001Thank you all for coming to the meeting. This is my second meeting and my first one running. So bear with me as I am working through all of the challenges and experiences during this first meeting. I would like to have you join us for the flag salute, please. So everybody stand. I pledge algiance to the flag of the United States of America and to the republic. One nation under God, indivisible, liberty and justice for all. All right. Thank you so much. Are there any agenda changes? No agenda changes. Woohoo. That's good for me for the first first time running this. Are there any questions on the consent items with the minutes, the personnel or the bills? >> Nope. No. >> Okay. I will just share I had one question that I asked earlier and it
002was for a larger amount and it's the May Roberts kitchen remodel that we had cut. So that was one of my questions that was previously answered on that. Okay. So now that we're through that Oh, I need a >> Okay. I need to entertain a motion for approval of the consent items. Motion to approve consent items one through three. >> A second. >> Motion and passed. Oh. All in favor? >> I. >> All opposed. None. Okay, bear with me. Thank you. I needed a script or something up here. Writing as I go. Okay. So, now we're going to move to reports and recognition. So, we have the English language learners report with Annabelle. >> Good evening, members of the board. Um, you do have in your packet the report from the Oregon Department of Education
003that it's quite a few pages long. Uh, I know you've had it in your packet for a couple of months, so we're not going to review every page. Um but I just wanted to point out that um this is a report that OD prepares for the legislature every year and one of the requirements is that we bring it to our local boards and share that information as well. Um this is presented to legislature as well. Um the report is always a year late because our data operates that way. For example, last year student data is barely being finalized and cleaned up and and doing all the stuff they need to do at the state level. So we don't get our May April student data until now. So that's why this report is still for the
00423 24 because that's what was used for the legislature report. So they're a year behind. Um the trends in the report are very similar to our local um data. We do have inflicts of students that are English learners. Um, for your information, any student that is learning English as a second language qualifies to be in the program. And that means that we provide access to content um via scaffolding and supports, graphic organizers, and they get um quite a bit of support throughout their day to make sure that they're accessing content. And we may have um students that just arrived or students that have been here for a long time as well. Um, I did provide you with sort of a cheat sheet of the current definitions of EELs. U, we do have in Oregon, we
005have the term current, um, EELS, and those are students who are currently in the program learning English, so they're active. We also have former, and those are students that have a achieved proficiency for the state test for language, so they have exited the program. And then we have monitor which are students that we keep an eye on after they're exited for four academic years and if we see that there's any need for them to go back into supports we can do that as well. And then we have the ever English which is a combination of current former and and monitor. So I hope that little chart makes sense. Um but we will use this terms throughout um our our um reports. So, I just wanted you to be aware of what it is we're talking
006about. And then we have the never English learners, who are the students who have not ever been in this type of programming. Um, the report has five sections. Demographics, participation in programs, language development, academic achievement, and then attendance, progress, progress toward graduation, graduation, and beyond, state revenues, and expenditures for ELS as well. Um, as I said, the patterns throughout the state are very similar to our hours ours. The majority of our students are in the elementary levels most of the time and then we also have inflicts of new students arriving. Um, this is 203 24 data but the current data is much different. We for example at the middle school we have 30 newcomers at the high school pretty much the same. So we have had quite a jump in the number of students that
007we are receiving at this time. I also provided you with our local data just so that you have that. Um, this always comes up when I share the Oregon report. Um, the board always wonders what does that look like for our district. And so you have the current numbers of eels per grade level on page one, the formers, the evers, the nevers, and then the total students. and then the demographics on there so that you have a a picture of what our students um what our numbers are. On page two of that um that is the summary page that outlines our progress as a district and what we are looking here is for some progress or notable progress. So when we look at all the ratings that they do on the elementary grade you see
008in the red we have some progress and the same as in the secondary um that means that we are on track to achieve our goals for students on track to achieving the proficiency. Uh we have some level fives for um for example exclusionary discipline meaning our systems are really well set up to make sure that we use fair discipline practices and especially with restorative justice that Jod has a lot done a lot of work on that. So that reflects on a lot of these data points. We also have the five-year graduation at the secondary level. That's a level five. That's really high for language learners. So that's a a really um good point for us. So throughout the school district we are making growth. Um this subgroup is really challenging because as I said we
009might have students that have just arrived and we expect them to almost perform at the same rate as a typical student and that's impossible. So we really try to scaffold and work with them so they can grow rapidly and our our teams do a great job of doing that. Um pages three and four are the breakdowns of the values and the ratings. So that's just for your information, but the summary is really on that page two. Page three really narrows down the focus on elementary and secondary, and you can see the green areas. And then um the other orangey and red that we can work on as well. Um but we do have um progress happening regardless. We don't have a lot of um just the limited pieces and as a whole everything is added
010up. So the number two is really the summary that we look at for improvement. And then the last pages four and five are just the breakdowns and explanations of what the ratings mean. So that's just um for your reference, but as a whole um we know that the number of students in the EL group is growing and as they do then we increase our supports. We do get weighted funding for the students. Um, however, it takes quite a bit more funding than to educate students than what we already get. So, we do our best to prioritize and budget accordingly. You guys have any questions about the report. >> I love the structuring. I'll say this is like beautiful synopsis of that whole piece. >> Yeah. Um, is there and this may not be you Annabelle,
