001I pledge allegiance to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, liberty and justice for all. Welcome audience members. If you're here to speak to the board, please sign in right over there. If you'd like to sign in just to let us know that you are here, go for it. Otherwise, no worries. We are going to move on to announcements. Anybody have any announcements? No. Yeah. All right. Superintendent Suki, Leads Award. My pleasure. Tonight, we honor Mount Angel School District students for excellence. The leads award exemplifies the very best of what our students offer to their peers, their school, and the community. leads or Lads stands for L leadership contributions in and for the student body or the school and/or representation of the
002school 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, diversity and inclusion, contributions that increase practices of inclusion for all students in the school and the school district. And S, service, contributions in and for the community andor the school. Tonight, it's our pleasure to recognize one student from each school who has demonstrated one of the lead's characteristics. Each student stands out as a model of excellence for others. Tonight, each building principal will share with us what is unique about the student. And if we could begin with Mrs. Brendon. Yeah, Austin, come on up. Everybody, this is Austin. Uh she's our leads award winner uh for the month of April in the category of effort. Uh so her nominator
003says this about her. Austin always gets back up even when she's feeling down. Uh little asterisk I'm gonna add to when she falls in basketball, every joint hits the floor and you can hear it. And while you're doing this, she has jumped back up and is down the court. Amazing. She puts on a brave face no matter what. She's a great leader during school work, makes sure making sure everyone is doing something and that the work is getting done. She's kind and caring to anyone she meets and she always puts effort into anything she does. So, please join me in congratulating Austin. Congratulations. Picture time for another picture back there. Mr. Taylor, I was a little nervous there for a second because I know that they were both running, both of the doom knobs were
004running at our track right now. So happy. So you might recognize her. I don't know. I think it was a Heritage Elementary student. So Raisa Dunov, let's start with Door. How'd I do? Good. Okay. Risa Dumn consistently demonstrates a fantastic work ethic, persistence, and genuine interest in learning. She takes pride in her work and maintains high expectations for her own performance. In math, she has been consistent with not only high achievement in test scores, but steady growth in her learning. This year she is representing Mount Angel in Pentagame and we'll talk a little bit about that a little later. In class she sets a positive example for peers and her actions showing both respect for both te teachers and peers. Raisa would be an excellent recipient choice for the leads award this month and that
005was written by the math teacher. Congratulations to you. Mrs. French. All right, we have Duncan. This is Duncan Klein. You don't have to say it. I'll say it all. Um, so this is what your third grade teacher, Mrs. Snber, said about you. Says, "I will nominate Duncan Klein for the leads award." Duncan always shows leadership in the classroom by paying attention to what we do and how things operate. He quietly supports his classmates by being a role model and answering questions. He al also takes the lead by assessing what's what needs to be done in the classroom and helping out even if the task is not his job that week. I can count on Duncan to give his best effort toward achieving third grade goals and being the best citizen that we can be. Way
006to go, Duncan. We have our lead award spinners right over here to take a picture with the board. Yeah, sorry. We tried Thank you for coming. You're more than welcome to leave if you would like or stick around. Congratulations. driving maybe. All right, moving on to the JFK High School leadership. Unfortunately, Jones wasn't able to be here tonight, so he did send his report and I'm going to read it. For this month of April, leadership, the primary agenda has been packed with planning for future assemblies, prom, which is this coming Saturday, and of course, the graduation party for seniors. They're also helping prepare for dorm becker week in the middle of May. They have activities like bingo night or the front red made in order to raise money for the treatment of a student for
007FFA. They have gone recently to the state convention last month and they have had great placements overall and had many newer members who qualified for state this year setting new records for themselves and for the FFA district. FLA on the other hand has recently competed in a state convention of which 10 of our students went on to qualify for nationals and are discussing with their adviser for future information on who will be eligible to go and that's all for his student report. Thank you so much for listening. He says all right moving on to our agenda. Looking it over, I would accept a motion to approve the agenda as is or make changes if needed. Move to approve the agenda. Okay. Second. Motion and seconded. Any discussion? Okay. All in favor? Passes unanimously. Moving on
008to the consent items. We have our second reading for two policies in there from last month. And if it looks good, I would accept a motion to approve the consent items as is. Move that we approve the consent agenda as presented. Okay. Motion. And do I have a second? Second. Okay. Director second. All right. All in favor? All right. Moving on to reports. I don't see any licensed or classified reps in nor online. Okay. Thank you, Jill. Administrator reports. All right. Who'd like to go first this week? Mrs. Brandon, you want to go? Okay. Good evening, board. I've submitted my report. I'll hit on the highlights, but of course, feel free to ask questions about anything you see in the report. Um something I'm just adding to I want to make sure it's good news
009you know about um okay so under academic excellence um our PLC work took a big um like a big infusion of effort and energy with uh groups that came and did a half day um guided us through um projection map development all the way from where there isn't one creat created to there is one created because we have people all along the continuum there and just their expertise. It's educational excellence that was also used here at the um elementary school. their expertise in being able to expertly guide the staff from step one to step two to step three and then give time and be able to work among teachers answering all of their questions was really um added a lot of um I don't know just vibrance to the projection map work that is tier
010one that is what we do for all students so it helps us be clearer about our grading. It helps us be clear on our syllabus. So, um, we're really building here and that was really exciting and it was time well spent. We'll spend more time on that work on May 5th given their feedback that they'll give on May 1st. Educational Excellence does a really good job of not just dropping professional development and walking away. They do a great job with the support after. So, very excited about that. in thriving students. I want to highlight attendance and um highlight that attendance is returning to old patterns. So I think last year was a really huge um increase and improvement and what I see now is alignment with where we were at before. So I think we
