001Welcome everybody. Uh first welcome to Dr. Lisa Marlin superintendent effective July 1st joining us for today's meeting. Um if you'd like to sign in or if you have something that you'd like to speak to the board about please do so over there. Any announcements from board members. Moving on. Superintendent Stephanie. The leads awards. Fabulous. My favorite part of the meeting. So tonight we honor the angel school district students for excellence. The leads award exemplifies the best of what our students offer to their peer school and their community. leads or LS stands for L leadership contributions in and for the student body or the school and or representation of disability and events. Effort short or long-term improvement in individual practices. A achievement unique skills the student represents for the school or demonstrates in the school. D,
002diversity and inclusion, contributions that increase practices of inclusion for all students in a family school district. And lastly, s service contributions for the community and the school. Tonight, we recognize one student from each school who has demonstrated one of the lead characteristics. Each student stands out as a model of excellence for others. family building principal will share with us what is unique about that student and we will start with Mrs. with me everybody. This is Xavier Compost and he is receiving the leads award this evening in effort area of effort. His nominator says awesome about him. When I hear about leadership, it isn't always standing up and yelling to tell everyone else what to do, how to go about things, or our plans. To me, this includes the quiet lead by example folks that are
003around us all the time. This is Xavier Compost at his core, as he leads by doing what is right and not just saying what is right. It isn't easy to do the right thing, especially when everyone else is taking an easy path and you get along. a soft spoken truthtelling good soul that stays after school almost every day when the hallways are empty so he can get help or finish his work. He is resilient and responsible. He will communicate his needs and watches out for others. I couldn't be more proud of his accomplishments or that he has chosen to bless JFK with his presence. This is a student more than deserving recognition and praise. Please join me in congratulating your Don't just congratulations. Thank you. There you go. And a picture. Of course. Must have
004a picture. Look at this. I am incredibly proud of Jose and Noah. This was written by one of you. Noah is an energetic and furious sixth grader. He brings a positive attitude every whether it is tackling a challenging math solving or writing an essay. He approaches each task with enthusiasm and determination. Noah is also a kind friend, always ready to lend a helping hand or share a good laugh. His respect for others and willingness makes him someone everyone feels comfortable around. With his maternal age to 60, Noah is sure to continue thriving both in and out of the class. Congratulations I know. Now you got one, two, three. Good evening everyone. This is Ren. Uh Ren is in fourth grade and her teacher wrote some really nice things about her. So I'm going to read
005it to you. Okay. Uh actually I think she and the two fourth grade teachers chose you together because they must you know you interact with both of them at certain times of the day. Okay. So we have chosen Ren Bar as the leads award student. She is a leader in all areas academic behavioral interpersonals and interpersonal skills. She works hard, is honest, caring, kind, focuses on classwork and helping others. She is a positive role model for other students. She shows she's shown leadership, perseverance, and academic achievement by working on math skills at home, completing the homework, and meeting grade level standards on the last assessment. She is determined and hardworking. She has a positive attitude and accepts that learning can be a struggle and challenging. Ren never gives up on herself and others. Nice job,
006Ren. We can get our three winners right over there. [Music] All right. Okay. There. It'll be on Facebook. want to take a picture. Facebook more than welcome to stick around or you'd like to leave. I'm sure [Music] Thank you. Moving on to high school leadership. So for this monthly uh leadership that has been for the last couple standing activities that we might carry on last year by using water standing on along with the gradation preparing for that family on Saturday 17th or the 14th of May where we will be hosting They have not only they have different pockets like owl houses, garden tables, chairs, etc. for next year's auction this year. I qualified for stage qualified for which 550 members I qualify decided to go and across I've heard, but overall I heard pretty good
007things about it. They like um Robbie, the DJ, that that was fun. Um, I've heard a lot of um next presentation for proity will be given uh in direct word uh administrator reports later on in the agenda. looking over the agenda. Any second motion to approve the agenda as it is a present motion second meeting any discussion. All in favor? All right. Moving on to our CMC GC project delivery presentation. We will now meet acting as a local contract board. The board of education meeting will stand in recess. In the matter of executive request rehabilitation findings, FAC OS279C 3351 requires certain exceptions that all public improvement contracts be based on competitive bids and under OS 279C 375 awarded to the lowest responsive and responsible bidder. RS279C 33352 permits the local contract review board as the
008manager school district contract review authority to grant under certain conditions specific exemptions from the requirement of competitive bidding upon the approval of spec specified findings. O A [Music] R137-049-0620 division 249 allows the local contract review board to exempt the public improvement contract from requirements to be competitively bid providing written findings supporting use of non-competitive bid process through compliance with O137-49-600 to37-49 9-0690 and above stat sadness notice of public hearing was made on April 21st. The intent of this hearing is to review the findings and receive public comment. The findings of fact and other relevant documents have been included in the board packet. So now presenter Dan Hus will share his slide. Welcome Mr. Hess. Hi everybody. Thanks for having me. Can you hear me fine? Is there any way you can make it louder? Yeah.
009Hold on, guys. One moment, please. One sec, Dan. I have audio on my laptop. I did not realize that. Okay. Should be on there now. All right. Go ahead and try. Okay. How How's that? Not quite yet. Okay, go ahead and try again. Okay, testing. One, two, three. Yes, much better. Yay. Okay, good. Well, thanks for having me. Uh, happy to be here and give you guys uh kind of the the overview, I guess, of the CMGC method. you you heard just prior to this all the details related to the RS rules, but uh CMGC is a common um construction delivery method that we're seeing in a lot of school projects really over the last 30 years. Um and it's it's common on complicated projects both large and small. So we see it on projects
010like uh new high schools uh but we also see it on projects like a seismic upgrade at a high school. So uh I'm just going to run through the bullet points here and if u feel free to interrupt me at any time or you know save your questions till the end. It's not a long presentation. So the difference uh with CMGC versus traditional U design bid build is that the contractor isn't just selected at the end of the design process based on low bid. Instead they're selected during the design process based on qualifications uh to do the job. So they have to present they have to uh propose and present their qualifications and then they're evaluated just like uh you would for you know hiring an architect or another professional consultant. So cost is an
011issue but it's not the only issue. What happens after you select the uh CMGC contractor is that they then become a part of the project team during design. So their tasks and their their value to the team includes things like construction cost estimating. So uh instead of relying on a professional cost estimator, we're relying on the cost estimates from a contractor who's, you know, uh out in the field on a daily basis and has their fingers on the pulse of the construction market. Uh they will also do constructibility reviews. So they'll look at our drawings at various stages as we develop them, you know, to greater levels of uh technical detail and they'll review them and give us feedback. And that that might just be to find some coordination issues, but it might also be
012to give us recommendations on, well, if you if you do it this way, it'll be cheaper versus this other way. Because often times in design, even in something as technical as structural engineering and seismic upgrades, there's different ways of doing things. And so a contractor will look through it maybe through a different lens than we will and give some good advice. Uh there's a topic we call value engineering. So sometimes when you do a cost estimate, you'll find that the project is over budget and you have to look for opportunities for cost cutting. value engineering is an approach where it's not just you know hacking things away but it's looking for different ways more cost-effective ways of doing it and so uh a CMGC contractor will definitely bring that value to the project and uh
013they do it on every project they have a lot of skills in that area um another thing that's really valuable is they can help with pre-construction exploration of asbelt conditions so the point of this is to reduce the risk of unforeseen conditions which can result in change order. So when you're doing a remodel of an existing building, you know, there's only so much you can get from the drawings, any existing drawings or just looking at it. Sometimes you have to dig into it a little deeper and a contractor can do that by just, you know, doing very selective demolition and repair of areas where we need to to kind of look behind the scenes to see what's really going on. the I guess one of the best things is instead of an adversarial approach that
014sometimes happens between the various you know the designers and the contractors with CMGC they come to the table at the beginning and so everybody's working together um you know we're all on the same team we're all on the same page we're all on the same side of the table um so we we work to minimize conflicts and find solutions [Music] right here. This is the last slide. A couple uh really key things that they can do, especially in this market where there's concerns about tariffs and um sometimes supply chain issues. Even coming out of COVID, this was an issue. they can they'll have their fingers on the pulse of what items are long lead construction materials and they'll be able to recognize those and and either, you know, adjust the help us adjust the design
015so we're not specifying things that have a long lead or if if there's no way around it, then they can order these things in advance before we're done with the drawings. Because in a school project like this, you got a very tight window to do a seismic upgrade. it has to be done over the summer. There's just no way around it. So, this kind of planning is really important. Um related to that is like, yeah, you're doing it over the summer, but um it's going to have some impact on uh the school community. It just is. You might have summer programs, you might um have summer school, there might be some use of the gym or something. Um, every school district has these issues. Uh, the CMGC contractor will in early in design start developing
016a logistics and phasing plan so that you can see what they're doing when and do it in a graphic way. So, it's kind of like a map you can look at and you can share it with the school community, with the principal, with the staff, and make adjustments if needed, either on your end to programs you thought you'd be able to offer, but maybe you need to find a different place to do them, or uh the contractor can see, you know, what you're doing and and where your impacts are and maybe adjust how they're doing things. But again, everybody's on the same side of the table. So, we're working together to find solutions. Then finally, um, everybody worries about budget and you know, the advantage, the inherent advantage of the design bid build method is
017that, you know, you get the best price. Theoretically, you get the lowest bid. Uh, in CMGC, the contractor still bids out all the different scopes of work. So framers, painters, electricians, all of those um items are bid out. So um you are getting good pricing, but also they have to give you what's called a guaranteed maximum price. So usually late in the design process after they've been working with us, they've done some final cost estimates. um they'll provide the district with a guaranteed maximum price which includes some contingency for unforeseen conditions, but it's the number that they have to live by. So, you can be assured when you start the project with them that they're on budget, they understand the scope of work, and you're getting everything you need for a price you can afford.
