001Dang it. I'm going to come back in. >> [laughter] >> Will you fire anything? I am. I love that little trigger. Okay, all right. We are not expecting Sandy. For those who don't know, she lost her husband just a couple weeks ago and is still kind of getting through that. So, proceed without her. You know, we keep her and her family up in our thoughts and prayers. Okay, I'll call us to order at 7:02. Joe, you're online, right? Okay. Can I start with the Pledge of Allegiance? I guess you want to lead us in the Pledge? I pledge allegiance going Okay. Next is our consent agenda. And we have a change in the consent agenda. Um we have a resignation for Jamie Perkins. And I heard his resignation was effective today. So we are removing
002it from the consent. Um We're scratching B2. B. Yeah. Um I forgot. Oh, okay, yeah. We got one in a second. Just quick discussion. Uh Shelly Brown, did we see that one coming? Um not specifically. He um is going to go for for Oregon Correctional Academy. Um and and do things there. Um Uh Yeah, so we got two leave adjustments. One coming back sooner, right? Yes. Okay. All right, any more discussion on the consent agenda? Any objections to the consent agenda? Okay, seeing none, that's for approval. Vote. Okay, moving on. Um request for agenda modifications. Youth Buck graduation, do we have that on the agenda? Yep. Anyone else? You don't No. Okay. I think I think we're good. What else? Public comments. Do you have one? Please. >> Please. Yes. Introduce yourself. And I'll I'd
003rather read this, so I'll let you tell us what you're you're talking about. Perfect. My name is Madeline Thompson-Rudolf. I work for Thompson Timber Company here in town, but I am here today as a representative of the Oregon Natural Resources Education Fund. We are a fund that was founded in 2001 with a mission to make grants to sustain and enhance forest-based natural resource education in Oregon schools. All of our donors believe in the importance of natural resource education so that generations in Oregon will both learn to appreciate and care for the natural resources and care about their forest and be able to take care of it. We believe it's really important that our teachers support all the important work that all our students are doing here in Oregon Natural Resources. It's also very important that
004school administrators and school boards support these teachers, and we really appreciate all that Philomath has because we have such a great program here. So, we wanted to get out and present grants to the recipients. We give grants to Oregon high schools with either natural resource or forestry programs. So, I'm pleased here to be able to share that we are providing a grant to the Philomath High School forestry program for $2,500, and um Simon has received this grant for many, many years, probably since 2001. Don't quote me on that, but many years. So, he has a stellar program, and we use that as a example for many other programs across the state. So, it's been fun to see the industry grow in high school, and we appreciate Philomath for supporting it. It's nice for you to
005come visit us. And here I am again. Hopefully, I'll see you next next year around this time. So. Well, this is very exciting. And I cuz this is new to me, is it a direct grant? Is there a particular It It is It's >> administered through the Oregon Community Community Foundation um and so they do all of the uh processing, but it is an application-based process. So, Simon applied back in March. We have a review process and then we approve the grants in May. What did you apply for? Either. And if you don't that's fine. Thank Um seedling nursery equipment and supplies. >> Okay. And I talked to him the other day. He couldn't be here cuz he's at his son's baseball game. Um but he um said that he already ordered everything. So, he's
006on it. Um and yeah, over the years we've provided he was telling me about some GPS mapping software that we provided a couple years ago and that's been really helpful. We provided materials for greenhouses, you know, other or hands-on materials. It's kind of a wide variety of But did you do equipment or material? Yeah. Okay. Yep. Excellent. Yep. Well, thank you so much for Thank you. Thank you guys for listening. Appreciate it. All right. We're good to go here. Thank you. Thank you. Thank you. See you. Thank you. Have a good evening. You're welcome. What did they Yes. Thank you. I'm going to go home and hug my 5 3 and 1 year old. So, I'm going to go say good night. Thank you for listening. Appreciate it. I'm going to stay with them. Yeah,
007exactly. Thank you. All right, moving on to reports. Student government. Hello again. I'm Lucy. I'm Wyatt. Um so, next week is our homecoming week. So, it's probably one of the busiest weeks out of the whole year. So, we have lots of exciting events that happen. Uh that starts off Tuesday morning with a pancake breakfast, um our last one of the year. Uh and then on to Wednesday, we have powder puff in the evening um as well as the luau after that. And then on Thursday, we have the talent show directly after first period. And then on Friday, we have field day and a massive assembly which is really exciting. And then so, that's a super busy week. And then in June on June 2nd, we organized a retirement walk for all the staff that are
008not returning to PHSS next year. So, we're just celebrating them all month. Yeah. Thank you. Excellent. Enjoy home chilling weekend. Thank you. Okay. Um student representative, Laney, anything to share? Um I emailed the admin for one last anti-bullying human assignment for fourth, and I'm working on getting more posters up at school about it. Excellent. Thank you. Great to hear. Uh all right. Association. Do you have anything to say, please? No. No. Um really quick, uh nothing new, but just repeating um after the word "five" of training. Um we're just still hearing a desire and need for members for clarification on how four are calculated. But, I do remember it will be coming next year on the what I mean four is overall. And that wraps today. I'll pass it to Ruben. Um we're looking for
009the ASB building. And then, we have a anywhere about 200 Could I Yeah, then the the the responses to Aisha's are you planning to stay or you planning to go? I'm planning to stay. Okay, cuz then then there'll be answers to um at least the one of them. And if I can just add to my superintendent's report for South I B, and some information with that, I would appreciate that. Okay. Thank you. Uh no OCEA. No. Um all right. That's all we do, so we can It's all unknowns, so I'm not sure what I'm hearing. I can see it, but I don't know if it's being seen out in um live stream land. You you shared it in camera. I think so. Um so I started the report which is in the packet also with
010a series of days about a celebration of events. And so these are really all Some of them have happened. Spring concerts, graduation ceremonies, recognitions, um etc. etc. Um just to be able to kind of give everybody give the board an at a glance. Um One note on that. Oh. Yeah. You can do that when you're doing that. Okay. So then My bad. You can correct me. Thank you. Um I wanted to get into um the the school administrators group across the state is coming up with um a series of work groups to be able to look at really more about preparation for the upcoming a assembly, uh also about where do we want to go in terms of what are some things that we can actually work with partners on to um have be ready.
