001All right, we're going to go ahead and open the June board meeting. Please stand for the pledge of allegiance. I pledge allegiance to 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. >> Good evening everyone. Thank you for being here tonight. If you'd like to speak to the board, please sign in right over there. If you are not speaking, but you want us to know that you're here, there's also a sheet over there as well for visitor guest club. >> Moving on to announcements. Are there any announcements? >> I just want to let the room know I'm going to be needing to leave at 7:15 this evening. Not because I don't love being here, but I
002have something I need to >> take care of. Yes. I just want to say uh congrats to the baseball team on their state championship on Saturday. >> It was uh great win. So big congrats to the baseball team. >> Moving on to what I consider the the best part of the meeting was the leads awards presentation. And Dr. Harlot, who do we have presenting first tonight? Yep. We'll go ahead and start with our elementary school and elementary school principal, Miss Katie Shway. All right, I get to introduce Natalie Thra Salazar. She's a fifth grade student here at St. Mary's. And I'm going to read to you what her teacher, Mrs. Kramer, wrote about her when nominated award. >> Natalie is deserving of the lead award in several areas, but especially in the area of effort.
003Natalie sets the bar high for herself in all areas. For example, she manages her time extremely well and truly never wastes a minute of her learning time for others. This ability to optimize her time with focus and grit has led her to extend her learning and embrace rigor. This year, Natalie grew 350% on the I Ready Math diagnostic. She went from the 39th to the 56th percentile in maps, that's reading, and passed Ela in fifth grade. So much growth. Natalie could also receive this award for her service to others as well as her kind, compassionate, honest soul. She embraces the class mantra of fail early, fail often, but always fail forward as well as we can do hard things. I can only imagine where these successful student trades will take her in the future. It
004has been a joy seeing her fifth grade teacher love Mrs. Cran. award. >> Will you turn and do your right? Sorry, I can't see. >> Okay, thank you. >> One from one from JFK and then you can say I would like to present you to or again to you to Gella Morales. So this is from one of your teacher seats. Yel is kind and positive. He is also determined and hardworking in math. He asks questions and perseveres when math gets difficult. He has the initiative to practice math outside of class. His work has shown as his high math rage and recently his very high state math scores. I am so proud of you. So, Gel has scored a four out of four on both reading and math. >> Gail is an English language learner. And
005he has done so incredibly well in math this year. >> Guyel gained 98 points where normal is about 30 in a year and he is just doing awesome. So, I would like you if you would to help congratulate Let's slow down. Good evening everyone. This is Lucas Simone. Um, and his nominator says this about him. Invests a great deal of effort into his education. He spends every minute of class completing schoolwork with his attention on his teacher's expectations. He spends time learning content in both English and Spanish and is an academic example for his peers. He volunteers here at St. Mary's and he works on the weekends. Ruin is an exemplary student. >> What would you like? >> Yeah. You guys want to >> lead awards winners, if you can join the board for a
006picture in the hallway, that would be great. families. Thank you for joining us tonight. At this point, if you would like to leave, you're more than welcome to. Or if you'd like to stick around, that's great, too. All right, moving on to our property and liability coverage presentation for Mr. Shecker. >> Hello. >> Biggest crowd I've had from one of >> They knew you were coming. >> Okay, so I passed this out to all of you >> and we're just going to go through this is our coverages. Um general review of PACE is uh PACE is a self-insured pool made of the Oregon school districts, ESDs, community colleges, charter schools. Uh the Oregon School Board Association, which is OSBA, and the Special Districts Association, they formed PACE back in 2006 because insurance was getting difficult
007to find. Um, Mount Angel School District is a member of this this bill and of course PACE is the acronym for property and casualty coverages for education. The educator's liability limits it's 10 million uh 10 million also per wrongful act and then the aggregate is 20 million per year. Uh so the first layer is paid by PACE's money and up to 2.5 million. The second layer 7.5 million is paid by the reinsurance. So that pay has to go out every year and purchase reinsurance and to help you know obviously cover that. On the auto liability portion, there's a underlying limit of 500,000 and then an excess limit of 9.5 million. Uh and then on top of that, there's another 10 million uh over at the top of it, sexual misconduct liability limits. So, they actually
008pulled the sexual misconduct out of the educator's liability portion a couple years ago because this is a kind of a difficult risk right now. So, that limit is 10 um with the large deductible of 10,000. Uh property coverages all the buildings in the district add up to 53,880,000. And then we have contents in the amount of 4,750,000 and change. We have prime coverage up to 50,000. Uh and then cyber liability, cyber extortion, which is actually becoming a pretty uh hot topic. We have up to a million for the liability and 200,000 for extortion. turning the page. So, renewal premiums are actually pretty flat. I mean, this I wrote this before the premiums came in, but they're actually not 12 to 15% up. They're more flat than that. So, that's good. Uh, property values, they're kind
009of trending up about 5% or inflation. Um, PACE tries to uh appraise each property every 5 years that has a $100,000 value or more. So, they kind of put three to 3.5 to 5% if they don't get appraised. If they get appraised, they go with that value. Uh so liability reinsurance and SAM claims which are the sexual abuse claims. Uh the liability reinsurance reinsurers are being hit hard with these SAM claims. Uh jury verdicts are increasing at a dramatic frequency which has been a trend for seven eight years now. So they have to raise up the claims reserves and as a result the liability insurance they're asking PACE to take on more of the risk. So we got to take put more in our pot and then the reinsurance uh pays less. But a note
010for the first time in history a pace trust settled a claim that exhausted a member's entire 20 million limit. first time. Uh so that's just crazy. Uh so it makes that more challenging to negotiate with the reinsurance carriers uh for better rates. So they keep going up. Uh cyber claims, so the public entities, they continue to be a favorite target among the cyber criminals. And I think we as a district are really good at we're our staff is trained well not to click on the on the bad stuff, right? Uh so we have a good uh IT person make sure that doesn't happen. Uh important pace coverage items. So earth movement earthquake uh the risk pool has an earthquake limit of 450 million for the entire you know all of PACE members 5% deductible uh