011just had a really great year. Um and of course I'll keep trying new things to try to get those numbers up more. Um but we're we're falling back into the same patterns. So, wanted you to be prepared for that. Um, but also under thriving students, and I didn't get this added, we were awarded MAP grants from um grants that teachers turned in. Um, so two different teachers got $500 each. I thought that was really awesome and it's such a good way to help teachers feel seen and their work um endorsed by our community. So, just hooray for them. In engaging family and community um partnerships, the big work we're doing right now is assisting students in awareness and support for applying for local scholarships. Um we do all of the standard things, but then also
012u Mrs. Morazz and I do things to try to customize the message to make sure and it's just funny how students and even parents I guess all of us think scholarships and think college and that's just not true with scholarships anymore. Scholarships can be used in any kind of ways and so trying to help people not get shut down when they see the word scholarship. So, um yeah, we're continuing to work on that and break down those barriers. When students do learn that they're awarded a scholarship, we celebrate that. We show other kids. Um, you know, I dragged a freshman boy into a room where Isabelle Burning was getting this great big scholarship from OSU. And I said, "You can do that, too." He's like, "How much money was that?" I said, "It's $40,000. It's
013$10,000 a year for four years. It's $40,000." Said, "That's a lot of money." Said, "Yeah, start coming to school, sir." So, um it's just such a really good way to show our students who are up and coming what can be done with some effort and focus. Um so, just helping them understand what that looks like. Last that I have is update from school safe schools and departments. We did take a tougher stance on students with unexcused absences and it was just given we really gave it a good go and um we saw two things. There's disproportionality in the data that was not something I could stand for um and was there was over representation and of one gender and ethnic ethnicity and the stu the system couldn't be supported with our existing staffing. I mean
014it took me five hours a day just to do my part. Um, and that was after I made it really, really efficient. Um, so we'll we'll still watch for other ways to help students understand the consequences of not coming to school or missing classes. Um, but in the meantime, I think I didn't finish a sentence there on your report. This counselor is working with a small group of students on their unexcused absences and it is making a big difference for those students. We looked at the data last week and it's something to celebrate. So, um, just wanted you to know there's there I want you to know the failures as well as the successes. So, that was a failure, but we were turn we're turning it into a success. Questions on anything else in my
015report? Do you have less kids in school? Like like six or something? Indeed. What's the deal with that? They just are not coming anymore. They just drop out. But we know what all of them have decided. Okay. Um so they're not just disappearing. They're Well, I'm sure not because you're pretty deliberate in making sure you know where all your kids are. Yes. Um two one has definitely opted into GED. Okay. Um another I without the list in front of me, I'm sorry. It's like, you don't need, you know, the number seven is in my head. And when I made the list uh with Morazz last week and and then went over it with Beth also, I said, what are we not doing? Look at these students. What are we missing? And they're like, we can
016we killed ourselves to try to keep them going. Uh mental health supports is something that we're So is it like a 10day draw down for 10 days or they just just don't show up period or these are usual usually what we have going regularly with those families or or the individual um parents or guardians is is communication regular communication. So that sometimes that's usually that's an in-person meeting that happens monthly. So we have those going and then we make a plan and then the next month we meet see how's the plan's going and then the next month we meet and see how the plan's going and eventually we just have to decide. We either need to go into a fifth year or GED. So like one family just has some patterns that we couldn't overcome
017despite all of our efforts and they've made a decision to prioritize the mental health of one student and to go online with another. Okay, that's an example. Another's gone to GED. One is dropping out because of health issues, but her plan was to get a GED anyway. I appreciate everything that you're doing because it's a lot of hard work. I was just kind of I kind of figured it's kind of hard to Yeah. kids that don't don't believe in school as an, you know, something that they need to do or I don't think that's the case. You don't think so? Nope. looking at our list. This is a these are students who have other stuff other needs that are beyond the scope of what we can offer and it's a matter of the traditional route
018is not the right route for every student with complex issues the social pressures that come with being in school. Yeah. Is there a and this is way off is there I was hoping you would ask not here I I don't think JFK has it but alternative ed for kids like that or is that something you know just wondering I it's a conversation that I want to have at admin because I've learned through just a variety of situations and really trying to customize school and make it work for different different students needs. I've learned some stuff and I want to know how else I can apply that so that we don't have to shove students into the traditional models of attendance. Attendance is the big one. If we can account count for attendance in a different
019way, kind of meet their needs a different way. Yeah, that's that's I want to talk with admin. I want to talk with teachers about how can we creatively still work within the boundaries. Oh, that would be wonderful. Wouldn't it though? It would just be wonderful. We can do it. Thank you. Sure. All right. Thank you, Mrs. Brendan. On to Mr. Taylor. [Music] Okay. So, I want to start kind of in the middle back to talk about Pentag. So we took for the first time since 2019 nine students to a math competition. Teacher had never gone before was brand new to her. Three groups, algebra group, which are eighth graders, eighth grade group, which are taking eighth grade math, and seventh graders. Again, never been since 2019. We took second overall. This was down in Sten
020and there were I think somewhere between seven and eight teams and we took second overall on all the teams never having done we didn't practice we didn't get ready we didn't know what to expect so huge huge so this is the team here Mr. aren't from the high school. You'll notice that many of them have the ribbons out. So, seventh grade took third overall, eighth grade took second overall, algebra took third overall, and we as a group took second overall amongst all the teams that were there. We had many firsts in heat. I was almost I was getting uh kind of Kevin was sending playbyplay through Aaron to me and I was sending that on on the staff as we were going through there. Hey, we just got a first in heat number two for
