already enrolling in an online academy um either in our community or in the state of Oregon. And we would love to target that audience first. And so that would be our first plan. we have a few students who have already um shown interest. So, we've piloted this program in the spring. So,
074we had about um well, a handful of students in each building that were navigating and so we kind of worked through some of the kinks there, but we have a couple of students that would be returning as a potential. Um this has been a great fit for them for different reasons. Um so, the first step would be that families would well, we would be targeting our online students, but the second step would be families would be reaching out via interest form. So they're not enrolling in the program directly, but rather filling out an interest form. We then set up a meeting to meet with the family and talk through these steps. So determining is this a good fit for you and your family. Families need to understand that this there's a pretty high level of
075parent involvement. Um so ensuring that they have working internet. We would be providing their Chromebook for the student to use to access the program, but they need to have internet, a place where their student can study and work um time parked out during the day and able to support them through the program. So, we would be talking through those pieces and determining if that's the right fit. I think one aspect that's pretty nice about this program is we have many students that have special education needs and 504 needs, talented and gifted needs, etc. We can still provide those services in partnership with the district. And so, just determining how would that look in your schedule? Would you be on site for services? Would we be do doing something more um online? So working out all
076those logistics and then really personalizing with Cassidy and her team that schedule. And so aligning with each building, there's a set number of classes um and choices that students would have. Electives are an option. We can have students that are getting um CTE courses at the higher levels. They can be getting the um the college credit courses. They can can be taking some electives that perhaps we do not offer in this district. That was a perk for some of our high school students as we were piloting. They got to try out some beauty courses so they were interested in. So that was pretty neat. But we can really tailor that schedule to meet the interests of the students. Um it can be very engaging for our students. And in elementary it's a little bit more
077um rigid in the sense that it's more of an elementary schedule. Um and then middle and high school we start offering a lot more options in terms of the electives. So again, we'd be working with the family. We'd be working with Greenways to create that schedule. There would be an opportunity to support them with that technology and orientation. We have a handbook that's been at least drafted. We have some pieces composed there. And again, we're hoping that this will be kind of a slow roll out as we get these students on boarded. It would be a very targeted audience and would very strategic and thoughtful in terms of who would be enrolling in this program. Um, and then they they would follow the same schedule. So a student to be marked in attendance for an
078online program, they need to log in that day. We continue to monitor attendance with the support of Greenway. So not only are our teachers that are working with students and these are real individuals. They're making contact online with students, but they're reaching out to them as well. So if they're not showing up to class, they have Creswell School District as well as Greenways who's reaching out saying, "Hey, how can we support? What's going on?" And so there is that opportunity to build those relationships both rooms and creswell with these families. Um if it's not a good fit for the individual, we do have markers during the um semesters where we can bring students back into inperson. And so that would be an option too. If it's not a good fit for the student, we have
079the flexibility to bring them back to inerson school. And I think that kind of covers the gist. Um, you can see on the the one side of this form that I just gave you shows the onboarding process. The back side is kind of our advertisement of what this could look like, some of the highlights from the program. And I think that's it. I hope I touched on everything. I'm sure I left some pieces out, but feel free to ask questions of us while we're here. Question. >> Well, the best place like for credit recovery is >> not necessarily. That's a great question. So, currently we're using a Celis. Um, we'll navigate that as we go. Currently, fiscally is a better option for students, but it's really going to depend on who the student is. Um,
080if they're part of freeways already, then yes, that would be a great option, but if not, since we went out of class, we have some other ways we can navigate that, too. >> It seems like having somebody checking in for those students consistently would be like I mean, not that we don't have that, but like I just feel like that that monitoring students. >> Great. I mean, does the district capture the revenue from the state for each student that enrolls in this? >> Yes. And so, um, as we pay Greenways, it's only based on the number that are enrolling with the program. We do get to retain a portion of that and then Greed is to retain a portion of that payment. So, we're only paying for students that are enrolling, which I like. Not
081on the hook for a certain number of students. When are you hoping to rule us out this year? >> We're ready to go tomorrow. >> It sounds like um we have the option. They went away and I don't want to miss quotes. I would want to get a little more information on this, but they're a little bit more flexible this year from what I understand. then we can pay as needed instead of >> uh and I hope I'm quoting that right money but I believe that we don't have to commit to a giant number of slots this coming year. >> Yeah. They have tried to contract us on a flat fee. is the $40,000 fee or $100,000 fee or $200,000 lease thing of that nature. And it's all based on the number of seats within