011We felt like in this short uh legislative session that that uh school district leadership had a lot of of influence just in terms of providing information with um having some things that were decided at the legislative level that were in our favor when they may not have been able to have been. And so, uh the local option levy um equalization grant was an example of that when people could step in and actually share. So, the work groups we have going on right now are are one related to instructional time, uh virtual and online programs. Most of the online programs are the virtual charter schools, and there are a lot of things happening with those. Funding and policy, especially around special ed, poverty purse, the CSL is current service level, um and unfunded mandates. And so,
012there's a group looking at that. There's a group looking about academic accountability and rules. And so, when the state talks about percent of the 141 performance growth targets and things like that, um what does that look like? Um and then the last one is student attendance. The yellow ones that are on there, instructional time and accountability and rules, are the two that I put my name in for. And um unfortunately, last week they both met at the same time. So, I had to pick one. Excuse me. So, um I went in the direction of the instructional time. And we'll have some pretty good research to hope to share uh at our June meeting. That was pretty informative as we start looking at what does instructional time mean? Uh what's its importance? What is the were
013the the essential of quality versus quantity. Um nobody argues that instructional time is important. Um but you have to define it clearly and consistently uh dependent upon what you mean. And there are some folks that believe that it should be counted as days. But if I have days that are longer than somebody else's days, I mean, so there's all those kinds of possibilities. 40 weeks are another thing that add into that. So, um stay tuned cuz there'll be more there. Um thanks to the work primarily of Abby Couture, uh we just we found out that we were awarded uh competitive summer learning money. Uh we get just over $200,000 for the next 3 years, this summer, next summer, and the following summer. Uh this year we the the grant was written for incoming kindergarten through
014fifth graders. We're starting with kinder through third, which is what we've done over the last couple of years. Um where it's been a 4-week program uh specifically around literacy and half days. This year it will be a full-day program with the exception of kinder. Uh kinder will be half days until the last week. Um the mornings will be litera- literacy and uh mathematics instruction. The afternoons will be partnered with the Full of the Youth Activities Club and STEAM activities. And every Friday they'll be involved in the Fun in the Sun coordinated field trips that PYC has done for years. And so there's a partnership and some strong ventures there. Um and it will be a 6-week program. There have been certain families that have been reached out to specifically to be able to say, "We'd
015really like to see your child there." And uh there's also the conversation because the summer learning puts us some specifics on uh wanting to have certain attendance requirements. And so if somebody says, "Well, I'd really like to go, but we're going to be on vacation for 4 weeks, so my child can only attend two." Uh we're really taking a look at that and putting some of those students on a waiting list because of the requirements and things that we need to report. So, we'll be keeping track of that as well. Um So, it will start July 13th. Um the other thing is that Kings Valley Charter School also got uh $50,000 for summer learning opportunities. It's not Well, I haven't seen the outline of specifically what they have planned, but it's pretty exciting to be
016able to have opportunities to um have our kids engaged in some full-day um full-on opportunities for summer learning. So, we're really looking forward to In addition Bring it on. You have six periods Yeah. Yeah. So, So, what is the um I mean, what who's the target audience? Is it kids who are, you know, not quite at grade level, kids who are seriously struggling, anybody who's interested? What's the The start was with those students who are struggling. And those were specific invites that said we'd love to see your child. And then what we'll do is open it to the broader audience for anyone who wants to to participate to fill up the program. Because it's a partnership with Fun in the Sun, uh there will also be some some kids who go to the Fun in
017the Sun opportunity through PYC, but they'll also be part of the STEAM activities with the school and more students in the course of the afternoon. So, it'll be blended kind of in both ways. What is the staff like? I don't know in the past there have been some of the some of the staff have been part of that. Is that the same That's what we're doing. We've just put out the hiring notices to be able to hire teachers, instructional assistants. And um uh We're some staff I mean, I haven't seen any of the the uh applications at this point. Some folks are saying, "Well, it was only three or four weeks last year. I don't want to work for six weeks." And I'm wondering but we've got some student teachers who have been with us
018that have an interest. So, we've opened them all the positions right now internally to see if we can fill them internally. And if we have struggled filling them in that way, then we'll open it to a broader And you said that they're with by invite only at this point. Do you have a Do we have a date for when it will be opened to a broader to not not the teaching aspect September? I think they're looking at like early June. I mean, before the school year is out. June June 1st? June 1st. I had the right word. >> [laughter] >> Thank you. Would you consider if you get teachers only want to do it for three weeks, would you have a staff go the first three weeks and then different eventually people It's a possibility.
019Yeah, it would be a possibility. We know we're going to need substitutes as well. But the the nice part, especially with our younger kids, is it's nice to have a consistent person. Yeah. Uh but you know, we've got to look at it another way. I we we'd rather I would rather have um adults who know the kids over and above saying, "Sorry, you can't work for three weeks." And I have one last thing. Yeah. Do you have I mean, obviously this has happened for a few years now. Do we have like a like a cap or like a number that has attended in the past? Like, what is the The Molly, you may know better than I. They've shot for kind of like 20 where it has been kind of that that 20 kids that
020target number. Yeah. per grade per year. And then and usually like for kinder, sometimes those class sizes are kept at that going into third grade class. So, we're like being like that at least by 80 kids. Yeah. Yeah. And we've talked about if we needed to add another you know, if if we got an overabundance of students at a grade level that wanted to participate, could we look at growing that out and having a second class at that level? So, I mean, there's there's some conversation. The grant was written I think to serve 120 to 100 120 125 kids if it was paid by. And we because we got less than we asked for and because it's a 6-week program we backed down the scope this year um to to stay at K3 for the
0216 weeks and then work in our 4/5. And um just to see what our interest is and how that goes. Did I miss something? No, okay. Um other summer learning that we've got in our high school credit recovery that will start June 15th. Uh and that will run through the end of June. It's for any high school students that we have who um are short credits or didn't quite finish a credit uh that we'll have a teacher and an instructional assistant for those days to be able to help out um those students. And then we've got um our extended school year which is a required offering for uh special education students if it's designated on their IEP. Um we have a couple of students this year for whom that fits and we're going to do
022that in August. Um some in coordination but in the same facility as we have the the summer camp um for our extended school year kids. So, we're looking forward to some great opportunities. Does that mean that Bridges part Bridges Bridges will happen for the ninth graders, yeah. Yeah, but it it will that will happen. Where is the summer camp funded or is it It's it's um um ODE and the governor. It's from it's through ODE but it's the governor's uh literacy initiative. And they called it Yeah, and and because they're adding math they couldn't just call it lit camp. Um and and lit camp and math camp was just going to be too long. And who And who again gets invited or who can participate in that? That's the city. That's That's the state. Okay.
023Oh, it is the state. That's the state. Yeah. That's from the the the ODE somewhere in Brooklyn. >> Yeah. That's where it's coming from. >> Sorry. No, you're good. Um OSCA, our classified union, we've got one more meeting scheduled on May 28th. At the last meeting, we kind of said we're done. Um and so the May 28th meeting, our hope is uh we are just to a place where we're wrapping up the making sure that the eyes are dotted and the tees are crossed. Um but in concept and in theory, um we believe we have complete agreement. Um so we'll have that meeting on the 28th. Um OSCA will then take the information forward to their membership for it to be ratified before they go away for the summer. And then it will be on
024our June um 18th board agenda to be able to approve it at that. And um then we'll be able to move forward. It um It was a I I feel like it was a good process um and a real collaborative process for us um along the way. So it's nice to have us be there. And And from the board, you have Sandy and I guess Sandy and Aaron. And what time is that meeting on 28th since a lot of people 4:00. 4:00. And our last meeting started at 4:00 and we were done by 4:30. That's it. So um we're hopeful that this one will be the same. Yeah. Um I want to save the city of Fall River for the last. Um the town hall was just reminding people that we had on April 25th,
025Secretary of State to buy free and and our representative David Gomberg here at the high school um sharing with our community, which was nice. Couple of funding wins. Uh much of it listed here from the Benton Community Foundation, the Flowing Lake Elementary School Hot Lava Course Playground, um, what received uh, funding from the Benton Community Foundation, received some additional funding from a lot of different donors around, um, had somebody that said, um, "What do you still have left after you get the Benton Community Foundation money?" And we're going to make it happen. And so, the plan is to start that work in early June. And and and part of that is so that the students who will be there will see what they get to to have access to next year. But, it's also there's
026a group of current fifth graders who were a part of the planning and, uh, the decision-making to be able to, uh, bring that to fruition. And the idea is to allow those students to be able to see the fruits of their labor before they move on to the middle school. So, it's pretty exciting to be able to have that moving. Uh, the other thing is the weekend food pack program, which also received $10,000 gift from the Benton Community Foundation, uh, another $1,000 from Flowing Lake Rotary, and a bunch of different, um, independent gifts that, uh, will keep that program in existence for a while, um, for at least two or three years is my guess if they keep going in that way and keep getting the independent gifts. But, it was two really awesome opportunities
