June 9th, 2025 School Board Business Meeting and Budget Hearing

001Okay, I'll call this meeting to order at 6 pm. Robert Merl here. Glenn here. Heidi here. Kelsey here. Jenny here. Crystal chair here. If you'll join me in the flag salute. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. All right, moving on to agenda consideration. Do I hear support of our agenda? So moved. Do I hear a second? Second. All those in favor say I. I. Opposed. Motion carries. Public comment. Did we have any? Uh, and we'll move down to board communication. The board spotlight. Did you want to comments that on the first one? Well, I was able to attend my first uh high school graduation uh Friday night and uh kudos

002to the high school staff for an excellent organizational effort at Rolling Hills. It went off flawlessly from my perspective. Um I was timed at 3 minutes and 28 seconds and I told that was the perfect length. So, no longer than that next year. So, uh, but no, it was a wonderful celebration was seeing all the families, uh, there and staying afterwards and and the kids were great and so, um, it was a great night. Excellent. Robert joined the meeting at 602. So, um, on that, did anybody else have any comments on the wonderful graduation? Anyone? Just want to give you like a minute if you want to. No, we're good. Um, I would just echo kudos. I mean, the timing was great. It came off really well. Obviously, it was down to science. I think

003it was, you know, one of the um tighter run ones that I've been to. Yeah. I do too. Yeah. They're all barbles. Okay. And so, I would just again say congratulations graduates and we are so proud of you. All right. So now we are going to honor our outgoing school board member Heidi Torian for vision, dedication, and commitment to the board, staff, and students. And we look forward to Heidi helping us in the fall. But I really do want to just take a moment and I'll open it up to the rest of the board to thank you for your many many years of service uh to the North Marian community and how much that you've just loved and poured into all of our students besides your own with your community involvement. It's really made an

004impact. Thank you. Yeah. Okay. This is the opportunity. I like I say something. Yes. So when I landed here, um she was my mentor and um it was really really a privilege to work with her. I learned a ton in a very short amount of time. Um I like the insight. I liked her, you know, dedication and and so thank you. I know it's a especially doing this between Palm Springs and here is is a challenge now, but I do appreciate all of all of what you've done and I appreciate what you did for me coming on the board. So, thank you for support. I've really enjoyed getting to know you, Heidi, and I have appreciated just being um at the board retreats and the school tours and just hearing your questions and comments. Um,

005I've really like grown and and gleaned from that and it's helped me grow as a board member. Um, I have no idea the duty that these shoes take and and how much to it is to a learning process and um, I just have really appreciated you being on the board and just looking up to you and hearing your questions and comments and advice. So, thank you. I appreciate that. Yeah, I I would echo his comments. Like I've learned so much from you and even before I was on the board when I was just an attendee for a couple of years. Like just hearing a different perspective because I could read through this and be like this is what I think and then I have such a different perspective than you do. It's like oh okay

006that's what would Heidi think about this. So I I appreciate I appreciate your years of service and I am looking forward to the continued work you'll do off the board at volunteering for two months. You good? I'll say a few things. I can't say much. I can't say with Glenn that you were my mentor. I haven't been here long enough, but I can see I'm increasingly impressed with your calm and competence and unflapable personality, and I would have been better off had you been my man getting to know you. And this logic sure the questions you asked. Well, somebody will have to be Blake Center. I better Okay, I do I do have comments for Heidi was appointed to the board on August 11th, 2008, and she was elected as board chair in June of

0072012, which tells me that, you know, people quickly realized that she was right for this job. And she was also board chair again in uh began board chair again February 2018. Heidi uh has served the school board um as director with honesty, compassion, and deep commitment to student success. She's known for her thoughtful guidance, fairness, and transparency. She brought both knowledge and perception to every decision. Heidi's caring nature and dedication to doing what's right helped build trust and strengthen the connection between the district and the community. Thank you. I really appreciate those words. Thanks. It's been an honor and it's been um a lot we've been a lot of different places in uh those almost 17 years. Um I came on in 2008 and in 2010 we had a financial crisis kind of similar to

008what we're going through now. And um it's just we've had our ups and downs and COVID and everything else, but um uh my the highlight for me has been the ability to help with the um bond and the building. That's been very rewarding and um so I just appreciate everybody being patient with me and and serving with me. Thank you. All right, I'll spend a few minutes reading some comments about some of our other retirees who are uh here with us this evening. Uh first we have uh Karen Inman. Karen began her journey at North Marion in 1993 as a teachers assistant. Shortly after, she transitioned to working directly with special education students in a support role. In 2003, she stepped into the position of special education program secretary. After 32 years, Karen leaves behind

009a remarkable legacy of dedication and service to students, staff, and the community. A knowledgeable and driven professional, her career has been defined by unwavering commitment, strong relationships, and heartfelt compassion. Karen is known for her tireless work ethic and her willingness to go above and beyond in every role. As she heads into a well-deserved retirement, she does so with the same passion, integrity that have made her career so impactful, leaving a lasting impression on all those she has worked with and served. Thank you, Karen. Thank you. Uh, next we have Linda Murray. Linda began at North Maria School District in 2001 as the business manager. In her 24 years, she wore many hats, leading by example with her work ethic, unwavering integrity, and knowledge. Linda has that elephantlike memory. She knows where she knows where things

010can be found, when events happen, and even why. Linda knows the story behind the story. When we talk about institutional knowledge, Linda is the institution. Yes. Um, people describe Linda with these words. Hardworking, kind, truthsayer, the glue that binds, family, rancher, western flare, sets the bar, high expectations, relationable, relational, and knowledgeable. Thank you, Linda. Deianne Jennis. Deianne began her journey at North Marion in 1995 as a middle school girls PE health teacher. In the 25 2005 2006 school year, she became the middle school assistant principal. During her time at the middle school, she coached softball and volleyball. Then in 2009, 2010, she moved across the street to be the high school principal. In her resignation letter announcing her retirement, she said, "Over the past 18 years, serving as principal at the high school has been

011a pinnacle has been the pinnacle of her career. Known for her unwavering commitment and tireless work ethic, Jennis combined a deep well of knowledge with a soft heart and strong will to lead the school through decades of change. Her caring nature and steadfast leadership earned her the trust of students and staff alike. Her staying power and compassionate leadership have left an indelible mark on the North Mar community. We wish Deianne the happiest of retirements. Jamie Bridges. Janie has been at North Mary Middle School for six years. During this time, she encouraged, supported, and advocated for her students in ways that truly mattered. She met them where they were, lifting them up, shaping their learning and helping them see what was possible. Her calm presence, dedication, and thoughtful collaboration made a lasting impact on students, families,

012and colleagues alike. She was steady and compassion. She was a steady and compassionate guide through challenges, always focused on what was best for kids. As she heads into retirement, her legacy of care and commitment will continue to echo in the lives she touched. Thank you. Debbie here. I'll just read this in. Debbie began in food service in 2011. She is a worker bee. During her 16 years of service, her positivity, kindness, and friendly demeanor followed her no matter which building she served in. Reliable and dedicated team member, Debbie consistently upholds high standards and follows procedures with care. She serves with passion and integrity. Her warm attitude and strong work ethic have made her a valued presence in the workplace and a favorite amongst both colleagues and students alike. Self y so thank you all all

013of you retirees. Thank you so much on behalf of the board. So we'll go on to item number B acknowledge donation. So, we'd like to give a thank you to David Richards for the CO2 gas tank that was donated to the high school manufacturing department. Without generous donations like yours, it's hard to keep uh technical education and career education up at the up and working. So, we just like to thank you so much for that CO2 gas tank. Um, so summer board conference, we'll discuss this a little little bit more. Um, probably at a work session for later, but save the date August 8th through 10th. Um, last year we sent a couple board members, I think two or three, and um, we decided to do that in order to save a little bit of

014money. So, I would like you to be thinking about if you're going to attend the November one or the August one. Um, I don't I think it's fiscally responsible if we choose one to attend. Not everybody needs to go to the same one, but just be thinking about that and because it is where we need to get our mandatory training that's required now by law. That's an opportunity. So, we can have a discussion around that, but be thinking about those things. And I think is the November dates, Diane, penciled out yet. They are. You don't have to. We'll get it later, but if you can send us a little memo on that so then people can look at both sets of dates. It's always weekend, isn't it? Yeah. I think it's the I think it's

015actually the following the Veterans Day weekend this year, but we'll get that. It's it's it's right in there early to mid January or November. My bad. I just totally was like, "Oh, I wonder what those dates are." Okay. Um, UNM. Okay, we'll move on to the consent agenda. If you've had a chance to review the consent agenda, I would open it up. We'll make a motion that we approve the consent agenda as presented. Do I hear a second? I'll second. Do I have any discussion? Hearing none, we'll move to a vote. All those in favor say I. I. All those opposed. Motion carries. All right. We will go into the budget hearing. Do I need to besides reading that, do I need to do anything else for you? No, we just need to open for

016public hear comments in case there are any. Okay. So, I will open um the meeting now for public comment specifically around the budget that is presented in the agenda. And we don't have any online, correct? Okay. A public hearing provides the opportunity for public comments on the 2025 2026 budget. At this time, public comments are open. Last call. Following the opportunity for public comment, I'm closing the budget hearing. So, we'll move on to number five, board action. And I believe that we want all of these separate orders. So just so you know, there are no changes from the approved budget that we approved in May to this budget. So it's um what you see just has all those columns filled in. We have proposed approved and we adopted. So they're the same numbers all the

017way across the board. All right. I would entertain a motion for resolution one. I'll make a motion. Uh, be it resolved that the board of directors of the North Mary school board school district number 15 hereby adopts budget for the fiscal year 2025 2026 in the amount of 41,423,369. now on file at the district office 2020 20256 Grim Road Northeast of War, Oregon 97002. And do I hear a second? A second. Any discussion? All those in favor say I. I. Opposed? Motion carries. I would entertain a motion for resolution number two. I'll make a motion be resolved amount for the fiscal year beginning July 1st, 2025 and for the purpose shown are hereby appropriated. Do I hear a second? Who? Merl. Okay. Okay. Any discussion? All those in favor say I. I opposed. Motion carries.