011this may be a bigger question, but do we have like are we required to with our online education do the English language learners as well? >> We are. Yes. Any student that enrolls in either the Oregon Flex or the Ontario Flex will receive that scaffolding support through Pearson and then we would do um the identification locally and then the assessment that students take in the spring. We have to do that. we would receive weight and funding for them as well. >> Okay. >> And you will see this report every September or August. So always and I like to wait for the the local data so that you guys have a connection to that big report as well. >> This is great. >> More likely September. >> Yeah. >> Okay. >> Thank you. Well, next up
012is the division 22 report for Jody. >> All right. So um division 22 is basically the standard the state sets the minimum standard the state sets for all schools public schools and the states or the schools are required to review them every year to make sure that they were prepared to meet them for the for the upcoming year and also reflect on if we met them last year and then report to you. So that's what this is and I'm not going to read it to you again. I'm not a fan of reading them but um I think you got a copy of them in your report. All right. So, um the on page three we just start um and is somebody doing >> okay good. Um it's just lots of numbers telling you what division
01322 is. But if if you go to the next page, it breaks it down into something that's more palatable. I guess it's just measuring or making sure we're standardizing the high quality learning experiences, the educational systems, engaging partners and community, safe, inclusive schools, committed and supported staff. I'm really not gonna read every slide and I just told you I wasn't I had to read that one because that's can't say anything really different. Um on the next page uh and it breaks down again and breaks it down further to show you kind of what goes underneath those diploma requirements um instructional time u they have incorporated the substance use prevention and intervention plans the last couple of years uh things like that. go to the next page. There are some links to give you more in-depth
014information if you're interested. There's kind of three quality resources there. And on the next page, they u talk about what the accountability is um that schools have to follow. And it's this dual accountability. There's the state accountability, which is what I'm reporting to them based on our records, our data, and what we've done to meet these standards. And then there's the local accountability, which is the school board community reporting to them. The next the next page just explains why we do division 22 which you know again in a nutshell is just giving an assurance to the community to parents um and to the state who are who's funding these things that we're doing everything at a minimum level of um requirement. So on the next page what happens if we're out of compliance? Well they
015let us know or we self-report. Uh, usually we would self people would self-report. They they have that um they specifically ask for that. Um I'm I we've never had to self-report since I've been here. I don't know that we've ever had to self-report. Um pretty much it would have to be something out of your control if you're not meeting standards if you're on top of it. And I to my knowledge this district's always been on top of it. So I don't really know what they do if you're not in compliance. They don't you know >> you have to write a plan. >> You stop. I think we reported once um about our library because we went away from having um certified librarians >> and um as most districts did and so we ended up putting
016together a plan on how we were going to support that and and as it was we had um brought back a retired certified librarian who would met with our library assistants and built upon that way. So on page 11, um it's important to know there are some waiverss currently in place for the kiddos who are graduating in 2728. They still don't have to do essential skills. Anybody graduating after that um has already got that embedded in their requirements. So they will be um doing those things. Essential skills are things like work samples um classes who do a writing work sample and you have to and the teachers have to score it and that sort of thing. can touch on that. I mean that was a question that one of you had was why don't they
017do the essential skills requirement that went away during COVID this so the rest of you know um and and then um once they kind of got into it more this OD the state decide determined that they felt like that that requirement there was some equity issues with that requirement so they wanted to halt it until I think it's 2027 and kind of take a look at it review it and determine next steps with it. >> Um and then in particular the essential skill assessments for English language learners um have been waved through the end of so on page 12 um last year districts were required to have a social emotional learning curriculum in place and we do we've had that in place since last year. Um and we were also required to have were required
018to have um personal finance and higher education and career path content standards and we did have those in place and and still do. On page 13, um we're also required as of last year, we had to make sure that we provided annually information to um parents uh about the availability of modified extended diplomas and the certificate of attendance which is in place and that we had a substance use prevention and intervention plan in place which we do. So, um, our district is currently in compliance with all division 22 standards. Looking ahead for this coming year on page 16, um, we districts are required to have an education equity advisory committee. That's something I know NP has, I believe, started. If there's >> Yeah, we had our first meeting actually last week. Um, and um, one
019of you had questions about who how that committee was selected. So I will just back up and say that originally that was a committee established that was supposed to be established by the board and then um when they saw that I think I think it was a combination of with so much controversy around equity and there was a little bit of worry around that plus any committee that the board um sets forth is then um subject to public meeting laws and so they went back the legislature went back and they changed it to be a committee to the superintendent. Um and so what I did was um we've been we've known it has been coming and I had actually a couple people come to me and say I would love to be on that committee.