011the max deductible shall be no more than 50,000 or 5% of the coverage sublimate coverage max for our district is 10 million. So if you go over here, we have 53 million in property coverage, but earthquake happens, we only have 10 million. FEMA could step in. Probably will hopefully if some if we have a severe earthquake. We are doing upgrades to our facilities earthquake, you know, we're working on the next phase on the high school. So hopefully all those, you know, straps and bolts hold if something were to happen. So we can get other uh earthquake coverage if you want. You can direct me to look into that. Happy to do so. Um uh employment practice deductible. Just a reminder 25,000 deductible for terminations of staff if pace or an approved legal counsel is not
012consulted prior. I just like to bring that up as a reminder. Pace continued services. So these are in in addition to insurance, they have legal services. They have lost control, safety training, claims management, and some online access to the safeorggon.com site and some other stuff too. Last thing is workers comp. We we have the workers comp through safe corporation. Um the coming year's mod is 1.17 which is down from last year's of 1.28. That's good. Uh based on the estimated payroll the premium for this year would be 44678. The and we also received a dividend 27.83. Does that sound right Chris? Um, so SAFE continues to provide a dedicated safety management consultant if you guys need it and a return to work coordinator if that's needed as well for the district. Okay, so rambled on
013lots there. What do you guys you guys have any questions? So the other packet I gave you is the the coverage is just I mean it's many many pages. It's more in depth and do what you want with that. >> No questions. >> Thank you, Mr. >> You're welcome. >> All right, moving on to our agenda. If no adjustments need to be made, then I would accept a motion to approve the agenda as is. to approve the agenda as presented. >> Second motion. One second. All right. All in favor? I passes unanimously. All right. We're going to now open the budget Q&A. Mr. Mrs. Reinary, can you please uh present the budget information? >> Yeah, I just um we had a few changes from our budget committee meeting that I wanted to highlight. It did
014not change um the overall numbers. It just changed some of the numbers within a couple of the funds. Um so um I wouldn't go in the packet, but there was four funds that were um affected. The first one is fund 2011, which is um the high school success grant. um it had the revenue coming in under the 4,000s which is federal revenue. However, this particular grant is actually state and so we've been putting it in the correct account the budget just wasn't reflected correctly. So you can see under proposed it was under federal and then now in the potentially adopted budget is it is now under state um sources and it's the same number. Um and then the last three are student activity funds. Um transfers have to transfers in and transfers out have to
015balance and um when I was working on reconciling all of this for the state they were it was off um ins and outs were off a little and so and they were in the student activity fund. So basically what's to get it to balance um we change or I changed the amount from the inner fund transfer um and the beginning fund balance I just swapped amount. So for 294 which is the middle school activity funds um the trans inner fund transfers is uh 16,000 rather than six and then I lower the beginning fund balance for that. And then for 295 which is St. Aries, same idea. It's increased um by 5,000 in transfers in and then the beginning fund balance um was lowered by that same amount. And then um same thing for high school
016um ASB accounts, it went up by 5,000 um for transfers and then down for the beginning fund balance. Um besides that, the the rest of the budget as presented at our budget committee meeting last month is the same. Any questions for Kristen? >> Now I'm going to open public comment when it comes to the budget. All right. Seeing that there's no public comment, I would accept a motion to approve the Mount Angel School District budget for 2026 2027. I said >> you go Jackie all >> right be it result that the board of directors of Mville school district 911 hereby adopts the budget for fiscal year the sum of 23,364,337 now on file with in the district administrative office to be resolved that the amounts of the fiscal year beginning July 1st 2026 and for
017purposes shown below are hereby appropriated It resolved that the school board of Mount Angel School District 91 hereby imposes taxes provided for in the adopted budget at the rate of $46268 per,000 of assessed value for operations and in the amount of $1,377,579 for bonds. And these taxes are hereby imposed and categorized for tax year 202627 upon the assessed value of all taxable property within the district. We have a motion. So I have a second. >> All in favor? >> I passes unanimous. All right, we're going to close the budget hearing. Now moving on to our consent items that were in the board packet. If nothing needs to be pulled from the consent items, I would accept a motion to approve the consent items as is. I so move. Okay. A motion. Do I have a
018second? Second. Second. Director Kay. All in favor? >> I pass. All right. Moving on to reports. License and classified reporters. Is there anybody on the line, Jill, for those two? >> It's not. >> Okay. All right. And our student rep, uh, Miss Morales, is not here tonight, understandably. She graduated on Friday, so we will give her her award, um, that we got her, uh, at a later date. We'll contact her to come swing by the district office. But I just want to say before we move on, she did a phenomenal job this year. Very detailed reports and we're very lucky to have her and we wish her the best of luck at UFO next year. >> All right. Administrative reports, school scorecards. Mrs. Shay, would you like to go first tonight? We don't have a
019copy of our scorecard right now. Yeah. >> I wanted to share some highlights from the year that are connected to the scorecard but not necessarily represented on it. Um some things that went really well for us this year. We worked really hard to establish a structure for intervention groups for reading and math um that hadn't been in place before and we used that to inform how we were moving our instructional assistance around. We did a lot of training with those IAS and we saw an incredible amount of growth in both math and reading as a result of that. Um to highlight in math when we think of like our our color tiers meaning green we're on grade level or above where we want kids to be. yellow, we're getting close. Red, we have a concern.