018Um really, those are kind of the key elements of CMGC. And like I said before, it's done on school projects all over the state of Oregon. A very common process. Um, and we we recommend it for this project just because the tight time frame and the, you know, the complexity of this kind of work. You're taking pieces apart, you're doing structural upgrade, you got to then reinstall things. Um, it's not a huge project, but it has a lot of complexities to it. So CMGC I think is the right approach for this project. But um that's really the extent of the presentation. So I'm open to questions anybody has. Any questions? Are there any other findings besides the long lead time items and scheduling? Uh well those are two of the key things but also um
019the budget like they work with us to you know get to that GMP price but they don't just come up with this they work with us to um come up with different design ideas and to to test what we're doing so that we produce a design that they that they can guarantee can be built for the budget you have that that's really one of the key factors of SunGC. Any other questions? Okay, I don't see any other questions. Thank you. Before taking action, the board must hear input from the public. We will now open for public comment and then reading of any written comments. Does any member of the public wish to rise to give comment on this matter? Anybody online, Joe? There's a couple people no one's put anything in the chat. Okay, seeing
020there is no further comment, the hearing on the matter of exemption request of John F. Kennedy High School seismic rehabilitation is now closed. The chair will now entertain a motion. I'll go ahead. I move that the board approved to move forward with the use of the construction manager general contractor or CMGC project delivery method for the John F. Kennedy High School seismic rehabilitation. Do I have a second? Second. Okay. Moved and seconded. Any discussion? Okay. All in favor? passes unanimously. All right, M. Tr, thank you so much for being here tonight. We really appreciate it. Yeah, thank you. Bring us back. I didn't think I'm gonna go twice close. Double g double gabble. I feel like Mr. Ry over here. Quadruple. True. That's next week. That's next week. Okay. Moving on to the consent items.
021I have several questions on the dispersements and one on personal actions. More just a comments personal action. Okay. We pull out Renee. Okay. Did that make her not permanently? Tired. No, no, no. I just And then I had questions. Christie on some of the distractions. Okay. So, do you want to start that? Sure. And it's probably going to be some questions. Okay. Um and I can give you some more details of what I saw, but it looks like Ma'am's burning through a lot of gas and water more so than even St. Mary's and Shirley High School. Okay. You look at the gas bill and water bill. Wonder if it has something to do with um that's like the last because the last two months were in your dispersements. Okay. I what I can add to
022that is that um Marty Butts has been working on changing this the boiler system because it was heating 100% of the time and so in the last couple of weeks he's worked to get that fixed. I'm wondering if that is a contributing factor maybe. But they're going through a lot more gas than JFK is. You say gas and electric. Well, JFK um I believe doesn't use much gas at all. They're always the lowest. Um true. Yeah, they're they're really low in terms of I think the other ones for for for you Chrissy, the Portland Electric, all the lighting upgrades, are those covered by a grant? So, we get um an ETO incentive and so the money comes back to us at the end. And then the last one I have last one for this is
023u we have interpretation services and there was a big charge for um translation of documentation to the district office. Don't do we have staff that do that on We really don't. I mean we we if they want to get paid extra to do it they can but at this time I mean we had all of our documentations translated general our staff is that not correct most time it just dep I don't know what that particular item was yeah it would be good to know what document like yeah um so we have things that have to be translated in a timely manner and as forms get updated I need to do that to provide templates Those were actually templates for prior notices to get to our case managers which eventually then saves on the time spent
024for our staff to do it. So I know exactly what those were and those were prior notice templates. It just seemed really expensive for templates. It is and not to have our staff be able to do it, right? But we're we also don't have the staff to do that especially. I would disagree. I would disagree. We have several staff in each building. are able well and and this is in the weeds I would say so I would I'm going to call us back this is an operational thing and just for your information my organization translation services when you're dealing with required documents it's hard to rely on staff who are not paid to do that work specifically so again I think we and last I would just like to say uh with Mrs. bland retiring.
025I would hope that we give her more than just the one sentence she wrote in her resignation letter. She's been here for more than 25 years in this building and she's going to be greatly missed next year. So, you said she's going to miss it too according to her words today. Well, there's always opportunities to sub. Is she working on hiring this year in the district other than uh Mrs. French and Mrs. French and superintendent? Should we make a motion to approve the consent agenda? This is all discussion and questions about the consent agenda. So, point of order. Let's I move we approve the consent agenda. I'll second. Okay. Second item. All second. We got a second. Okay. All in favor? I I All right, moving on. Okay, license and classified representative reports. Anybody online?
026Chelsea know person. Okay, Georgia student services. Yes, it's a long one today. Um, you have my report. I'm actually not going to go over my report. Instead, you have a rather lengthy presentation. Um, so I'm going to Yeah, if you could up and I'm going to step to the side so that not as awkward for me. Perfect. Thanks. So, um you guys have heard my updates on a regular basis about disproportionality over the years. Um I was informed that I have to give a very formal presentation. It has to be in the all the things, right? But I'm actually really excited to present to you because um I'm actually culminating some of my uh research and Kathleen has been a huge part of this although she doesn't, you know, want to be like in the
027spotlight, but I want to make sure that we highlight all of her great leadership um for this because it wouldn't have been possible without her. So yes, we are doing this within the context of disproportionate identification of our um Latin students um in this area of specific learning disability, but we've also been doing some really really great things. So hopefully you're excited to hear about that, too. So this has a mix of some really nerdy things, but also some really exciting instructional practices. So um just so you know why we're here, we have to do a public reporting um on disproportionality. So your CFRs are right up here. All right. So the problem of practice that we've been talking about since way way back in uh 1920. So this if we love a good visual,
028we started right here with our star and then some of you have been here for a while. We kind of went back and forth about like, wait, how can you like all of a sudden tell us that we're significant disproportionate? Well, they told us and then they looked back three years. So this first line is the target and we're like where the blue bar, the green bar is where we're supposed to be and they were like, oh, didn't meet. Oh, didn't meet. And then they were like, now you have to do all the things. And remember then I argued with OD and we got like a freebie year to kind of try to, you know, figure it out. So then we went forward and we made some progress but then at this point they changed.