020Um I also reached out to um uh staff um and asked um who they thought might want to be take part in the equity committee and um so we have students on there at both the middle and high school level. We have parents on there and of course staff on there and just some community members on there. Um we met for the first time a week ago and it was kind of our kickoff. make introductions, um, define equity, talk about that. It doesn't have to be called an equity committee. So, we'll talk about if we want to keep that. It's really, in my mind, a committee to look at supporting student success um, in the end for all students. So, um, and then we'll plan on meeting um, a few months in a row to
021kind of get our goals established and then we'll probably branch out and meet maybe every few months instead. So, >> um, and on page 17, um, the state just added, um, some additions to some existing, um, assessment requirements. I did check with our testing coordinator, era, on those specifically, and she says we are in compliance with all of those. Finally, on the last page, um, they're they're requiring all districts to have in place this year. Um, some there's some evaluation standards for administrators. I did check with our um human resource director, Eric Norton, and um he said that this is something we've always had in place. He believes they put this in here because during co they paused a lot of things. We just did not. We just continue. So, so we're good to go.
022Division 22, past and present. Any questions for me? That's super quick. >> As we go through this, I see there's revised rules and requirements. Are the basic requirements still though staying the same? And so we're if we're meeting them this year, it's likely we just continue to meet them aside from the enhancements, >> right? The division 22 is really good about they put out um this is what you need to get in place for next year and they'll point it out. They don't make us dig for it really. So we just we just find those make sure we're either ahead of the game and doing it or >> other. Thank you. >> Thank you. >> Word bits is the next section. So I'll kick it to you and I guess I'll go you, you and
023then I'll go last. >> Perfect. I'll go first. >> Okay. Um we were invited by Mrs. Longoria to go take a tour of the middle school after we had done the the high school tour. Um so we went and did that. Um she invited us to come during class time. Um, and to be in the we were actually in the the West Wing, the sixth grade building, um, during passing time, so we could kind of be out there. I have student that's in sixth grade, so it was super fun. Everyone was high-fiving. It's Noah's mom. It's Noah's mom. Um, so that was really fun. But um, I hadn't been in I'd been in the West Wing for the student success night, but um, not the rest of the school. So, that was really good to
024be able to um, see the rest of the school and kind of know how things go there. and we got to sit down with her afterwards in her office and just kind of chat. Um, so that was good. >> And they are still they have a volleyball game tonight. >> I haven't gotten a score yet, but must still be team. >> Um, yeah. So, other than that, just lots of sports going on. Um, it's nice to be able to go to the middle school and see happenings there and then at the high school obviously. So, yep. >> Yeah. I um I went with Lisa on the tour. It was great to see all of the systems that are in place just for keeping our students safe and our staff safe. Um, and it was nice
025to be able to pick Mrs. Longoria's brain like, oh, why why do they do this? Why does someone stand there? And I mean, she has a reason for everything. So, it was really great to hear her logic behind some things. Um, and then to get to sit down with her and, you know, she was really an open book about uniform policies, um, and all the different things that are going on at the middle school. So, um, that was great and I would encourage people to chat with her. She was, um, very open. Um, and another thing that I thought was really exciting this month is, um, Mr. Hamilton, I mean, what I think Mrs. B called it his volleyball pipeline at Alamita. You know, he's really doing a great job with that and getting them
026excited. And so, he had, um, like a youth night at the very first volleyball home game and anybody who um, plays for the middle school or the wreck league or one of his club teams got in for free. And I think he's like continuing that all season long. But there were so many people there and it was so much fun just to see like the student section going crazy. I don't think Valiv knew what they were walking into. Um it was just awesome to see so much school and community pride from everybody. It was um it was great. He's doing a wonderful job with the program. So that was exciting. >> Nice having them all together right there. Yeah. >> Yeah. I have done lots of volleyball games. Same with Jenna. lots of football games.