021algebra. We had students that were Russian, were Latino, white. We had students from high socioeconomics. We had students from really difficult backtories. We had students that were very aggressive and competitive. And we had students that really did not want to be there. And when I say that, I mean really, really, really did not want to be there. In fact, one of them, a young lady told me as I was chatting with her at lunch, "My mother is making me go." I said to her, "So, I've experienced this before at Valor, and a young lady said, 'I really don't want to go." And she came back and said, "You know, there was that last final question that we could have won it all on." And I knew the answer, and I didn't raise my hand. And
022I said, "Well, that's a really, really good lesson to learn." And I said to this young lady who really did not want to go. I said I said I bet you will come back and you will say I still don't want to go and I am still really glad that I went. And I spoke to all of the participants there. So huge huge kudos to Mrs. Swacker, Mr. Art, but really to the students. They didn't know what to expect much like other teams that had been there for years. They had not been prepared and they did wonderfully. Now the one individual, if you go to the next slide, if you would please. So this is Jesus. This is Jesus Solis Valkier. Jesus was in my intervention class at the first quarter. He was there because
023he needed a little extra help. And in the end, he scored so high on his and we used pure scores of I Ready My Path and he was in the top three and invited to go. He took the top slot of all eighth graders. When he got back, he by the way didn't go to class. He got back about a half an hour before the end and he was just walking around campus with this trophy. I love it. I don't care that he didn't go to class. He deserved that moment. So, so that's Jesus, a wonderful, wonderful young man. I'd like to talk just for a second about math and kind of where we are with math as well. So, at the beginning of the year, we took our first diagnostic. who's in the within
024the first two weeks of school. We had 11% at the beginning of the year with a projected 19% with typical growth. Mind you that the Oregon state average was 29% last year and the MAMS was 26 and I'm staring at 19% with typical growth going okay got to fix some things. By December, we were up to 23% with restricted growth of 28%. Again, just a percent underneath the state average for the prior year. And as of March, we were at 29%, meaning if we took the test tomorrow, we should score 29%. And with projected growth, typical growth, 31%. So, we've made some really good strides in. Now just a little bit of a caution. This is a new diagnostic. It's our first year. So we're cautiously optimistic and also a caution as back is also
025just a single data point as well. We've now taken I ready diagnostic three times. So we know what it reads, we know how it reads and it is guiding how we group math together, how we do intervention and other things in the building related to math. Now what has worked? So first my path or I ready. So a quick anecdote. So the winner of the completed lessons which was over the um holiday vacation had gained 52 points. He started below grade level in two subcategories. He is now well above midyear on grade level and had the second highest diagnostic score in his grade. He is now on track to challenge the algebra class. So my path does work. Now you may say, "Okay, Jeff, you had that competition, but has it stuck?" Well, last week
02659% of students did 30 plus minutes of my path. Remember, we are not using my path as direct instruction. This needs to be either at the end of class if you've got five 10 minutes or needs to be done at home. So this is extra. This is above and beyond the normal instructive day. So the second one there is intervention matters. So one eighth grade student who was slightly below grade level at the beginning of the year went through a 9-week intervention. He gained 63 points on measurement and data. So math is split into four different categories. Measurement and data, algebra, geometry, numbers. So on his his measurement and data score, he got what they call max score. That means you scored as high on measurement and data as you can. And in geometry, he
027scored at grade 10. So intervention matters. Those little pieces and parts matter. The three individuals that went to 8th grade penta games were all in my intervention class. So all of them started needing a little extra help. They all ended by being the top three scores in the eighth grade and they all three went to pent games. Master schedule change. So we did a master schedule change which included a half a year of math for life. That is the answer to the question, when am I ever going to need this? So, we've made those three changes this year. So, we're cautiously optimistic that we will do decently. Oregon State average, maybe a little bit better. Again, we don't know how this compares. It's our first year, but we've seen some tremendous, tremendous growth in math
028in the building. And I'd like to thank my teachers, particularly my math teachers. But I will say we get into PLC's and the language arts teachers are saying, "How can we help? What can we do? What vocabulary will port over from math into other disciplines so that we support you as well." So hopefully, knock on wood, some good news. I think it's good news anyway because that's back. It's just a single data point. Any Attendance 93.62%. We've got Russian Easter coming up here. Um attender is at 85.09%. Both of those are cumulative. And since we've just got I know it's hard to believe 8 to nine weeks depending on how you count till the end of the year. I would assume that both these numbers will be pretty much where they're at right now. Spring
029conferences, we had 79% attend. The highest was 88% or sixth grade few points lower than I had hoped but uh we did call every single family and invite them to conferences personally. Uh we are seeing a number of uh parents taking that week as kind of a nice way to get a vacation in and that's great. Um we certainly have offered that for them. We had a University of Oregon jazz band assembly. We have our third quarter awards assembly coming up this Friday. Uh we have a corn drive to support the Mount Angel Family Resource Center. We're in the midst of track. In fact, we had our home track meet this evening. Uh baseball and softball. Baseball won 20 to one. Pretty lopsided game. They were playing two at softball when I left, so I'm
030not sure about that there. Outdoor school is back. have not had outdoor school since again 2019. Had an opportunity to go three days, not overnight. Not overnight. Uh went out for one of the days. Had a blast. Beautiful location. Great instruction. Ton of fun. catching fish, lighting fires, learning how to help people in the wilderness if they're injured, oreering, using a tarp for uh protection from the elements, and uh some great conversations are really the ability to see kids in a very very different light. There are some kids that um it's difficult for them to shine maybe academically or from a sports perspective. You get them outdoors and they were the teachers of the group. So it was great to see them in that environment as well. We also were participative with the high school