018I'll entertain a motion for resolution number three. I'll do it. Okay. Be it resolved that the budget committee of the North School District 15 hereby imposes taxes provided for in the approved budget at the district's permanent rate of $300 per $1,000 assessed value for operations in the amount of 232,390 247 for debt services on general obligation bonds and that these taxes are hereby imposed and categorized for tax year 2025 26 upon on the assessed value of all taxable property within the district. Do I hear a second? I'll second. Okay. Discussion. All those in favor say I. I. I. Oppose. Motion carries. Thank you everyone. Thank you. Thank you. Did you want to speak to We're um we have adopt revised 2024 2025 budget. Do you need to say anything? Yeah. Um, I just was I

019always make sure every month from about February on I check our appropriations to make sure we're going to fall within the what we appropriated like you just did for 2526. Looks like we're going to be short in the 2000s and high in the 1000s. So, I did this appropriation to make sure we're covered. It's probably a little more than it needed to be, but I just wanted to be covered. So, we had some higher expenses in transportation and electricity and repairs and maintenance. not electricity repairs and maintenance. We've had everything that could break that's 25 years old did this. Um so I um love it. I might have lost the whole thing. Approve it. All right. Any questions for me? No. I'll make a motion that we adopt the revised 2024 2025 budget appropriations. It

020resolved that the amounts for the fiscal year 2024 2025 will be revised and hereby appropriated as presented. Do I hear a second? Second. Any discussion? Mural, did you have a question? I just was going to clarify that that the budget in its total the 41 some million is actually about the same as last year or marginally more I think it's a little bit less than last year it's real close yeah um but remember that it includes the general fund and all of our grant funds so that even includes bonds and what we have to pay for bonds so there's millions here and millions there and our general funs That's about 27 million of that. And that one is very close. Maybe just a 100,000 or two more than the year before, would you say? And

021that was my observation just for the board. And not so much a question, but just an observation that we we had a reduction in force and we we saved some money, but our budget is as much as it was. And that just I guess says what Linda said. We our infrastructure remains the same and if the costs go up and every year your cost I was asking myself why is that the same and we've made these cuts and done what we could but I think that explains it. I I forgot my paperwork. Yes. Well, and remember first cost went up about 10%. That's true. We did get that reduction of the 1.68. 68, but it's still eight plus%. It's a large money that probably around a million dollars for this district. And those are costs

022that just And that's large. Yeah. Yes. Very large for us. And 1.68 probably doesn't shave much. Thank you. You're welcome. There's a fir there's a first and a second sitting on the table. So, we're voting on the revised 2024 2025 budget appropriations. All those in favor say I. I. Opposed. Motion carries. Thank you. So, we're moving on. Superintendent and interrupt me at any time if you need to because I'm blowing through this. I see. Okay. Um, so we're going down and because we're having a little bit of a changing of the guard, we need some of these things implemented uh upon the start date. So you will see that typically we do annual designations all in one meeting but this one is going to be split. So one through eight will be here and the

023next one will take place in the end of July. So um we need to is this a bulk one or do we need to have it's a bulk it's a bulk. Okay. All right. So I would entertain a motion. I'll make a motion. We provide designations and authoriz authorizations for 2526 as of July 1st, 2025 in uh what is presented there in items 1 through 8. Do I hear a second? Second. Yep. Uh is that good for you? One through eight. Good. Yes. Any discussion? Hearing none. Moving to a vote. All those in favor say I. I. I. All those opposed. Motion carries. All right. All right. Thank you. All right. So, as uh presented on the agenda, uh we were approached by the St. Paul School District on May 23rd to uh consider a

024cooperative agreement or co-op between St. Paul and our high school for the purposes of girls soccer. And so, um, I'm not going to read through the entirety of the the board memo. Um, initially I did have some concerns about, uh, the impact that this might have to some of our athletes, whether this might take playing time from some of our students, whether or not, uh, this is in the best interest of the district. Um uh but the uh three bullet points that I want to highlight which were the strongest basis for bringing this recommend recommendation to you is our our numbers are expected to be down a little bit for girls soccer. So uh with St. Paul at this point saying that there are two interested girls. This could actually help us round out uh

025two teams. So uh that was that was a positive uh potential positive for us. um the fact that the co-op is limited to a one-year agreement because of OSAA ending its um realignment. Just so you know, co-ops can be anywhere from a one year up to four years, but you're always limited by whenever OSAA is doing their realignment. So, um so this one is a one-year agreement. And and then one of the other factors is that I would like to see us develop a criterion by which co-op proposals will be taken into consideration so we can understand when they are in the best interest of um our our school district or our high school. Um so we have some criteria to to judge them by and so but based on uh the first two factors

026I read to you, I am recommending that we enter into a co-op. We've been working with St. Paul uh back and forth for since their proposal came in and uh we're we're ready to submit a proposal to OSA for this upon your approval. Can I ask a question or should we vote to open it up for discussion? I would say we uh yeah, let's do a motion and then we'll have a discussion. Okay. I'll I'll make a motion that we approve the co-op for when you're Do I hear a second? A second. All right. I'll open up the floor to floor discussion. Jenny, so my question is about the classification with OSAA. How does like we know that it's going to be redone again knowing that we have two two out of district players basically.

027Does that factor into into that? Like say we have 10 North Marian girls and then we have two coming from St. Paul. Are they going to be like, "Oh, now you're 12 player team or how how do the classifications work as my So, as far as like this is not going to have an impact on us being staying in 4A or staying in our league." Okay. So, that that won't have any factor. I'm going to look over to Deian to confirm that because she's submitted that portion of the application. So that will not have any factor. Now should for some reason OSAA change classification numbers and enrollment and those things that's why they do the reset and one of the reasons why they would do a reset after a realignment period. So that whether that

028would factor in in the future would really be up to whatever parameters OSA would set and any enrollment factors that might exist. I don't foresee that but so but this will not impact um our classification. Okay. Any other questions? Uh probably just a comment of um you mentioned the third bullet point being developing some sort of criteria. Um, is that policy work you want to do or is that just a No, I think it's um more direction for yourself. More direction, you know, coming from, you know, we have an incoming high school principal, long-standing athletic director experience, you know, you know, asking him to bring a recommendation to me to say when when and in what sports would this be in the best interest of North Marian. So asking him to bring forth the criteria

029to me to be evaluated that I would then share with the board. Any other comments? I'll just say traditionally I'm very against these types of things because it takes away playtime from students who actually go to school here. I am willing to make an exception this one year in order to support my superintendent. And I know there's a backstory regarding some commitment that had already been made out of board policy and procedure and I know that that will be addressed. So for this one year I'll support this but I don't suspect I'll support it in the future. I have one other question. Is there any any money that's coming our way? Because we have a stipen to pay and with budget constraints and right now we have two but by the time we get there

030we might have more. We had an initial conversation with St. Paul about that. Uh it initially we didn't foresee um you know any costs needing to be charged, but they're aware that should there be a percentage that you know that they there could be that written into an agreement that there's going to be certain costs that they're going to need to share with one or two players. We didn't foresee that as an option, but those are those are discussions that co-ops sometimes will have with with districts as to what's the what's a what's the school district's monetary responsibility for uniforms and things like that. So, uh if necessary, we can have those conversations with St. Paul. Do we we still charge students athletic participation fee? Yes. And that would be the same rate for out