029You can see here green bar changed green bar changed green bar change and then it became fixed. Tracking with me okay so here we were actually under the green bar under the green bar which looks like we should celebrate because we're less than the state. However, this is related to significant disproportionality. So we're no longer significant, but we're still disproportionate. So significant means like great, we're no longer three times, but we're still more than twice. Does that make sense? So that's kind of what we've been struggling with still for these last few years. Okay. Um, so this really just explains, so our last data point is like right here at 2.02. The reason that I don't have like newer data up is because last year's data was reported inaccurately and it looked like we were
030doing really great. OD you messed up on how they calculated it. Last week they came out with our new data and it was at 2.04. So we're still kind of hanging out at like overidentifying. So our Hispanic students, our Latin students have twice they're twice as likely to be identified in SLD as our white students. Tracking. Cool. Okay. Again, this just lets us know this is again all that fancy CFR language um where they did the look back. So that's the star and then they look back. So what did we do? Well, we started with like why is this happening? We did a root cause analysis. We had like a big district team and from there this is what we decided. So the six causal factors that we came up with are right here. We
031called some people go through like a five W's. Um but our root cause analysis came up with these six factors and from here we created a driver diagram which you've heard Kathleen who's not here talk about before. So next which is probably a really messy driver diagram. Maybe Christy can have the next slide. It is cool. All right. So from there we took our there she is driver diagram which we know which we know Kathleen loves and we kind of whittleled it down and decided okay well we can't do six things what are like our primary drivers. So our primary drivers are here in blue and then our secondary drivers are there. Our change ideas are really like okay what are those actionable things? So from here we were like, "Oh gosh, what is it
032that we're really going to focus on?" For me, with my positionality, it seems like tier two and three would probably be the easiest ones, but tier one is really where we know we need to work on that foundation, right? So that is up here on primary driver one going all the way across here is what we've um decided to continue to tackle over this last year. the next slide. So this is where we decided to focus this last year with path leadership. We have been working on these um secondary drivers and change ideas. So this is where we've been pause right there. We good? Okay. Um you've heard both of us talk about improvement science over this last year. um improvement science are those iterative cycles those plan do study act or PDSAs so we
033aren't using big summitive assessments we're not using ESPback right like that is not sensitive enough so we are getting in and every week we are looking at the data we might tweak the tool we might tweak something else that we're doing so that we can really see how things are responding to data next so this is we did two different cycles This first one is right here. So, we've been working on evidence-based uh practices for literacy in tier one EL which we've been using the plus framework. Next, this is the plus framework um which you can see PLS what it stands for. It's really not rocket science. It's just an overlay for you know what is already existing. So pre-teaching, critical vocabulary, language modeling, use of visuals, systematic and explicit instruction, and then strategic use
034of native language. Next, so this was our goal statement. I will say our original date was to do it in January and then we were like, this is really more complicated than we thought. But we went all the way up until spring break and the teachers were wonderful and amazing. Okay, next. Um, and like I said before, this is why we chose it. Even though working at like tier three or within special ed might have been easier, working on these like foundational what these kids are getting first so that we could know that by the time they move through the referral process that we've really hit like that tier one evidence-based instruction. So, we know that they're appropriate referrals. why um we decided to start here in one. Okay, so this was actually a pretty
035complicated um intervention to set up because we had four participating teachers over what ended up being 16 weeks. So if you think about each each teacher worked independently um and then over 16 weeks so quick mark but 16 times four that's how many PDSA cycles boom okay so that's how many PDSA cycles we had um and this just kind of summarizes at which stage um each teacher entered kind of like those key weeks we did decide because each teacher was actually maintaining a high level of fidelity um at At this point we skipped doing one at a time and we moved straight from doing S&P in the full implementation. So we were introducing one component at a time taking data um they needed to maintain at least 80% fidelity over three weeks. Um and they
036were hitting the mark and so we were like this is going to take forever. So we decided to skip and move into full implementation at that point. Um so here's your the data. Um so each graph represents a teacher and you can see um their data points. So I took um data we did video recordings. So I this is my data um what I took of them and then they also engaged in their own video observations. So they we they recorded a lesson on either Monday or Tuesday and then they rated themselves and then I rated them. So we did our our um observations separately and then we engaged in like coaching conversations so we could compare and calibrate. Um but this is my data and you can see like how high you know most
037of their um fidelity was. Next just talks about the type of coaching that we engaged in. Um then students because ultimately we want teacher behavior to impact student outcomes. So we assess students every two weeks using the progress monitoring side of MAP which actually proved to be not as reliable as we had hoped. So we did a lot of problem solving around that. um which led for some good conversation. So I should also add so um Kathleen and I met every Friday and then we have a EL leadership team that meets every Wednesday to review data. So we were meet we were reviewing data as also a larger team every Wednesday. Next I don't know what this just tells you again if you want to look at it what the test like measure for our
038little people. Um and then our pair language assessment. This is actually a really good measure to show the growth in some of our students. So the green represents like the percent change in um our language growth for our so pre-intervention and postintervention. You can see some pretty good language growth. They all had growth. They all had growth. Seeing it. Thank you. I know. Look at our little people. They're doing great. you want to see like all of it would be fun. So these are like target students that we pulled because to pull like all K2 students would will be here till next Thursday. Okay, next. So I just summarized um you know what are some strengths of what we did? What were some limitations like how we would probably improve next time? Um the teachers
039that participated first of all they hated being video recorded but then they saw the value in it. That was kind of like they also made me swear to like we had to take off like the Apple ID connection to make sure that nobody else would see their videos and that I deleted it every time. So like that was like a really big thing. But they really appreciated being to engage in self-reflection. So the value in that was really um really important. I will say for myself it was it was really hard to manage all the things like it was I kind of set myself up on that one. It was really hard. I was really glad to have a teammate um to like review everything and then our leadership team has been you know in
040this work for like three years. Um so that was like the first thing. So, we tackled it from a core instruction perspective and then we've also been tackling it from a leadership perspective, which is not nearly as complicated and won't take me as long. But do you have questions about this one? Because I have questions. You have four teachers. Were they four different grade levels or were some of them mult like they were three over three grade levels? Three. And how did you get your participants? Were they volunte? No. No. I asked and these were the ones who agreed. So you had four teachers agree. That was like I asked eight and four agreed. Somehow I I'm just going to take us to the back because I'm just a slow learner. So there were these
041students clearly there's growth. Clearly there's some. So what we're saying is is there were possibilities of typically when they go to that team or whatever people were thinking that they we did so many cycles to see before they would be referred to the next level. Correct. Okay. So how many cycles did we do? 16 weeks. 16 weeks. And so did they get referred to the next level? there's only one student that okay so the one student would then you know got teased out that they would probably go to the next level to be referred versus well that's really good progress. It showed a lot of good interventions that were done versus just going get go from getting the student and referring them to the yeah the sped process. Correct. Oh good. Really good. Thank you.
042I can't take it all. It's our school. Okay. So, how many how many kids were there altogether? Um, well, there so there were seven focal students. Okay. I mean, all students in the class received the intervention because it was during tier one instruction. Oh, I see. Okay. Got it. Got it. We monitored progress. Progress. Correct. So the teacher response to that is like, "Oh, they really, lack of a better way, oh, they just needed extra help versus," oh, I think I'm going to refer them to special ed. Um, this this was the intervention was purely tier one, seeing how changing their tier one practice, okay, might reduce a tier two. So, we're not even getting to So, we're not even there yet. So we right so we're still we're still looking at how we re
043because really this all started with we have way too many uh Latino students in special ed. Correct. Which is that trickle down effect. Trickle down effect. Yes. So okay. So if we can you know keep going that trickle down effect, right? Like if we have too many here, then we have a tier tier three problem, which means we have a tier two problem, which Right. Right. Right. right right. So we we t So what's our next step? This is good stuff. I got 400 pages for you to read, girlfriend. We're passing on that. Did we pass? But like the findings, right? Did we share that to the staff? Like, hey, here's what we're really about. Have we not have we not gotten there yet? She got there yet. Yeah, it's a it's coming in a
044May staff meeting. Are they okay? There's so are those teachers presenting? So like to say, hey, this is really or buy in from a peer. Yeah. Buy in from a peer versus a see this is why I wanted you up here. So there I know. So, one of the ahas and and just in the practice piece with our ELL students and the work that we've been doing and I'm not I don't it doesn't necessarily connect. I guess it does. One of the practices we noticed when we were looking at data is our students in um classes that accept push in service of an EL teacher, right? Yes. that are pulling them out are outperforming those who are pulling them out. So, it's impacted our master schedule for next year. We're taking that information and we'll
045be selling it. Well, I say selling. Yeah. You know what I mean? Yes. Accentuating the positive push in it. Yeah. Research shows that research shows that over and over again. I mean that's just like and what's funny about it is yeah the research has been there but now we can back it up by saying yes what the research is real because it happened in our school unintentionally you know because we gave them that option. So that's one little celebration a lot of this work. Yeah, absolutely. Which built on if you recall, we did like a pilot study um last spring which again was um you know really wellreceived and we saw a lot of growth in systematic and explicit instruction which really paved the way for this. There of course it's hard because we have
046so many things that we want to do the master schedule which you already made changes to for this year. So we're just we're continuing to make a list based on data but then how do you prioritize? Right. That's hard, but it's exciting because the teachers are like on fire and and now this u you know we've been engaging in improvement science for a little over a year now and so this like is ingrained in um into the culture here which is pretty exciting. So um so the second um cycle that we've been engaging in actually has um a lot more to do with Kathleen um because it was really working with her guiding coalition. So working on leadership and database decisionmaking. Um and so these two cycles actually ran at the same time because we
047were working on two different things. So we we were working on tier one instruction but then also working on how does the guiding coalition um use a universal framework so that we are able to make equitable decisions and not just our bleeding hearts because we all want to help kids, right? But sometimes helping kids and what we have seen is that when we make a decision to say that, you know, Jeff is now eligible for special education because we want him to get quote extra help in this district because that happens. And then we say Kathleen needs extra help and then Jessica needs extra help. The aggregate of that decision leads to overidentification. And so what we need to um continue to work on is how do we have a data uh driven decision-making process.