031both high school and middle school work together for the PLC instruction on our projection maps. That's what I have for you to see them. questions. Where was outdoor school, Mr. Taylor? It was uh about, let's call it, 15 miles that way in the Scots Mills. It has a Scots Mills address. It was at a Boy Scout. Oh, yeah. Scout. The Boy Scout. Yeah. Other questions? I appreciate you doing the taking our students to the games and and beginning to um expose our kids to those types of activities and I think it's just wonderful. Thank you. It's a good proud of our kids. All right. Thank you. All right. This is French. Well, I have to first make a comment about the sunshine. It just makes me so happy. It's so lovely to have it out
032and about. Um, I will start with, of course, academic excellence. You can see I talked about a data dive that we're going to be taking part in on Wednesday. The guiding coalition, we've been looking at the I Ready Maps data and so have teachers. They've looked at their individual classes, but now we're going to have it them look at a whole school and then go back into their own with their grade level partner. We are going to have them take their maps, which is the reading portion. And we're going to have them um track their own students in this I brought this to show you this um kind of graphic organizer. And so they're just just to really think about where are your students, how are they doing, where do they land in these quadrants
033and I are um yeah and I listed what those were. So you look at you know high growth, high performance, high growth, low performance uh and so on. And what we really want to focus on is that growth. If you're high growth and you're high performance, that's great. That's the ultimate place you want to be. the most concerning place your student could be is low growth but high performance because that tells you they're capable but they're not growing and so we're learning to really work with this data and then what are you going to do about it so here on the um tracker or uh template it says how can I promote growth for these students and how for each quadrant they're asking kind of a different question so we're just really being mindful of
034our individual students how do you provide for them how do you hone in on um where they're at. Uh so that's what we're up to um on Wednesday. Any questions about that? I do. Yeah. No, you go. So the lower growth, higher performance. So I as a teacher looked at my math or reading and I didn't have any growth. But what does that mean to have higher per? They need means a student can. So, I interrupted you, but I know I know where you're going. I'm kind of confused on how low growth and higher performance. It's really focusing on So, you know, when we first assess students when they first came in, you've got that baseline data. So, maybe they came in as high performers already. But, so now you're going to do your second
035assessment and you see the growth isn't much. They're not learning a whole lot, but they came in high. So, that's what you Well, yeah. So that's what you want to be very careful of. They're high performer. You want high. You want they all need to grow whether they were a high performer coming in or a low or or a low performer coming in. You know what I'm saying? So that's that's what that means. Yeah. Okay. Thank you for Yeah. What I love about this too and your question kind of leads to this is it unmasks things that might be hidden in your data. You know, you could have these high performers, they walk in and you're thinking, "Oh, this is great. My data looks great." But what you really want to look at is their
036growth. Are they growing? Are they learning further? So, that's that's what that's about. Is there like an expectation that the height the growth? I mean, I mean, how how are teachers? I mean, you can grow, but you can grow a little bit or you're right about that. You can grow a medium or you know, so what is it? you know, all the kids grew, but you they're still like, and I will admit when they come in as a high performer, they're not going to that is a hard one to grow, right? But they should grow something if they come in. Um, what the most excit Jeff was kind of leading to this with I Ready and we're really going to use maps with this. Um but I Ready does this thing where it's um there's
037first growth a growth goal for the kids but then there's also this target growth goal and then they can accelerate it also. And so the thing you want to celebrate the most is if you have a low performer come into your progress and then they jump up and they're at grade level where maybe they weren't before. That's great growth and that is where you're going to get to see a lot of that growth. But the higher the higher high performers you may not see as much growth you know but yeah so when you ask like what's the expectation we're just exploring that right now you know because teachers could or people could feel happy with everybody grew in my class but they're still way below grade level you know they didn't grow that much so
038that's where right exactly and the goal is to get them at grade level especially if they're coming in as a low performer you're definitely you need to see big growth or they won't catch up. Right? So, um that's what this whole activity is about. All these questions you're asking, we're us as a teaching staff will be asking and discussing and pushing ourselves to think about that. So, okay. Thank you. You're welcome. All right. So, also our afterchool program starts April 16th. So, this Wednesday we have afterchool reading program and this is going to focus on our early readers K12. And we invited third grade as well. And we braided funding. This is from the early literacy grant, but I also had some title funding. So we braided it so we can do two teachers instead
039of just one. Right now we have 21 kids registered. We were hoping for 24. So we we're still pushing maybe we'll get three more. Um so then I'm going to drop down and you'll notice I have a lot of activities built into the month of April. And that tells me next year I need to set up next year a little bit better and spread out the wealth a little here. But um oh this is kind of fun. Thriving students man our kids love soccer but it's also the ch most challenging time of the day. They like they kind of battle. So right now uh Kelly put together an awesome slide deck. How do you play soccer? And the kids are all learning it. the fourth and fifth don't need it as much as the younger
040kids do. And then Marty is um building us two soccer fields instead of one. We're having the fields painted. We have new nets on order. Um I don't know if I ever told you last year my daughter came and helped me kind of work with the kids. This year that's not going to happen. My daughter last said, "Mom, every time the kids run near you start screaming." Well, I'm not as good at soccer as you are. So there you go. Anyway, and I'm bringing that up because we are trying to ask the high school kids to come and play. You know, if they if their schedule's aligned and they could come and walk over and um kind of referee, that would be kind of a neat opportunity. Mrs. Stadley is working on that for us.