020In math, um the percentage K5 of kids that were in the red zone, if you will, went from 35% to 16 um meaning a significant amount of kids moved out of that area of concern, K5 in the yellow um zone from 55% of our kids K5 down to 31. And in the fall, we had only 10% of kids in the green zone and we're ending the year with 52% in math overall. Some similar data stories in reading as well, kind of keeping with that same color scheme of red, yellow, and green. Um, from 44 to 39% of kids in the red zone in reading K5, 25 to 21 in yellow, and from 31% to 40 K5. A couple of standout grade levels in reading this year is we're ending the year of kindergarten with 82%
021of our kids at or above grade level, which is the most exciting kindergarten data I've seen in 11 years of being a building leader. So, it's really great, really great. Some of that is in part to just kids came to school, so school ready. Um, but also just the incredible work of our teachers and our instructional assistants to really hone in on what kids could already do and help them grow. Achievement's one thing, but we we want to see growth for everybody. Um, and then first grade, similar story there. 71% of our kids at or above grade level. So, >> sorry. >> Um, yeah. So, we're excited about that. When when we um look back on the steps we took to help kids grow and achieve, it really is paying off. Um and then similar
022story and growth in ELPA. Um just I know on our scorecard, our goal is to exit ELPA, but along the way are all those little pieces of growth in the domain categories from one to five. We had a lot of kids go from like a two in one domain, reading, listening, speaking, etc. up to a four. Um which is great growth. and we exited almost 10% of our kids who are English language learners from alpha this year. Um through this we've we learned a few things. We we adopted um benchmark literacy program and we have found that the end of unit assessments in that program really well align with um the OSAS performance tasks for reading at least grades 3, four, and five. And so we're kind of excited to dig into that further next
023year and make sure that our K12 teachers are using those resources to prepare our kids for what they're asked to do in third grade. So that alignment, I think, has been missing in the past. And so that creates a testing situation where a student's asked to do a thing that maybe they've not really interacted with before. So then you're getting a score based on testing experience and not necessarily knowledge. So that's exciting. Um, our third grade teachers were pretty excited to see so many threes and fours in their initial OSAS data. Um, we're also noting that the way our teachers set their student growth goals, so that's something that they do every year. That's part of their evaluation process. And so they take their baseline data and set a goal for the end of year
024really matters how they're writing those goals. Um, and so we'll do some work next year to find the connective tissue between how stu teachers are writing their growth goals and how that relates to the data that we're looking at to form our intervention groups and um, move kids along to eventually hitting the OSAS target for third grade. And then finally, um I think our next big action for next year will be um through all of this, I think that again I'll say connective tissue has been this data story of each of our 287 kids is is nuanced and multi-layered and like pieces of that knowledge are carried by multiple different staff in the building and we need to find a way that all of us are talking about all of the kids all together as
025as the whole learning experience rather than one person holds the knowledge of their English language development and one person holds the knowledge of their special education goals and one person holds the knowledge of classroom etc. So, we have we have a a picture in our mind of how that's going to look. And I'm excited about what that means for kids because teachers are gifted in different ways. And so, if we can better understand what a student needs and better understand what the skill sets of our teachers and our IAS are, it seems like we'd all be rowing the boat in the same direction and then more growth. So, it's been a great year. It's been a great um successful year. Are there questions I can answer about our data? >> Kindergarten data. That's good. >>
026Yeah. >> And congratulations on your >> Thank you. Appreciate that. Yeah. >> All right. All right. >> All right. Mr. Jer, >> good evening. Superintendent. So, the first goal that we had was eighth grade math. If you remember, eighth grade math is one of the prime indicators for on track to graduate at high school, much like third grade reading is. So, the percentage students that meet exceed the math in eighth grade will increase from 31 to 33%. These are unofficial reporting numbers here, but it looks like we are at 42%. which is a increase from last year and a significant increase over the last two years. The Oregon State average right now is 30%. So 30% more than 2%. Um, huge thanks to my staff, huge thanks to everybody there as we kind of took
027on math a couple of years ago as an area that we wanted to focus on both from the language arts side helping out social studies and everybody taking a look at graphing and other things. We think we found a few good nuggets. We think we found a few things that work for us. Um, the eighth graders according to I Ready and the latest assessment done grew 144%. So pretty significant increase there as well. Pause there for a second. Any question? So the other goal that we had had to do with belonging with specifically students self-report feeling respected by other students will increase from one year to the next. Interesting interesting things and we did some empathy interviews to collect some data and here's some things that we learned. So different families play quote unquote in
028different ways particularly verbally. Some families are very sarcastic. Some families are not sarcastic at all. And one thing that we know in middle school is that kids are practicing their sarcasm and their irony and their other ways of speaking and sometimes not super successfully tell you the truth. And there are people it it's interesting as we interviewed kids as I interviewed kids um almost all of them said that they felt they were respectful and almost all of them felt other kids were not respectful. So there's a bit of a perception difference between the individual in both the sending and receiving of the message. We're also seeing a lot of social media influences coming in and it seems like on social media particularly uh the one that gets the most likes or thumbs up, whatever it
029may be, whatever program they're in, are the ones that have the most clever disses or the most clever put downs as we would call them. So this is something else that we need to spend some time looking at as a school and helping them understand. And the one way that I like to teach it is by the way of understanding what's called register. So if you're at a park, you're going to speak one way. If you're at a school, you're going to speak differently. If you're in a business, you'll speak differently. In front of a judge, you will both speak and dress and address the judge differently. And we don't want them to lose, of course, any of their family pieces there because that's a register that's super super important, but we want them to