031of district student. Yeah. Deian's been doing some work on that and we're uh uh with graduation and everything else been going on, we haven't had a time to sit down, but we we're meeting tomorrow morning and we're going to share those uh with the players, their families, and also, you know, kind of trying to figure out where what's the communication pattern. And that was one of the things that I learned through this process is communication oftentimes is one of the bigger issues with these is who's whose responsibility for the communication. Does it you know in this case does it go through St. Paul to communicate to the to the athletes and their parents? Is it through the coaches? Probably a mixture of both. But for instance with like fees and things like that, we need

032to make sure that somebody's communicating those responsibilities to the players and their families and things so they know what's their responsibilities are. But yes, there would be. How do you go about like um like um when students with the co-op and they have um I don't know how to say this, like if this if the athlete skips school or if they are caught smoking or vaping in the bathroom or they get a flag on the soccer field. Like how does that I know we have consequences at our school. Does that Yeah. So those are going to be some things that we're going to need to work out with with St. Paul just in terms of making sure our policies and standards that the players know them and that those are communicated with St. Paul so

033that those standards can be met across the board. So whatever expectations we have for for our athletes would be need to be communicated with the with the with the families and the St. Paul so St. Paul can support us in having those high expectations. That's a good question. And then um these these athletes that want to play with us this coming year, are they I mean I know that we're approving it for one year. Is this gonna be I mean are they seniors or are they gonna want to I think they're both incoming freshmen. Oh, so they're I got you. So this is going to be a we're going to revisit this next year potentially. So the process for moving forward would be for you know I I think the nice thing about a one-year

034is that St. Paul will have an opportunity to evaluate determine whether this is something they want to continue to do. they would reach out to us again and bring forth a a request and then we would you know I'm hopeful at that point one we'll have a year of experience to to b make some decisions upon but then also have that criteria developed by which we can say this is is in the district's best interest or the interest of in this case our soccer program um or not. So um and then it would if I were to bring if I thought yeah this is this is working we want to do this then I would bring forth a recommendation to the board again to say we want to enter into an agreement and that could

035be from it could be just let's just do this yearbyear or it could be let's try for two years or all four years of the of the period. So um it it has to get revisited again. So, and we're just approving for girls soccer. That's all that's been requested of us is St. Paul. Yeah. They're case by case, you know, by sport when which district, you know, is seeking a co-op with us. So, and say this ever was not approved, those students do have the option to transfer in here and go to school here. Absolutely. Any other comments, discussion? Was there any uh enlightenment from our previous call with Jervis and boys baseball? Yeah, one of the things I I don't sure if I could say that there was anything gleaned or learned from it

036other than the the consistency there and looking into that uh is our JV numbers were down when we started that. I was coming right out of COVID and that was a reason that was in a reason why looking into the North Marian perspective as to why why did North Marian enter into this you know three years ago with baseball and that was one of the the factors that was reported to me is that now since that time we still have a co-op that exists but don't have any Jervis baseball players playing for me and in my research I also found out that that's not altogether uncommon that I was talking with a district that's similar size to us and said, "Yeah, sometimes we get this co-op that's four years in duration and you know have

037players that play for one year, two years and then no more are coming from that tinier school, smaller school, but on the books it still says that it's it looks like a co-op even though no players are playing from the smaller student." And the Jervis the Jervis student did actually just transfer in here. Yeah, I was going to say he transferred. They transferred and became a North. Yeah. North. We hope that could happen again that maybe they transfer they like us and become part of North. All right. I'll call us to a vote hearing. No more discussion. Jenny. Yeah. I'm voting yes on this one-year agreement based on the superintendent's recommendation, but uh I agree with Crystal. I wouldn't I wouldn't support a future one. Heidi. Oh, voting individually. Okay. Yes, I agree. Glenn, yay.

038Mer. Yay. Robert. Uh, well, I guess I'm kind of in agreement with you guys just because we've experienced this at my kids school and we had we had to transfer in. So, I went through that whole process. So, I think that's basically done. But I'll go with it this one time too to see it out. Kelsey, uh, I'm going to vote yes, but I am with uh, Robert and Jenny and Crystal on the fact that it's a one year and going off your recommendation. I'm voting yes, but will only be for one year. Motion carries. Who have a second on that? Yeah. Do you have a second? No, I think we got a second. Yeah, we did. Oh, Marissa. Yep. Thank you. Okay, we have letter E, approved nutrition bids. Do you need these separate

039or together? Separate. Okay, thank you. Do you want to speak to them? They are just our um this is our five-year um new purchase agreement with our vendors. Um we are grouped together with 1300 districts uh prepared between Woodburn and Lamina. Um they did the late work and uh we had to give our numbers and stuff and then it went out for bid and this is what we came back with. Um both of these are current vendors now so it's a nice renew for us but um yes. All right. Excellent. I would entertain a motion. Well, I love bread, so I'm gonna approve. I make a motion that we approve the bread of the award to gooding and distributing for 2025. Do I hear a second? [Laughter] Any discussion? We'll move to a vote. All

040those in favor say I. I. All those opposed. Okay. Uh and then we'll do the I'll entertain a motion for dairy. I love dairy. All the good stuff. Make a motion, Robert. You know how to do that yet? You can do it. Where we at? We're E2. Okay, you guys. It's gonna be huge. Hey, bro. Where's E2 at? Where's E2? right there. I make a motion that we approve and then read number two. I make a motion that we approve the board advisory memo. No, no. The dairy RFP award to Spring Valley dairy for 2025 2026 school year. Congratulations spring. Do I hear a second? I'll second it. Any discussion? Move to a vote. All those in favor say I. I. I'm sorry. Oh, I'm sorry. Well, not not as important. I could let it

041go. I was just going to say I think buying groups are are well advised and I I had a question who initiates it and I think Lori answered that that it was one of the other schools that puts this together and we can sign on and benefit by the cost reduction. Yes, absolutely. Good. I apologize. Yeah. All right. Okay. Motion carries. All right. And then um we have accept the May 20th, 2025 special district election results. And this will just be to accept the cumulative results. Um I think when do they get finalized? It's like what the 20 something the 27 days I believe is June 11th. Okay. um don't anticipate any changes and so I would say we accept these and if there are changes then we'll we'll do it again but okay there

042were there were no opposition so okay so do I hear a motion I move that we accept the um special district election results as presented One second discussion. I'm surprised how many writing posts there were. Congratulations to the winners. Yeah, you're here. Who seconded? Jenny did. Yeah. Okay. Uh I will call us to vote. All those in favor say I. I. I motion carries. All right, Linda, I think it's your turn. Yes. So, this will be the last one you get from me for 2425 as far as our general fund revenue and expense information and the other funds. Um the projected ending fund balance, which you know is our starting fund balance for next year right now is showing to be maybe like $30,000 off of what I budgeted but a lot can change. So

043I'm hoping I'm within about $100,000 either way this swing either way. We're hoping we're we would go ahead but you never know. So um that's about the only highlight. Everything else is looking normal. All right. Any questions for Linda before we move on? All right, come on. Thank you, Linda. You have a little bit of a cheer in here. All right. Nutrition services. You good? I'm good. Okay. So I provided a update on um our wellness um our C eligibility continuation and summer meals in the parks for planning for summer. Um the wellness train uh training is a every every three years and we completed that in 2324 so it's not due this year. Um, however, we are required to do an assessment. So, that assessment was attached as well just to be in compliance

044with the Oregon smart snack and and OD and federal guidelines. Um, so that was attached there. Um, any questions on wellness? No. Okay. Uh, C eligibility, uh, we will continue with that for the 2526 school year. Um we were initially approved for four years and then we renew every year. So we are in the renewal state of that. Um it's been very successful. Um again all students enrolled students receive uh both uh breakfast and lunch at no charge and we have seen you know great numbers on that and definitely an increase in participation. No I think you're good. And then summer meals in the park. Um we included the flyer. Uh and that will start June 23rd and go through August 14th. We'll be at um two parks. Um we will do be doing graband-go

045meals only um which will be on Mondays and Thursdays. So they'll get meals for three days and then they get meals for four days to take home um and and do at home. Uh it tends to work a lot better. The families like it. They don't have to come every single day. Um, and it gives them that option for Saturday and Sunday meals, too, that um, if we were doing Monday through Friday, they wouldn't have. So, we're excited and ready to go for that. And you'll bring us metrics at the end of the summer for those. I will. I sure will. Awesome. And I'd like to bring um probably to at the beginning of the year just our numbers on C. I know that I gave those to us in the beginning of what what

046I proposed. Um, we have met every month. We've gone over what I actually plan to download those for. So, um, and the state did, um, I don't you call it agree, Alinda, or is it a they decided to actually pay the 10% difference of what they weren't wasn't. So, we are receiving that 100% free reimbursement. So, we are not taking that 10% paid deduction. Fantastic. Yeah. Heidi. Um, C, that stands for community eligibility program. Okay. And that's a state program. We get the money from the state. Uh, C is done federally. It is federal. It's federal and you have to meet off of direct certification numbers. Um, they increased direct certification two years ago with the U. Medicaid. Any ch any child on Medicaid then became also eligible for direct SER. And then the federal