027And then I also happened to stop by and Annabelle, I'm looking at you. It's the Mexican Independence Day celebration at the cultural center where our migrant program was there. So I stopped by, checked that out, although it was a little slow that first first hour I stopped in, got to hang out with that crew and just hang out. So I did not go on the middle school tour, but I have tours set up when I get back from my trip. So I will be touring the schools as we go. But yeah, it's been awesome to just be involved and I I will follow what Jenna's sentiment is ask the principles and admin if you can come see it if you're curious because >> they're willing to show it. I think we just have to be
028willing to ask and say, "Hey, when would be a good time >> and that will help us understand and find value in what we're what we're doing and really put a face to a name and a building like understanding how the building structure is." >> And you and you all went to the middle school back as it was. >> Yeah. what was new and what was not. >> Not six buildings on city. >> What I heard what we heard from Mrs. Longore a lot was like, you know, I never thought of it from that parent perspective. Just different dropping offs and picking ups and things like that. And so, um, she seemed really reflective about what we had to say, too. So, good. Good. Anything else? Good. >> Okay. Moving on to the next finance
029report. Devin. >> Yeah. So, last week was the first um payroll of the year and so busy time for for payroll, but um but it was good. So, next month all the incumbrances will be all up to date and so this month they might be a little off because we didn't know what they all the benefits were, but next month it'll they'll be spot on. Um so, I like looking at the next month's report so we can look to see what how the year looks with based on the budget and those encumbrances. Um there's a few um big bills. You mentioned the one from um Alpine Construction. That's the May Roberts um project. And then so there'll be another bill next month um because that's an ongoing project. Um let's see. The audit started today
030and so the auditors they um they do want to present um at one of these meetings. We'll have that in the future. Probably probably not November. Maybe November, but probably not. maybe most likely December or maybe even into January, but it'll for sure be done um in in December. So, so far so far so good. They're just getting started, but um but they're they're doing well. Um other than that, that's that's all I have. >> They started that's >> they started today, right? They started >> I've never started, so already but they've been requesting a bunch of stuff and so we prepping for it. But um you know, they're there's a team of them. Well, there's a team of them working on it. Um, there's probably three or four of them and they have this
031week booked out for Ontario. >> And so, it's good to um to submit things and have them be reviewed within within a couple hours. So, it's uh Yep. It's it's been good. >> Thank you, Deon. Superintendent report. Well, um, so you received my my written report. Um, so I won't really review that. I I did want to say publicly that we did not make changes in our transportation. >> Yes. >> Requirements that we are >> still transporting all K5 students. Um, uh, despite where they live. I mean obviously if they live across the street from a school they can walk across the school but walk across the street but we are transporting still all students um that way anyone that requests transportation we're transporting um you had the rules I put the I listed the
032transportation rules in my report last month because I wanted you to have an understanding of what we have to abide by which in regards to secondary. So, um if they live further than um or less than a mile and a half from the school, then they are are considered walkers unless they have um you know special circumstances with an IEP or something like that and that's listed transportation is listed on their on their plan. Um so just just so everybody knows and that's really really clear. appreciate the Argus making that correction for us and um and bumping that to the top again. So, um and then the other thing I just wanted to um to talk about is um uh the the incident with the weapons from a week ago. And um we always try
033to be very transparent when it comes to that. Um we were alerted that morning um thankfully from um someone in the community that said that they had heard that there was a student with a weapon and um we were imu im immediately dispatched to that. Um, we have an SRO at our high school and um along with law enforcement and and administration met the student at the door, searched, found the weapon um and then received um through their the their investigation and I'm trying to give the the um details that I can right um that they uh were alerted that there may be another weapon. Um, so they uh pulled the student in, did a search, did find another weapon. Both weapons were not loaded. Um, and they were a firearm. It was a in
034both cases firearms. Um, I want to say that in my 15 years in as superintendent, we've never had a real firearm um found at school. We've we've found a few rep uh we call them replicas because that's how the policy describes them, but um we've had a few students um at the elementary one at the middle school that had a you know a um air gun or a a >> airsoft gun something along those lines. um still per policy is considered a replica and and we took measures and and um and did what we needed to to to do. Um so um we we knew immediately that this wasn't a threat to students because um without giving you too much information because this is still an investigation. Um, we knew there was no immediate danger
035to students. You know, there this wasn't a a you know, a school shooting type of incident. There was some sort of background information. And so, um, we we try to take a little bit of time to get the messaging right to families and to community. Um, we try to do that in layers. So, we try to I try to get to you guys with a quick message. We try to get to staff with that with a message and then get it out to community to parents and then community. Um and so um that all happened and um I do want to say that um what one of the things that we learned from this is that our systems were working right. And I know that some people it's easy to be mad at a school
036because you have a gun at school. Anyone can have a gun at school and they might never note it even know know it or notice that that the students carrying. That's that's part of the problem, right? Is that I promise you throughout uh the state and nation there are guns in school. They're just not always catching them. But what I can appreciate about this situation is is that we had um things in place and we had people who are willing to say something and I that is is huge and that's something that um when I when I say that we have things in place one of those is that we have an anonymous reporting system and we encourage um students to use that and in this case it worked. As a matter of fact, on
037the back of their badges at the high school, it actually has a tip hotline so that they and they wear those have to wear those badges all the time while they're at school. So, it's always in front of them, right? Um and and then they show it in Champs and other places. Um, so that it's always there and they're and not only do they have that, but they're you're you're educating kids on how to use the tip line and when to use the tip line and um so so that one is huge and and we have had a number of tips that have um that we've discovered not necessarily weapons but other things as well, right? So we know that's working. The other thing we have already in place is that and not only um