030understand the school register. We want them to understand what it means to be a ma'am student and how we speak and relate to each other. And we'd like to be much more direct and much more succinct about what that looks like so that folks can understand what the expectations are when they step on campus. So, we still have more work to do in this particular area. I was particularly uh concerned about that middle that neutral area. You know, we have some supporters and some fewer decliners, but that middle area needs to move up higher to the top. And I think a lot of it is helping them understand that register and helping them understand that they didn't mean to offend you or to diss you or to however they perceive that that they are coming
031from a different perspective from a different family from a different set of values. And at the same time they need to learn the register you're in now is not that register. And you need to up that register that so that you understand what that looks like in maps. Any questions? >> The belonging interview, what grades were those? >> Sixth, right? >> The ones that I looked at, we did it uh districtwide, but six are the ones that Any other questions? All right. What was your head? This is Brandon. Yes. >> Hello everyone. Good evening. I'll start with the academic excellence scorecard because there's updated numbers. We had to do these numbers last week as the school year comes to an end. Students feel a lot of urgency and so you see numbers change a lot
032in the last few days of school. So um you have the academic excellence in front of you. The top one was green with 95%. That's at 82. That was a miscalculation. So that's why the number went down. It was lower last week when I prepared this report. And and it's up to 82% um of students have passing grades and I'm sure that will continue to improve. 70% of our students are regular attenders. Um that's the next box down. and 74% of our ninth graders are on track. Um, what I want to highlight a little bit of the work and then I want to highlight a few other celebrations related to academic excellence. So, I I want to point out that the back of the napkin math on grad rate is that it looks like it'll
033be higher than it was last year. So, um, I've come up with a few different numbers, but every different number that I have is just a little bit higher than here. I have penciled in 93%. Um, and when the state finishes their calculations, then we'll we'll know better. Um, so that's really exciting that that continues to grow. Of the students who aren't in that number, we know exactly where they are. We know exactly where they've gone. We know exactly what they're doing. Um, so that's good news, too. Being able to offer GED is really, really powerful because as students grow and become, you know, young adults, they make decisions that make it so that that has to be an option for them. And I love that we can do that for students. Um, one of
034the big pieces of work this year was our red and yellow team work. Um, that's a multi-tered system of support for high school and it turns out it's pretty unique. Um, we have a support team from the ESC that comes and coaches us through the work and then they've brought visitors to come and see because other high schools don't know how to do multi-tered systems of support work. So, it's pretty exciting and we're seeing the fruits of that. So, um, we've reviewed some of our work. We have data to celebrate the progress that students have made in the areas that have been our focus. So what that does a a team approach is that it reduces duplication of efforts. So instead of teacher A and teacher C both noticing that a student is struggling and
035both working on it while these students over here might not be doing well either, but no one's noticing. We're noticing everybody and we're not duplicating the efforts. We're spreading out the work so that every student has access to the care that we provide in a small school like JFK. So, it's working. That's good news. Here's how it's working. Our ELA scores, 79% of students passed um the language or the ELA, the SAS ELA test. And in math, um I believe our score is higher this year than it has been, but we're up to 36% there. Still higher than the state average. So 36% of students passing. Um for Alpha, we had eight students exit. Uh and that's hard to do at secondary. So I'm really really proud of the work that has happened there um
036with those students. What I have learned in working on academic excellence is that I think I've chosen the wrong indicators because we have all of this great success, but maybe the data points that I've chosen to measure along the way aren't the right ones because they're not telling us that we're doing well and these other things show us that we're doing well. So, I have work to do there about what is it that we need to be measuring along the way. under um thriving students. You may have heard the the um the last report which was quarter 1 and quarter two progress the way I chose to monitor progress was turned out to be weird. I also had um empathy interviews with students and they said why is there such a change in data and
037they said it's because kids want to make each other laugh when they're answering these questions and so they answer them and they're not we don't think they're serious. we don't think these are real numbers. And so that wasn't an effective way to collect the data. Quarter three had the we had the student um experience survey that was a direct ask. Do you um feel students are nice or show respect to each other at your school? So we did see a drop there from previous years. Students report the timing of that is not great. I if you're going to ask the question, ask it at the same time every year because our moods go like this as finals come or it's a hard time or the weather changes. Um so for quarter four, I just asked
038um I asked, "Do you have an adult at school that you can trust?" And 87% of students said they did. Um do you what level of agreement do you have that students uh are respectful or show kindness at school? And 91% of students agree or strongly agree. I also asked the question, are you kind at school? And it turns out more students feel like they're kind than receive kindness, but not by much. Um, so to me that was reassuring because that's how the school feels. It feels like a supportive place. We're not perfect. We have our moments. The kids get the register wrong like um Mr. Taylor was mentioning, but we're a good place to learn and grow and and thrive. Um, and we do have more work to do. We did do stress less