048Um where this kind of went ary is we had an entry point and then that entry point was too high. So we had to recalibrate and back up. Um and so um I'm just going to start there. Okay. So where we started next slide. Um, so yeah, this was our goal. So what we thought we were going to use was um, so there's an MTSS for L's um, literacy rubric and it's great and it has like all the different areas. I don't know, it's like 15 pages and we were going to use like one section of it, but then when we took it, we were like pie in the sky. This is not going to tell us like it's going to be sensitive enough to like where we're at. So what we ended up really
049using was the tips process, the team initiated problem solving fidelity checklist which is actually from uh PBIS. So it's really that universal structure of like how do we conduct meetings, how do we facilitate a meeting and then how do we tackle problems. So that's really more what I'm going to talk about uh next. This is why we decided to do that. Again, really tackling those tier one structures. Next, this is just that computer. So, what I did was I did take the because the um the rubrics are paper based. So, I converted them into into Google do um forms so that we could start you know having calculations of data. Nothing exciting about that. Uh next um another thing that we did so this is implementation stages planning tool. It similarly everything's on paper. So
050it it comes like this. So I turned it into an Excel document. So this is like a zero or excuse me a one, two, and a three. So I put it into there with conditional formatting because who doesn't love some conditional formatting? Bow family, right? So you can also then I'm probably stepping on stuff. You can just see also visually kind of like how you're making progress. And this is really just a general like anytime that you're planning um a new initiative, this kind of keeps you on track with how you should be communicating, what are your next steps. Um there's um multiple stages. There's four stages to implementation. This is just that first stage, but you can see that just in that short course of implementation. Um, so on November 1st when I did
051baseline with Kathleen, she was she Christine was was at 54.55% and then in April ended at 63.64%. So a little bit over a 9% increase in just like process implementation. So good job. Um, next, this is really the meat of everything though. The tips process has 18 items. They're divided very clearly into like two sides. So meeting foundations which is again like how we run meetings and then the problem solving process is again like okay if a student were presented how might we tackle those things and it's very clear. I don't have the super nerdy Excel sheet on here but I'd be happy to share it. Um so it has um it has um the item and then it has an operational definition. What would be a zero? What would be a one? What would
052be a two? So that every time that was done and um I might actually have a summary score in here, but I believe the growth was like over 22% in that short amount of time for their team. So kudos to the elementary school guiding coalition team. Next. Oh, there it is. So, you can see the baseline score was here and then they ended here. Um, we only focused on meeting foundations because again it was like to tackle all the things would have been like way too overwhelming and like if you do all the things you can't do anything well. So we just focused on meeting foundations and then I want to say here we decided to focus on like four key things and that's what the team provided input on is so after every guiding
053coalition um meeting they provided their own ratings and input on to like how well everything was implemented. next. Oh, and so these are some things that they said they liked um using this process. They felt like um their roles were really clear. They liked having them as they had people like with their phones out being like five minutes go. And so they were very clear on like this is the time, this is the agenda and it was done. It was done and they moved on. They were really strict to that and they really liked adding the data dive with a data protocol. I think the thing that was really hard is over on the right the middle one like it's a small staff so when things come up often times people who are in the
054meeting get pulled there and so how do you how do you commit to moving instructional practice forward when you're stuck in the whirlwind? So, how do you you know wrestling? How many people are on the guiding coalition? How many people are excuse me? Seven. Seven. And how often do they meet? Every every other week. Every other week for like an hour. An hour. Okay. After school or Okay. Yeah. 3:15 to 3 Excuse me. 3:15 to 4:15. Um, which is 25 minutes after dismissal. But sometimes behavior issues. Okay. Yeah. So feedback was really positive from them and they had gave really good feedback. Uh next um again you guys can read this but these again in their survey. So they gave uh feedback every after every um after every meeting and then at midpoint and at
055the end there was a different survey where they gave like overall feedback on the process and these are some things that they either said and then like a summary. I'm not going to bother reading that next. Um, one of the main things that came up time and time again was adding the um, data analyst role and like doing um, a data protocol. That's just a fun picture because you know you should see who's involved in all the great work that they're doing. Next, um, I think we talked about this all the great work. Um so you asked about recommendations. These would be my recommendations um continue increasing with maybe foundations at the elementary school and then spreading into problem solving. Um I would love to see like this process because it's just a general process
056then seem to work for guiding coalition. Um I don't know why it couldn't be followed at like for either guiding coalition or other meetings like it was a really good framework. It worked really well and the teachers were really responsive to it. I think that's it. Oh no, I have a whole another topic and but these will be fast. So the guiding coalition meetings they discuss kids. No, it's more on like well I can only speak to like the elementary focus is really on impro on improving instruction or behavior seal. Okay. So is it like a topic per meeting or how does that work or or is it Yeah. So we build our agenda. It's sort of a flow. We also have driver diagrams for the three goals in our SIP plan. And in that
057there are change ideas. So we talk about know we're gathering data on our change ideas. Are they working? Are kids responding? What are the barriers? So and we're always planning for next steps. We plan professional development where we see it's needed as we work through, you know, okay, the practices. Um, it's funny because my board report today is about synthesizing the work of this year and that all comes out of the guiding coalition. Yeah. And then I mean they probably run theirs. Okay. But that's how we're tackling it. Starting with the little people because that's often where it happens. I feel like we're doing good work. it might not be showing in the data. Um, okay. I'll be quick on this due diligence. So, as you know, we're going through cyclical monitoring. I wrote a
058snarky comment at the end. You know, I can't get by without a snarky comment. This is my fourth different system in just 11 years for how they're monitoring us. So, and I will say this is the most cumbersome of how they've uh tackled it. Um the good news is um my reviews were on par with what they saw. So that's you know really great. It's divided into systemic and student level issues but really the systemic comes from the student level issues right? So that's not anything new. Uh next uh this is these were the only areas. So across those 30 IEPs these were the only areas that they found which could be one kid on an IEP. could be a couple kids on an IEP. So, I feel really good about it. We actually already
059addressed this through professional learning two Mondays ago with administrators and um special ed teachers. So, we've already started tackling these things and special ed teachers are already working on student level corrections. So, I feel really good about where we're at. We haven't even like received our official notice yet. So, we're um on top of things. Any questions? Cool. The last thing I wanted to say is it is mental health awareness month and I wanted to give a huge shout out to Brienne Simpson. I gave her like this sad little baggie of things to be like I want to put these together and she put together these amazing things. So, I took a like they're gonna be there. So, I'll pass it around if you want to see it, but I think Brand did all of
060this because she knows how overwhelmed I've been there. So, Five Senses. Um, and then I just sent her links to stuff and she made the magic happen. Um, so Wednesday, I believe at JFK there's going to be a display table that Beth the counselor will host. Um, I think Teresa at MAMS is getting ready to do one on Friday and then developmentally it didn't seem appropriate to do one like at lunch, but Kathleen has like a whole mental health awareness like dress up day this whole week. So, I'm super proud of all the things that we've been doing here um in the district. we've really like grown and um but if you see Brienne and every student will all secondary students will have the opportunity for that at those tables during lunch and then um
061at the elementary school they will be in Naomi's office and she'll set up a display um and she has she'll have a display um on the um with like a bulletin board. So we did make enough for everyone. Awesome. I know. I told you it was going to be long. It's okay. Moving on to Mrs. French. It's funny. I did not realize Erica was going to report on that. And my report will kind of maybe package everything up kind of nicely. That'll be good because I need lots of help. That'll that'll help me to solidify the stuff. Well, I'll, you know, um I'll I'll talk about the guiding coalition. Last year when I joined in, um I I'm going to be honest. I struggled a little bit to figure out what is the purpose here?
062I mean, people told me, but I wasn't catching on. um and I understood PLT process and I understood looking at your practices and how are you um improving those. So finally we did get into a rhythm and then Erica came along with her project and that even brought us into a better rhythm. So last year what I did was I said okay wait a minute let's start over let's look at our data we did a data dive together and then I said we are going to create three driver diagrams one for each of the goals in our SIP plan and that is the work of the guiding coalition. So the so if you think about improving math is one of our SIP goals. How are we going to do that? What are what's going to
063drive that? Well, we talked about a new curriculum. We talked about learning that new curriculum. We talked about using uh assessment formative as well as all diagnostic the whole package. How do you do that? Well, and then it's not only the driver, but it's the change idea. The change idea is where the real heart of that is like you can have um an idea, but how are you going to make that happen? And that's why you see that goal is the arrow, but then you see those things in the back. I don't know if anybody knows about this, but it will make sense. Um, improvement science really came out of the medical field. Um, you know, if you go I may have mentioned this to the board before. If you go into a hospital, you
064you notice your oh, they are always washing their hands and cleaning their hands. maybe 10 years ago, I wouldn't have noticed that as much, but it came from a doctor or a study that people did on infection in hospitals and what was the problem. And so they did the same process we're trying to apply in education and they realized, hey, if we just get people to wash their hands more, I bet we can cut down on the infections in a hospital. And sure enough, that actually did work. So that's where all all of that comes from. So in my report I start off by talking about May 5th. We had a professional development session but the guiding coalition helped me put this together and it really is a synchron we synchronized all of our work
065from this year. One very important thing that I always have thought about in this role and in other leadership roles I have is you could do great work but if you have no place for it to live, it's a problem. as you pass a torch um how does the next person run with that and you do as you people come and go but the ideas are still here and you want and the students are still here and you don't want to let that go so a big part of what I describe here I know I talk I feel like I talk a lot about standards projection maps I talk about you know in this report I'm talking about templates you for unit maps the PLC cycle but just think about all of these practices all
066of these templates the systems built are meant to house the work and the great ideas the work that Erica just talked about that is housed within this what I am describing here and it's also our day we uh actually took it one step further we even practiced using this AI tool that helped us unpack standards super interesting and fun to use but why are we bothering to take more time to unpack standards well because One thing I've noticed in my experience, teachers may think they know what that that standard means and then they'll teach it at a surfacey level, but when they unpack it, they realize that's not what I thought it was at all. And so that's why it's it's important to invest that time. So, um, just I won't even say much more
067about May 5th, but it really is about where does where do these systems and processes live and how do we ensure that it always is living and growing no matter who is in charge or working through. So, just letting just that's what that's about. Um, and you can any questions about that you can ask me next time too. Need time to read. I had to throw in for thriving students, one of my favorite things to do is drop in on PE. Um, Mrs. Taylor, I've talked about her before, but you know, I was thinking about health and wellness for all students. I just appreciate how she's always anytime you walk in there, anybody in her class can be successful, and I love that. I was not an athletic kid. I was a cheerleader in high
068school. I thought that was pretty good. But she is somebody that engages all students and no matter their ability, they can feel success. So I wanted to share that. Um I think a good friend of hers shared this activity with her. But it it's alive and well. So it was uh fun to watch. She actually sent me a little videotape of it, but I should have shown it here on the back of or on my you don't have a back to this. um in my report. The next thing I wanted to talk about um under engagement and family and community partnership, I have to give a shout out to Starbase. This this program that fifth grade, they're in their third year of participating in it is such an an exceptional program. Um it's put on
069by the Department of Defense. It's all about STEM hands-on activities. They go to five different sessions, which equals five different field trips. Um, you have to be invited back and our students, I want to give kudos to our fifth grade teachers because they're invited back every year. Um, it's just a great thing and we'll continue to do that. It's really focuses on steam application to the real world. Here's the other thing though I want to talk about. I think it's important and it's one of those things I am going to work on setting it up. I want to continue to build partnerships with organizations that bring science into our school. We have an opportunity to build a relationship with the South Metro Salem STEM hub. We are we are in their territory or however you
070want to call it the region. Um it's just been kind of challenging to bring them in and get them involved. We will have a new STEM steam teacher next year and I'm going to connect her to a couple people I know in this hub and there's even an opportunity for some um training for that teacher so that she can apply it to the to that class um and to build that partnership. I'd like to see our steam program connect with this uh organization. There is no reason they should not be doing that. Uh, I talk about steam night. We had fun. We served a little pizza. Kids got to go and play math golf. You can see our coding unplugged. But they also got to go into their classrooms or grade level classrooms. And it
071was kind of run like an open house. You could go into any grade level classroom and play games. And what was really cool was the students uh the games they played were all standardsbased and the students knew how to play them. So they taught their parents which was a lot of fun to see. Finally, um, oh, this is this was a repeat from last time, but we are in the process of we will be reviewing our student experience survey and rolling that out. Um, and identifying celebrations and things that we need to work on to to make sure our students feel heard and happy at school. So, that is my report. Any questions? Are you sure you want to retire? You got a lot of good things going on. I know. I know. I know.