082that $40,000 fee maybe uh that that that may be I don't know 100 seats. We'll say 80 seats. Uh but we don't need 80. We only need 20. And so you know we end up with this surplus of seats that we didn't need. But it's all based on our flat rate. When we go to this model, it's as I said, it's the students that enroll in it that we would not have any credit for at all. So, we're gaining revenue for every student that enrolls in the Greenway Academy. Um, and typically it's a 6535 split with an online program, an online academy. That's that's this quality. And we're at a 50/50 split for two years of that. >> What about still in person? So they reduced it up to an as needed basis because I
083think they saw that we might be moving away from the Windellas program and so we'll use them for the for students where that best suits their needs and then we'll have the greenways academy to go into the the more involved schedule of course. >> Is there a cap on how many kids we would let transition to this program? Well, we well as well that we've had a long discussion about this on how we're going to maintain the integrity of our schools, but look the capture of the students that have left our schools or are going to require schools for an online charter program. We're going to lose them or we've already lost them. Those are the runs we're trying to to bring in and and and meet their needs where they're at. With school choice,
084it's not a matter of what, right? Like their choice. >> They go and they're in and their state school funding goes with them. >> Sounds like a wonder. >> Yep. They've been very good. Amy done the front work on this. she's been the lead and so uh she's done a fabulous job at them and you know it's a they're the best program out there that we could find to do this for for our kids. >> Okay, we will have more discussion when we vote um and we'll keep moving for now. Is that okay? Thank you very much. >> Yeah, thank you very much. >> Thank you. >> You are up next with the superintendent report. Oh, hey. >> Now, hold on. Rebecca. All right. >> Okay. Well, you all seen my report. the activities, not
085a lot, not so much in in July as there have been in previous months. We're just uh fun to back off the pedal a little bit, but uh still a lot of things to keep up with uh as especially with the bomb projects and all the facilities improvements that we've been involved with. Um any questions on any the activities or bomb projects? I this time I highlighted the new stuff that's going on currently in uh purple or lavender. You can see those on the back page mostly. Uh still a lot going on right now. Uh we're in the middle of quite a bit of construction projects and it's a deadly speed. Um the highlights for the month for us is well number one have been the collaboration with the new CHS administrators that has been
086uh very very good good for me good for them. Uh it's been fun to bring them on board team to team and and those uh administrators have gathered very well and uh get right into the work know that uh with these two they're ready. Um and then the CMS chiller finally after how many years 20 years we have we'll have AC at the middle school and it's ready to fire up in about a week after our boat. Very nice. Nice job this summer as always and excited to see the CTE uh right? >> Yeah. >> Every day I'm excited when I wake up. This might be the I call and it's like >> it could be. >> Okay. Um Okay. So, we don't have any public comment. No public comment was submitted today. Right. Right.
087Matthew or Marilyn? Yeah. So we move to unfinished business. Um can I get a motion to adopt the policies? >> I move to adoped policies noted in the agenda. >> Second. Any discussion? >> Okay. All in favor? No opposed. Motion passes. Okay. Now we move to new business. So the first item we have is the approval of the uh CHS out ofate travel request by Kesha and friends. Is that what I um and can I get a motion to >> I move to the CHS and any discussion? That's >> Japan. Japan. >> Yeah. Thank you, Cash, for continuing to give our kids education beyond the school walls. So far, it's my pleasure. Good. Good. I hope it continues. >> Okay. Anyone else? No. Okay. All in favor? Motion passes. Congratulations. We'll give you these back
088to you for the kids. >> Um, okay. Next we move to approve the greenways academy meeting. I move to approve the greenways. >> Any discussion? >> My question answer option. Okay. Uh all in favor? No opposed. Motion passes. Um move. Keep moving forward to compensated committees. >> Compensated. Any discussion? >> Looks good. Yeah, that's great. I have one question. Did we have teacher evaluation last year? Is that the last one? The one for SV290? >> That's >> Well, it's it's always been there. Oh, okay. So, it's not due. Okay. Thank you. Um, okay. All in favor? No opposed. Motion passes. We're to a discussion now. How exciting. Rolled right through them. >> Um, so it came to our attention that we do have chord self-evaluation that we have been participating in, but I think we
089have three more people that need to do that. >> Hi, Sal. I wasn't going to tell anyone. >> I'm just gonna be honest. I took off. >> Got mine in. >> I got mine in I got mine in late. But >> yeah. >> Um first, >> but yeah, I I appreciate that. I appreciate that. >> So, I think what we'll do is if everyone's okay with it, table this till next month. Let everyone have maybe next week to get their evaluation done and Joel can get us the details for next four weeks. >> Okay. Are you hearing that? >> I got mine in a long time ago. >> I have no doubt you did. I knew about it. >> So I have narrowing down that haven't done it. >> Debbie, >> I did it. I