039weeks. That was our big poll um our big our big work um around thriving students. Stress less weeks gave students strategies for what they could do when they need a moment when they're having anxiety in the moment or how do they practice self-care at home? New hobbies might they be interested in that could be a nice um a nice way to cope or recover. And so we taught students a lot of things and they really loved those experiences during stress last week and they gave us good feedback about what was helpful and what was not. So we know what to do better next year. >> Do you have questions for me? >> I have a couple. >> Yes. >> Um when in quarter 4, when was your student survey given? Um like and how did
040students take it? because I see that you wrote there that you had 50 respondents which is only roughly about 25% of your student population. >> Mhm. >> Ideally, right, you know, you'd want more. So, is there a thought as to how you can get more people to respond to them? >> Gummy worms. >> I'm not joking. I just need to buy more gummy worms and offer them more reliably and they will they'll have a survey. >> Was it during like a like an advisory class or like when or was it just as like a >> I just spent it. The English teachers grabbed it, had students fill it out straight away. If students don't fill out a survey straight away, they won't. >> And so they got on it the same day. I had my
041bag of gummy worms. I had kids showing up at my door. I'm ready for my gummy worm. So that was what we were able to accomplish. >> Thank you. You're welcome. Any other questions? All right. >> Thank you. So you have special services for July for July. Okay. All right. Just making sure. Yeah. Thank you. All right. This is read up. Moving on to our budget report. All righty. Okay. Which one did I Okay. So this is the food service fund. Um this is uh numbers for May. So our uh total revenue for the month of May in our food service fund was 55,318. You can see we had a full month um of food reimbursements on both state and federal level. And so you can see that that jump. was actually one of the
042the highest months that we had this year in terms of um people participating in food and then our reimbursements. And then for total expenditures uh for the month was 58,853 just a normal month in terms of um payroll benefits um and then bulking up the food um this month for summer food program. So, our total um our our month end fund balance right now is trending at 28,986, which is I'm pleased. Um the fact that we have a month end fund balance is a good thing. So, any questions on this one? >> Nope. No. Okay. Okay. So, this is a general fund. Okay. So for May um we got our last installment of the state school fund. Um as you know we were expecting this amount. This is the reconciliation of our payment um from
043the school year 2425 plus um what the remaining amount would be. Um for this year we did have to pay back about 160,000 um from last year. Um but we knew that was happening and so we budgeted budgeted for that. Um the total revenue for the month was 568,000 and then expenditures for May. May's payroll benefits do go up um because we pay all of our coaches uh our spring coaches come out in May. Um our stipens, our leadership positions, um all the little extra um duty type things that our employees do um get paid out. And so that's why you see that jump in um salary and benefits for May. Um that negative number under 300. Um basically that is because um this is the time of year where we've we've found that we
044qualify for the um IDA grant or the individuals with disabilities uh grant. And so we um make a transfer of property expenditures that we've already paid that were extra that we can now claim on that grant because we have to do a test first to make sure that we're eligible um for that. So that's why that number is negative um there. And then um so our total expenditures for May was um 763,000. And so right now we're trending at a a month fund balance of um about 1.3. Um I anticipate it probably will be closer to 1.2 um by the time that we're done. Um but um that's still on track because we wanted it to be um like a little over a million. So we're we're on the right track um as far as
045that's concerned. Any questions at all on this? >> All right. Thank you. >> Moving on to superintendent report. Dr. H. >> Yeah. Chair members of the board. Um tonight there are two topics and it is um they are less of updates as they are reminders. So the first is the bond and seismic updates. Um so just a a reminder we have phase three of the bond um that will happen this summer. The work begins June 16th but really it will start beginning you know the afternoon of this Friday in terms of um staging um and things like that. So um phase three includes yams. So the biggest projects are happening with mans over the summer. It will be largely inaccessible as a building. Um and so nearly every classroom their ceiling system is being replaced
046and also all of the unit vents which is um the heaters in each room because they're new and being replaced it will also allow it to cool. So the the good news of the work is that um there will be cooling capacity at MAMS but the building will not um be accessible over the summer. And then also the St. Mary's chiller is being replaced. So there are going to be a few weeks there in the summer that there will not be air conditioning at St. Mary's as they replace that. Um but that's the major work of the bond. We also have work happening at the high school, but this is seismic work. And so the the seismic project um at JFK will impact basically kind of one wing of the building. So the athletic entrance,
047art and band rooms, that's social studies wings. That will all be inaccessible over the summer, including the stage um because that's where we will be storing some things. Additionally, at JFK, it is not part of the seismic project, but it just will impact some facilities for about a week is the track restriping project. So, there will be some cleaning of the track and restriping. Again, that'll be about a week, a little bit longer, but there's significant work happening over the summer um at both of our secondary buildings. Um we will be uh glad to have the benefit of the work having been done. Um and it will be a tight summer. It's a tight timeline. And then this is just a a reminder um that we also have summer school um that's happening. We're excited
048about um our summer school program is from the 13th to the 13th from uh July to August. It's Monday through Thursday. It'll be in the morning. Um it will be here at St. Mary's. It will include transportation, breakfast, and lunch. Um and we have about 140 um student cap. Um, and that is open to all students K8. And so I think last um last that we looked we have maybe 110 students so far registered. Um, and so we're excited. This is a three-year grant. So this is the first of those three years. Um it will be nice to have more of a runway in the next two years to be able to advertise and registration and things like that, but um we're excited uh that this will be the first of three. Any questions about