072Yes. I spring break my husband had a little talk with me. Yeah. I can't sit down. Sorry. Thank you very much, Mr. Taylor. So, Superintendent Board Chair, appreciate the opportunity to chat a little bit this evening. I'd like to highlight the thriving students portion of my report. Uh but before we do, I also have to grab attendance. So attendance 93.46%. That's in line with where we have been over the last year or so. So that's average daily attendance and that is a cumulative number. So that's likely where we're going to end up give or take. Our attender is at 81.99%. The Oregon state of average is 66%. So we are considerably higher than that. Prior to this year, we found that our connections data had identified that 82% of kids connected either through dances or
073through sports or through other activities. So this year, prior to running our half-day connections, we had 88% of kids connecting in through those other activities. Some of that has had to do with adding cheerleading and some other activities and some of that is just a general enthusiasm and uptick that we've seen this year. So, we recently had a half-day connections day where we rescheduled our day into four different class periods, a missing assignments time, a time for kids to make up some missing assignments they had not, and then a very rockous assembly at the end of the day. You might have caught the pictures there. We had two sessions called connection sessions and I'll just kind of read them. So, nature, you were in a session and then had an opportunity to do a second
074session. So, uh we went through an activity of identifying which kid wanted what to do what, what staff members were providing and then essentially built a schedule for the day for that particular student. So, we had nature walk up to the abbey, uh, reading to kinder and first graders, smoothies, which was a gastronomy lesson, board games, chess, including some online video games, some old school ones, cooking, and pickle ball. And we saw a lot of students shine and take leadership in areas that we had never seen before. and the pictures. If you had an opportunity to see the Facebook pictures, particularly I enjoy watching um a young lady that has a bit of a struggle connecting in reading to a kinder first grader right out here and the smile on her face and the intensity
075that she has with the job she has in front of her. Best thing about that day right there. So we look forward to using this structure going forward for our half days getting kids further connected in. We would like to expand it to include more individuals in the community to provide some college and career experiences for students as well. We also had bleak. So this is the Rosa Floyd from Nelly group. We had uh elementary, middle and high school dancers come in. Uh they were beautiful. I hope you caught the pictures on Facebook there as well. 35minute performance. She does that as a favor to me because we uh were colleagues at one time. Beautiful. And again if you look at certain students that are there in the crowd, they are proud of their heritage
076and where they have come from. And that connection piece is just priceless. Again, best thing about that activity is making that connection happen. The third one, we did a school read of the book, The Boy Who Harnessed the Wind, and through a grant, and again, a collaborative piece with our library, local library here at our librarian, she obtained a grant, we were able to get books for every kid in the building. We were did a community read with parents and with those in the building and then we hosted an evening where we watched the movie. We had about 40 and again this is just the middle school so we had about 40 attend which included community members on a Friday night at 6 pm and we got out of there about 900 p.m. and had
077an absolutely terrific night. So this last month I did want to highlight the thriving students piece there. Usually I highlight reading and math and math and maybe some more math, some panty games or something, but I wanted to make sure that we had highlighted the students and their connections is also super important for school. And Mr. Taylor, which was the connections activity that you led? I did the smoothies. I did five different blenders going. It's pretty awesome. questions is and this is more probably for you and Kathleen. Is there a fifth grade will look to middle school between now and end of the year? So we will come down to fifth grade and they will go up to the middle school. We will also usually I do um I host individuals and I'll do individual
078or small group but because of the construction we have going on this year that's not going to be possible. But we do have uh sixth graders for the first day just themselves and the inservice week the Thursday evening and I like to do it then we host an evening event so that parents can come in meet the teachers walk the building uh we get schedules out that evening as well. So, we really try to pay attention to that incoming group and we've got in the next week or so we're coming down and then the following Wednesday they're coming up. All right. Thank you, Mrs. Brendan. Uh, you have my report. I'll uh touch on some areas that I'm I want to share with you. Um so in the academic excellence area, the new there's two
079bullets that say new information. So one is about honors and just honors. Honors is I have learned is a little squishy and there there hasn't been clarity on what classes get an honors label and so our guiding coalition has been working on defining what it is that means a stu a class is an honors class. So some some honors classes are given AP is already AP stands for advanced placement. those are honors classes already, but there's other classes that are nonAP courses that are listed as honors and there's not been really a like a like what does that mean? What is an what makes it an honors class? And so we've um drafted up what we want an honors class to exist to to what requirements we want the honors classes to meet. Um shared
080that with the staff for feedback um and processing. And then we'll have them people who want to continue to have their honors classes their classes as honors explain how they're meeting that standard that we're setting at um JFK. Um, so there's been a lot of questions or a lot of conversation around that and I've listed in what where we're currently at with what we want our honors classes to consist of. In addition, a celebration is that the National Honors Society inducted 11 new members um at their annual induction event. Um, that's always fun place to um have students feel proud of the work that they do in their academics. Um, Mr. Art has served the as the adviser for NHS for several several several years and he's ready to step down and so we're in
081the process of selecting a new adviser. We have at least one person interested. So that's great news. And then honors at graduation, we have validictorians and saludiatorans and we have for a long time. And so we're exploring um because there's some places where it can a student can have a higher GPA but if they took less rigorous courses, does that count the same? or if a student wanted to take an extra rigorous course but it was scheduled at the same time as a required course for that grade level that doesn't feel very fair. Then a student can't take can't um extra challenge themselves because the course that they want to do that isn't available at a time when they can actually take it. So by being a small school, we have this weird um dynamic
082and a lot of things that are out of student control, which then is creating situations where they either are or are not a validictorian or saludiatoran. So what we're thinking about and playing with is a group. So magnaum laudy, I think that's the right way to say it, and suma kum laudy. So instead of a single person who is validictorian and whoever else is saludiatoran, we would have a group that says these are the people who have the highest GPA and it's a range of GPA. And there different places do it different ways and we'll continue to play with that a little bit to look back at past classes to see, okay, if we applied the magnet and suma to this class, how would that break down? What would that look like? And then we
083wouldn't do it in the same year as seniors. So we're not doing it this year. I don't want you to um but we would give students and families lots and lots of notice, years of notice. So we would work them through the system with the expectation that the class in front of you has validictorian saludiatoran, but you will not have that if that's the direction that we decide to go. I wanted you to have some information there. So are there other schools that do this? There are. It's a little we we explored it deeply last year, last spring, made the decision to not make the change, but then this spring, this year have found additional considerations for us to reconsider it. So, yes, we have looked at other schools. What other schools do this? Uh,
084sure. A year ago, uh, Redmond maybe, I think seems like one of them that does. Uh, and I think we did find one other. So we would before we make this change speak with them about why they do that differently. Speak with other schools about why they don't. Um and there's a lot to learn here. Yeah. Curious. So currently our valadictorian and saludiatorans it's strictly GPA based right? Highest GPA of the class is validictorian. It could be one, it could be three, it could be yes five. And then so I'm not really seeing the difference in I guess more people could qualify for the magnet and the suma if it's a range. Yeah. Yeah. I've also haven't seen it as directly here yet, but cruelty for that competition. Oh. So, I've heard stories in other
085places of Chromebook um damage done to a student by another student who wanted that validictorian so that the the person at their heels couldn't take their test on a given day. Yeah. Yeah. Interesting. We just have another Chromebook for them to use. Sure. In our in our I'm just in our land. Sure. But there that is one example of cruelty delivered upon another person in order to get this title that does it does it does it matter? Yeah. Well, does it I don't want to ask that question. I would need a lot more research behind does it come down to more of creating more equitable groups that Yep. I look at two students who are freshman right now and if I fast forward to maybe maybe they're both validictorians but with our schedule the way
086it can be maybe one gets a class that and one doesn't and maybe one takes a class over the summer and is able to then skip this class and take the AP class instead because they had extra resources to be able to get themselves to a higher GPA. So, for example, um just to illustrate that a little bit clearer, let's say one of the students says, "You know what? I want to take geometry over the summer and I'm going to pay $400 with BYU to do it. Doesn't even involve a school. Comes to in fall with their BYU transcript and says, "Here it is. I did it. Okay, great. We'll transcribe it. That's fine." Well, now that student doesn't have to take geometry at that time and can take instead AP psych that's offered at
087the same time. So now the the student who can pay the $400 has privileged themselves into a higher GPA and therefore valid has a higher well it's a weighted maybe that needs to be looked at. Well, and again, I just see it as kind of if it's maybe high school to that weighted. If it's based on overall GPA, it seems I think it's fine. It's smart to start with freshman. Yeah. Gives you some years to take a look at and you know, some parent input and probably some different, you know, I could see some regul some things changing with how that's presented to parents also. Sure. So, I I could see all that, but yeah, not right away. No, not right away. But I wanted you to know we're thinking about it. Okay. Yeah. But
088I'll go back to these two freshmen in their senior year. They could have this vicious relationship to compete, compete, compete, compete. Always competing for one assignment, one thing, one whatever. And at the end of the year when it is announced who is who, one decides like it's not worth it. watched it happen once the validictorian and saludiatorans were announced. It was like, well, I don't have to do school anymore. Or they work through school building each other up and supporting one another and at the end hugging each other on the graduation stage because they've both achieved this amazing magna or suma or whatever group. So is it just thinking that the valid I I'm still not quite following because maybe it's just it's going to expand the number that can be sum and magnet. It's