027for our our folks to be able to get funding. Uh, Rotary Salmon and Jazz, that took place on April 18th. Um, I put that in there because it's a really strong support to our school district. And so, the in our community, the funds, uh, that are raised go to the Flowing Lake High School Jazz Band. National Honor Society helped with the setup and service um, the event. And so, both of those group get stipended money that goes back to their programs. The Scouts, thank you very much, Mr. Cliffton. Um we're provided a program some program stipend for assistance cuz they come and do the cleanup at the end of the event. And the majority of the funds are for what they call what we call a service above self scholarship. And this year it will
028be three $1,000 scholarships that will go to our students here. That is in addition to the Rotary scholarships that um are selected by the Benton Community Foundation. These three service above self are selected by uh high school administrators. And uh that's how that plays out. So, it's a nice event for the community, but it's also a very nice event uh to be able to benefit our schools. Uh Rotary peace poles. Um Rotary agreed to purchase for us six peace poles. One of them for each of our sites. And we also ordered one for former community services. The concept behind that, and there's one at the Paul Coffman Memorial Park that's already there, is in multiple languages sharing the notion of may peace prevail on Earth. And so, each of the poles that we ordered at
029the decision of our leadership team are languages of English, Spanish, indigenous, based on what the Celeste tribe gave us. And then the different schools selected different fourth languages. The fifth will come in a little plaque that we'll put on the pole that's Braille. So, it will actually give us a fifth language. And we will look to place those in the fall. It's just too much right now. But to look to place those at different points in the fall on our school campuses because we want our students involved and we want our students to be able to know the history and the purpose and the intent. And so the the fourth language ranges from Arabic to Chinese to German and Nepali in choices that different schools made for different reasons. And what you see in the
030picture is I happen to go to Eugene to pick them up last weekend and that was them being constructed. And so I think it'll be a nice touch to be able to add and it's just another display of Rotary's investment in our schools and wanting to be able to support us. They'll be outside. Yeah, they'll be outside. Are they acrylic or They're like PVC and then they've got laminate for the letters which is one of the reasons the braille won't work because you can't feel the laminate which is why the the plaque one. So now I just have I I've been going around taking pictures and jumping it into artificial intelligence to be able to say so what language is this? So I know which school that one goes to because I can't read Arabic
031and I don't know which one it is. So um >> [laughter] >> we think we finally have it figured out. Um >> [clears throat] >> also wanted to acknowledge Sue who is on the board Elaine is she's here tonight. Elaine and Maggie for their work with us. One of the things I'm sorry that didn't come to fruition was OSBA's conversation about having a student a student event that would be about student representatives to the board and their role and their work and their the possibilities and just being able to talk with one another. But I have Elaine and Maggie to thank for that idea to be able to process it forward and continue to look to make that happen into the future. And so it's it's to their credit that that became a reality. Paloma
032is starting to look for folks to represent in the 26-27 school year, but Laney and Maggie have been great for us. Laney graduates this spring and is moving on. And so it's just to be able to take the opportunity to say thank you very very much. Um the shelf idea I wanted to get to is to be able to follow up in some of the conversations I've had and to also let the board know that the there's a committee that continues to meet with Steve Bell. Janine Luther represents the high school, Ben Soule represents the middle school, and Jennifer Buchanan represents the elementary school. And um this is the evaluation rubric stuff that Alice was talking about. And there has been a lot of concern about what is the score that means that I'm no
033good, and what's the score I'm paraphrasing, sorry, and what's the score that means I'm okay. And one of the things that we've tried to convey or I've tried to convey is the only thing that's changing in our evaluation protocol is the scoring guide. So the process around that isn't shifting. The concern is that the scoring on the rubric or the scoring guide, and it's more detailed. So there's a little more rigor to it than the language that we've had for the last 13 years. And so it is a shift, and it's hard for that shift. And so I know that there are some some there are some concern that if I put myself at a score of a three or four, which means I'm doing pretty darned okay. Am I still going to be able
034to be a four with this new rubric? The calculations take information on your goals that you set and information from observations and conversation about the standards, run them through the same um calculation process that it's always been. That's not going to change. And then it gives you information that says your average or your your your total score is a 3.7 or a 4.0 or a 2.3. And there are some of the places in there that for our solid folks that get that two, which is needs some work. There's and and it says that the process then becomes for administrators and teachers to do collegial plan. And there's a lot of concern that says if I get a two, does that mean I'm put on a plan of assistance? And the answer to that is maybe.
035Maybe not. But we need to do a job of explaining that. So, the notion of the evaluation handbook for me really is about our about we have an evaluation handbook that we want to work together and whole collaboratively on with our teachers and our administrators to have the best teacher core that we can have in our district. The absolute best and that's its purpose. If we want the best teacher core we can get. And what we want to use that for is to be able to work together to build skill where it needs to be built, acknowledge skill where it's awesome. And then be able to keep that moving. The discipline side is really over here on the other side. I could get twos and it's because I'm new to my job. I've not taught
036fourth grade. I've taught kindergarten. I've not taught chemistry, but I've taught biology. You know, those kinds of things. And so it's a or I'm over here teaching. Um I could get a three and I could still be put a put on a plan of assistance. I could get fours and I could still be put on a plan of assistance dependent upon what's happening and what the needs are. So it's really about how do we take a look at these things from a couple of different standpoints. So there's concern about change. I understand that. It's really about how do we keep those things separate and know that what we really want is the collaborative process. Nothing is changing but the scoring guide and the rigor of the language and the scoring guide. But the calculation part
037of it is not changing. And so I know that continues to be a concern. That's what the committee continues to work on and those are some of the conversations I've had with some folks. So I wanted to let the board know that um just from the simple perspective of um because we continue to hear about the concern that we've got a committee of people working on it and we're not doing nothing and we're not ignoring the conversation and communication. That's why the committee is there to help to look at the handbook and to help be able to make sure that it addresses the collaborative nature that we want to continue. So with the committee we're good. Yeah. Yes, please. Um so what is the time because what I'm what I'm hearing is that there's concern
038that we're going to step into the year with this system and there's going to be a little bit of uncertainty and I understand the nuance of what you're talking about but I mean I I could I could imagine that being fairly disconcerting. So is there a time frame where that could be alleviated? They've been meeting but if it's discriminating so like a little bit before. I mean you said that every that there's communication ongoing. It doesn't It doesn't sound like Steve Steve I'm sorry go ahead. It sounds though maybe there's a need for more communication or like more detailed and a nuanced understanding of And what Yeah just assurance. And what we've tried to say is the thing that's changing of that whole process is the scoring guide. The way that that all configures and
039comes together and how your final score is not changing at all. It's the same process that it's been for the last 12 13 14 years. Nothing is different than that. It's just the scoring. So what we're trying to do is to be able to make sure that we walk our way into it appropriately. So really there's nothing changing in the manner. The scoring guide. The whole point of that is is the the conversation is the value when you meet with someone at the end of the year to be able to talk about what the scores are. What do we know? What don't we know? How do we give people information to be able to make sure they know ahead of time. So Stop there. Feedback. Yeah I'll let Steve go for it. Please. So uh
040in the same the the other thing we used to rubric the rubric is is changed. That's what's changing which is the detail of the standards that you're trying to see in the classroom or that the teacher is trying to you know know that they're they're reporting on their scores in this this rubric. So, last year we met to decide to go to change from what's called the Legends rubric to have a SEL 5D plus rubric. This was a committee decision uh represented by three people from teacher association and three administrators. And at that time uh the group sort of said, "Well, let's just institute it." But, we knew that we needed to do some teaching. And so, that's what we spent five different Fridays on teaching about each aspect of the rubric. There's five domains,
041so we covered covered each one to try to talk about each staff level like what does this mean? What does this mean to us at our building and our grade level? And that's the conversations happened throughout this whole year. Um cuz that's the part that's changing. And in the the change from the Legends Legends rubric, yeah, to the five Uh-huh. one, um is that based on the need for a uh just a stronger rubric? I mean, is that what what Yeah, what what is the issue? Why? But, yeah, it was um so, the administrator staff, we had gone through a training with this with called SEL, social emotional leadership. And it was it was a lot of it wasn't about the 5D plus rubric, but we knew that this was we saw this there. And
042so, we brought it to me cuz we hear many times I hear is like when they go through our current rubric, they go, "What does this mean?" for the last 14 years. And and we try to explain it, and there's times I'll go I go, "I don't really know how to explain how that looks really clearly like well sometimes." And so, this this rubric to us and the community felt like it was clearer, like it was understandable. Like you could you could when you read it, it was easier to understand what it meant. Um and all these different uh standards, you know, uh domains are called. So, um so, that was why it was we thought as a group it was better. And the And the standards and rubrics are available to the teachers Oh,