090did. I did. But I will say I think in the last maybe we did say we wanted to wait to do it in August because we were like we really want July out. I think it was Lacy was like >> yeah she was not until so I think there were good sales. >> Thank you Mary. So no shade for me. I realized on Friday my email hasn't been working for two months and I didn't even notice. >> So I'm back your email there. There's a lot of back. Uh okay. Next discussion um is the superintendent committee opportunities. Are you going to take that to you? >> Sure. Looking for uh some committee members from the board. Uh we want to stay uh under the quorum number. So looking for three uh committee members and board
091members for each committee, labor committee, policy committee. And I know you guys fallen on the labor committee. So we'll just >> I like the labor committee. >> You got one. I can't be. So >> I know I'll do it. I don't like it. >> I've done it for a while. So I'm happy to take a break. >> Let's stay on policy. >> Mary would like policy. >> I would really >> I think Lacy would like policy. >> Is that labor? >> Labor. Tim, are you okay with labor or a P? I guess you only need three or Mike will be on labor. Or would you like would you like to know committees? >> I would gladly participate wherever I am needed. I have done both for a while. >> I've done labor less than I've
092done policy, but uh I will go either way. >> How about we make you a backup labor person if they need someone? >> What's that? >> Yeah. Is that okay? >> I'm okay with that. So, were you a labor Sarah? and I'm just doing my request to be on paper. He's like Debbie. Okay, wonderful. Thank you all. Um the next item we have is a discussion topic again about OSBA board and legislative policy committee nomination. And I'm hoping Mary or Mike has >> Well, I talked to Mike about this because I got the email. >> Yes. And so if anyone on the board is interested in being nominated, what we need to do is make an agenda action item next month. >> Okay. >> To nominate someone. >> Yeah. >> For either the board or
093the legislative policy committee. So this was just information for you. >> In case someone's interested and wants to be nominated. >> So I just see all the other. So I think our board will probably skip nominating anyone this year >> unless there's someone who is interested >> but I saw a lot of this. So I think >> unless you are you I don't want to assume for you. >> I would love to but I'm not prepared to go to Salem. >> Fair. Okay. So, I think we're gonna skip the share, but thank you for bringing it up forward. >> Thank you. >> Um, next is anformational topic for the EL report. >> Uh, I can speak to that. >> Um, I believe there's an attachment in your packet of the EL um Oregon legislative report
094should look something like this. Um, this is a report. We did it last last or every August is shipping our reward packet and it's just more of a um awareness of this report and the needs in our community and state. I think the highlights on here just indicate that our our population continues to grow um despite our decreasing numbers of student enrollment. SW population continues to grow. It also highlights just the importance of making sure that we have really clear systems that support professional development. Um, and even in the world of special education, ensuring that we are following practices that are not over qualifying students that have EL needs, but rather really supporting our students with special education needs and EL is a separate entity. So, those are some of the highlights, but I'm happy
095to um answer any questions you may have about this report. Any questions for anyone? >> No, but I think we should say Bethany as always is doing a there were some pretty impressive stats in the report and he's always doing >> Yeah, the district this district is really long supporting her young population in the structure that she has helped to facilitate. So, yes, he's doing a good job. >> Okay. Can I also say in the world of special education, the fact that you have helpful vocabulary, which means a translation for the acronyms, I very much appreciate because I still don't know all of them. So, thank you. >> Uh, thank you very much. Next is some information on Wayfinder, which I'm gonna send to Mr. Jones. >> Yeah. Uh so we've we've been um as
096a team districtwide looking for a program or an opportunity to increase our social emotional learning for our students. And we've had three separate programs that at schools at each of the schools. Uh we also had Minnie come in help back up the support in that with some curriculum that she brought in to kind of supplement some of the standards that we really were kind of weak in and but we needed to address those. Uh so meanwhile we've been researching other programs out there that have some activities or lessons that we could bring in to really kind of upgrade uh and get the and cover cover the standards uh within that. Um, we're also looking for some opportunities to supplement health or some of the health standards uh that are in that curriculum that maybe were
097not in our curriculum when we adopted health or we saw that they were kind of weak in that curriculum as far as addressing the standards. And so, Wayfinder kind of rose to the top and we explored that as a team districtwide. Uh we went to some presentations from way way kinder on how they could support uh our social emotional learning for our students K12 and um how that could replace uh some of the uh other programs and Mindy's uh curriculum that she was teaching and her part of it also with first steps uh second steps and those programs that have been around for a long time and uh had kind of really not been up to the level of where they needed to be to support our kids. And so other programs were out there
098that are kind of taking the lead on that. Wavefinder we thought uh had this hands down. But Amy, did you want to talk about Wavefinder a little bit and add to the conversation? We have a lot of Amy's around here. Um, I do have an hand out if you're interested in seeing the components of it, but yeah, we'll just copied it. But yes, Michael did a great job introducing it. Um, there's something on both sides. I think the only other things I would add is this conversation arose last year during our health adoption. And so, as you probably recall, we have representatives um from all of our groups representing our adoptions. And so, we really try to to get a lot of input from our stakeholders at each building. And this came up in conversation