049bond phase three seismic for our summer school program? >> You might not know the answer to this, but the chiller replacement, is that going to happen before July 13th or is that something that's going to impact the summer school? Yep. There will definitely be an overlap. Um, which is why summer school will happen in the morning and so we'll just open all the the yeah the air dampers overnight to get as much cool air as we can. Um, but there will be some overlap. So I imagine there will be a few weeks in summer school where there isn't AC. Thank you for that. >> All right. Any other questions? Right. Moving on. Board member reports. N. All right. Now, we're going to be moving into our public forum section. This is the time and opportunity
050for the public to address the board. All speakers should approach the table at the front of the boardroom, identify themselves, and state their name before speaking. Speakers were asked earlier to sign in your name, address, and phone numbers. Speaking time will be limited to three minutes per speaker. Speakers may offer objective criticism of district operations and programs, but the board will not hear any complaints concerning specific district personnel. I will direct the visitor to the appropriate means for board consideration and disposition of legitimate complaints involving individuals. Public comment provides an opportunity for the board to hear from the community members. It is a little awkward because the board will not respond back. It's not a conversation and so it will feel a little awkward to ensure that all speakers have an equal opportunity to be
051heard or does not respond. Our we're going to go by the way the order of people signing in. So Christie, you are first. >> I'll get my uh timer ready. One moment. Right right here. Okay. Let's give me a minute to >> ready. All right, you may start with number. >> My name is Christy Cordova. I am the peaceike president in Silverton and outlying areas. I won't beat around. 40% of gay and transgender youth commit suicide. When you look at the murder rate, that number goes even higher. My hometown is Lrand, Oregon. And I'm going to try to get emotional and I don't talk about it because 15 years later, it's still hard. Where Jaden Bell, a 15-year-old boy, hung himself on the elementary school playground because he didn't get the help and support that
052he needed from his school and the school's counselors and their staff. So, I'm here to support Dr. Harlon and the school district in promoting creative together, promoting the rainbow, because if that rainbow helps just one child, one child know that they're accepted and that they're not alone and that you've saved that life, that rainbow is 100% worth that. As I mentioned before, I'm the P Flag Silverton president. We are an inclusive group. And one thing I hear a lot is people say, "You're grooming. You're including children." Let me tell you, we can't even talk to children under the age of 18 without a parent or guardian present. So, we are here to support them. We are here to support their families. And that means in the schools as well. We cannot approach your children, but
053we can we can provide you parents, grandparents, supporters of them with literature and support material. If you have a child in your life that's questioning who they are or where they're going in this life, we can provide you with materials to help you and to help them. This flag is inclusive. It includes everybody. Everybody in this room is included to Peace Flag. And I welcome you to meet with me, my associates that are here supporting me tonight. We are happy to engage in any kind of a good faith conversation with any of you to let you know who we are and what we do and that we're here to support provide education and that fell off and advocacy. We are P flag stands for a lot of people think it stands for pride flag and
054it's not. It stands for parents families and friends of lesbians and gays. This organization started back in 1973, not long after Stonewall. And that's what we're here to do is support, educate, and provide advocacy. And if we can do that for you, we are happy to do so. Anybody in this room, uh, we are not allowed to talk to minors as I talked about. Um, I just want kids to know that they are accepted, that they are loved. And like I said, if we can win keep one kid in that 40% that will commit suicide or harm themselves before they turn 18 or reduce the risk of and murder. I'm sorry. >> Thank you for your time. Let me know if we can provide anything for you. I know inspiration. >> Next up, >> whenever
055you starter, um I want to explain why a large number of the parents are here today. Um if you're here with me, do you want to raise your hand? Last Friday, I walked into our school, this school here. I have two young girls here first and third grade to find a brand new schoolmade large pride month bulletin board. As a parent of young children here at St. Mary's school, I was completely shocked and completely blindsided to see this for the first time in our school. The board is located on the big main hallway between the board or between the gym and the cafeteria that students, staff, and public can very easily see. It's comprised of a large pride flag, a celebrate pride month sign, and some very wonderful words. The beautiful words written on it
056are all people are welcome here. All people are worthy here. All people are important here. All people are valued here. And all people are encouraged here. I want to be extremely clear in my upcoming message that we love these words. We live by these words. We teach our children these words every single day. Please put those words all over this school and keep them on that bulletin board. But that does not mean we were remotely okay with a pride flag and a celebrate pride month sign being displayed by a shocking surprise on a large prime prominent schoolmade bulletin board in our young daughter's K5 school. We as young parents are simply not ready to teach our first and third grade daughters about the pride flag or the pride month. And we most definitely are not
057comfortable with teachers or staff teaching our young girls this topic. This should be done with a a parent. If a if um my six-year-old came up to a staff here and asked what the pride flag was or what pride month means, what would the response be? We as parents should be the ones to teach our young children about these topics. This is about sexuality and that is something a parent should teach, not a school staff. I have had really open and great conversations with Mrs. Shamway in the recent day and I am very grateful for those conversations and about how things can possibly be done differently next year to incorporate all of the different beliefs of St. Mary's families. But this bulletin board has opened so many more questions about our district or of our
058district and about our district. Our questions for the district. What will be done in the future to keep these kinds of large-scale surprises from happening to the parents of the Mount Angel School District? And what will be done in the future to keep our schools neutral? >> Thank you. >> Next up, Sam. >> Hello, I'm Sam. We have talked and met before. So, I'm going to start off with this. The last time I was at one of these meetings, I asked a very simple question about the new healthcare curriculum. And that question had to do with identity ideology, which in the curriculum I was told is not in K through fifth grade schools. And all of you nodded your head, said yes. Not even a month or two months later, this bulletin board is put