043yeah. They've been all year All All year. I mean, the point of like my my is like, yeah, okay. I've seen it. I mean, and and that's maybe that's not universal, but I mean it but I we've been really trying to do it very attentive to it is more so than ever were the other times. Let me Let me >> I I I've been a professional manager for 25 years and a wise manager once told me there's certain things you don't mess with in your employees, their salary, their title, their parking space. That's way up there. And how you evaluate them. Um so anytime we go through a change like this, it's not going to be comfortable. It's not No, it's not. And that you've articulated that. To the concern of the teachers, I get
044it. You The concern is what's the magic number if it's a 2.3 or a 2.5 and boom, that means we're on a plan. And what I'm clearly hearing is there is not that magic number. There's not going to be a number. It will depend on it you know, if if that teacher has had 2.3 for 2 3 years in a row, okay, that's probably likely had a plan. And I have no idea what the actual you know, numbers are there. I'm just saying if that's at the lower end. Um but again, if it's a new teacher, maybe they just got a whole new set of subjects. All those things are going to factor. So, I'm not hearing anywhere the administration saying there is going to be a number that is going to immediately put you
045on a plan. Has that been accurate? No, that's not an accurate. No, that it is an accurate statement. Okay. So, that's what I'm hearing. So, I I'm hope hopefully that helps a bit. Uh it you know, it's probably not the background to your work, but I I I I can I understand where the concern is coming from again having had to evaluate hundreds of people over my career. Um I I know there is coming from, but um, I I I don't think there's that specific concern that one number for every teacher means a plan or Yeah. Yeah, similar to what Steve said. I feel like that all that's not new either. Like, I have heard Susan say that. Um, I've heard my administrator say that. And I honestly am not speaking for my own personal
046Right. Yeah. Um, So, I hear that. That makes sense. And also, I think again, I'm speaking for everyone. So, I think what I've been hearing is that we know that it's nuanced. And that's the harder part. Right? Like, there is no clear black and white. And And it's not going to change. >> Right. Um, but there's just a concern overall, I think, because, like Steve said, it's been the same person many years. And people haven't really had to think too much about it, right? They've just been going through the motions. And now this change has kind of highlighted this area. And everyone's really looking at it. And they're like, "Oh, well, it's changing. So, I want to make sure I understand it." And then there's just a lack of support that lack of understanding about
047the process. And concern over, you know, perhaps you're with an admini- an administrator now that you you've been evaluated by them before. Not much is really changing. But, let's say your administrator goes change. And they have a different understanding. Do we have something to point to so that it's clear for them as well what score means because admin has been having conversations. But, is that written down? Is there like a clear I know it can't be black and white, right? But, some sort of system or process. And we have the handbook. Um, but I don't know if I'm articulating myself You're good. Just Yeah, it's it's nuanced. So, certainly there's always Yeah, whenever you have a change of, like I said, administrator, we're going to have to figure out a way to make sure those,
048you know, they're brought along Um, and so there is that consistency and you don't have a step function change, right? I like a process. Yes, yeah. And just to go back to something you said and I think it ties back to your to your association, um, the nuance is in your best benefit, right? Because you don't want a situation where that number means exactly nothing for any teacher in any circumstance. If they get that number, whatever that number is, they're going to plan and doesn't give the administrator any room to say, "Well, but we did just load them up with two subjects they've never taught before or they've only been here a year or, you know, they went through a divorce and their dad died and they had a rough, you know, those are the
049kind of things we want uh the administrators to have the leeway for and if we just pick a number, taking that away and um so and certainly there can be times where the nuance may work against teachers, but I think the vast majority of the time that nuance, that degree of freedom, is going to work. Okay, one more thing too, uh I don't know what plans are for next year as far as continuing to roll this out, but I know there's been trainings on each uh of the DEUs. But I'm wondering like with a training on I think just like a walk-through of a sample calibration or what am I trying to say? Like rather than just specifically like each DEU like The process itself. >> Yeah. As a training. Yeah. The process really about
050how it will be applied itself. I think that would serve the purpose. What are you hearing? Yep. I hear it. Just one. Okay, what? She can have a teacher and do it in front of everybody. Just Well, I mean, yeah, as a mock, right? As a mock, yeah. Yeah. We can talk about it. Sure. Yeah. Maybe more people in the same room at the same time cuz it's just so vague. Yeah. Something like this. We're not getting And I need to point out that that Allison Emily and I have had some really good conversations and and things have gone really well and my apologies if this felt like a target to Alice cuz that was not its intent. It's really about wanting to alert the board because we've heard about it consistently that we're not
051doing them. Yeah. And um just wanted to to make sure that's out. Yeah. So That's clear. Um yeah. If I may add um I recognize that the nuance in in retaining that is really important, but I also see a deep value in having some basic benchmarks of if you are new in a subject or you are newer in your teaching career, here's a range of expected numbers that we If you are five years into your career, there's a range of numbers we would expect to see. Um I'm a year into this similar evaluation process change at my current workplace and I will say we meet on a weekly basis and talk about it. So it's not something that happens quickly. A slightly larger organization, but um it's it's something that requires uh rigor and communication
052uh and consistency in answers. So when I hear that nuance, it actually concerns me greatly because um an employee review is deeply important, deeply personal as it's already been touched on, but we have to also recognize that managerial changes do happen, administrators do leave and how complete are their notes? How much data is recorded? Um how much personal bias can be removed so that it is actually reflective of what's happening in the classroom versus we all have unintended bias. We have people who we really love to work with. We have people who maybe we have communication difficulties with. Doesn't make them less excellent as a teacher. So, those are concerns for me and then just being really clear in communicating being really clear in communicating back timelines and you know, it's a lot of work
053and also being aware that it's going to take longer to do those reviews when they're happening and making sure that whatever the board can do to support, whatever Susan can do to support those review timelines, make sure if there are questions, they're going to be let's just estimate five times more questions than there normally are. Absolutely making sure that Steve and his team are supported as they're going through that so that you're not having to do this, this, this and you know, it's kind of that thinking. Like, how do we how do we give you a little bit more time during those processes? And I don't know if they happen all at once, if they're staggered throughout the year, how that goes. I know I have to do all of mine at once and yeah,
054there's there's a lot to it and it is very important. Um and again, just the consistency data all of that is um because people also leave districts and sometimes you carry that information like, hey, I had every single review I ever had was stellar until we changed programs and then all of a sudden my score dropped a little bit. But it was the same score. It's just a new system. So, like, how do you explain that? Okay. The last thing I wanted to come back to was I put on the agenda the city of Fillmore and I did that because the city of Fillmore and the Fillmore school district are are they have we have to be community partner. Um the reason I raised it is because I want to openly talk about uh some
055things I've thought of as we've just had a water rate increase that will affect our community members and it will affect the school district. And what has been on the table put on the table is the possible consideration of a city services fee of $14 a month per household. Which you know, you can say well that's the city stuff. We don't have to worry about it. My concern and what I wanted to bring to the board is there's another public testimony opportunity. I kept my mouth shut following that the last time at when they had the the public input because I really want the board's input and I want you to know what what my concerns are if that comes to fruition. Um which I know um Christopher our board has asked that the the
056city try to come back with um a budget of a trim of 100 to 150,000 dollars from what they brought forward in the first session. So it may it may be moot. My concern is in the fall of 2027 or in the spring of we have to go to voters to look at the approval of a local option levy if we want to keep it. And at that at the current level this year that has brought us a million and a half dollars. In the local option levy equalization that has added in the year another 800,000. And we have to go to the voters for that which I get. The city doesn't have to go to the voters for a city services They can make that determination. My fear is that in looking forward we
057would look to renew a local option levy and if the state equalization grant goes away, which it may in the next by any means. That's 6 to 800 800,000 dollars that we wouldn't get even if we got the local option levy. My concern is our voters that when we put that out there are going to say, I have to pay more for my water, I have to pay a $14 a month city services fee, I can no longer afford to pay for your local option levy because I'm tapped out and we have to go to the we get to go to the voters because we want them to make that decision. If we don't get that, that has the potential to put us down at least $2.3 million. In 2030, we can go out to
058the community to see if we can look at another bond levy to be able to look at our facilities. So, what I'm trying to do is to continue to think ahead, but I want the insight that the communication conversation from my bosses to be able to say sit at the table and don't say a word or is there something that we can I mean, I don't want to tell the city don't charge anything because they're a partner to us. But, I also want to be able to make sure as partners is there something that we need to be able to at least raise to look out for one another. And so, I'm putting that which is why I wanted to raise. Can you tell me I don't have any serious issues? Um what would the
059average city service bill right now what is $14 mean to that? 50% increase is that a what Do you know? That I don't know. This I think my I think I pay about 100 and 120 for my >> water water and sewer. Yeah, I think it'll be about a 15% Well, cuz water we know it's going up. This is the This would be attached to the >> Yeah, yeah. Right. So, there is a there is a there's already a per gallon increase and then it's a just a flat rate charge on top of that. So, my concern is if they don't do stuff like this come in 3 years, inflation's going up, their H assuming their H everything costs so much more, they may come back in 3 years and fight $25 instead of 14.