047guidelines increased theirs. Instead of having a a 40%, you only had to have like 20%, but they pay at 80%. Or they pay at 90%. Um, so we were able to get reimbursement at 90% for free and then we took the 10% of the paid cost, which is very, very minimal. Um, but the state stepped up and now they're they're reimbursing us that 10%. They're going back. They've already done quarter 1. We just got quarter two and then they're planning for quarter three and four. So they're reimbursing us for back pay on those um those quarters from back from August or September of 24 and forward. We just received our payment for second quarter was about $30,000. Yeah, it's about I would say probably 10,000. The first one was 11,000 something. So, it's 10 to

04811,000 per month additional that they are subsidizing on that. Lori, I know we asked this last year, can't remember it. The reason why we're only at two uh two parks instead of Aurora and Donald. Is that just because of participation numbers? Yes, it is. We were the you know, since co just getting people back out in the parks didn't seem to be what it was prior to that. Um, we've tried, we've offered like a blended program. We gave them hot food. We gave them the grab-and-go meals and there was just not the participation um for the cost of what it takes for us to be out there. And and so we we figured that um Rivenous Park is, you know, definitely the central point for our district. Yeah. Um and in hopes that um with

049grab and go um the families can pick it up now instead of just the student. So it does help that, you know, all five kids don't have to come down, you know, with mom. Mom can come or sibling can come and pick up, you know, the five meals for their their their brothers and sisters and get home. So, but when we were doing last year, it it caused a lot of problems because the hot the hot food was um had to be eaten there in the park and the other food could be taken home. So kids were everything was mixed up and if you know with auditors and stuff like that the the program doesn't the families don't understand that you know and I can't I can't I can't make a child understand that they

050have to eat that here and take this home or so it becomes very uh confusing for them and from the state it's disallowed. So if if it's an audit situation it would be absolutely disallowed. Any other cons? Good. All right. Moving along. All right. Thank you, Lori, and thanks for all your energy and work on that. I appreciate it. Okay. So, my summer school. Yes. Yes. Okay. So, um I'm just here to give a brief update on our summer school plans for this year. We were able to receive again a grant from um OD and from the legislature to pay for our summer school programs. Unfortunately, it was cut from last year. About $30,000 or so, more way more than that. More than that, $130,000. There you go. So, enough that we've had to really

051shrink down how big the programs are. Um, we're going to be serving about 60 students at the primary school level, 70 students at the intermediate school, and 30 students at the middle school. The reason why we focus on the two elementaryaries is the legislature um put forth kind of a a designation on the summer school this year that we are focusing on literacy skills specifically and early literacy skills. Um, and so we're really focusing our efforts at the two primary schools in hopes that we can really help kids close their gap. So they go into the school year a little closer to being on grade level. Um we are going to be collecting some intensive data as part of this as well. Uh so we will be using our end of the year data that

052um comes from STAR or HMH growth or fastbridge. And then uh the state allows us to use our beginning of the year data and not have to test them during the summer school hours. And so we'll compare those to see how kids made growth on those early literacy skills. Um we're going to also be focusing on still how do you build community and have some fun during the summer so that learning is engaging for students. Um that includes bringing in some STEM and some art um into the mix. But the focus is really be intensive on literacy sales this year. So, um, that will start the end of July and go through the third week of August. So, it's four solid weeks. We're running Monday through Thursday in the programs. Any questions? So, no high

053school, the high school will still be doing their normal credit recovery. Um, it's not being paid for with the grant, though. We're using general fund dollars for that. And we're only doing one week. Yes. And um we still will also have a KI jump start, our jump start program. And again that's played through different grants. So this is just um what's paid for with the summer school learning grant from the state. Any other questions? All right. All right. So, next up is uh my wrapup on uh my goals for uh this school year, and they're based on what's in the um the state adopted goals for most districts, all districts. And so, just going to go through this uh presentation here. So, we're going to start with uh third grade reading. And so, uh third

054slide in just for Linda. There we go. Oops. There. There we go. So there was the goal. So you can see where we were last year and the goal that we had set. And so then next slide is how our students performed. So as a district, our third graders are uh had 26% meet or exceed. So then next slide. So you can see the growth uh from last year's third graders to this year's third graders. So we had a 10% growth uh amongst our our third graders. So, still got a ways to go to meet that goal, but great progress. And I think that there was just a lot of good things that fell into place over the last several years with the new curriculum and uh really becoming more focused and so a lot

055of great work by our elementary folks to lead to these results. So, and moving in the right direction. When we presented these goals to you guys in the fall, one of the things we also talked about doing this year is getting a better understanding of how we can create uh collect in data so that we know that we're on the right track. So for our third grade, we use what's called HMH growth. It's aligned to the curriculum that we purchased. And this is what we uh saw. They give this test three times a year. Beginning of the year, middle, and at the end. And you'll notice that um the end of the year is on our far well my far left. Um and you'll notice that the number of kids in the red shrunk. The

056number of kids in the green and the blue um meeting or exceeding standards was growing. So we definitely were seeing some positive growth according to HMH. But one of the other things we did talk about with you guys is is the HMH test actually aligned to the state test. And so in the next graph you'll see kind of a comparison and I will say like these are not onetoone matches um just because of how the state measures the data versus how HMH measures the data but this gives you a ballpark. So we are talking with the intermediate school about whether HMH is actually the right test because you'll notice according to HMH we should have only had about 30% of kids who were at that far below versus 51%. our middle is, you know, decent.

057That level two approaching is is close, but we'll notice that our level three, we should have had more kids that were meeting and more kids that um and fewer kids that were exceeding. And so we're seeing that there's some misalignment between what HMH is telling us and what the state test is telling us. At the primary school, we use STAR data. And so what we did is we actually have this purchased through our early literacy grant to give to third grade because the early literacy measures um kindergarten through third grade. So the our third grade teams were rock stars and let us do one quick assessment just so that we could see the difference between HMH growth and the star data to see if star actually gives us better more accurate data. So on the

058next graph, we did a comparison of all three, HMH, OSAT, and STAR. And you'll notice STAR better alignment. So we're seeing that that far below is actually in a pretty good alignment with um the OSAT. Um the where it's a little different is that level three to level four. We kind of have to figure out where to tweak those numbers. But the good thing with STAR is actually we can set the benchmarks at different levels so that it will tell us how they're doing. And so we have a little more control over making sure that data is accurate. So we'll be talking with um the intermediate school in the fall about what transitions we might want to make um to getting a more accurate assessment since we have this data showing us this. Yeah. So

059the ultimate goal is you know if you have a once a year assessment and the state assessment and then you have your curriculum adoption that provides you some assessments and then to drill down to where the the teachers own assessments are the predictor of the state assessments. So so we're on the right track of looking at data that gives us a predictability of how our students are performing against the state adopted standards. So, uh, appreciate everybody's hard work and and digging into this data to tell us how our kids are doing. So, with the next set of data, while the third grade test scores are what we want and are measured by the state, we also wanted to look at like how are we doing at the primary school because we know that the more

060kids we can send to third grade on track, the more likely we are going to meet that standard with the state test. So this is the star data from our um kindergarten and you'll see that we got a lot of students. We we grew by over 10% at that at or above our um below benchmark shrunk significantly and that's just with the star data. We also saw some really significant growth with our intervention data. So the specific tests that we give to students as they're receiving interventions in the walk read program and we saw a lot of kids really grow across to get to um some of those baseline grade level uh skills that they need with like phenemic awareness and um basic decoding skills. So we're really seeing some excellent growth from the primary

061school and are excited to see how that translates in the intermediate. Again, our second grade reading, our first grade reading scores and second grade reading scores, same. We see that pretty significant growth and shrinking of our students who are below benchmark. Um, second grade is the one we want to have the most focus on. And and if you'll remember, second grade are our first kids that had the HMH curriculum. They were also our first kind of group of kiddos from kindergarten that came back after CO. And it was an interesting year that first year of kindergarten after uh of CO. So, um, we're definitely still making up ground with them, but we are seeing some significant growth. All right, we have some things to celebrate at our middle school level. Looking at uh some increases.