089a range of GPA. Yeah. So you're still Yeah. I mean Yeah. And it's probably not worth a lot of conversation at my ear. Yeah. It's very early. But I mean but it's like But it's like those two people go for the same job. They're both not gonna get it. Totally. So, it's it's kind of like a life lesson. Totally. This is the struggle that we're having with it. This is why it's not easy. Yeah. Okay. Well, is there other than GPA? Is there anything And then I'm going to drop it. Is there anything other than GPA that can be instituted into the system that you have to have? So, uh makes the uh the field a little more even. So hence I don't have to do any more work and I could have a lot
090of attendance because I've like aced everything because I understood that this has happened already with you know with some hyped seniors. So I was just wondering as you I think it's a good idea to include more people but man parents are going to be hot because I want my kid to be that maybe you know. Yeah. So we had you know Yeah. anything to ask about it or say as a student who is in the system. Uh so is there no other way to implement the system where you could have like how you like the example you gave earlier where if they wanted to take uh like an AP course but they have like a required course they need to do for that same period. Is there no other way to like change the system
091where we could like do that instead of having to, you know, reinvent this entire Magna and Suma or is that too difficult? I don't I'm just curious about that. um rebuild the schedule or pass I'm not sure what rebuild the system means to you or yeah that's probably what I was thinking of along the lines of that. I don't I don't know. It's just a thought I had. Sure. Sure. It's a fair thought. why why can't we just rebuild the schedule? And um I think what we run into with AP courses is like um like with AP psych right now, you see students from a variety of grade levels in that one class. And so scheduling it at a time that works for everybody who might want to take it. It's tricky. We have tools.
092We do our very best. We try to avoid those um forecasting conflicts as much as possible. That's to what the schedule is for is to avoid the forecasting conflict so people can get what they want in high school. Yes. Thank you. Um okay. Well, may I Any other questions? Okay. See, not easy. Um we did receive a $7,000 CTE grant for a project that we're going to do, which will involve elementary students coming to the high school for um co-working on a project. um that will also involve a laser, which is the laser is the thing that we got with the grant. So, pretty exciting there. Under thriving students, our credit recovery costs are down by $10,000. Um and I attribute that to all the things that are there in my report. new systems around
093intervention, systems to help students pass classes, telling students that they will need to retake classes instead of just plugging them into Grad Alliance, supporting classes for multilingual students. So, we had a supporting class for biology and a supporting class for global studies. Tighter special education schedules, understanding how the Grad Alliance building works makes a big difference. Um, and then keep keeping parents looped in with parent square messages and mailings before the semester grades. So, um, great job on that. That is a really good job. Good job. Thank you. Under engaging family and community partnerships, there are local businesses. I was attending a Discover Mount Angel meeting and they said, "Hey, can you just send us like the big events that are happening in the district facilities during a month so that we can scale up
094staffing because we had this big volleyball tournament in town and we didn't know about it. We could have had more, you know, staff come in or supplies or whatever. So, easy enough. I'm putting that together for them. Um, and finally, under safe schools and departments, John F. Kennedy High School was selected for an audit for uh the Office of Civil Rights um review. It wasn't complaint based. It was just the luck of the draw. So, it did occur in the last week of April. It consisted of a huge review of documents that were delivered to the office by Rachel and then some Zoom meetings where a lot of questions were asked about um accessibility, accessibility to courses, language accessibility, um bodily accessibility, um boys versus girls, things like that. Um facilities. So findings and recommendations
095will be delivered to us soon. about that. Any questions? Some AP classes you can get college credit for. Is that true or not true with the honors classes? Some. And not all AP classes. The AP you have to pass the test with a certain score. And then some honors classes, yes, are dual credit classes. In our course catalog, there's a complete list of all of the courses that are offered under the honors umbrella, including dual credit and AP classes. Okay, thank you very much. All right, moving on to the budget report. All right, you were excited about the $10,000 savings, right? Yes, very excited. I was excited about that grant. Yeah. Um okay, so first report is the lunch fund summary. Um this was a small uh month in terms of revenue because of spring
096break. Um so you can see our total revenue was uh 31,632. Um you will see in I don't know which part of it is of the agenda action items maybe where um we are adding an additional uh transfer to um school nutrition um to make sure that we end in the positive and when I budgeted for next year I I kept at that number. We did this we did $80,000 transfer last year. We tried only doing 50 this year. Obviously that didn't work. So we're bumping it up to 80. And then that's what we're budgeting for next year is 80 as well. Um and then expenses. Uh, April is just a pretty standard month. Um, you can see that our um, food expenditures went down. I know that was a question mark you had last
097how are we going to get get it down? It's um, it's trending down. So fingers crossed that we keep that um because we're definitely over budget in that category. So, right now we're trending um negative 25,804 um for fund balance and then with that transfer in um the goal is to be a little over um positive. Any questions on this one? Okay, this just a wondering. Yeah, you don't have the answer to this. I know, but this is just like kind of like a wondering I have about the food supplies. I I'm kind of wondering would it be cheaper to have less packaged food at schools and more cookbased food? So, um I don't have the answer to that, but um one of the little things that went around in my OASBO group was um
098what other districts are using as a tool to figure out what is the cost per meal? Um which is definitely I don't believe something that we're currently using. And so I shared that with Stacy um when I received it and we haven't sat down to talk about it but I do think that we need to look at things like that whether what's you know necessarily the prepackaged or not but what is going to be the best way to feed our kids also at a you know costefficient way. So um more to come on that we haven't had a chance to talk about it but it's definitely on nutrition. Yes. But but aren't we contracted through the service to provide the not menu but the the menu of food that we can purchase through like Cisco
099is that I believe yes there's a list of of what we can you know purchase but I think even you know we're making stuff from scratch right as opposed to all the prepackaged stuff that you buy package or whatever it is what the contracted the consortium that provides all supplies. We do package or not. Yeah. Commodities and then we also are part of a consortium for milk. Yes. Um but so anyway, we're looking at that. I don't know the rules in terms of like what we can make for scratch because I think that that's also thinking you know school districts that actually do local farming things you know that they can get from the local supplies. That's what I we do have a couple grants. We have local foods for schools um which is when
100you purchase foods from local farms from local farms. Um and then we also had a fresh fruit and vegetable grant which um I know is going on right now and she brings in a different fruit or vegetable every month to introduce the kiddos. Federal, right? That's a federal. Yeah, both of those are federal grants I believe. Yeah. Yeah. So, it's a good question. Just wondering just that would be good to know. Yeah, I think it's an appropriate time to look at it. I know um Stacy took over that role as you know and so a lot of times we get we're getting into learning our jobs and so I think that this is a perfect time and so anyways more to come on that I think any questions on this. Okay. N okay so this
101is the general fund financial summary. Um so for this month um we got our last what was called our normal payment for state school fund. You can see over to the right the 84521. Um I'll talk about more of that next month but that was our reconciliation. That's going to be our final number for um the 2425 school year. And that reconciles the 23 24 school year um where we ended there. And then it also reconciles um this year. Um it is we talked about this before. It is an inflated number because right now our ADMW is higher um on paper than what it is in reality. Unfortunately, they don't look at the state school fund or excuse me, the ADM, the current ADM when when determining that. Um, and so that's what gets reconciled
102next year. So, at the end of 2526, it'll get reconciled. And so, you'll see when we get to the budget um meeting next week that that's all accounted for um in terms of what we anticipate probably having to give back. So, we've we've been overpaid um this month, but there isn't really a way at this point to to change that. So, I just wanted to when we get down to the month then or the fund balance that'll make a little more sense. Um so, our total revenue for the month of April is 765,843. And then, um April is um a normal month in terms of payroll. Uh we don't have any sports or stipens. That all comes out next month. Um, and so you can see our total expenses were 730,568. So you'll see our
103month end fund balance went up from last year or last month. It is up to a little over 1.9. Um, and that is because it's taking into consideration um or it's the amount that we're getting next month, which is truly anywhere between $150 to $200,000 more than what we should receive. And so we're budgeting that in for next year. Um, and so when we get to the budget meeting, I'll explain more of that. Um, also, um, you'll see what was added this month too was a transfers of the 1075. If you guys approve the resolution that's in your board packet, that's also taken into consideration, um, here. Um and um again when we get to the budget meeting you'll see that we're working on you know getting that fund balance high so that that way
104we can start putting money aside in contingency as well as unappropriated fund balance because we need to start building that money up. Um because when I was working on the board packet for example or not the board pocket the budget you know our enrollment um fast forward to our our freshman class right now is like a 70 student class. So when they graduate and we're only getting 40 kids to 50 kids in kindergarten, our um enrollment drops quite a bit. Yeah. Um and so we need to start planning for that now. And so we'll talk a lot about that next Tuesday. Um but anyways, I'm really excited about the the fund balance and and the goal is not we're not planning to use um all of that when we budget. We're still really planning on
105budgeting what we've been talking about, which was at 1.5. Um, so any questions on this at all? This is more of a question for Rachel. Knowing how tight the budget is for next year, have we at the district kind of like hold off like really limit spending or for this year or next year? For this year, yeah, we've cut off spending um at the end of April. Okay. Um and so um any spending that um has to like have a conversation with uh Brian and I. The only things that are really getting approved right now are um anything that's not general fund. So grant funds u or being purchased with grant funds or you know if it's graduation those are things they're not usually charged through general fund anyways but um those things are going
106through but for as a whole um spending was cut at the end of April except for emergencies roll forward next year right forward budgeting. Yes. Yeah, we do that specifically because we need to have that ending fund balance um number. So, any other questions? Just appreciation again for the looking ahead and just explaining it well and keeping us fiscally. I mean, I wouldn't say we're I we're healthy. We're stable. Fiscally stable. That's I like that. Yes. Thank you. All right, Superintendent Suki. Oops. Good evening, Chair Bal and directors of the board. Tonight we have on the U agenda, my agenda, student enrollment, transfers in and out, current enrollment, the integrated plan update, English language arts materials adoption update, bond update, and a very brief seismic update. And I shall go quickly. How does that sound?