060Absolutely. >> And then when you try to get other funding I'm as much as I hate the tax everything, I'm always in favor of the small increases cuz I see what inflation does in our business and if you don't do a continual up, you're doing a big jump. Yeah. And so, I think it's easier to do a small small increments. Well, and I yeah, to me tacking this onto the water bill has nothing to do with your water, right? It's other city services. Um and $15 a month, you know, what's that a year? It's 50 something like $75 a year. It's not real. It's a big jump. $5, you know, cuz you're This is This is new where they're just adding a city services fee on your water bill. This would be on a on
061the on a um uh electricity bill. You guys have the plan for the street sweeping where I can't park anymore? The 200 Utility. Thank you. My bad. My bad. Well, that's the water. That's the That's the water bill. It's the water. That's the only one the city runs. Right. So, yeah. Um anyway, so So, I think it's I think you're right to heed the concern here. Do you have the date of the second hearing? I'll put it It's Yes, I do. It's Oh, baby. Get ready. >> Oh, like you said, I'll With the 28th I think it's the 28th of July. Okay, so yeah, not great news there, but um I want to be a good partner and like I said it's May 27th and it may be it may not be an issue if
062they come back with a budget that's less. Maybe. And they may look at saying we need to do four dollars. Sure. Five dollars for something like that. It probably 7:00. Uh 6:00. And it's >> What? 5:30. Does that make sense? 5:30. And if it's 5:30 you win. And if you said it I And it's a budget hearing I assume. Yeah, and it's they will take they're taking comment via written or they will take oral comment that evening All right, 5:30 on my calendar. And the school pays and this is for half of what the school district pays. Does it have a Is it the school district $14 bill or is it Probably for building. And that I don't know that side of it. That was a question I couldn't ask or didn't ask. Um you
063know, I know our water bill increases with a percentage within this in a similar format, but I don't know what the $14 fee means for the district. That's my guess it's just like But that's a fair question. That's a fair question. Yeah. Yeah, thank you. Yeah. Okay, let's move on. But thank you everyone. Anything else? For me? I know, I better be quiet for a while. Um all right, the financial report. Jennifer is at the baseball game, but she gives a very thorough report. Um the big thing is uh we ran $200,000 short on um What is it? Support services which includes maintenance and facilities. District support services, technology, administration, and transportation. Transportation being the big ticket item. Uh the overall, I think Transportation and maintenance facilities. Our HVAC is incredible. Incredibly expensive. Yep. So
064So that is the one action we need to take is um to cover this bill, we need to pull 200,000 from contingency, which we're happy therefore Open resolution 2526-01. Any questions? So we're just I motion to Adopt the resolution. Yeah, I move that it be adopted. Resolution that Okay. 2526-01. It's okay. That's our motion. Give it to this one. You can just put Aaron Dutch. Yeah, just put Aaron. Leave it open then it's Okay. All those in favor? All opposed? Zero. Okay. Thank you. And uh just to go on record that I I I thank my lucky stars every day and I hope you do that we've got one of the best business managers that one could ever have. It's just She is a spot on in her detail. I would say the same of
065your facilities Yep. Uh okay. We're good. Uh we Any other thing questions for Susan from the financial report? Okay. Okay. Uh the annual merit support It was in the packet. >> Yep. And They don't They had other commitments and couldn't be here, but they wanted to be able to as they've done in the past provide updates about their world. Uh yeah, it was a nice report. Um What's our FTE across the total? It is two full, I think. Okay. Um School board liaison check-in. Um if anyone has anything to report, one thing I will say is definitely this is the time of year where there's a ton of things going on. Um are you going to do a promotion not a graduation, but a you know, ceremony? We do. We don't do ceremony. We do
066eighth grade celebration. It'll be a big party on Wednesday, June 10th. Okay. And then we do an assembly for the eighth graders on the Thursday morning. where uh each student gets a small recognition. And Yeah, so that's your that's your yeah, promotion or whatever. Okay. >> Yeah, celebration. Celebration. Celebration. >> Okay. Uh anyway, so I would you're Is that you, right? You're the middle school guy. >> So in the school though, we were short-handed one day and I told Logan, "You can stay home from school. We have a sub this week. You can sit on the baler for me." And she goes, "No." She didn't feel like going to middle school. She wanted to go. So I told her Victor, who is in sixth grade, was at the tractor all day. He said he didn't
067want to go. And I was like, "Well, then you can go to middle school." Yeah. There you go. I'm very disappointed. Don't you know one of our objectives is to keep the tractors up? Um So anyway, I just want to encourage you all of you to check in with your I know um in school Beasley emailed me with the whole all the activities, the music programs, um the um the grade graduation promotion, whatever you want to call it, uh those kind of things. So I think Kevin's graduation, I know it was on the list, but it is on June 10th. So I'll be attending. Anybody else? Yeah, we'll we'll talk graduation. Yeah, cuz we've got we've both the PA and the Okay, unless anyone else has comments on their leader roles. One. All right. Discussion
068items, district objectives. >> And I'm going to let Logan and Chief go. But the Bell family and his And I think I think Eric wanted to be here as well. Is that right? Am I in the right category? He was talking about coming to be here. He's the youngest. Then I'm getting my wires crossed. Okay. Uh so thanks for having us. So we're here really to talk about interim assessments mostly. Most of the time you hear about the state-wide standardized assessments. That's what's the a summative assessment that is done in the spring. Currently we're wrapping all that up now. That's what you hear about. That's what's publicized in like the It used to be called the report card. It's called something else now. And but you don't really hear about the interim assessments that much
069and that's what we do throughout the year. And just sort of how we use that information to support our students and and our staff and all that way. So So Lois will talk a little bit about elementary and then I'll talk a little bit about So you've heard a little bit probably about our different assessment programs. Again, sometimes we call them benchmark tests or interim tests. We do them in math and reading. Um Clements, both of them elementary and Logit are using the STAR assessment and the middle school is using I-Ready. We have gone back and forth a little bit between STAR and I-Ready. We pilot We tried I-Ready at the elementary school and found that it takes too long to get through the assessment. And so STAR is a better fit for the younger
070students, which is why we have two different assessments. Um some of the strengths of the benchmark assessments is that all students take it. We don't have any opt-outs. So it gives us a more complete picture across all of the grade levels. It does have a computer adaptive math and computer adaptive on the literacy and then for the younger students in K1 or students that are still struggling with reading and in the elementary there is a early literacy option which they are doing some of the phonemic awareness and listening comprehension tasks so we can still get scores even if they're not able to read yet. It can be given multiple times a year and the schools can decide when to set their benchmark windows to get that reporting of a fall, winter and a spring score
071which is really nice to have that flexibility. At the elementary level we are doing it three times a year. The middle school is doing it twice a year because that's a better fit for them and again their assessment does take longer so they are doing that um at the very beginning of the year and then March is in March is their second time and then they're able to do the state assessment kind of this time of the year so it's not doubling it up. At that elementary school we do double up the smarter balanced state assessment and getting our spring benchmark just because we want that complete picture from all students. This testing time is shorter both Iready and Star have progress monitoring which are shorter one minute skill tests that we do one on
072one with students generally and that does again is helping us track growth to a smaller degree. They're detailed data reports and you can do that at all different levels. There are parent reports with both of them that we share at conferences to help give a clear picture to parents about how their student is doing and goals that we have for them for the year and what's really amazing as soon as we have a new student we can assess them right away and that really helps us meet their learning needs without having to like have any lag time with them joining our schools. So here's how our use all of this amazing data that we have. Um, it helps teachers when they're setting their student growth goals, um, both at the grade level. Um, we do
073our core review meetings as part of our RTI process where the grade level teams meet, look at the data, and set goals for the year. It also helps individual teachers set their growth goals so they can look specifically at what their classroom strengths and needs are. Um, it helps with, um, teachers planning their core small group instruction. So when they do small groups for reading or math, again, they can look at those benchmark scores and really address the best needs or strengths of their class. Um, at the elementary school, we do what's called either walk to reading or WIN. WIN stands for, um, what I need sort of model where, um, we're able to move groups around and I'm going to go into that in a little more detail in a second. Um, and then
074the patterns of scores over time it gives us multiple scores in a year which helps with our gifted identification process. Um, and then on kind of the far right side is really the students that are struggling. It gives us really good information and that initial fall benchmark helps us know who we might need to screen more, um, to possibly place in interventions to help with, um, regain skills. And then it gives us that list of students that we will continue to progress monitor. Um, and those groups shift throughout the year. At the elementary school, we use five different blocks where we change the intervention groups. And so we're really using that progress monitoring to really make sure that kids are exactly in the right place where they Um, so this is an example of like