038do all the schools know this and and our families know this is that we have really honed in and we have limited access points to our schools, right? You don't just get to come in anymore and walk in our doors. Our doors are all locked and when we funnel students in, we funnel them in specifically to student doors even at the high school. So that also is helpful because um if you haven't come and stand come to our high school, set up a time when kids are coming in in the morning and stand and see how many adults are monitoring students as they're entering our school doors at every building that's happening. Um the other thing we have is we have threat assessment teams in place. We have them trained so that we are constantly
039um utilizing counselors, administrators, and and and school staff to evaluate and address potential threats before they escalate. So, um, prior to this happening, the reason that we knew we didn't we knew that it wasn't like a an actual like school shooting kind type of situation was that um, we had already had some information that we had already done some evaluation of some things um, pre some previous points. I'm trying to say this really vague. >> Sorry. Um but we are constantly evaluating that, right? We whether it's through administration, we through our counselors, um those kinds of things that we're always keeping our eye on anything that could potentially lead to a threat. So if we hear things that are happening out in the community, we try to get ahead of it so we know what's
040happening when they come if they come to school and we're aware of it and we can be proactive with that. So um so those kinds of things are already in place. Um we have more counselors hands down probably triple the amount of anyone else in this county and probably this state. we have put um resources towards force counseling. So uh 15 years ago, 16 years ago when I was a building principal, we had one counselor for all of our elementaryaries, one counselor for five schools, I think one maybe one middle school counselor, maybe two middle school counselors. So now we have a counselor at every school. We have um multiple at the high school, multiple at the middle school, um a head of counseling. So, we have lots of resources to push towards student mental
041health. And it's not just um counseling students, but also being aware of what's happening within our student populations. The other thing that we do often is our emergency drills and protocols. you just heard about it while we were coming in that uh thankfully the high school doesn't have to do a fire drill this week because they had an accidental one. But we practice those things and um you know I I don't know if you recall um maybe a month ago there was a a shooting a school shooting at um it was a church um church but it was also a religious they had a school there as well. And one of the little boys that they interviewed said, "Well, we don't we didn't we don't practice it at school." At they asked him how he
042knew what to do. And he said, "Well, we practice it at school." Right? And that's what those things are for is so that students know what to do. Um so, so those are some things that we already have in place. They aren't the only things, but they are some pretty big things. Now, what's next for us? um a anytime these kinds of things happen, they're kind of a wakeup call, right? And and they force us to go back and reassess and to really look at, okay, is there anything else we can put into place that we haven't put into place? Is there something that that we're missing? Should we have done this differently or this differently or this differently? So, obviously that day we put out communication to parents um and community about what happened.
043we were pretty um straightforward with with what happened. Um we kind of stuck to the facts. Um a week's gone by, we've done a lot of um um just kind of review of our practices and really talked through what are some next steps. Well, there will be um some more messaging to the community that's going to talk a little bit more about um a little bit about what happened as much as we can with what happened. Um but also acknowledging, yeah, gosh, as a parent, that's a scary it's a scary thing for for anyone to have happen. Um acknowledging that, but also talking about like we're not messing around. You're not you don't get to bring a gun to our schools and expect us not to throw the the book at you. And and part
044of um weapons in schools, it's a mandatory thing, right? There's that's part of our policy. It's a mandatory law in in Oregon uh that there's expulsion happens. Um but some other things that we really talked about so ensuring families that that we will throw the book at at whoever. Um but some other things is we really want to work at reaffirming our partnerships with with OPD because they have been very supportive and they took also took immediate action. But as part of that, um, we see some gang resurgence in this area, right? And, um, we want to nip that in the bud right now. So, how can we partner with, um, OPD? We already have um I think we scheduled um a gang training or we I know we contacted I'm looking at is it
045I'm trying to remember who I scheduled that with now. I can't remember. >> James. >> Yes. Yes. And so he's gonna So we talked about bringing um James in. He's already got that set up. We want to be able to do that. Um we're going to try to prioritize. will probably start with our high school or so our secondary, high school and middle school administrators to start with and then staff um and then um branch on out. We also want to do communication out to families and communities. Number one, there will not be tolerated. We we can't give an inch on this. We can't. And I I've been in the district 27 years. So I was here at a time when it was at its worst. And we don't want to get back to that.
046So we need to partner with not only our police department, but our al also um this community and saying it's not going to happen again. We're not we're not going to allow that to to sneak back in. So um am doing some education but also um being very clear on what will happen if you do this right there's there will be no tolerance for that. Um so spelling out if you bring a weapon, if you display gang colors or this or that, this is what's going to happen to you. Um so reviewing and reinforcing those policies uh very specifically. And then also um you know we also want to be there to help support families. If if students some of their kids are getting into games, how can we help support you so that we
047can avoid that? Um um and so I'm going to just say it because everybody's thinking it. Um and people have asked me um are we going to put um metal detectors up in our schools? Um maybe I guess we should that's something that we need to have a discussion of as a as a board having that discussion but also as a community we probably need to ask parents is that something that's going to give you peace of mind make you feel better and and then we need to start looking at finances if that's the case because they are super expensive and probably see if we can find some donors on top of that but um you know it's a again it's a fine line we we had the same discussion when we lock down our
048doors, right? We don't want people to think that things are unsafe or we don't want to be we we want to be welcoming to families, but at the same time, we want to keep kids safe. So, it's always a delicate balance between the two. So, questions for me. >> What um did you guys have something in mind for a situation like this with students not being able to have phones now? Like imagine going out to your car at lunch and your mom has texted you 37 times. Like did students find out about this in a systematic way or how was that? So, um, somebody did, um, bring up the whole phone piece of that, right? Like, um, you know, well, I couldn't get a hold of my couldn't get a hold of my student, right?