041So, um soccer always or spring always brings those kinds of activities. Um engaging family and community partnerships. This is kind of a a list, but we also have our So, this week we have kindergarten roundup. That's Thursday. We're looking forward to that. Um, last year we had such a strong showing. I think we had 50 families. I remember talking to Christy and Rachel and we're like, uhoh, it was pretty big, which is awesome and we want to continue that. Um, then the following Thursday is our steam math night and we're underway right now. We're making plans um to show off. Um our robotics team might do a demonstration. Each classroom teacher will be hosting a different game that pertains to the standards that they're teaching. We're going to have pizza. I may have already said
042that at the beginning. Um it will be a great community event. Uh and then lastly, I talk about a Mount Angel Public Library. They did such a neat they I don't know if anybody got to go see that um museum display that they had there. Did anybody get to go? It was open to the public, but our school was invited to go. We walked down and it was uh STEM related and it was also associated with our um with indigenous people of our area. So it was really very entertaining but also very um interesting for kids. So, any questions? Anybody? Great. Thank you very much. Thank you, director. Gordon, I see you're online. Thank you for reading. Yeah, you bet. Thanks for letting me participate by Zoom. I um I'm assuming you have a copy
043of my report. Um Yeah. Awesome. Um, so I think similar to what um, Mrs. Brendan had to say, I have some highlights, but also kind of bringing you some of the real stuff. Um, we continue to tackle disproportionality as I started off with. Um so just got um information a couple weeks ago about um well we it gets published as what's called a weighted risk ratio which is really how much is the likelihood that um certain students might be identified in a specific category as other students. um they look at a variety of factors I think as most of you know um they look at discipline and they look at uh placement. The area that we have continue to struggle as many of you know is with our um Hispanic students in the area um
044of specific learning disability and being overidentified. And this is an area that we have been looking at for many years. At one point, our ratio was close to three times um for Hispanic students compared to non-Hispanic students. We've actually made a lot of growth in that area with the work that that we've been doing. We have a team of folks who've been meeting diligently for um about four years now. We meet every week and we've been reviewing data and designing interventions and using improvement science and short cycles of improvement called PDSAs. Um Kathleen um has been heavily involved um for the last year and a half with that work. Um our latest data I think was at 2.02. So we've you know it's really hard to move that needle. So um we've made a lot
045of progress. So, we are not there yet. Um, but we we are on our way. I know Kathleen and I are really trying to get um some teachers to present to you next month on the work that they've been doing. So, wanted to give you an update that um the new data came out. I don't have the published um data to share with you. I will next month. Um so, we've made a lot of progress and it's still a pro problem. So um we'll have more for you on that. Um similarly the cyclical monitoring where um you know we reviewed all of those files um we're still you know in process. I did meet with our district support specialists on Friday. Um they agreed with everything everything that I submitted they agreed with. They didn't
046find anything more. Um and so we'll be getting our due diligence uh report and the way that um then that comes back is that we'll have individual files to correct and then we'll have systemic um um things that we need to do. So whether that's professional development or if there's like just specific standards and meeting one-on-one with teachers so that we can um you know move through how we can just make our um system better. Um our overall scores are really high so I feel really good about where we're at. Um but I we will have that the official report back middle of May. Um but otherwise I feel really good that you know what we submitted they saw the same thing. Um yeah otherwise I don't have anything else in that area. Um mental
047health month um are focusing on that and reducing stigma is in May and you guys have always been really supportive um of that. So I included some information there. We're also super thankful for our behavior specialist. He's only here 2 days a week and we wish that we had like 15 of him. Um he's been doing a lot of hard work um in our district with the time that we do have him. His name is Aane Okawa. Um, so if you ever are in the district and have a chance to see him, I I don't know that I've actually like formally introduced him, but it seems like with kind of, you know, focusing on mental health coming up next month and and it ties in nicely with like social emotional learning, um, he's been a
048really great asset. Um the way that we have um ended up contracting with his services is um last year and the previous like eight years we've had a full-time school psychologist Emily Usher and with her um leaving um you know she was able to fill both the um evaluation side of things and the behavior side of things. most school psychologists are not able to do that and so we had to kind of bifurcate that role and so we um that's how we have now a school psychologist role that does evaluation eligibility and then behavior specialist um and so anyway just wanted to make that plug if you don't know that um as far as engaging with families we have a an OP night coming up I don't have the flyer yet. When you work with
049other agencies, it has to go through like a lot of hoops to get like all of their stamps of approval and their logos on it. I want to say it's on like the 24th. Anyway, I'm waiting for their their flyer to come on to go through like their communications team. But essentially, um we are going to be offering um a session in English and a session in Spanish so that families can come and either learn how to sign up or if they have it, they can learn um how to utilize all of their services better like within our community because um we're seeing that as a big barrier to attendance. um so both their physical health and their mental health and how um we can utilize all like just really maximize um those services. And
050so we're holding that with um our community partner fostering hope um and starting to plan for next year too once um Catholic Community Services gets moved over they'll be able to support some more parent education as well. Um, and then I just, you know, overall, um, I just kind of put that at the bottom there. Um, you know, a lot of times we try to bring you like quantitative information, you know, like with counts or percentages, um, things like that. But I just I also wanted to add in some qualitative information. A lot of, and I'll just speak for myself, I'm sure the principles would concur. you know, a lot of our time has really been spent too with more and more families where it's it's hard to quantify um that there's a lot of
051unique and challenging circumstances. I am really grateful that they feel that they can come to us and it's you know they're really vulnerable and in a really tough place. We're having to be really creative with our problem solving. Um and I think that that is really again it's like how do I put a number and share that with you guys. Um but I think um the timing right now is really important to share that with you as we as we face you know how do we manage our money really well as we go into May as mental health month. Um, you know, a lot of our time is is spent with families who are, you know, we're we're really just trying to be creative and think outside the box. And those are not quick 5
052minute phone calls. Those are not a quick handoff to somebody else. Um, and I think one of the really beautiful parts about being in a small community is the ability to build relationships and and see people through through that journey. Um, I don't know how to like put a number on that in my board report. Um, but I did want to, you know, at least just kind of honor that, you know, people are hurting and it is an honor to serve everybody. It's also really hard. Um, well, I also know that you guys are are really supportive. Um, and you know, having been here to see a variety of different board members, um, just thank you for supporting us and doing the work that we do. All right. Thank you, Erica. Any questions for Erica?