075some of the details that you can get into into the assessment. This is a math example. Um, and so really the grade level teams can look at this across the entire grade level or you can look at it for your classroom. This is a winter score from third grade. They hadn't studied fractions yet, so you can see that would be a need, um, across that grade level um, that they have with it in the 37% but then that their strengths are more in data reasoning. So again, it just is giving more detailed information for that teacher as they're planning their instruction or if they know they've already covered something and they're still struggling showing up there they can go back and do review. And so this is an example of the walk to reading or
076win model across what it looks like for one grade level and basically in our master schedule we have a half hour built in to do this for every grade level focused on reading instruction. So the four classroom teachers are on the left teacher ABCD and again they're using the data from the benchmark assessments to figure out what skills would be best to focus on. So I gave sort of like a third grade level example where you might have one group that's working above grade level that would include tag students but also other high achieving students that that is the right fit still for them. The teacher B is more at the grade level possibly working on comprehension vocabulary kind of things. Teacher C is focusing more on some upper level phonics where students might still
077have a need for that and teacher D would be working on more of like fluency accuracy and that group size is smaller because they need a little more intensive work even though that's still at the teacher level. And then what's really awesome is our RTI staff and our resource room staff work super closely together and so we are able to provide about eight other small group interventions for students that need them and we're using progress monitoring and skill assessments to match that specifically to the skills where they're at. So there's a whole range of phonics skills but we want them matched with other students that have that same skill need so we can really focus where they need to be. So those group sizes are smaller in the resource room and then a little bit
078bigger through our RTI program just to meet the needs of students. When you say you're saying one is really It's really a one-on-one and that's sometimes the right fit for students based on where their skill level is at and so I wanted to like show that reality as well. Um so with students that are in interventions or even students that we are kind of in our watch out group that are sort of that borderline between inner small group interventions and that like classroom of 14 group. Um those are the students that we really have a progress monitoring plan for. Um and this is an example of our reading fluency progress monitor. Um students that are in interventions we try to monitor weekly. Again, we know that it's not always consistent day-to-day and so we want
079lots of data points to be able to look. Um students that are more watched out might be in more bi-weekly. Um and these progress monitors do give us really great information about continually intensifying or exiting interventions. For this student in September you can see their scores are very flat if you look at those kind of up and down moments. And so this was a student after winter break that joined interventions. Um and you can see that trajectory change and that their growth is consistent with using that intervention and then maintaining that intervention. Blue is um getting closer to grade level. Eventually the dots turn green which is like woo woo we're there. Um and so it gives us that if you start seeing a student make a huge jump and it suddenly is above grade
080level above grade level then we realize that you're ready to exit the intervention and we can make those changes even in between our intervention blocks if that's appropriate for that student. Um I also mentioned skill assessments. Those are really again used for those at risk students to make sure they're in the right spot and the right type of intervention. So um for reading for lower um early literacy skills we might be doing a skill assessment on can you name your letters? Do you know your letter sounds? What are your level of phonics? Do you need you know, short vowels, long vowels. Like we really are specific so we're hitting We're not teaching them things they already know and really hitting the skills that they need to work on. And so we do need to use
081Some of those are included in I ready and STAR and some of them are more connected to the intervention programs. Um but that's again one-on-one tracking all of that nitty-gritty to see growth and to really match up um where the interventions need to be to really get the most leverage for that student. And then math we also have all the specific math areas that we do specific skill assessments in as well. The math is happening in a 20-minute block. So it's not quite the long block and that's not a whole grade level walk-to model. It's more of those math students that need interventions are getting pulled out um for those math interventions um to happen for those students. But they're not missing any core instruction. I just want to always say that. Like all of
082the interventions are times that it's not their core reading or math. It's on top of that. Okay. I'll turn it over to T. Yeah, so the the middle school we have a lot of the same data access. It's just a little different from the different programs but we still can access the the detailed specifics of where the students are at from their assessments that they do in September um and then also in March. Um and ours is not a like walk-to reading or a pull-out model. It's a student assigned to class. And so really once you get into the uh RTI class or the intervention class um yeah it's it's 9 weeks um and they work on their specific skills again. We do also try to match up skill sets. Um it is broken at
083grade level so it'd be a sixth grade RTI class or seventh grade RTI class or eighth grade RTI class. Um but we have two of each of the grade levels so you should be shooting for for next year as well. So we try to match up where their needs are at so the teacher can focus on those with the kids. And so we put up here just uh we do do school-wide in September March so every student in the school will do the it's a math and a reading and uh and just as I mentioned, it goes to the individual teachers can also see how the students are performing and where they're where as a class might be skill sets that we need to work on uh together. And then, uh if you're in the
084in the RTI class, then they also do the interim assessments in December and in June. So, when we talk about um two times a year at the middle school, that's two times school wide. But, if you're if you're in the course program, you'll do it two more times so you can get more detailed support from that. And I'll just second. Teachers can give it when they want to. So, if there's a need for a fifth grade to see where everyone's at for comprehension, they can give it anytime throughout the year. That's another great flexible part of it. So, um with that, when you have kids going from like sixth grade to seventh grade, and they're going to find them in their classroom or seventh grade ball, uh you're you're looking at the end of the
085year that's in for everybody and or the extra um any extra assessments that Yeah, so what our staff will do, they'll look at sort of what the March numbers were, the data set, uh look at how they're doing in sports. So, like, we'll take consideration like, are they below the 25th percentile at that point? Are they currently receiving intervention? Are they new to school? And the teacher recommendations if the teacher's saying, you know, I know they tested above 10% 25th percentile, but they're not demonstrating that in class, you know? And so, how do we So, they have conversations good conversations about that. And so, we try to schedule Yeah, so seventh and eighth grade, and even sixth grade, we get information from fifth grade, as soon as they come in. So, we just schedule them
086in sixth grade. Uh but then, it is like actually an action like in the fall of sixth grade year. You might have kids sort of join the program, you know, the second nine weeks. Yeah, so the once they're in that nine weeks, they're locked in. And then, with I'm sure Yeah, so I mean, they're not locked in, but there is some flexibility. We try to like say, you know, you're here for reading. So, we really try to make that call Yeah. solid, you know? >> and data it like it would be very good. Yeah, it's it's super helpful to have that so do you ever pull a kid out of the change your schedule four weeks in saying that they need to be in an RTI? Yeah, we do. Yes, and then we have a
087new student that comes in and and we don't have the information till a few weeks in. So yeah, we do. We're not that rigid but but we also try to be very cautious about kids changing kids schedules. You know, it's socially affects them too, right? You know, they're not they're not happy. They don't want sometimes they don't want to switch. So how do you work them say like no this is for your benefit and and with the way we do it is the student will still have math but they might have math intervention as a second math. And so we talk to them about what course it's not really a choice but we talk about what what course you're going to give up and sometimes try to work with them because we want them to
088also have the electives. Or an elective or course have those things. So so it's working with the student and with the family to go you know, for your benefit how do we how do we make this work for you, you know. And then so then it also partnership with their special education team. So some they also work closely together and sometimes students might be on an IEP and but they but they're receiving their special education at Kansas City in this course work because that skill set that they need can be taught by these by these teachers, right? So it kind of it's working together that way as well. So that's that's a huge benefit for us I sort of broaden the team that's working with kids that need need instructional support. And then this is
089just sort of representation of a bit of another sort of graph that we can do. Green there's a key there on that right side there five little placement. There's levels of green, yellow, and red. And then in this way you can see this a math for example, if you look at grade six on the left hand side, the top bar there is the most recent one in March assessment and then you can see in the fall below it. So when we look at this really big broad picture, there's more green and less red, you know, and less yellow in the most recent compared to fall for sixth grade. That's good. That's what we want, you know, you want that green to grow and the red to get less. Um, so this is a very sort
090of basic example. That's one way to do it, a quick glance, a quick look like, are we trending the right direction? And if and and if we're not trending the right direction, why is that? Like what has happened? Like what's changed? What's different? Um, and so this gives us a really fast look and you can see, you know, um, on the left hand side there grade six, seven, eight, the bars are trending the right direction. Um, and you can also see, you know, in eighth grade, you know, it didn't move as much as say in sixth grade. And why is that? You know, it wasn't it is. Well, I think one of the things that matches as students get older, the fluctuation and movement is less typically, right? Also a good trick. A bit, right?