099as a need. Um so not only were we going to be looking at the health adoption, but how do we support in more robust and engaging way our social emotional learning in our buildings? Um and also with that that theme of having an aligned um way to support that. I think one of the other gifts that came from this was the idea that we have a specialist. So our speech language pathologists who work with students that have social skills goals. This is a really nice handy program where they we're using the um it's like an online um module so to speak that you can search for little lessons if you have 5 minutes, 30 minutes, 60 minutes. Um it's really user friendly. They can grab a topic. So if they have an individual or our
100counselors have an individual who has a certain topic that needs to be addressed or a goal, they can just do a quick search. Um the other aspect I know Kyle's used it in his previous school. He can shoot out lessons. So if there's a thematic um unit that needs to be talked about, um discussed, taught in your building, an administrator can have a little more autonomy in what goes out to staff. Um that being said, our educators can also have the same autonomy in choosing what and and how they choose to utilize this program. So it's pretty user friendly, which is great. Um Amy, do you want to talk a little bit about the decision- making process with W? Sure. So yeah, like Marlo said, when we started the health adoptions, we hoped initially that
101the and the health curriculum would be one versus having full curriculums. Um, and that was when we were looking through our health adoptions. Um, there were some polls there and so we were able to see some presentations from Wayfinder. Like I said, um we initially just sort of shared it with our leadership teams to have them kind of take a look at it and like right away they were instantly like really impressed. Um the dashboard like Amy was explaining is super user friendly. You can plug in like I want an activity or a movie or a story like what kind of activity you want to do, the amount of time you have, the grade level and then there's tiered levels of support. So we have a number of specialists pretty. So even our sped teachers,
102they could go in as a tier 2 intervention or a tier 2 lesson. So we know these kids have maybe heard these things before, but we need to go a little bit deeper, a little bit more specific. Um, so our teachers had the opportunity to look at that. We gave them um access to be able to kind of try some of the lessons out. We came back together, our leadership teams of all of our buildings were really excited about it and from there wanted to share with everybody. So on their own, they started sharing Wayfinder with their colleagues. Um, and there's a lot of excitement growing because of the excitement. The second steps curriculum that we used K8 has been around for years and years and years and it hasn't really updated with the times.
103Um, it's not very fluid. It's very rigid and outdated. So, um there's um about 3,000 plus uh lessons in the um program and they continue to add and we find um as they learn more and gather more lessons for their bank or things available us. So for the high school, is this something that did we use this last year in high school? >> No, they they >> Yeah, they So is this like a teacher sees an issue and they go to Wayfinder to buy this or is this from It seems like a lot at the high school level, right? You don't spend that much time each kid throughout the day. So, or is this you're pushing out lessons to teachers to do in like advisory? >> Yeah, >> that's the that's >> all of those
104things. Yes. >> Okay. >> But if the teacher is looking for some something maybe they want to look at World War II and they have something that they want to research and they're doing some history stuff and they look through this and they find a lesson that is they feel is robust and it really kind of enhances the curriculum that they're teaching uh on that on that specific topic. they can bring that in. They can pull it out of there like they can in any other resource. But here it's kind of a one-stop shop. >> They don't have to really Google it and go out and look across the world to find that. They can look right in here. >> So in specific like do you guys use the health curriculum thinking that the social
105and emotional like pieces would be like integrated into that curriculum? Um, is that going to be kind of one of the primary uses? Like is it going to be like in help? >> Well, we have like at elementary level we have a block of time that's sort of our science, social studies, like kind of all the other content areas outside of reading and math since our two main purposes here. Um, and so yeah, it's kind of all within that same block, but the the Wayfinder program, it like there's just so much flexibility that teachers could plug it in in lots of different ways. if there was a like during their literacy um lessons if there was ways if there something with the story um lended itself to a conversation that maybe there would be an
106add-on lesson that could kind of help supplement or enhance that lesson. Um but like we do have standards that address um at all of our levels and so teachers would be using it as like the curriculum that our maybe our health adoption hasn't really been as deep with. But then in addition to that, it's like an intervention or maybe a grade level team or content area team is really struggling with a particular theme with the students like we need to like spend some time focusing on being kind or whatever. Um they can go in and find additional lessons. >> Okay. Based on a topic, >> right? So then like at the middle school and the high school level, um it would be just kind of the same implementation. >> I can speak for middle school.