059up in the school. I opt my children out of most of any discussion like that. And how do I opt them out when it's in the school? Just blatantly right there when I was told it's not going to be there. So that is one. Two is my one of my daughters already got not pulled out of a conversation that I didn't want her to be in. So trust has been broken twice now at the school district and that hurts me dearly because my family grew up here. Every single one of our brothers went here. My mom and dad went here generations. So that's all I got to say. >> Thank you, Noel. Hello. Um, I'm Noel Brexer. I have three kids in the district, one in the middle school and two in St. Mary's. I
060first want to say, uh, thank you to Katie for all the work that you've done this year working with parent clubs and what you've done for the school, listening to those numbers and the increase in the students, that just blows me away. That shows me that we are on the right track for teaching the kids the right thing, keeping the right the the main thing, the main thing. And that is honestly what I feel like most of us really just want to see that our kids are coming here and getting educated and that they are getting cared for and loved. Um to mimic what Beth said, we love those words on the bulletin and and honestly feel like they really are truly displayed daily at this school. Um, but I will read my little letter
061that I like typed up here. Uh, good evening board members. Thanks for the opportunity to speak. I'm here to request that the district review and clarify its policies regarding displays in classrooms and common areas in our school. My concern is not about any particular student group or individual. Rather, I believe the school facilities should have a clear consistently applied standards regarding displays that communicate social, political, ideological, and advocacy messages. Many parents have different beliefs and perspectives. Regardless of those viewpoints, families should have confidence that district policies are applied fairly and consistently with no clear standards disagreements can arise over which messages are appropriate for school sponsored spaces and which are not. I respectfully ask the board to consider a policy that distinguishes between instructional materials directly connected to curriculum and permanent or semi-permanent displays that
062may be perceived as endorsing a particular social, political, ideological, or advocacy position. Such a policy could establish a neutral approval process for displays in classrooms, hallways, and other common areas. It could ensure that all viewpoints are treated equally and that school sponsored displays remain focused on educational purposes and student learning. I believe clear guidance would benefit students, staff, administrators, and families by reducing confusion and creating constant expectations through the district. I appreciate the board's service to our community. Like really, we really do appreciate that. It's a it's a thankless job. It really is. um and respectfully request that this issue be placed on the further agenda for discussion and policy review. Thanks for your time. I'm Kramer. Um I didn't plan on speaking. I signed the wrong one, but anyway. Um, so for me, I
063do love the words. I I mean, I looked at that and I was like, the words are beautiful and that is what's going to draw my children's eyes to the beautiful colors of the flag and then they're going to come home and ask serious questions or they'll ask the teachers. I don't know what the teachers are going to say and that makes me nervous because that should be a topic for me since I was not aware that it was here until I got sent a photo. It really upset me to know that the school put something out there that's very political in my mind. And to me, when I see that flag, it it means sexuality. And I'm not okay with that in school. I want them to know math. To feel loved. The words
064make you feel loved, which is perfect. But that flag to me brings up politics and things that don't need to be in this age group at all. Um that would be like somebody putting up their religious belief on the wall. To me that that's similar and I I'm not okay with that. And it was really upsetting to see that and not be forewarned that hey in our school we're going to put this up just so you're aware. have conversations with your kids how you want to tell them about it or what. There was none of that. Um so, uh like Sam said, my trust has been broken with the school and I I love this school dearly because it is such a small school and so open and um sorry, I'm a little nervous. Um
065that that's how I feel. Anyway, thank you. Haley, >> sorry my chicken scratch was so bad. I was rushing. I just don't want to. >> No, no, no. Fine. Haley Polly. >> So, I just want to acknowledge that everyone here is in this room right now because we love our kids. We're proud of our kids. We're excited to see them grow up in who they're going to be. That is a privilege getting to see our kids grow up and see who they're going to be. Um, just like Christy had an experience, I'm going to tell you about an experience when I was in high school in Oakra, Oregon a million years ago. Um, there was a freshman when I was a junior. Her name was Audriana. I'll never forget her name even though I didn't
066know who she was at that time. She killed herself. I don't know the reasons. I have no idea what the reasons were. But what I do know is that her death sent shock waves through our small community and through my high school and after her death within three months two other students had committed suicide. This is a known factor that suicide among adolescence is contagious and it's very serious. Flying the the pride flag, let me back up here. Giving children a space where they're accepted and feel like it's okay to be who they are naturally, it's okay to show up however they are. Giving them a space to do that, makes them 40% less likely to kill themselves. 40% less likely. That's a huge number. We're not talking 2%. I understand that there are parents
067in the room that are very concerned about seeing the flag and and understandably those aren't your values, but it could save a life. And if you can understand that acceptance saves lives, period. I'm getting my data from the National Institute of Health, the National Library of Medicine, and um the CDC. All of this is from their websites. Displaying the price flag is a very easy, non-invasive ways for any schools to to show that they're an affirming, inclusive place. And another thing I just wanted to clear up, I've heard a couple people say that the pride flag is about sexuality. It's really not. It's about loving yourself and about being okay with who you are and showing other people that you're okay with who they are. So, I would just like to thank the superintendent, Dr.