049And so, the thing is is that if it were an emergency, if we thought for a second that there was a threat to the general population of students, parents would have known within five or 10 minutes. As soon as we could have gotten that message messaging out, we would have done that. We wouldn't have waited. I guess I'm thinking more about like how the students heard about it. >> So, not necessarily like your mom was panicking, but you know, like I'm was I in danger and I'm just finding out about this at 3:15 or you know, just like students were >> had had students been in danger, we would have gone into a lockdown. >> Yes. And so, um we we would absolutely have gone through our our protocols. So I guess the thing is
050is that there was no need for us to incite any worry or angst amongst our student population because we didn't feel that there was any need for that, right? And that that sort of maybe would have caused undue stress and and all of that. Um, so, so I I guess that the thing is is that we didn't believe that bones don't really necessarily come into that equation, right? Um, and so I mean there's nothing that they couldn't like again if we needed to communicate to families, if a student needed to communicate to a family member, we would have done that as a district on their behalf within a few minutes. >> I hope that your concern is more like they go out to their car and they're like, "Oh my gosh, was I in danger?"
051Yeah. >> I guess how the students found out because I could see it becoming like, "Oh, well, this kid had second period home release. Do you still do home release?" >> Middle of the home release comes back and tells everybody at lunch like, "Did you guys know that there were kids with guns today?" And then I could just see that like snowballing into panic amongst kids um >> and making their own we got a lot of anxiety disorders and things nowadays. Like I really see that snowballing into something um that just would could lead to panic attacks or rumor mill among the school. So I guess I just didn't know. That's just something that came to my mind is how were students notified? >> Yeah. Or we could have incited it by telling, right? It's
052kind of like >> it's it's always a a delicate balance. Yeah. >> And so um obviously we always have things in place. So, if a student um once they do find out that something happened and if they do start to kind of panic a little bit, we have plenty of of support, social emotional support, right? They're at the high school where they can they can go and talk to someone. So, it's actually almost better if they're going to panic, let us help. >> We have the people there to help support them while they're there. >> Did you keep Did you keep students inside while that was going on outside? and hold that um >> do you not let people go into the parking lot when or outside the school I guess >> was gathered at
053the door. Yeah. >> I mean so the student didn't >> and isolated to an office >> then there was investigation that gave us other names right so none of that was known until >> not on campus. >> Yeah. Yeah. So is that the start of school? >> It was Yeah. >> Yeah. From the time of the report with the kid was detained was minutes. >> Yeah. It happened the very beginning >> very we're talking maybe 15 minutes >> if that. So it was they so it was immediately contained met at the door in an office conducting the search very very quickly because I I received the phone call and literally with within five five minutes had the answer to you know what they were doing. So I was kept in the loop about every every
054step of the way. So, I mean, it couldn't have gone any better. >> Yeah. I knew lessons learned, right? Everybody's been through a situation where you're like, "Dang, it didn't go like we never want this to happen." But >> for sure, >> and unfortunately ended up with KTVB. >> Well, um it So, yeah. So, um we had some um outreach from one of the news stations and you know, um we could have said no, but the fact of the matter is is that it's It's a lot better if you can try to tell your story and you just hope they're gonna report it well. >> Yeah. >> Right. >> Exactly. >> Because they do a big long interview and then they chop it up and you're just like >> um you know share out how
055it's supposed to be shared. So yeah, it it does. Um this day and age, those things are always going to u make the news unless you just are able to keep it super quiet and not let anyone know and >> which which is its own causes. >> Absolutely. Absolutely. Um and so um but the the bottom line is is that um this doesn't mean that we're not doing things right. It means we are doing things right. And it's how you spin it right in your own head. But the fact is is that um we caught them with the weapons >> before >> immediately we won. You know what I mean? I I don't know how else to say it other than because because yeah, this school or that school might not have it doesn't mean
056it's not there. It means that they just haven't got them. So, um and we're always willing to um you know, if anyone has any any suggestions or recommendations or just wants to talk through safety protocols in any of our buildings, um I'm happy to do that. All they have to do is reach out. I heard from a few parents um and I responded to some of their questions and concerns um and um and I know I think Taran responded to a few. I responded to a few. I know Mike responded to some. So really try to stay ahead of that and and try to be very transparent. And that's the hard part is is we're dealing with minors and in police investigations. So, it's not that we want to not give them all the information.