062So, in sixth grade ELA, we saw an 8% increase um to where we have 40% of our sixth graders uh meeting on the state ELA assessment. Then you can see the numbers for seventh and eighth grade. So uh especially eighth grade had a significant uh boost there. And then the next slide gives you some cohort comparisons. So this is now the the same group of kids as they metriculate up to say how are they doing? And so um so you see some uh some growth there. Uh you see in that seventh grade class, the class of 2030 a bounce back uh because you probably saw a sixth grade dip there. So coming back. So, um, so again, really want to applaud the efforts of our all our teachers in the middle school, you know, was

063really exciting and maybe it's because we share the same building. I'm not sure, but they were, you know, really wanting to come over and go, Dan, Dez, you got to see this data. And so, they were really excited about the results they've been seeing because they've really been working hard there at the middle school to align their strategies and the things that they're doing through AVID to really see a difference. So, you know, really want to acknowledge um their hard work there. Then we'll move on to eighth grade math and we let's see not cooperating with you, Linda. It looks like they're same one. There you go. There we go. So, you can see our goal and then the next uh page has some fast bridge. Uh e uh eighth grade math. Dez, you want

064to talk about fast bridge? Fast Bridg is much like the STAR um assessments. It's a universal assessment we give to all students. At the middle school, they did it in the um fall and the winter. Um the testing window for the spring kind of coincided with state testing, so they bypassed it. Um but again you can see that we were shrinking our kids um uh well didn't really shrink the kids in the red but did start to grow um some of the students in at least in the the mid cortile um not so much in the other two. So we we have some major ground to still make up for at least according to fast bridge but we did see some um growth with our OSA scores. Yep. So, uh, you can see that, uh,

065we went up, I think, yeah, the next a couple slides down. Yeah. So, we'll kind of jump down to a couple slides. One more slide, but there we go. So, um, so you can see where we were at as eighth grade math last year. Uh, and a significant growth this year for eighth grade math and moving towards, uh, meeting that state where the state is at, which not that we'll be satisfied where the state is at, but that is our current goal. Yeah, if you go back up one um slide. So this is again that comparison of FastBridge to the OSAT and we see a little bit better comparison but again still some big gaps between FastBridge and OSAT. So um needing to either look is this the right assessment or tweak what our cut

066scores are so that we understand and can use it as a better predictor. So then the next goal is on time graduation. And so you can see where we've been at and what our goal has been. And the next slide, I'll let Dez explain this. We can go one more down, Linda. That was our our other. So this is where we're at approximately right now with our um graduation rates. It looks like we're going to be at about 83 to 84% graduation. So an increase from last year. Um we have about uh 5% or 3% of students who are going to stay for a fifth year which is about four students um and uh four students who are currently enrolled in the GED program. Um the unknown is the one that with a question mark

067and this is where it gets slightly complicated when we calculate graduation rates because the graduation rate is calculated based on the freshman cohort. So, how many students started with us as freshmen? We then get an end number their senior year and it's smaller sometimes than when they started as freshmen. But that doesn't mean that every kid the difference between that is automatically dropouts. Some of those kids move to Woodburn or move to Wilsonville. And as long as they enroll in a different district, then they are counted in that cohort with that district and we're good. So, what we now we have like 8.8 that would be considered unknown just based on my rough numbers. Some of those are going to be students that absolutely graduated. They won't count against us. Some of them are kids

068that never reenrolled after they left us and they'll count against us in terms of our graduation rate. Um so that but likely that 83% will be higher um than even 83%. This is just raw numbers based on how many did we have divided by how many actually walked across the stage. So we anticipate um a nice increase this year over last year which was at 81%. Correct. Yes. Y All right. So, moving on to the fourth goal is regular attendance. And so, there's uh comparisons for the last two years and then we have some data for this year. So, as you know, we've had a major focus in this and so uh really excited about that primary school uh bump up in regular attenders. you know, we start those habits early and hope to see

069them carry on. Saw a nice bump at the at the middle school as well and and the high school. Um, and the intermediate where it was strongest to begin with is kind of right there as well. So, uh, I think you know, we had the vice principles present to you back in February a system that they have for responding to this. will continue to implement that system and try to drill down is and determine, you know, what's it going to take to have students attend at that 90% rate that we need them to be attending at. And the last area is ninth grade on track. So, I just left this slide in just as a reminder of what it takes to be on track. We don't need to go over it, but um just that

070essential reminder that they need to have earned a fourth of their credits by the end of their freshman year for um them to be on cra on track. And if they fail more than 1.5 credits worth, so essentially like two and a half classes, then they're off track. So this was the um and this is preliminary numbers. These are based on where they're currently at. Um, so I got from the high school the most current F list essentially who is currently failing. Some of those kids may work with teachers and get their grades up. Some of them will come back during summer school and do credit recovery and get their grades up. So this is by no means what our final number will be, but it is the kind of direction or gives us a

071snapshot of where we're going. So this is the data we shared with you in the fall. Last year we were at 83% of our um freshman graduated or left freshman year on track. Um and our goal is to get up to that 90%. On the next slide on in trimester 1 when we just looked at our big snapshot of data we had about 15% of kids who were off track meaning they had already failed one and a half classes and 84% were on track. That number has doubled over time. So what essentially that means is we had additional kids who had zero Fs to begin with who got some additional Fs by trimester um two or three. Um some students in that off track significantly are now off track because they went from maybe failing

072one or two classes trimester 1 to continuing to fail multiple classes. And so now they are potentially up to a year behind. um some of them are just barely off track and because of the way our trimesters work and the amount of credits that kids can earn, they could potentially get back on track just by passing all their classes. But one thing Dan and I were talking about today when you work in the secondary system, um one of the things that's most difficult about on track is you can tell a student, okay, as long as you pass every class from this point on, you will graduate on time. But since they already have a track record of not passing their classes, it's really hard. It's kind of the equivalent of digging yourself out of a

073hole. Um, and so we know the more we can keep kids on track to begin with, the easier it is for them to stay on track when they already are in that spot of like now I can never fail again. Um, it it's a little trickier and we have to put in extra interventions to make sure they stay in that spot. So, so these are this is um so if you think of these five goal areas, you know, third grade reading is a one of the biggest predictors of whether a student is going to be successful at school. By third grade, they have to be reading. We know that eighth grade math that if they've not mastered math going into high school algebra, that becomes a a barrier for kids. So, that data is really

074important. eighth grade math attendance. We know if they're not here, that's going to be a struggle. So getting them here and then this ninth grade on track as Dez just described. This has got to be an imperative area of focus for us next year as to how do we have all of our freshmen or hit hitting that goal of 90% of our freshman uh being on track at the end of their freshman year because of what Dez just described is that the reason why this became important at the state level is because kids will give up and if the mountain becomes too big they will top. And so we have got to figure out a way to keep those ninth graders on track. Uh because across the state, actually across the nation, if freshmen finish

075on track, their predictability of graduating on time is is proven. And so that's this is going to have to be a big focus for us to figure out how do we get improved in that area. and and it is hard as you're going through is how what systems do you create so that you're monitoring kids as they go along and not always be in a complete reaction mode. So, so we've made some great progress in some certain areas. We're on track in some certain areas and we have some things to focus on for next year. Any questions on this presentation? I have a quick question. Yeah, also start with you. Um, does you had just mentioned something about the on track and the way that our trimesters and stuff work and um getting credits? I

076don't know enough about like trimester, semester, quarters, but is there uh is can something change that would be better for for kids as far as like earning credits and so trimesters best. Um, no. It's it's kind of tricky. On one hand, trimesters has an advantage because you can actually earn more credits during a year than you could if you just did a typical semester. Um, a semester schedule usually runs anywhere from seven six to seven classes and you have to take them all year long for you to get the credit. But there are like so that that kind of factors in with a trimester schedule because you only have to take them for two trimesters. You can usually get almost like an additional credit in there than you wouldn't be able to get if you

077just did a traditional semester. What makes it tricky though is that if you fail just one trimester, figuring out how to get that one trimester back in in the correct way is really tricky. Um there are other factors uh where where we see the need like we think about credits as being also like do I understand the material so that I can be successful in my next class. And we know that there are certain classes where if you only take them for two trimesters, it can be really tricky. Language is a good example of that. Math is a good example of that. Um, one of the solutions we've done at the high school is math is now a year-long class for freshmen for algebra. So, that's actually been a good help. Um, versus before, um,

078you know, you might a student might take it trimester 2 and trimester 3 and then not trimester 1 and then trimester 2 and trimester 3 and there's like almost a half a year between math where they've lost a lot of information. Um so there it's kind of give and take as to which system is better um in the long run. There's a lot of other factors to consider too FTE budgetary constraints that make trimester versus semester something to consider. There's I mean there's a reason why you see there's three common ones that you see. You see a trimester schedule, you see an eight period AD block schedule or you see a like a seven six seven eight period day semester schedule. And they all have their pros and cons to them. And some of, you

079know, like the the eight period block schedule is the most expensive one. And um but it it does accomplish a lot of the things that you're trying to accomplish with like say trimester schedule where your classes are longer in a trimester. So that hamster wheel that kids are on are not on turning over doing a new class every 45 minutes and the teachers can go deeper into content because their classes are longer in a trimester schedule. So each of these has their pros and cons. So moving to the next shiny thing isn't always the the best thing or that this is the problem. Now to say that should we explore what other people are doing? Sure, we should look could does our FTE could our FTE switch to something else? What do what does our