068Harland, and whoever did that bulletin board for making it okay for even if it's just one kid to know that it's okay for them to show up at school how they are. >> Okay. I'm sorry if I read this. Alex. >> Yes, I don't know. >> I also didn't mean to sign up, but I did. >> Oh, okay. >> My name is Alexandra. Um, I have two beautiful children that come to this amazing school and I want to first also congratulate Mway on the first year. You did an amazing job. My kids love you and all the kids love you here. So, you did great. Um, I also got a photo of that poster board and I am here to speak on behalf of all the Russian community. The mothers you see here probably what
069a good percentage from last year to this year that you we probably noticed the Russian community coming to non- Angel. Um, this was kind of a big shock for us because I been coming here 5 years plus and I moved recently to Silverton and I transferred my kids back to Mount Angel because it's such a great school. It's so tight-knit. It's so wholesome. Seeing that kind of was like, what's going on? Cuz these kids kindergarten through 5th are so innocent. They're innocent-minded. anything look something like this is going to just trigger point something and then it's going to just go out of control that this topic is something I believe and a lot of us mothers believe that is a discussion to be held at home between mother father and their child children if they
070there's questions that's something that is to be brought up at home not in school is like what the other parents said math English reading all that we need to focus on that more versus all this ideology. If that's the case, then let's put Jesus up on the wall. Where's the picture of Jesus? Where's the cross? Where's all that? I mean, rainbow, the words are beautiful. It is what Mount Angel is, the school district is. We're welcoming everybody, but that flag, I mean, it's going to bring questions later. I'm That's just our opinion. And um that's all I can say. I'm >> Thank you so much. you >> and Darcy. >> Yes. >> Okay. All right. Are there any more that would like to speak to the board? >> Okay. Please state your name and address
071and then once you're done speaking we'll have recent. So I'm like Liam's I have five kids that have gone through all the schools here. Um I was not going to speak but pass some stuff down. Figured maybe I should. Um, so there's been a lot of emotions and feelings and I get all of that from everybody. Um, my biggest thing is that historically when we look at the pride flag, it does typically mean sexualization. And I I know you don't agree with that, but that's like for the last 15 years, like that's a lot of what it's been about. And I love that you want to change that. That's not the topic. I I think that's great. I think it's going to do wonderful things. But this does, like the other parents mentioned, this brings
072all sorts of conversations that 5-year-olds aren't ready for. These are things that they are seeing every day anyway that we already have to make sure that we know that we give them thoughtful thoughtful responses versus like dear in the headlights like there what what's that mean mom? Because that makes us we have to we have to be thoughtful in how we are speaking to our kids to make sure that it's it is inclusive because we want them to love everybody. Like it doesn't matter what your background is, any of that. that should be irrelevant here because we're all together. This is about academic um learning, learning typical beginning social skills, all of those things. Um I just have a couple things here that I thought might be good to say. Um so rather than fostering
073universal inclusion, a partisan symbol can signal that certain families or viewpoints are less welcome. So by trying to make one inclusive, you're maybe doing the opposite to other families and not intentionally, but that's what's happening for most of the people that are talking here. Um, and that can be polarizing. Data shows rapid rises in youth LGBTQ plus identification, especially among Gen Z females, suggesting social and environmental influences play a role alongside innate factors. Having something like that is what is causing questions. Questions are not bad but there is age appropriateness and I think that is where most of us have the issue. Schools should priorit prioritize evidence-based academics, mental health support, anti-bullying policies that protect all students without endorsing any specific identity movements. True inclusivity means respecting diversity of thought and family backgrounds, not elevating
074a single flag. There are examples of this that I think this school has been so good at. So, I'm sad Steve moving away from this and moving towards one specific thing that is it's a problem in the Pacific Northwest. >> Sorry. All right. Is there anybody else that would like to address the board before we close public comment? >> All right. Seeing that there's nobody out here. Is Is there anybody online? Nobody online. Right. Thank you. Moving on to our action items. Student rep to the board. We, as you can see in your packet, we have um a couple people who have applied and uh want to kind of bring up the discussion about putting together two people to review those applications. Um and then choosing who next year's school rep will be and then
075appointing that person for uh in July's meeting, bringing that to the board. Do I have two people that would like to do that? I'll do director Brendan and >> I can help. >> Okay, directorate. >> Thank you. We look forward to um hearing who has been chosen in July. Moving on to the resolution of approving amended appropriations of expenditures. Uh we see put in our board packet that information. Do you want to elaborate anything on that for me to remember what I'm sorry? >> So there was a small one um for some seismic grant. There was an expenditure when we re reconciled our bond expenditures. there was something that got charged to the bond which is supposed to be seismic and so we can't just transfer it because it's outside of the appropriation authority for
076this year. So, we had to add that. And then we also added the um appropriate appropriations for some transfers to reserve funds because we've talked about that over the last year that we're really trying to build up some of our reserve funds for things that we anticipate in the future like um building um maintenance type things or the increasing um uh cost of PERS. Um, and so we wanted to have that in there because once the year is over, we can't do anything about it this year. So, it's in there. Um, if our ending fund balance ends up higher than what we're projecting, it's just kind of a safe. >> Okay. Are there any questions about what Christine presented? Okay. I would accept a motion. And you therefore resolved therefore resolved that the board hereby
077adopts the amended appropriation level for fund 100 and fund 400s for the 202526 fiscal year in compliance with Oregon budget law. Motion to have a second. Okay. Second by uh director Marquez. Any discussion? No. Okay. All in favor? Then director evening is absent. All right, moving on to the discussion items. Lots of policies this month. Thank you, uh, Director Bade and Dr. Bowman for going over those. Uh, do you want to give us a brief summary of the, uh, things that are brought to the board about the policy? So, this next section of policy, um, it's the next section of the OSBA's recommended policy adjustments that we get quarterly. Um, usually quarterly, uh, this year it hasn't been, it's been maybe twice a year. >> Um, and this is the, uh, section of highly recommended.
078So in instances where we have um language already, sometimes it adds language um around for instance the BBAA um the changes in public meeting laws um and changes um around the Oregon ethics laws for um board members. So you'll see updates um from those changes. You'll also see updates that add legal footnotes specifying either a change in law or a change in an order. the executive session uh policy is one there as well. And then some of the updates just to um update technology on some of the um on some of the policies. So board meeting agendas, recordings of the minutes, the requirements around that um updates language for video recordings and some of the requirements there. The next set um so we have this set that are highly recommended. We have two more that
079are pretty lengthy that are in that same um section that will come in July and they're all around like leaves sick time overflow. So we pulled those out and those will come um later. >> Thank you so much for taking again all the time to cover all those policies and recommendations. >> All right, before I adjourn the meeting, I just want to address the audience. Thank you so much for taking the time. Um, I know for those of you that spoke uh in front of everybody, I know it can be very nerve-wracking. Before I was up here, I was you uh addressing the board as well, but I just want to say thank you so much for sharing your concerns on both sides of the issue. Um, your time is appreciated and it does not
080go unnoticed here at the board. So, thank you so much for coming tonight. And with that, I'm going to adjourn the board meeting.