057We just can't, but we'll give them as much as we possibly can. Um, the time >> just go to the record and say thank you for that. >> Yes. Thank you to the person that made the tip. I mean, it's incredible that they felt comfortable to do that and have those system in systems in place and um, >> you know, kudos from all of us to that person. So, and OPD did a great job reporting out as well. They did their own reporting, which I felt like they reported more than what you could because they knew what was leaked and be able to report >> because they were doing the investigation. >> Yeah. Which makes sense. And so, yeah, it kind of was a a second to the story, right? >> So, it was a
058beautiful report and appreciate >> there was a lot of collaboration between the department. >> Absolutely. >> Yeah. So, I'm going to say kudos. I mean I will go with like metal detectors could be a solution right that's always a solution but the anonymous reporting was really what stopped it from even entering the building >> whereas a metal detector would have caused its own scene right >> of something going off and >> so >> it's a mixed it's a mixed um bag there of what the next >> yes >> solution is >> absolutely and we welcome any parents who have additional questions or concerns not only can they come and meet with us, but if they'd like a tour of the high school to see the things that we have in place and like I said,
059just standing there right at the door and seeing all the adults visible and monitoring students and just also understanding what happens on the back side of that with all our administrators know their kids, know their families, and they're constantly monitoring what's happening in each of their buildings. >> Beautiful. Any other questions, thoughts? Okay. Well, now that we're done with reports and recognition, we'd like to welcome public comments. Do we have any public comments? >> Oh, this. Thank you. To ensure the scheduled business of the board is conducted in a timely manner to the published agenda, each person, one person, must limit his or her comments to three minutes. The board asks they be provided with a written copy of any testimony given. The public may not use videos or PowerPoint presentations to accompany their testimony.
060Speakers may offer objective criticism of district operations and programs, but the board will not hear complaints concerning specific district personnel. Speakers are not permitted to make comments or personal attacks on any district employee, individual students, board members, other testifier or member of the public. Although the board welcomes public comments, it does not respond to citizens concerns at its meeting. However, at the citizens request in the board's direction, the superintendent or a design will respond in a timely manner. >> You may now address us. We need the three minute sand timer we >> So my name is Kirstston Wheeler. I'm here as in capacity um as the president of the Ontario Education Association which is our local teachers union. Um I asked at our last labor management meeting for Nikki to actually um if we could
061put me on the agenda instead of having me to like put in public comment every time just because that seems anyway. We're going to do that and that is so that we can set the expectation that um the OEA is looking to have honest, open, collaborative discussions with not just the district but with the school board as well. Whether that be through things that are going well or concerns that we have or things that we see coming. Um we want to be part of the solution and part of the proactive response to challenges that we see. And it's nice because um the teachers can come and share that and then I can the concerns and those um things with you. And I did have a couple things that I wanted to share with you um
062that um we communicated. Our members meet with uh just building level admin monthly and I'm not sure if you guys know that we call them labor management meetings and the purpose of those meetings is to solve any problems before they start. So, our building reps that are members go to um the admin, the principles and say, "Hey, can we meet? We have some things to talk about. Um this is going well, this is going well, and this is some things that are coming up that we're hearing. Can we work proactively to solve that?" In the last couple years, that's been a really um effective way for us to solve situations before they become actual situations, which means that we don't get into situations where we have things like um grievances filed and things like that
063against the contract. So, um in those meetings with admin, the um members reported to me that there was a lot of really positive things that were said about um the start to this school year. Um, one of those being Nikki's address to the teachers at the beginning of the year. It was great because it was short and it was sweet. It was great because um it followed what she meant and she talked about how um taking care of yourself and that self-care is so important for teachers because we do give out so much. Um we cannot support rigor in our classrooms and achievement if we're not pouring from a full cup. So, it was really great to hear her say that we value you and your self-care and now I'm done talking so you can
064go do the things you need to do. So, that was appreciated. Um, a couple of other things that we I got feedback from my members on was that we were really grateful that the start to the school year was incredibly calm. There were no major changes. Um, there really wasn't even a lot of staff turnover. So, that means a lot of really great things for the systems that we've got going. And so that was nice to have. And I believe that we didn't have a lot of staff turnover because we got a pretty great contract last year and we had some wins for our teachers. Not everybody got it. Great win. But couple more things because I'm never done in three minutes and this is why I need to be on the um we have
065um in our big plans May 7th which is teacher appreciation week a um celebration slated for um to acknowledge not just teacher awards but um retirements and those kinds of things. and you'll have more information coming to that coming to you soon. Um because I'm looking at creating awards um to honor all of our staff, not just retirees, named after specific um educators that people have had um here in the community. And um that's going to happen May 7th. So just keep that down because the board will get shown by I know that's a long way away, but it'll be here before we know it. And then the last thing I want to say is that it was so nice to see you guys in the school. Teachers want you to be there. Teachers want