091Even for a 13-year-old, right? And so so how do we attend to that, you know? And so so that it's sort of interesting as you look at it. It seems a social trend, right? How it plays out. The graph on the right there is the students that are in the math arch class and that's why you see more red and yellow and you don't see a lot of green because the students are receiving interventions because they're not at grade level. And so it doesn't mean that that this program is not successful or moving. Uh, it very much so is. You can see in the most recent, there's more yellow and less red as it kind of goes down. Um, and so again, we look at how that works at the different grade levels, what it
092means and we always say the data in these bar graphs, this is just like the first line of a story. You really got to look in and start looking at each student and their needs, their skills. And then we get to the point of where we we we talk about every individual student in this setting and go, "What's their personal story?" You know, what are they going through right now? What are the other struggles in their lives that we need to attend to so they can be ready to have the skills taught in class. Because that that's super important, that's super real. Um and these are not big numbers, right? The the bottom right graph try there in each grade level, you're talking about 15 to 10 kids in that entire bar, right? So we
093also know a few kids, the whole data set changes its percentage, so um So that's just a real quick look at this again to show another way to look at something as small as that. And we're happy to take any questions that you have. I just want to thank you for sharing the sort of trauma-informed teaching approach as well because we know uh if they're going through difficult things, your brain just can't necessarily always process new information right away, so that's super important. And when I got Yeah, testing I horrible test giver. I did fine in class, but if you look at the like I just I could do like all the math over here on that test, but I just didn't do well on tests. But I was like weeks ahead on like my
094workbook, but I didn't do well on tests. Yeah, and that's what we tell all the time. It's it's it's the numbers you get, that's one thing, but who this child is, what they're going through, how they perform in you know, what are their skill set need. And then fortunately, we are small enough, right, where we can attend to each student individually. Yeah, I was a terrible speller and writer. I'm not a fast enough reader. All right, very informative. Uh So this goes to one of our Yeah. You want to talk to that? That's the connection. Um so what I did last time was lay the lay the foundation Put my words. Um really, thank you. Um about Yeah, so what you you all have uh the develop a program where teachers at all levels identify
095students at risk um of not graduating and provide support across all future grades for those students. So we laid a foundation last time and this was really about saying, "So what's moving the needle for our kids?" Um And what what I found in conversations from um our leadership group this past week and in preparing for this kind of information when I filled out that piece of the puzzle I am finding that we're going to have to spend some time teasing out if we're talking about um students at risk of not graduating, one of the things that I put in there under the strategies component was we probably ought to look at academic and we probably ought to look at basic needs and we probably ought to look at social emotional. So when we're looking at
096what keeps a student from graduating it could be more than their academics. So then if you look at um the goal on the prior page, connect which is what we were starting tonight. Connect every student with an adult in the district to check with them um check in with them at least once per week. How tightly those are are knit. And um how do you tease them apart versus do you really need to tease them apart? And so, what are those and that's what I spent most of my time working on since we met Tuesday was really about what are the nuances of those and we talk about what keeps a student from graduating that is saying different than what it is about being able to check in with a student. The interesting part of
097checking in with a student um when when we take a look at that one because we talked about we have um advisor classes and home rooms um where students have an opportunity to be known, but the interesting thing that we got to in our leadership meeting um on Tuesday was we as adults believe that we have it all together and we have these opportunities where we get to know kids and we're available to them. But do they feel like they're appreciated and that there is someone that they can go to? And um be able to feel supported and appreciated because we can say Susan Holiday, you're going to be Aaron's person and and you're just going to touch base with her and check in and, you know, say the the the do things, but um
098does Aaron either know that I'm her person or she might look at me and say, "My God, why? Is it you?" Um and so, it really started >> not likely to be there. She's She's not going to be What? It it really started to take the look at um in that particular um goal set that we need to continue doing some of the things that we're doing, but we also need to ask our students. I was going to say, is there something like a survey or I had a Yep, that's what we're There are my person I would I had teachers that I despised, I had teachers that I really liked. But is there a way that you can ask a student that, like, just a little thing, like Absolutely, and that's what I put
099on one of the >> And maybe disguise it, like, favorite school day because, like, you don't want to say my favorite teacher is this or but maybe kind of disguise it a bit. Or what class do you like to take if you had the option to go back and take a class that'll help you identify the teacher that you like the best. Right. And so, I dug into research about if you're connecting every student and what is this importance about the positivity of relationships and simply greeting students at the door and greeting them by name. I mean, I remember last year's graduation, I think it was last year when there was a student that said, "I remember my middle school principal that would say hi to me by my name every morning when I walked
100into school." It means something. And so, you know, what is important when we look at what we need to consider and I'll be sharing I'll be sharing that. Oh, yeah, for the for that, you know, technically just partnering an adult with every student. I mean, you know, that was my just starting point was just literally assign every kid, you know, to you know, like, the staff divided by number of kids, assign 10 kids, just to make sure we're getting it started. >> Right, and that's the home room and advisory. So, those are things that we've got. >> Right. Um But but I but I love the idea of, you know, getting the students' input to say, "That's right. I would really love this person to be my buddy." or "I definitely don't want that teacher
101to be, you know." Um but I also don't want to spend, you know, a whole lot of time where, you know, it's January before we've got it all sorted out, right? >> Right. I mean, just as it would too. I mean, there's some kids who absolutely are totally fine. It's like, "Hey, hold on. Let me get your backpack." Totally fine. Yeah, that's okay. But, like, suppose like like identifying the kids who need a little bit of extra help, right? It feels like that those are the kids absolutely. You know, how do we I agree. Those kids who are, you know, they're in a great home life, they're well-adjusted, etc. Um but, I still think it's great for them to know that there's one particular person who is there if they need that. Whether they ever
102use it is a you know, but I still think that connection, knowing that that's available is is powerful. As a for administrator, too, one of the ways that you have is identifying people that gravitate to is going to help them also understand, you know, if there's some teachers that are slipping behind in they might have a great track record for the numbers of how their kids are performing, but their kids may not be receptive to all right. They'll They'll give you other information that they're indifferent to what they're saying. This group of teachers, the kids are gravitating toward this one and they're shying away from these ones. That'll also help you get information about the kids saying it. Yeah. So, that's why I'm always going to be a teacher in No, no, no, no, no.