107Enrollment update. There's automatically I see an error here. That should say April 10th, not March 10th, but it's zero in and out. Apologies for that error. Our enrollment, we've lost five students since the last board meeting. And u looks like they were all at JFK. Uh and Christiey's on it, as you heard from her. we have to really start anticipating and building a budget based on that integrated plan overview. So at at Oh, it's it's exciting. So at at your places, you have a copy of the integrated plan and I'm not going to go any depth with this. It is on our district website per the requirement. And just just briefly reviewing that the aspects or the components of this are the needs assessment which I talked about last month u equity a well-rounded education
108engaged community strengthened systems and capacity early literacy and then an overall summary of the integrated plan. And you can read as much of that as you want to in this packet, but for the purposes of this presentation, I'm going to be very brief. The integrated plan involved a needs assessment, the integration of the high school success student investment account and early literacy success grants and strong alignment with our district strategic plan, academic excellence, thriving students, uh, partnerships, and safe and welcoming schools and departments. We do have priorities that are outlined in this document briefly for you. accountability, effective goal setting, progress monitoring, student well-being, student voice, response to intervention, professional learning, and um a larger focus on trauma informed practices and inclusive practices, removing barriers and um with a responsible allocation of resources. the integrated
109plan budget. While I didn't put the smaller things in here for you, it's a good way for you to look at the the major investments for each of these grants. And and most organizations have a focus of at least 85% of their funding that is focused on staffing. We're really not very different from that. We're probably pretty close to that, I would imagine. So, this is really the staffing that's involved around the student investment account, high school success, and early literacy. Are there any questions about this thus far? Okay. Longitudinal performance growth targets. OD is going to co-develop those LPGTs with us based on the data that's available for longitudinal analysis guidance established by OD and an overall disagregated rates for the following metrics. No surprises here. third grade reading proficiency rates, ninth grade on
110track, regular attender rates, four-year graduation rates, and five-year completion rates. That's what I have for the integrated plan. And then up for your consideration tonight is an action to approve it. Are there any questions on the integrated plan? Nope. Okay. Appreciation. Yes. A lot of work. A lot of work done. English language arts materials adoption. This is very exciting. Quick review of the adoption process. You've seen all of these steps before. So, very briefly, analysis of current programs. What has been working and not been working in Mount Angel over the last seven, eight, nine years. A review of all publishers and programs that are rated by the statewide teacher committee that is OD facilitated. That review happened in 2022 for English language arts. Priorit prioritization of the highest rated programs at the state level were
111looked at, but then a local review and scoring of publisher programs by our own committee members, a review and comparison of all publisher and program ratings that were done locally. And finally, the identification of programs to recommend to you, the board. Your role tonight is twofold. One, to obtain your approval to support the committee recommendations abiding by policy IIA, which is about instructional resources, instructional materials. But there is a second action tonight for your consideration, which is to approve for the purchase of materials abiding by policy DJ, district purchasing. While two of our publishers fall under that $50,000 mark, one of them does not. And so that's what your cons your consideration is for this evening. the recommendations by the committee for grades K through five, benchmark by benchmark education and express which is the
112English language arts development curriculum I had mentioned earlier this evening also by Benchmark grades six through eight study sync by McGraill and in grades 9 through 12 into literature HMH or we call that hootlin hardcourt for those of you that really want to know what those acronyms are. The publisher are now here comes the big ticket, right? So, this is costing more than the math adoption did. Not surprising to me. That's pretty typical, especially at the elementary level. Uh for English language arts, we are right around 133,000 for grades K should say blank five, but says K blank. Uh, grades 6 8 about 30,000. Grades 9 through 12 about 38,000. This is for five years worth of teacher materials, student materials and digital access. This is within what we budgeted but within our budget, right,
113of what we set aside for the curriculum or is it above? It's above what we that I think is part of um did I put that in? I don't remember if there was a transfer of that or not, but it's we have funds like we're going to use a little bit of SIA. Um there's very Yes, but we are short. I think we have like 158,000 right now in um the curriculum fund. Boy, off the top of my head. Okay, so we had about 40,000 we didn't make up. Okay, thank you for asking that. I It's really important to acknowledge that. The last thing though I want to do is look at a committee's very hard work and compromise knowing what it was that they believed that they were investing in. So I've worked very
114hard to make sure that the materials that we get are going to fulfill that commitment. And so just to clarify, this is a one-time cost. Yes. That we have to pay and it will carry us over for five years of access to all the resources and a accurate. Yeah. all that with the exception of more professional development after the first year if we want to do that that will cost more. Okay. Thank you. Is the uh recommendation for adoption is that part of the state list of adopted materials or is that in a so all three of these are part of what first they went through as a committee. What were the state adopted materials? So these are all blessed by blessed by the state. You don't have an exemption. Good. Yes, absolutely. How much
115did we have to spend? There's like I think a little less than 160,000 because we have been using some of the fund for professional develop for math this year. And so we did a $100,000 transfer into the curriculum fund this year thinking that it was going to be enough, but obviously it wasn't. Um, and the goal going forward is to put some aside every year. as you know back, you know, three, four years ago, that was one of the places that when we were trying to balance the budget, we took that money away from and so we really need to be diligent about not doing that anymore about still putting money aside for things um so that we don't, you know, because over the last two years we've, you know, socked away what 200 $250,000.