080staff say? Those are all questions that we should be looking at. Good question. Robert, any questions? I'm sorry. Did you have any follow-up questions? Uh, no. No. I think the regular attendance number is shocking to only have 60% regular attendance is quite amazing. Yeah, I the the attendance piece I will say is one of the trickiest pieces because it people don't realize it. It takes very little to not be a regular attender. 10% is really like if you miss more than a day a month, you are below regular attendance and that includes like excused absences like I went to a doctor's appointment and I missed the day or I went on a vacation like even when we know where the kid is, it still counts against them. So the states is really this broad like

081you can't miss more than 10% and the average if you take a 10% is like a day and a quarter or a a month. And if you think about just colds in general, most kids are going to miss at least a day of school a month without much of effort, you know, even if and they could be on track besides that. And I I know as a mom, I experienced that firsthand where suddenly I looked and my kid was like, whoa, geez, how did that happen? It was like, yeah, they they got a cold, they got this, and suddenly they were off track for attendance. So, but we still want to get more and more kids where they're mostly here is the goal. Pearl, any questions? Well, I noted a lot of questions before we

082started. I see it said no action required and I was somewhat comforted by that. HM versus OSAS. I think you probably answered that. HMH is our curriculum, our materials. um Hutland Miffler Park and OS Oregon State Assessment System. So that's the state testing system. So that's the difference is one is a a materialsbased test and the other is our state tests. And my note said explain the disparities and then that's what we need to figure out. So if if HMH is the the materials we've purchased to use, we want to make sure that those materials we're using is going to lead to higher test scores or an alignment there. And so if the materials we're using is not giving us AC accurate predictors, then did we choose the right materials? Or is there something else

083some other factor? Is it that the way they assess is different and the kids are more successful on it? Is it that the state test is high pressure, high stakes, and kids kind of freak out and and freeze? Is it that it's not actually assessing the things that we're teaching? Is it that we're not actually teaching the things the state is assessing? There's a lot of questions that we have to answer. Um, but we know at the most baseline is that they're not averaging out. What? There was a slide there that said all windows something went through them too fast. Sorry kids. When you overlay I don't want to get you in the weeds, but when you overlay extracurriculars um into like nth grade on track, I'm assuming extracurriculars still give us a huge boost.

084Is that correct? if somebody's usually it used to be kids is involved in S3 had a much higher rate of and that still remains and do we have any data I mean do we collect data on that as a as a district or no I could it'd be easy enough to get that kind of data um I think the piece that actually speaks to what you're saying the most is that OSAA has rules that says you can't be failing a class and participate and so there are systems built into um extracurriculars that are like if you start to fall behind we're going to do tutoring, we're going to be working with you to make sure you get back up. So, just that involvement alone gives you an extra layer of safety net to keeping on

085track. And even if those don't exist, I would argue that involvement and connectedness in school will will help you perform better. Absolutely. Yeah. Agree. So, I have no questions. Jenny? Yeah. I I've got some questions just, you know, in terms of yeah, data is great, but like what next? Like what are we doing with this data that's going to, you know, I know that we've been doing great things with like the attendance data? Like it's low. We're working on it. We've got a system in place, but what about like just for instance the eighth grade math? Yeah. Like that's rough. What what's the next step in looking at the why? Is it we're not having enough kids take the assessment? Is the kids not taking it seriously? Are teachers not prepared? Do they need extra

086support in you know like Yeah. So for the why on the eighth grade math I think there's some things that we know and then there's some unknowns, right? So the things that I think we know that we want well I'll rephrase it's not that we know them it's that we know that this is a thing to look into. So one um do we have good alignment between what is being actually taught and what is being assessed. So the state puts out what are called blueprints. Here's what we're going to test you on. Are we making sure that our maps line up well to those things? Um so we can look into that. Uh we don't have a ton of optouts at the middle school. we have fairly high participation rate. So, it's not a there's

087not enough kids taking this assessment. Um, but we do know that we could be asking kids questions about their like how how seriously are they taking it, how quickly are they taking it. Um, I think there is the other piece that we know and this comes if you guys remember the data we shared way back in the fall. We did see a correlation between like this many kids didn't fail eighth grade math. We only had a few kids who failed eighth grade math, but a really high percentage of kids who failed um freshman algebra. And we saw that that that also correlated with how many kids were not passing the state test. Actually, it didn't correlate. there were so few kids who passed the state test and then a pretty significant chunk who were also

088failing algebra. So there's a question for me too around grading practices and making sure there's good alignment there. Um I think the other piece that I want to dive more into and whether it's using um fastbridge in a more effective way or using the interim assessments by the state but understanding in a diagnostic way what skills are kids missing. That's the piece that I don't see we don't have good information on. So, I'll use third grade the reading scores um because we have a lot of good assessments where if a kid scores a certain thing, we go, okay, is it that you don't know ABC or CB a CBC CBC CV consonant vow CVC consonant vowel consonant so CBC words or is it that you don't understand phonetics or is it you know what are

089the different things and we can narrow in and give interventions and I think the piece that's missing and it starts to get missing at the secondary level across the state um is understanding what is the specific skill you're missing and how do we do interventions to close your gap. Um and that's the piece we have to get better at. And I I would say that that concept is across the board with all of our data. How do we get more diagnostics so that we can pinpoint the treatment in a much more effective way? Cheryl and I have been working all year on an MTSS system. So multi-ter systems of support that are designed to start getting better at the diagnostic and intervention step and that that's missing right now. So we should see these numbers

090start to climb up. Yes. Great. Thank you. So I'm just throwing it out there. Have we looked at changing our resources around the advisory class? Yeah. and creating that as an element to intervene on this F. And then my other topic, which you can just say past, but um is it's very concerning to me to see how many students like start to have early release or don't attend school in their junior and senior year. So, I know they're on track to graduate, but I'm concerned that that's could be impacting those relational connections and the other pieces of you want to be at school. So, um I'll just leave that out there. But also the advisory component shifting it to really address our F issue because I'm really concerned about those. But I know you guys

091are working on a deep rooted plan. Yeah, I think advisory is a a ongoing thing, a tool that we last several years have been really looking at and continuing to shift. So I think you're right. I think there are absolutely potential there for sure. All right, so that's what I got. Any other last minute comment before they move on? Okay, thank you. I appreciate it. Thank you for always bringing such great data. Yeah, it's funny. I mean, the numbers aren't great, but actually to have the data in front of us as board is huge. They're not great, but they're better than what they were before. So, I like seeing that we're seeing growth. Yeah. Yeah. We're on the right side of the trajectory. That's right. And you know, we I told Dan this like when

092he got hired, one of the first things we said to him was like, "We're on a tipping point. Like, we're right there." And Bill said it to me as he left as well. Like, you guys are right there on this tipping point. And for me, like putting together the data for this felt I felt that it's just like it's not what we want, but man, we're right there. We're starting to make that growth and I don't think it will take much more for it to just really fall over. Excellent. Thank you so much. I have some people I'm going to call up for to join us. So, Linda, if you Yeah. So, if you could open up her presentation there. I didn't know if they wanted to mention these people. It's in the slide deck.

093They are in the slide deck. Yeah. Yeah, you guys. I'm gonna I'm moving I'm moving momentarily. In fact, I'll just move now. So, grab that chair. Me, please. Perfect. You need your glass or Oh, yeah. Thank you. All right. So uh go ahead and next slide. So one of the things um as you know we've developed some new uh evaluation frameworks for administrators. We developed a new evaluation system for classified and confidential folks. And so then we started beginning having a discussion with UNME about a possibility of a of updating our teacher evaluation framework. And what we were hearing is really this lack of collaboration. Uh a system that could feel punitive to teachers, a rubric that didn't hit the major aspects. Um systems not being applied consistently or in some cases as transparently as

094we wanted. Uh a big one was an electronic tracking system that was incredibly cumbersome and heard this one a lot that evaluation that was a hoop versus a system of support. And so we took that to UNM and they were all on board with making some changes. And with that, I'll turn it over to Dez and a couple of our teammates here to talk about what we've developed. Yeah. So I first want to thank the team that came together. Part of the state rules around a teacher evaluation is that it has to be a collaborative um endeavor. And so I was really grateful that people were willing at the last second kind of to come together. Um, so Sarah Bailey, Cecilia Curo, um, Cheryl Dyer, Stacy Ericson, Diana Mceligot, uh, Lindsay Menddees, Sherry Moran, and

095David Sheldon were all part of the team, and we really appreciated the work they're doing, and they're here to do um, more talking than I am going to talk, but I'll start a little bit. Um, as Dan said, we had some marching orders, and these really came from the team themselves. What's not working about the evaluation? And honestly, what they said is what I've heard reflected from the time I got hired is like people frustrated about what this really was and feeling like, do I have to do this? Is this really important? So, we were excited about the change. Our goals for this system creation was to really design something that promoted reflective practice, supported professional growth, ensured that we were improving our instructional quality, fostered collaborative dialogue, not just between the teacher and the