053Okay. All right. Budget report. All righty. Okay. I'm going to do the lunch fund first. Figure out how to get tool way. Okay. So for March um a pretty lower month and I and that is because of um the February we had a shorter month and so we only got $30,000 um in federal reimbursement $7,400 in other and then that $50,000 transfer is the amount that we budgeted to transfer this year. Um you'll see as I get down below that we are going to have to do more of a transfer um this year. So you'll see um that come to the board next month for an authorization to increase that amount. And then expenses um March is just a a normal month um in terms of salaries and benefits. You can see that we are
054trying to trend down in food supplies. It went down probably over last month. Not quite as low as I wanted, but we're we're heading in the right direction. So, total revenue for the month including that transfer was 88,427 and then total expenses was um 47,870. So, right now we're trending in about a negative $25,000 ending fund balance. Um last year we transferred 80,000. What I have projected for next year is 80,000 and it's kind of spot on with what where we're projecting right now. So that might be our um our number um until we can get more um reimbursements in terms of like federal and get more kids eating um to get those reimbursements. So any questions on this one? Okay. and then general fund. Um so um we got we did see a little
055bit of a spike um in interest this month. Um that's because uh right now we have some in savings building up for you know those last three months payroll. So, we are we're reaping the rewards right now of getting some extra interest. So, that's why you see that number go up, but it'll it'll slowly go back down um when we pay out the extra um salaries um coming closer to June. Um and then we got our county school fund um in our first payment of that. the restricted revenue where you see that 11,000 um that is um for subs that we so we we purchase um subsama ESD we pay a certain amount to them and there are some subs that are coverings for specific reasons where we can charge that sub to like an
056SIA grant or a title grant if they're going let's say to professional development we can use some of that title to pay for them to go um on that and we paid for this up as well. So that's where you see that transfer of $11,000. I just do that a few times a year. Um and so that's that. And then um you can see our actual um for state school fund. Um and then I did do um transfers this month in. So those are um like athletic fees. um we transfer a portion of that into um the general fund as well as um so admissions gets transferred between general fund and athletic fund and um when I was reviewing this to get ready for today I noticed that I had transfer still in um April
057I did have been thoroughly so our that's that's mis misconceiving that's that's not going to be there next month that'll be zero so just wanted to point that out um so total expenses or excuse me revenue for the month is 8263 333. Um, and then expenditures. Um, a normal month in terms of salaries and payroll. Um, you'll see that big amount in transfers. I did all the transfers last month. Really just trying to prepare for what our ending fund balance is going to look like when um, working on the budget. So those transfers are to like the bus fund, um, our athletic fund, the food service fund, the various um, programs that our general fund supports. And so our total expenditures for the month was 900 a little less than 948,000. So right now we're
058trending at um 1 point a little over 1.6 million um in a month end fund balance. Um my goal again is to get us to 1.5. Um and I I think we will get there. um we know that it may drop a little bit from the state school fund coming in a little bit less when our enrollment you know um ADM comes out or we have to report ADM in April. So we'll know that those news numbers are um you know here in the next month and then we'll really have an idea of of what that remaining state school fund will look like. Um but I I really feel confident in that we're going to we'll should be able to hit the 1.5 um goal. So, any questions on this report? All righty. So, I
059have um I said it got included in the board packet this month. I did um a new little uh report on basically the status of what we know today um in regards to funding from the state um and what we're we're planning for for budget. So, um, finishing up 202425, most of this is information that I shared, um, last month. Um, I did send out the email to cut off spending as of April 30th. We do allow little things, you know, like graduation or, you know, emergency type stuff, but we try to get everything wrapped up and paid for by April 30th to really give us a strong ending fund balance projection. Um and um like I said yes last month we spent down about $400,000 of the fund balance which we were planning for
060doing um with the recent bargaining that we did. Um and then ADM none of that's everything's changed there. And then um looking forward or looking towards 2526 um this the information at the top is the information I provided last um month. We are projecting an increase of about $500,000 in state school fund over um what we budgeted for 2425. Um it's uh actually going to be about 400 well less than $450,000 over what our actuals were that we received or were going to receive this year. um general fund expense increase. You know, with the budget, we've been trying to, you know, um move move some things around and try to um uh consolidate where we can. And so we last month I I presented that we were about a 7% um general fund increase and
061right now um we're looking at about a 5%. So there's still a gap, but it's not as big of a gap as what we presented last month. So that's good. Um, we received our WAMA ESD uh local service plan information. We purchased services through them um like psychologist um and the behavior specialist that um Erica was talking about. Um we've received we've um purchased our legal services in the past from them. Um a lot of our things to support our um our students. We also purchase slots for some students that we aren't able to um service here in our district. Um so we there we do a lot with them. Um and we get an allocation um every year. It's based on ADM. It's based on the state school fund. Um and you can see
062that our allocation this year increased about a little less than 39,000 or about 10%. Um the total uh local service band expense though is a little less than $190,000 increase or 20%. um they had probably the highest increase in their costs since I've been here. I know it's not a long period of time, but um it was there was a lot of increases, some as high as like 57%. Um and so when things are going up that quickly for services that we need, we can't get them anywhere else. Um that the difference is coming out of our general fund or our SIA. And so because of that then we you know lose other um things. Um and so ask a question about that. Is that is that increase that they're charging us mostly going to
063like salary and benefit increases and that they've got to cover like why such a giant increase in some of those? Um that's a good question. They do present and I can share it with you. we do get a report from them that explains why they did increases and salary and benefits is something that they um include in there. Um I will say that I this is off the top of my head but it's their bargaining last um go round was like a 5% salary increase. So there's not like I mean there's a correlation. I mean I know that there's a lot more expenses that go into running an ESC than just you know these um folks that they're they're hiring. Um but yeah, are we purchasing more like instead of having this individual work in