066you in their classrooms. I have teachers that are like, "Hey, they could come in and see what we're doing." We want to show you guys the really great things that are happening in our schools. And we love it when you're there to see them because that means you can make decisions based on evidence, not just >> stories. So anyway, that is what I have to say. Oh, do you have any questions for me? >> Thank you. >> I can't wait to have you on the agenda. >> So, I can have five to 10 minutes instead of three. >> You have five minutes anyway. >> I was like, mad >> I was looking at Andrea like, am I gonna have to like do I cut her off? So, >> I'm just waiting for the look and
067she never made eye contact like >> I didn't talk that long. I'm just telling you. Oh, >> address it then. >> All right. Thank you so much for sharing. There were no other public comments. Thank you. >> Okay. For um sake of speed because I also like there are plenty of things that we all could be doing. I am going to open this up. Do I need to have questions on the policies first? >> You sure can. Yeah. >> Yes. Questions on the policies. >> You can do it in second reading. >> Okay. >> That might be easy. Okay. Any questions on the second reading policy? >> I did not. N I motion to approve the second readings one through four on the business items. >> I second the motion. >> All in favor say
068I. >> I. >> Motion carried. Is that correct? >> Yes. >> Okay. And then the first readings five through seven. Any questions on those ones? I did have a question on the last one and I had reached out um to Nikki about it. Um >> maybe uh no it was >> it was the second to last one. It was >> PhD. It's like wow Lisa you're questioning the gift policy. >> It it was reimbured. It's It's a confusing policy. Yeah. And I was like, "What?" >> Yeah. >> I didn't really know what it meant either, but I was like, >> "Yeah." Yeah. I I gave you an explanation. Um but I also have um why I gave Wyatt a heads up with our attorney, and I know he's online to advise um on how we
069should do that. This was a policy that was pushed forward from OSDA, and it's weird because you can't really vote on giving yourself a stipen because that's >> a conflict of interest. basically everybody has to declare a conflict of interest before you can vote on this and then you can discuss it, vote on it. So, I didn't know if >> but you could potentially I think one of the things I said to you is is that you could vote on it for future board members that would be implemented. I don't know uh why you want to weigh in. >> Yeah. Hey, can everybody hear me? >> Yeah. Yes. >> Perfect. So, the good news is this is just a policy. So, you could approve this policy and it won't necessarily implement any stipens being paid
070out to the board at this point in time. If the board decides that you want to initiate some type of stipen because there was a house bill passed about a year and a half ago that allowed school board members to be paid up to $500 per month um for their services on school boards. The issue is the Oregon Ethics Commission decided that actually voting on such a stipen would be a massive conflict of interest or an actual conflict of interest and uh and so a lot of boards went ahead and approved it and then they had to put in resolutions withdrawing the approval of the stipens. Um so the ways that the the two easiest ways of approving a stipen came down to referring it out to the voters which I am not aware of
071any of those being approved yet um or passing out to the public. Or you could pass a stipen for the next set of board members and that would be a potential conflict of interest because theoretically some of you would also run. So you just declare a potential conflict of interest instead of an actual conflict of interest and you could you could approve it that way. But a what a lot of boards are doing is just kind of waiting for the legislative fix on this um for the legislature to resolve the issue for you. But you can pass this uh policy that would then direct the school direct you guys and the school board to work with the district to essentially set up a resolution in the future to give you those stipens if you if
072you decide you wanted them. >> Okay. >> I mean, thank you. >> We all probably would feel comfortable passing it because we don't ever want a stipend because money would be for the students and staff. >> But yeah, and you're not doing that today. You're just passing, you're just adopting a policy that it could potentially happen. >> And I think as soon as O as soon as the legislator legislature addresses it and comes up with some updates, we'll update that policy in the future. >> Okay. Any other questions on 5 through 7? Okay. I'll entertain a motion. >> I make a motion to approve business items 5 through 7. >> I second the motion. >> All in favor say I. I >> May excited. >> Response to the preschool. >> It's a cruel response person.
073>> We have topics for future meetings because those have all been passed. >> Um um we will start student recognition next month. So that's always fun. Um, I mean, in light of current goings on, I feel like it might be a good time for Mike Padilla to come and >> super. >> Yes. And we'll have him give you an overall um what what we're doing and protocols and is there anything specific you would like him to address? >> He I had brought this up to you. He had said at the meeting at Alamita that there there was some talk of something that connected in with the cameras that were currently at the high school and some sort of technology something and >> yeah and he kind of looked a little further into that and I
074don't know that it does exactly what he thought it was hoping to do but he's we're always looking and exploring those kinds of options. So he can kind of tell you what we're doing, what we're looking at as far as far as next steps. >> Yeah. Maybe where we're Absolutely. Kind of a past, future present. >> Sure. >> Past, present, future. >> Absolutely. >> Anything else? >> I would love to have Wheeler on the >> Yes, I will agree with that, too. Okay. Anything else? Okay. On that note, meeting is adjourned. Motion second motion. All in favor say I. I. >> All oppose, nay. Motion carried. Thank you. Thank you, Andrea. >> Thought you said you're going to give me a voice, sister, of what I need to do.