116We were blessed to be able to do that um with, you know, circumstances we planned for it, but it'd be such a better thing to not have these huge hits. And so, anyways, we're we're squeezing one-time money out of things like carryover from title two or title four that have to be spent by the end of this fiscal year anyway. So, that we're basically squeezing blood from mature. We're going to make it happen though. She kept coming into my office with a little bit lower of a number. Can you please do this? Send it back. Exactly. Rachel, but you're negotiating them. I mean, slicing off a hundred thousand. I mean, that's really working hard on that. I'm a we are too proud to beg, right? Recognition last month, but again this month. These are all
117of the folks that um did the heavy lift here to make these recommendations happen and I'm so appreciative of all of their efforts that they put into the selection. Are there other questions I can answer regarding the English language arts adoption and we can go through the she'll have materials for schools out. Is that Yes, that is the intent the goal. Yeah. Yeah. Bond update. This is not new information. Just very quickly for design bid build method, we have St. Mary's sighting replacement, exterior painting, gutter replacement, plumbing fixtures, access control, and a security system for Ma'am's new aluminum storefront. It's going to look great. Entryways at the classroom pods, plumbing and electrical upgrades, roof repairs, access control and security system. And then at JFK, replace those two um sadl looking older closed bathrooms. They get
118two upgraded bathrooms. Replace the windows in the library in Sweet Pea Childare. Plumbing and electrical upgrades, access control, and security systems. No news there. No new surprises. This is a another view of the EF sighting replacement here at St. Mary's. You've seen the front view often, but this was the backside view. I thought that really good. Doesn't it look sharp? Yeah, really does. Y was super happy about that and happy [Music] design bid build highlights safety vestibule. So, this is going to uh be great for St. Mary's. The hard part is that it's going to shut down St. areas all summer, but it's going to be so worth it. Upgrade the door hardware, upgrade the detention pond in the back, replace the library carpet, and we found out late last week, the office carpet as
119well, which will be nice, and some interior improvements. At MAMS, add security fencing, upgrade the door hardware and interior improvements. And at JFK, upgrade the door hardware and interior improvements. the summer impact. This is the big one. So, at JFK, partially closed. Moveout's not going to be required. June 17th through August 25th is when all this activity is scheduled to go on. Normal office access partially closed. Same move out not required. June 17th to August 25th, there's going to be a lot of action going on. Normal office access. However, at St. Mary's, the campus is closed. It has to be entirely closed from June 17th through August 22nd. We're going to have to work as a team to relocate the St. Mary's office to room 23 because there's a side entrance here. with the understanding
120that the EP's replacement the sighting has to start on the south side here so that it's ready to welcome people into this temporary office. So Rachel campus closed means everything everything grassy area where people let their dogs run free all of that. Oh dear. Right. Everything access their just saying it out loud for anybody listening in because we're going to have to start getting them. That's a plan. We are not able to get to the campus of St. Mary's. Great question. So lunch will be at Mans. At Mans and the cafeteria and my grandkids on Mondays they are going to lunch there. We are really advertised St. Mary's is a big facility that's used all the time the outside. So the advertisement is starting and all the papers or because there's a lot of seniors
121that have their dogs out in the you know there's lots of stuff going on on the playground too. How are we how are we as a district going to monitor Yeah. that kids are not on the playground and stuff like that. That's a good question. Well, I know there'll be fencing up around the front part. I mean, people can lock all the little gates. I mean, yes, some kids will try to will climb over, but I mean, people will hop. Yeah, that's just FYI, just there has to be a lot of adver I mean, is that something that if the manage police do the drive by like, you know, the normal drive by monitoring of the community and they see people in there, are they gonna Oh, I don't want like I don't I don't
122know. I don't either. And I this is something I need to start tomorrow. I need to put together a messaging plan. So I appreciate this conversation. What else are you people like the playground and the grassy area to see them heavily? The grassy area is used by so many dog lovers in the community. Not many, but you know, but a lot of big dogs are Yeah. And the kids are on the playground in the summer especially till nighttime basketball. Yeah. Anyway, I've got my work cut out for me. And and it is what it is. I mean, there's only so much we can do to Yeah. True. And to plan ahead though, think about scenario planning, right? Yeah. Y and discover Mount Angel might be also a good way to promote that. Well, and then
123they have the facility won't be used by like some church groups this whole summer, too. And it's only temporary. I mean, that's the messaging. Thank you so much for passing the bond. And now I get to get to work and and it's only temporary. It's just one summer, right? Yeah. So, all all the things. It's going to be worth it. Be totally worth it. Anything else I should be considering that I haven't even gotten to yet? It's written on my to-do list now. You want to say anything about Sweet Pea moving out or Sure, I could do that. So, Sweet Pea uh child care center is they're making a an age shift, but they're also moving out for the summer because of the age shift. And this actually works to our benefit because then the
124windows can get done without any disruption. But instead of working with infants through age 2, they're going to be working preschool. They received a million dollar grant. In order to have a satellite program in Silverton and to have a program here for preschool. So they they will not be returning until September and then we'll be out June 1st. I heard they were following the the school district schedule exactly, you know, for time off and all that. Thank you. the budget. It hasn't shifted much in the last two to three months. However, I I asked Christie about this last week and she said we're expecting a big bill coming from PNC, I believe, which is going to shift things a bit, but as of last week, this is where it's at. Okay. Oops. Does anyone have
125any other questions about the bond? and then seismic evaluation. So some some evaluating is going to start happening on June 17th and there are two ways that they're going to do that in order to locate existing rebar and one of them is through scanning and the other is through uh something wonderfully called destructive investigation which involves holes and patching holes. But that that is when kids and staff are out of the building so it's not disruptive and that will that will lay the the foundation for how to move forward with the entire project questions. Um remind me I know it's been in your reports but timeline for the uh for this principal here at St. Mary's. Sure absolutely. So, um, starting with screening of applications tomorrow afternoon. So, has it closed today? It closed last
126Friday. Closed last Friday. Okay. And we're screening applications tomorrow. On um Thursday and Friday, uh, Lisa Harland and I will be working together to do first round interviews, virtual interviews, uh, 15 to 20 minutes with, uh, candidates who score the highest out of the the screening process. And then the following week, interviews on the 20th, 21st, and if we need to, the 22nd, reference checks on the 23rd, and then the 27th, and an announcement by the 28th or 29th. That's amazing. Awesome. And good response to that. Very good, strong response. Good. Wonderful. Good. Thank you for work here. All right. Thank you, Superintendent Stucky. Board member reports. I have dropped the ball. Yeah, I need to talk to Mrs. Brendan and get the um student rep stuff going. Um kind of busy looking for superintendent,
127but now that we now that we have one, uh yes, I I need to get on that and get that. And so hopefully by June um for sure we will have somebody. So I will try to do better. Do you have people in mind? I do. Okay. Okay. Look at that. I like I like word of mouth. I like that. Encourage them to apply. It'll be Sorry to interrupt. Was it was it also sophomores and above who could apply? It's sophomore and juniors. Yes. Because they'll be a junior or senior. Okay. Yeah. There you go. use some name. That would be wonderful. Okay. Public forum. Anybody online, Jill? I'm not seeing anybody in here that would like to speak to the board. Okay. Moving on to action items. First action item tonight is to hire
128our superintendent. Do I have a motion? I move to approve the hiring of Lisa as superintendent. Do I have a second? Seconds. All right. Any discussion? Okay. All in favor? Passes. Congratulations. Thank you so much. I'm super super excited. Next action item is to approve the superintendent contract. Uh before we we get to that um cherry, thank you again for all of your hard work taking the lead on that. Really really appreciate that. Okay, I would accept a motion to approve the contract. I move to approve the superintendent contract. Moved by Teresa. Second. I'll second. And I wanted to just add something um with the contract there. The one thing that I think was a change from past contracts and working to update to current law is um item 9A with a termination by the
129district without cause. The state um actually passed an ordinance which requires districts to give basically 12 months notice of termination without cost. So if we take that action um it's 12 months of pay and we can have the superintendent work or not work. But anyway, so it's 12 months and that's different than past contracts we've had a super just to be that's the one thing I just wanted to call attention to. Thank you for pointing that out. Okay. So I've been moved by Teresa and second by Mark. Any other discussion? Okay. All in favor? I passes unanimously. Moving on to our English language arts curriculum adoption. As Superintendent Stucky just presented, the curriculum that uh they are requesting for adoption. I move to approve the recommended ELA materials for grades K through 12 and authorization
130of expenditures. Okay, got moved by Teresa. Do second. Okay, second by any discussion for your hard work. Yes. Yes. and especially the committee and your negotiating skills. Yes. All in favor? I All right. The integrated plan that Superintendent Stucky worked so hard on. I move to approve the integrated plan. Moved by Sherry. Do I have a second? I'll second. Second by Teresa. Any discussion? All in favor? All right. Um, FLA great news. We had um some students qualify for nationals in Anaheim and with uh board policy we have to approve their out ofstate travel. So do I have a motion to approve the out of state travel and you're going to abstain? I don't have to. Okay. I so move. Thought that you're going to say no. Okay. So move. Mine is not going. Okay.
131Do I have Okay. I got a motion. I don't question so now I get that moved and seconded by Irene. Any other discussion? I just want to say congrats to everybody that that qualified for national a great experience. Wonderful. Okay. All in favor? All right. The resolution approving the amended appropriations for expenditure as Chrissy pointed out earlier in the meeting. moving the funds. It was an additional $30,000 to make it $80,000, which is consistent with what we moved last year. Yeah. There's a couple other in there, too. Yeah. Yeah. But that's just one of the one of them that's in there. Any I will I will go ahead. Be it resolved that the board hereby adopt the amended appropriation level for funds 100 and 200 for the 202425 fiscal year in compliance with Oregon budget
132law. I got moved by Sharon. Second, second. Second by Mark. Any discussion? Okay. All in favor? All right. Our policy committee was busy again. Only one. Not overly busy. Yeah. Only one. Superintendent Saki, do you want to speak on that? Sure. Absolutely. Uh the policy and AR tonight are highly recommended but not required by OSBA. However, what we had is not compliant with the law. So it was required for us to get it done and so um basically this just puts us back in compliance with the law. Any discussion around that? All right. Once again, thank you policy committee for taking the time to update that and get us back in compliance with full law. We look forward to seeing the consent items next month. All right, June board meeting every June. Uh our board
133meeting is scheduled the Monday night of uh 8th grade graduation. LA we don't have to do the same thing as we did last year but last year we did move our board meeting to that Wednesday because fifth grade because fifth grade is on Tuesday so we're talking like so what day 11th or we can move it to 12th potentially what works best for everybody I am out of town this fall okay so cherry votes the 11th 11th is fine 11th work was perfect okay so our June board meeting will take place on Wednesday, June 11th at 6:30. When's our budget meeting next week? Two on Tuesday. Tuesday at 6:30. Yeah. Is it here? Yes. At 6:30. 6:30. Okay. And before we adjourn, I just wanted to say again, yay. That's my over sentiment. Welcome. Thank
134you. I appreciate. All right. Meeting's adjourned. It's a long week for us. We cut all this. Chloe's done.