064our district one day a week and now we need that service two days a week. Is that is that reflected in that or or not? So it's just kind of a status quo what we're and no. So like for example right now we're thinking about increasing one service but we're decreasing another service. So that's kind of status quo. We also um are planning on eliminating a service with them and going um to an outside entity because we were able to, you know. So um I would say that as a whole this is pretty status quo. Um there were a few areas um that we had to increase in special um education department, but um not the amount of the $189,000. I can I can see other districts that use the LSD having a hard especially
065when the ones that are in a tighter budget or deficit Yeah. than us. Right. And and from what I understand, there are some districts that are going to try to hire these folks inhouse. Unfortunately, we can't we can't afford or necessarily need a full-time psychologist. So, you know, that um makes it hard. And there's advantages to having an ESD um manage these folks because then we're not having to manage the HR piece of it. You know, if they don't work out, it's it's I mean, it's our problem because it affects us, but it's not our problem in terms of having to fix it and deal with the HR piece of it. So, there is some advantages there too that you're paying for. Um any other questions on that piece? Thanks for the answers that you
066provide. Yeah. And then um and I will share that because I think it's good information to share so you can kind of see why their increases are. I'll email that out. Um and I also wanted to note we had um a few unfunded state mandates that are affecting us. Um last year we talked a lot about this unemployment. They're projecting um that this is going to affect districts more this year just because more publicity got has gone out, more word has gone out and so they're expecting that districts are going to face more unemployment um requests for the summer. So, we'll see. We we locked out this last year. Um but, you know, with more publicity about it and surrounding it and encouraging of it, it could go up. Um they also the state required
067um two new um credits um for the high school for graduation. Um so personal finance education and higher education and career path skills. Um you know working in banking the personal financial education I think is amazing that they're doing this. It's much needed. Um but unfortunately this came with no extra funding and so um we have to find these classes within our um current staffing. Um you know there's bigger districts who said well we're just they're not going to offer an elective um they're just going to move that over to some you know to to that teacher. We don't have that luxury. So that has definitely been something on our minds this budget season on what can we do to be, you know, provide the best options for our high schoolers, but also meet these
068graduation requirements and not, you know, because we could ask for a waiver, but you're just kicking the problem down the lane. So those are just things that are on our minds that we're talking about when we're doing the budget. Christie, I wanted to add to the unemployment discussion in public sector. Don't think the governor has signed it. I'm not sure where it's at, but it looks like our Oregon legislature is going to expand unemployment benefits to public employees who are striking. And that's that's it. That's all I'm going to say about that unemployment category. And that is also an unfunded Yes. Does anybody have any questions about what that Okay. Um so other important information um this is all new information um or updated information I should say. Um so when I presented the numbers
069last month it was based on the current service level or the new number that the governor had decided was what we needed to do to keep our current practices going. um in past years that number has always been skewed and it had always been like a couple years behind and so we were always as as um districts were always fighting for more money because we knew that the current service level really wasn't what that was. So um there's two numbers floating around right now in the legislature current service level and then the governor's recommended budget. And so the numbers I'm going to provide are based on those two different things. So SIA we I talked about this last month. It's 771,000. It's about a it's a decrease of $2,500 and that is the same amount
070whether the governor's recommended pension goes through or if we go based on the current service level um amount. Um just to highlight this SIA pays you know I would say 23 of that is going to pay for employees. So if you think about our staffing, our benefits um salaries benefits have gone up 6%. And then our our allocations going down. It's another thing that comes out of general fund. So um high school success allocation. This one does have a different number depending on the current service level and the governor's recommended budget. um current service level it's at 218,000 which is a little bit of an increase of 13,000 or the governor's recommended budget um is actually um only an increase of 2,000. Um but on the plus side of that is if that is a
071little bit lower um the the governor's recommended budget for the early literacy allocation is actually going to go up quite a bit. So that's a great opportunity and we know we need that in our schools. Um the the only thing we don't know is that if that allocation is increased that much, what stipulations and parameters are going to come with because we may not get to use it the way we want to use it. Um and so that's not going to help us in the end if we can't use it for staffing, right? So um just wanted to note that. And then um federal grants are still uncertain. Um last month you guys asked a really great question of what our title grants and our IDA grants were for this year. And so you can
072see those numbers. That's that's the amount that we get um from the uh those various federal grants. Um and um I would say about a half of that is going to staffing. So um again it's it's a scary unknown. Um and we are going to know for a while about that. Um other things to note um House Bill $34.99 which we've done really great things with over the last three years um expires. So that's a decrease of $125,000 that we've been getting every year. And then obviously we have no esser. Um and so all of these things um you know um affecting the budget this year. Okay. So um I talked a little bit about this. So balancing the budget, this is what Rachel and I have been meeting um a lot about. Um you
073know, we we're having to utilize current staff differently to fit emerging critical needs. We have a lot of stuff going in um going on right now that needs our attention and so we are having to look at um the way we are staffed differently and how we can staff things differently to feel fill those needs that are really really important. Um we are trying to avoid adding FTE like total FTE to fill the high school um credit mandates. So, um we we are not our plan is to not um uh not have any um electives decrease. Um we're trying to get creative on how we can make that work within our own staffing. So, be able to offer these things without increasing our total over overall FTE, but also um not eliminate any electives, which
074we know are really important for our high schoolers. Um I used a little more aggressive funding calculation of employee benefits um that does free up um some money. There's you know a little bit of risk there um because you know it's nice to have um more of like an average rather than actuals when you're budgeting because the averages do give you a little bit of a buffer. Um but this is what we need to do to balance the budget this year to make sure that we um can continue to do the things that we're doing. And then we've already talked about this um decrease non-essential services with with lamd. So there were some things that we um had to make the tough choice to um discontinue and we'll have to do that um internally instead.