096administrator, but also teachers amongst themselves, really recognized and focused on strengths and building those strengths. And then we're using that to inform our professional development and support systems. So, um, I'll talk about this really quick as well. This is just all the state guidelines that govern how we do teacher effectiveness or teacher evaluation. So, there's several different rules that we have to follow. And our last time that we engaged in this was actually when the law was put into place. Um, and that was back in 2014 and we have not looked at it since. Now 10 years is not like a terribly long time, but if you think about how much we talked about the changing nature of education at our last board meeting, um considering how much education has changed and how little our

097rubrics have changed, it it was time for sure. And so like I said, the law requires us that we um do this in conjunction with our association. So we're really grateful. Um and our the system um the state law says our system has to have five elements. The first is our standards of practice. So we have to have a a specific rubric that identifies what the standards are. We have to have four different levels that we support people on. So um how they're measured. We need to have a professional growth cycle. Staff have the need the opportunity to present multiple measures to show how they've done and it needs to be aligned to professional learning. So with that, um, for our first element, the standards of practice, we decided to go with, um, Charlotte Danielson

098and her framework for teaching. And I'd like to turn it over to Lindsay or Cece to talk about just what they saw when we talked about the Danielson framework. Um, well, I think so. The big thing for me out of all of this was that I 100% was the teacher. this is who I'm filling this out. I'm getting it done. I checked the box. Um, and Dez and Kimberly Jordan were so kind and let me pilot the new system this year. And as I went through, my thinking changed completely as I went through. It was not as many boxes that you just fill out. It was more reflective and I spent a lot more time thinking about my practices and what I wanted to put in this narrative box. and I came out thinking about

099all of these elements in such a different way than I had before. So, I'm very excited about this new system and it was way easier to it took me 20 clicks to find all my old information and put it into the new one that took one click. So, I was super grateful that this is where we are headed. Awesome. Thank you. Sis, you have anything like the standards? Um, I think when we were looking at it, it was kind of all of the things that as a group we were saying of we need this, this, and this, and we don't want this, this, and this. And so then when we looked at the standards and how to do it, everyone was just like, yes, that's what we want to do. And Desiree was somehow to

100get somehow able to get all of our random thoughts of what we didn't like and liked. and you know the pages that she wrote uh on notes and then come back to the meeting and be like this is what I heard and we're like oh that was what we said and kind of put it together and so then when we saw it we're just like oh that is what we want and we do like that and master so walk back one slide really quick with the Danielson framework you'll see everything falls in these four categories one big thing that is very different on this versus our current framework is domain four which is principal teaching that's non-existent in our current framework for the most part and this actually is um one of those spaces around

101how our teachers interact with each other how they make our school a better place how they keep up on their paperwork all those different things so we were really excited about that aspect as well as the fact that the learning experience it is broad enough that it can really fit a lot of different teachers and what they do um our current rubric gets really specific where suddenly a teacher could be marked down for not doing something that like I didn't do that but I did do this and this is just as good because there are a lot of different ways to you know uh meet the same goals and so this domain these domains keep things broad enough to um allow a lot of flexibility. What we've then done with all the different domains is

102we've specialized them for the different jobs. So, we've taken these four concepts and what does this look like if you're an ELD teacher? What does it look like if you're a sped teacher? What does it look like if you're a school psychologist? Because they have to use technically the same rubrics as we're using. What does it look like if you are a behavior specialist? So, we've then taken these four concepts and made specialized rubrics for all of our different folks. So, they're really getting measured on what they do in their specific jobs. Um, we've shared all of those different rubrics with the specialists in those areas and gotten feedback. And thus far, all the feedback has been exceedingly positive. Like, this aligns up better with my job than ever before. And I feel like I'm

103finally going to get feedback on what I'm doing versus just some random thing that I'm like, well, I guess it kind of applies to me. Um, this actually is going to line up better. Um, element two, the next one is just that it has to have four performance levels. Ours are uns satisfactory, basic, proficient, and distinguished. So you'll see that we take the big overarching category and then give more specifics that they then get scored on. Next one. So with this um everything has to have an evaluation and a professional growth cycle. And this is what ours looks like. It starts with self-reflection and goal setting. We then observe and collect evidence on the teachers. Um we look at a formative assessment and evaluation. So that is the teachers doing reflection. We give mid-year check-ins.

104We observe and collect more evidence. Then we give them a summit of evaluation. So this is a representative of a two-year cycle. And I would love um if Lindsay and Cece can talk about some of the things that we discussed about goal setting specifically and how evaluation and goal setting intertwine. So uh in the past we've done it very like one year. this is my goal. I go through a process and at the end of the year, I mark my data and I'm done with that. On to the next goal the next year. And I'm really excited about the idea that now we can think of it as a two-year cycle and I can take what I've done this first year and I can go through this whole process and come out with data and

105say, "Hey, this didn't work and what am I going to do next year to make it better?" Or I can say, I'm on the right track and I need to keep going and I can tweak these little things or I've met this goal and this was not enough and I need to improve it and I need to set the next goal. So I'm really excited about that piece of it. Thinking of it as more of a growth instead of a a hoop to jump through whereas before it was like this year this is it and onto the next. Well and I think also to that the way it was before it's you had to write the goal. so specifically that it kind of um took away part of that growth. So for instance, my goal

106this year was um 100% of since I um I do ELD 100% of the second grade um students who have done Alba are going to grow in um grow by their cut scores, right? And so then um I had and it was I think I had 23 kids in second grade and um I didn't meet that goal. And so in the old rubric it was like oh you 90% of your kids didn't meet that goal but um when I was looking at my data um there was a few discrepancies. I had um six kids who didn't meet that goal, but when they took the test from first grade to second grade, the scores changed, so it went harder. So, I had three students who didn't um who score did not go up, but they um

107scored proficient. So, they went from not meeting and they're proficient, but because I said cut score, in order to get that um four, they needed like a certain number. So, they got that, but it was lower than what their score was last year. So, then those kids um didn't count with my data. So instead of being like, "Oh, these kids scored proficient," it was like, "Oh, I'm getting punished because their their raw data didn't go up." Instead of being like, "Oh, I had 20 students who grew and um you know, three that didn't, it showed I had six kids who didn't, you know, follow that." And so with this new um process then it's more of like wait no it's not that my kids didn't grow. It's the score changed and they exited out even

108though their number might not have grown. I don't know if that makes sense. And so yeah, so now with this the new um the new model we can instead of look at the data of not did I write the goal in a certain way where there's you know it's still closedended but now um I can look at it and make that reflection of what can you do for the kids that didn't why didn't they meet instead of being like well according to this you know I didn't meet my goal and now I'm in unsatisfactory when when now it's it doesn't mean that the old system really almost um incentivized writing bad goals um because if you wrote a goal that was easy to meet, you could get the score you wanted and this new system

109is really designed to support teachers in writing rigorous goals and doing a solid reflection on them. We also they gave a fantastic suggestion that we've incorporated into the the um observation system which is um a place for the principal to say this is what you're working on and I'm going to collect data on it for you while I'm observing your classroom. Um so that we can customize some of our walkthroughs to really what is the teacher looking to learn and grow and how can I give them information that will help them with that. Um the next element is that teachers deserve an opportunity to show up with multiple measures to explain how they're doing. And one of the things that we really wanted to um separate out is that evaluation is actually different than observation.

110And for a long time when we talk about our evaluation system, it was kind of synonymous with observations because that was really usually the only time we were collecting evidence was through observation. But we really wanted with our system now to separate those things out that observations are one piece of evidence. But the teachers, we know as principles, I'm seeing them for 30 minutes on this one day. And to say this is what you do all the time based on 30 minutes in one day is not accurate. So the teachers have an opportunity to give us additional pieces of evidence to show how they've grown or how they use different strategies or tools. And as part of the um the tools that we developed on the next slide um there is an example of just

111the artifacts we can teachers can bring to the table to say here's how I'm doing and here's the evidence that I have about how I'm doing. So we're excited to really allow the a more broad conversation about what's happening in classrooms not just those little snapshots that we're seeing during observations. And then on the last aligned element is around professional learning. And previously because of how we were doing goals and like Lindsay was referring because they were kind of hoops and everyone maybe was disjointed in those goals unless their principal could convince them to all do the same goal. Professional learning sometimes didn't line up at all. It was what the principal wanted to do for professional learning. And with these goals and the new system, we're hoping that we can really start to align

112our professional learning. So when teachers say, "This is what I'm working on," we can say, "Great, we're going to bring a system to the table to help you grow in those areas, whether it's things that we're all working on as a school," or how they can use our PLC time on Wednesday to really help each other grow in those areas. So, we're excited that the new system will hopefully align much better to actually supporting teachers in their own professional growth. So, um like Dan said at the beginning, um there was a lot that needed to change and on the next slide, we kind of map how that change occurred. So, yeah, you can jump to the next one. So, uh we got new rubrics. We changed our professional growth cycle so that it's a two-year