107I don't high school there. I think they might be using a similarly but middle school will be using it during advisory classes. Um so they will have a spoken sequence that teachers push out their advisory time. In addition though the health teachers can use it as a supplementary resource and then your counselors your specialists also have that on demand resource so to speak that they spoke of. So the social and emotional like requirement that we're supposed to be meeting that you're saying there's a gap there. Is that um is that something that like we haven't just we just haven't been implementing? >> I wouldn't say we haven't been implementing. I would say that this is a more robust way. We have a new fresh health adoption that also covers. Okay. >> But this is a
108supplementary resource to create more robust lesson andor those in the- moment lessons of retaching or teaching a skill the students physically. >> Okay. Thank you for the clarification. I think I was missing the piece that it's in it is in the health but we want a better more robust more versatile piece of >> I think it will be used differently um in addition to health but also used differently we're mentioning just that on demand elusive in the moment. So our tiered supports, so our multi-tered system of supports, you could tailor this with your tier one systems for all students since we're talking about that and what's available for all your kids. But then as we look at within our our social skills that are tier two and tier three students that need the most the
109highest level of support, you can really some level which is nice. That makes sense. Thank you for the clarification. And I think that our new administrators have used like what have you guys seen at the high school level. That's where it just doesn't like average. >> So my experience with it was more middle school and it was along the lines of what you've been talking about. I would push out the lessons to the teachers um the weekend before. You could tailor it to specifically what we're trying to accomplish as a school. Okay. Um or you could just be the prepackaged lesson and they were the topics are extensive >> and like Amy was saying you could use it for on that tier one level. Uh, I used it for tier 2 interventions for students who
110again just weren't quite getting there and even working oneonone with some students >> and it's done that we also isn't there pathways of these to this isn't that that's something this is just social emotional >> it's not just it's it's a birth child program but tool for any program for anything we have in schools that if uh we have standards and we want to address or we have issues or we have goals or we have whatever teachers can go and pull these supplemental materials from anywhere anytime they design great they're the experts we monitor what they teach but they can pull it from anywhere here we know that this has been vetted it's in one shop and they can go there and they've been there and they want this Any other question? >> Okay, thank
111you. Um, we're gonna move to a trustees report. What do you say? Um, I spent a fair amount of time this summer in this room right where Candace is sitting doing um classified staff bargaining just um and then I spent a fair amount of time throughout the summer with our football team and that's been fun. That's it. Very nice. Thank you. I took the heard that Mr. Rogers. >> It's okay to say took >> I haven't done anything school related since the graduation. >> Okay, fair enough. >> Um I work in leadership. >> Yeah. >> And I Malachi. So like that coming at you school related is sorry but there's >> I like that by Malachi. >> Malachi. >> We're all going to start um Oh, I'm sorry. You're not on the agenda. Malachi, did
112you want >> this next year? Are you going to want to be on the agenda like you guys did last year? >> Yeah, we'll do this too. >> Okay, great. I apologize. I probably should have asked you. >> No, no, you're we don't have a ton of people on. Great. Um, I also only went to leadership and then other than that I skipped the month. So, we'll get back on track maybe by September. We'll see. Do we even OSPA fall conferences? >> We do. I looked it up yesterday actually and I will tell you I actually just looked this up myself >> November 6th through the 8th >> um no back at Portland but that's not Veterans Day weekend right that's probably >> No it is the weekend of Veterans Day >> is on said,
113"Yeah, that is what they're about." >> Okay, so more to come on OSBA conference in the near future. So with that, just a reminder, if you have any requests for agenda items, just send them to us. Um, and we will talk about them. We're going to meet, we agreed every the Thursday before our board meeting. So if you just get them to us before that, we'll meet with Mike before that. Um the reminders, I'll remind you there's no school on Labor Day, those of you with children. And uh our next meeting is the 10th. And maybe next meeting we can talk about if we want any work sessions this year. We haven't really had any or needed any, but if something comes up um with that, we are adjourned. >> Yeah, nailed it.