075So I think that's it. Any questions at all about that? Appreciate the clarity. Yeah. Yeah. No problem. Yeah. in the in the clarity of the transparency too with the staff information that went out and that you are opening up a question and answer portion for them and making that available to them. So yeah, that's awesome. Yeah, I'm really hoping that we get some folks um that will come and and you know ask the questions and then if there's things that we haven't covered like so we can share that information too because I don't know what to share if if people don't ask. So I'm really hoping that we get some some turnout for that. All right. Right, Christie. Appreciate it. Super stucky. Hey, good evening, Chair Bow and directors of the board. Tonight's topics include
076student enrollment as always transfers in and out as well as current enrollment integrated planning update more information than you probably would want to know tonight and you'll get more next month too and an update on the English language arts materials adoption. So starting with transfers in and out uh zero at zero so stable. We also have a nice little pile of in district transfer requests for next year that we're getting ready to look at the numbers to come in which is always really good news, right? Uh our enrollment numbers as have already been talked about tonight are down uh to continue to slide down. So, we're really looking forward to hopefully being able to approve as many in district transfer requests as we can without flooding classroom size. Any questions on either uh transfers or
077integrated planning update? So, um integrated plans are required every bianium and so the last time I presented information to you was two years ago. It was a new process at that time and it is a plan that is provided to the Oregon Department of Education. Uh and in preparation for the upcoming bienium, MASD will be submitting an integrated plan and it's due by April 30th. The plan must be shared with the community and approved by the board. And the plan will be shared with the board and the community at the May 12th board meeting. And just to be very clear, uh, we can provide evidence of a scheduled meeting in May to go in with the April 30th application. So, I just wanted to make that clear that yes, they do look like they conflict,
078but we're good there. We're covered. Any questions thus far? Is this your second integrated plan? Yep. So the integrated plan uh two years ago when it came to life was really meant to take initiatives and programs from the Oregon Department of Education, look at what was common between them and what the common goals were and try and integrate all of that into one plan. The things that we look at, high school success, systems to improve graduation rates and college career readiness, student investment account, which has been talked about quite a bit tonight actually, uh to meet students mental health, behavioral needs, and increase academic achievement, reduce disparities for student focal groups. Continuous improvement planning, which is not a grant that we receive, but it is something we are always working on. That initiative will never
079go away. Career and technical education is braided into high school success, but it is also an initiative with a lot of force at the Oregon Department of Education at the state level. Early indicator and intervention system is a grant that we are not part of but we continue to do the work of this grant by looking at data collection, analysis, uh collaboration. And so it's PLC's and response to intervention at work. And then finally, attendance, the initiative of everyday matters embedded across all of the programs that is uh integrated. Any questions on that? So there's an immediate next step which I'm taking tonight and that's to share with you needs assessment information uh and providing an opportunity for feedback or input. So the local needs assessment was done uh over the last year and involved
080quite a few things. The parent caregiver experience survey not just one year's worth of data but two student experience survey also two years worth staff experience survey the same and most importantly from those surveys is the roll out of how we get the feedback back from our stakeholders about what would make things better. We look at the Oregon State report card that comes out every fall. Our own school district scorecard which we look at progress monitoring throughout the year through I Ready MAP Desa attendance and the experience surveys. And then we look at Oregon statewide assessment system data or OSAS or some people call it smarter balance or sac. So those were all put together and the trends that were noticed. The students were very vocal and consistent. There's a lack of enjoyment in attending
081school. I'm saying it nicely. Uh and and they really want to see an increase in kindness and mutual respect amongst their peers. Parents and caregivers want to continue to hear more about positive and proactive things that are happening in the school for their child. And staff want to see an increase in transparency. And this one I find um really exciting. They actually have have voiced we want to to know what it is to be a culture of success. How do we establish that and how do we sustain that? and how do we know that we are part of that? So those are the trends that we'll be writing to in the integrated plan. Oops, few more. academic achievement. We know there are still disparities and even though Director Gordon tonight said that we're closing in
082on some gaps, we continue to see the disparities across student groups, special education, Latino, non-Latino, English learners, and we also know that we are below state average in reading and math, although although we're going to hit it hard next month. And then other uh trends that we know of and you definitely have been informed about over time, attendance has dramatically improved over the last two years. Are there any questions on the local assessment needs assessment information for the so what happens next? Formal board approval of the integrated plan will take place at the next board meeting on May 12th. Uh that will go to the department of education. After that is approved. Then we head into kind of a negotiation of longitudinal performance growth targets or LGPTs in collaboration with OD and that takes place
083May June. There'll be another formal board approval of the LPGTS in June, July depending how quickly they get to our application and then the grant application will be finalized August, September. Any questions on the integrated plan? More to come. English language arts materials adoption. Okay. Okay. By the numbers, 13 committee members, more than 150 hours of time committed uh from our wonderful teachers, eight committee meetings, eight publishers with nine programs to look at and three publisher recommendations, uh one for K5, one through one for 68, and one for 912. That's a lot of work that went into this process by these dedicated staff members. So what happens next? Well, we want to make sure that the proposed materials are available to the community. So April 21st through May 9th, we will have that available at
084central office for for any patron to come and take a look at yourselves included of course. uh we uh or I will present the committee recommendations to you the school board on May 12th and and also provide any requested follow up information that you may want and then obtain approval to purchase the materials. special recognition to these fine folks who uh gave up every Wednesday afternoon for eight weeks. Whether the weather was good or bad and sometimes it was really nice, they stayed inside and got the work done. And I'm so appreciative questions. Thank you. All right. Thank you, Superintendent, for your report. We need 40 member reports. N see that there's nobody here to speak public forum, right, Jill? Nobody online. Okay. Okay. Moving on to action items. School district design build bid build
085services contract with PNC construction information within the board packet. Uh we need to approve the contract before we do so. Any questions from the board? Okay, there are no questions. I will go ahead school district design bid build services contract with B and C construction. Okay, I got a motion. Do I have a second? Second and second. All right, any discussion? Okay, all in favor. Passes unanimously. Moving on to our discussion item, the bond oversight committee report. Mr. Checker's I'm assuming Senator I'm stepping in Chair Shecker tonight. Um we had our usual OTAAC report which is provided monthly to the bond oversight committee. We're on time. We're on budget which is the important thing to know right now. Uh there the new business there were two things. One was um I took forward the concept
086of relocating the swale out back and wanted to get more information around the why it likely couldn't be done. So there was a a really strong good conversation about that and I did learn a few things. Uh the swale is there because that was a department um department of environmental quality uh requirement. It would take about 18 months of design and permitting to move forward with that and at least $800,000 up toward a million. So prohibitive at this time, but it's good to know that now. And there was also a really good discussion about should we have a fence or not around the swale? What are the pros and cons? uh and was pointed out in the committee which I appreciated the visual of a toddler running into a coffee table now thinking about having
087a fence around there. The discussion really um was grounded in okay don't have that but have a bunch of water and rocks rocks that can be thrown or tripped over or possibly have a fence that is more rounded in nature. And so that's what they're looking at now. So that was the the first point of business. The second point of new business was actually a walking field trip where the bond oversight committee walked around this building and looked at the mockup of the Ephesus sighting. Um if it's still light tonight when this meeting is done, maybe you want to go take a look at it. It looks really nice. That was what I heard from everybody, not just my opinion of course, but that it it's looking really good. So, that was the new business
088and um that's it. Okay. Okay. Thank you for reading that report from Mr. Der. All right. Anything before we adjourn the meeting? All right. Meeting's adjourned.