113cycle that really builds on each other. We made a commitment to provide training and calibration for administrators so that they are really honing their eye as they go in and do observations. We are designing a new handbook that clearly outlines processes and procedures so there's transparency there. We have minimized our electronic tracking system. We still have it because we're using Google, so it's all electronic, but we're not, um, we used a system before called Talent Ed that it was cumbersome at best and nightmarish at worst. And so, um, we really narrowed that in. So, it's just for the basic tracking and recordkeeping now. And right now, feedback from staff has been universally positive. So, I'm going to let each of these ladies share their final thoughts and um about the collaborative process and and your

114thoughts on moving forward. Well, I'm grateful to have been on this team. I I actually learned a lot about this whole process and how to be better at it and use it to become a better teacher. Um, and one of the big things I talk about in my class all the time is mistakes are okay. We learn from them. This is part of growing. And I love that our evaluation process for teachers now includes that same philosophy and that it is okay for me to set an rigorous difficult goal and shoot for the stars and I'm not going to get penalized for it. I'm going to grow as a teacher and I'm going to fall and I'm going to make mistakes and there's going to be people to back me up on that and help

115me grow and eventually need it. So, I'm just grateful that, you know, we finally are going to treat teachers the same way we would treat students in in that same learning environment. And I'm excited about the collaboration that I think if we can get um teachers or whole staffs or whole building to kind of have like a district-wide vision or a district-wide goal of not just everyone has their individual but kind of a how what do we need to do to grow and how can we get there and um have that collaboration with the teachers and the coaches and really be able to support the teachers and the staff to get our kids where they need to be. As we've seen earlier, I mean, they are at the tipping point. So, it's how can we

116get all that keep all the momentum that we've been doing and get our kids where they need to go and have this be a part of that process of where we're working together and not have it be like, okay, I have to, you know, check this box off and make an easy goal because if not, it's not going to work and this goal doesn't mean anything other than I have to check it off, you know, and have it really the how can we help the students and I'm excited to not have people upset at me anymore. The number of times I would handle people frustrated with the system um since I came has been maddening and I made a diligent effort last year to fix a lot of things and even with all those fixes

117was still cumbersome. So, um, and I'm also excited for me, um, I was talking with Dan the other day about the alignment of all of this. Like, we have developed rubrics that immediately we could develop observation tools for administrators so that they can give specific feedback on what we're looking for and say, "This is what I saw. This is what it looked like." and that aligned perfectly to this element of our teaching and learning kind of framework that we're working on and how we're really working on these different strategies and you see it reflected in the rubric and so suddenly there's this synergy of all these things working together um and that felt exciting and when that comes together then we can really hone our principles and their eye about what they're looking for and

118Jenny it goes to the question you asked like what do we do next like all of those things fit together it's understanding the assessments. It's understanding what we're supposed to be teaching and it's giving the right feedback to teachers around how they can improve their practices because we know that ultimately we could do all that work, fix all get the exact right texts, etc. But if teachers aren't using the right strategy, we're not going to get any movement. And so this is the final piece of all those puzzles is like really a concerted effort to improve instruction in our classrooms. Um, we'll do I'm checking my time quickly for questions, Robert. Well, I hope nobody will get mad at you. Thank you. Me, too. Moral. No question, Glenn. Good. I just say this is a

119really thoughtful, deliberate process that you approached and I think that there's been kind of a hold that needed uh some something that needed to be addressed for a while. Um, and so I'm very impressed with what you've done and thank you for your work. Yeah, thanks Jay. I just have a quick question about um are the goals in line with what the principles with what's in line with the strategic plan or is this kind of above that like hey this is what I want to work on as a staff or a teacher? Both. Okay. So, um, there are two goals that are called student learning and growth goals, and those have to be focused on your primary area of teaching. So, most of our staff at the primary intermediate school, they're mostly focusing on either

120math or, um, reading and improving those scores. Um, at the secondary, it's based on what the majority of your classes are. So, um, an algebra 1 teacher is going to focus on algebra 1, for example. Um, and they're looking at the standards and saying, "How are kids going to grow?" and they give a pre-assessment and a post assessment. The second piece of it is a professional growth goal and us what we want to do is tie those more closely together. So if I say I'm going to improve this score and I know I have these kind of learners in my class, I want to learn about this strategy and get better at it so that I can do a better job of increasing those scores. And so then I'll set a professional goal that's based

121around that. Um, so the teachers have the the right within the goal system to make those goals about anything they want, but it has to be about subject areas. It has to be about improving student growth. Um, and because of that, and because most teachers find, you know, like it's around core content, it aligns with our strategic plan and our superintendent plan and our district plan because those are where our big like district goals are, too. Yeah. Okay. Thank you. Yeah, Kelsey. Thanks. All right. Thank you so much. Can I put a bow on this real quick? Sure. I know you're looking at time and I think Dan's gonna talk. That could be bad, but uh I just want to make a connection between what Lindsay and Cecilia said there at the very end because

122we had not scripted this, but it was really kind of where this is going. And Lindsay talked about, you know, being able to write goals and have a process that she grows and develops from. And one of the um you know feed evaluation systems don't make you better. Feedback makes you better. And so you have but but these two things come together in the same sort of process. So you have to have a process where people are open to getting feedback to getting better. Yeah. And so that was the design around this is how do we create a system that gets all of the cumbersome nature of this that makes it arduous and frustrating and get to the focus of feedback so that that teachers can get the feedback they need to improve in a

123way that they feel it feels safe to give that feedback. And that's going to be kind of what Cecilia talked about is going to be my kickoff next year at our at our full retreat. Welcome back is going to be about how we how feedback makes us better and then Dez will give a kind of complete tutorial and overview about how this process works because like she was talking about this needs to be a K12 process about how we're all moving in the same direction with this new tool that should be overwhelmingly wellreceived because it's going to be so much easier and get to the heart of feedback. Mhm. So great work. Thank you so much for coming and joining us and giving us the presentation. Their voices. All right, you're up. Am I up?

124I thought I'm done. What's Oh, yes. Thank you. So um the in a previous presentation at some point in time the uh superintendent workg group on equitable outcomes and experiences uh the board has to approve the the the members of this work group and that was supposed to be done by this June. It's not going to be ready quite by this June. Uh I I met with two parents last week. Uh met with a staff member last week. I got two more staff members coming up this week. I met with two other kids. Got two more parents coming up. I might have the names if we have a work session in June for you to here are the people I've met with and then the board has to adopt the members of this group. But

125that will not happen until July, the July board meeting. But I will have the names in front of you uh if there is a June work session. So I just want to give that quick update on that. And I'm very excited about the people that are interested in serving on this group. I think it's going to be awesome. Awesome. Okay. So, that brings us to future meetings, topics, and new business. And so, I did want to talk to you about having a June 23rd work session. Previously, when we had met, was it winter or fall? Sometime during that time, we had received a safety and security presentation to be done in executive session, and we had asked for a year-end meeting. And I want to well given you know recent activity within the Wamtt Valley

126and other places I believe that would still be good to have followup on that. Um and I believe Wes is prepared and expecting this request. So would um June 23rd work for work session if we were to have that? Yeah. Yeah. We're on Zoom. Okay, Kelsey. Yeah, not me, but I'm I'm happy to get the cliff notes. Okay, I'll give you a clip. Okay. Um, so if that's all right with you, superintendent, we'll take we'll take we'll make it happen. Great. Okay. Sorry. I know. We'll make it happen. Um, and there are some good things that are coming that are Yeah. that are going to be rolled out next year that is worth you worth the time to share with you. and they're both really exciting. So, excellent. And so, on on that point, that's

127also when I'd kind of want us to have a discussion around who's attending what and who is going to bring back and just have a little bit Yeah. the conference on and then have a little bit on what does that look like? What are we expecting from each other um to bring back notes? Is there anything in particular we want to have our eye on? I mean, obviously the first thing that comes to my mind is state school fund, but um so we'll have a little bit more time to to speak over that stuff in a work session type place. Is that okay? You guys good with that? So if you could start with those two topics and I think it's executive session for the 20. So the executive session for the safety portion. Yeah.

128Yeah. So the safety portion is except for the session, but then I need the OSBA and we'll touch base and I'll have I will have the the work group on the agenda as well with the the candidates. So I can just say a brief little bit about that. There would be no action on that. That'll be a July action. Um okay, sounds good. Am I missing any of our stuff? Does anybody else have any other topic that they would want? Am I missing anything from previously? We've done a lot of work this year. We have. We've done so much work this year. So much. I don't feel like I'm slacker. That's for sure. Okay. So, hearing nothing else, we'll go to adjournment at 7:50 p.m. Have a great summer, everybody. Will you please turn off

129the recording? Thank you.