103I mean, I Kids just walk around Lisa Vick, for example, or Well, Rich Richie in the middle school, right? He's Mr. Popular, right? He loves the kids and they love him. So, as an example, right? You can be anybody, any any any parent, you know, from from the janitors and the kitchen help all the way all the way up to the administrators. Why any kid would want to hang out I have no idea, but you know, it's an option. Yeah, and that's what we will continue to do the assignment, but it just kind of opened the door to be able to say what works and what's most important. And And of course, the next thing I started getting into was what is the importance of modeling in a classroom, being able to talk to one
104another. That then spreads out to the adult that that you care for or cares about you. And so, um it just continues to grow exponentially. But, yeah, we will assign people to home rooms and continue to do that. And when it really started to open the door to be able to say, "Where are the connections? Where are there not? And what do we need to be thinking about? And and what do we need to ask our students?" So, um it's it it opens some good doors. I have a question. I'm sorry. You're good. I was speaking Um I also just asked from a teacher staff perspective, um you know, we've talked a couple of times today about how some of people have things going on. Um I I I just would love to hear from
105the staff of how this could be attainable from them as well in their respective it feels like it could just be like came like one more thing that is being asked like, "Now you have to keep track of these students." And then and then once a week. And it just I mean I I I think it would be worth the conversation, especially to like articulate the meaning of the the whole signing that it's supposed to just being another line that you check. I mean, I you know, I think we put it on here for well, I put I I put forth this objective for two reasons. One, it does go directly at student performance. Two, attendance, right? I mean, if they feel like there's someone there, right? Um and then let's be clear, the whole
106thing is reduces the risk of the violent incident in school, right? Cuz kids aren't Um you know, feeling isolated or alone or or or vengeful or whatever, right? So, there's a whole bunch of reasons why I think this is very powerful. And it's very freeing. Yeah. So, yeah, I really hope that come next year we get a jump start in this one in those first couple weeks. Yep. Yep. Okay. Well Yes. Thank you very much for coming in. So, the low. So I and and before you get on to the next thing, if I just wanted to let the board know that that that Tom and I talked um a while ago. And he had asked that more of this get filled in and I know that one of the next items on your agenda
107has to do with superintendent's evaluation. And what I tried to do with the metrics was to be able to put in metrics that we could be able to look at and could be attainable to look at at the end of this school year, but really it's about the desire to then expand this into the next school year with even clearer and updated goals. And so that's why I wanted to give it to you so you could have it in your Excellent. You've definitely heard it twice this hour and I'm sure we'll practice it. So this is here now. This is great. So on that, I I apologize. I've been gone for 2 weeks and dealing with some other things, so I have not moved the needle on the superintendent's evaluation process. That will be This
108will be my priority early next week and I will reach out to you folks. I'll get I'll get I'll get the USBs. assistants whatnot past Um so anyway, this is a very very important process. I'm committed to making sure we do it and I will be diving into that next week. There's one thing I saw earlier at 5:12 a.m. Okay. Okay, oh in the in this thing? Yeah, sure. We can move that around the end. All right, emergency response. Yeah, and and based on our prior conversation, if Al, if you're open to it, I'd like to deviate a little bit. Um because this continues to come back and I've had some conversation with our leadership group and it appears there's a disconnect. So, and you can tell me no. Might I be able to ask
109you what the where the ongoing concern lives? And if that's not a fair question, tell me it's not a fair question. >> No, I just my brain worries like Yeah, yeah, I get it. Um Yeah, I agree. I feel like there's a disconnect and there's thinking here that's like We just keep on saying the same thing. So, then we can take this off offline, you and I, but I also want you to feel in this conversation fair to tell me I'm missing the mark. Because >> I think again it's just like there's a like there's kind of a theme of wanting clear processes >> Right. and things to like written on paper that everyone can reference and know what the plan is. Yeah. And that's not been clear. >> Okay. So, and the reason I
110Thank you. The reason I asked the There's a couple of reasons I asked the question. One is I value the relationship we have and want to keep that. So, thank you. The other one was we talked at our leadership meeting on Tuesday and there was kind of a consensus in the room that said, "What more do people want to know? We have talked about this. We have shared information. Where's Where's the struggle?" And so, after that, then when it come back came back forward, it was kind of like, "Okay, there's something." So, what I What has been put out there is we've got the resolution that talks about if someone tries to get into a school that um it's Kelsey or myself that goes to that school and nobody can Nobody passes go. And then,
111um that includes the information for teachers about what to do and I and I can forward those again. The other thing was that we had put together um in line with everything else we've done, something called a secure. And that was that if, you know, there was an article in the newspaper in Corvallis 2 weeks ago that talked about ice and and people's concern and kids not going to school and all kinds of things like that. And so that was the other reason to come back around and we had talked about the secure to be able to say, "If that happens when someone is outside, we have the protocol to be able to say, 'We're going to pull kids back into the school, lock them in, and they can continue to function within I mean,
112that's that's the real nutshell of a secure. Um, but the comment was at schools we've talked about secure and when we would use those kinds of thing. But it sounds like there's something missing in the information. So, again, so we're doing but it's not moving. I'm going to take a stab at what I think and and and I think you've you've actually come across this. Um, if I'm a teacher and there are all these different things, right? The an active shooter or an ice or earthquake or whatever, if I have hanging on my wall the flip book, right? That said, "Okay, here we are. I flip to this page and here are the 10 steps that I follow." Um, and I think you you you came across one of those with the wall port or
113not wall port but Lincoln County Lincoln County, right? If you had that, I think that, right, for all those different topics, um, that would be pretty powerful. And I imagine it would be a grab and go. Oh, yeah, cuz I've The Lincoln County. Got it. >> [laughter] >> So, and I think is what I'm hearing and frankly that's what I I school board member would like every bit. So, there's no way it's consistent across, you know, and if we make a change, we collect all those, we reissue a new book, right? Yep. Um, I mean, also I feel like there's school school where all the schools are so close to one another, how are we communicating effectively? In the case of a of an we need the app, okay? Sorry, so that's a different animal,
114for sure. Yeah, and we have process for that that I will make sure gets out. And that's something that we don't necessarily want the whole >> Yeah. white board or No, but yes, thank you. Yeah. Well, maybe that's >> Okay, thank you. Okay. Very good. That That's what I was thinking, like we we have our students drill all the time. For teachers only. Like a practice, like a real-world practice. Here's Here's the language you use or you know. There's just a lot of little details, and again, I know it's nuance, but Yeah. having a plan Yeah, so this is less nuance than the verb, but This should be This This shouldn't be that difficult. Like it should be a clear protocol, well documented, you know, that literally is hanging on the door in every classroom,
115every office. So everyone knows this is what we should do. Yeah, we talked about communication earlier. So that's helpful. Thank you. The I think about this is if you did a if you you you say you did a drill, the students did a drill, the teacher did a drill, and then something happened. Then I don't see somebody going, "Quick, go find that piece of paper telling me what to do." They got to know, like >> Well, I agree, both. But you know, I I I wouldn't argue one versus the other. I think you I think you want both. But you do I think you do want very clear documentation that they can get familiar with, and if they forget, they're right there. I mean, when I worked in the hospital system, we had badge buddies,
116right? We had our name tags, and then we had um codes that got called. We moved to plain language because we wanted someone to know if it was a child abduction that it was actually what it was, and instead of a code where nobody knew what You know, we had the the steps of what you're supposed to do just on a card on our badge that we wore all the time. I think teachers I'm assuming you were. I might be wrong. No, that that's something that we're supposed to do. Uh The the reference I'll Yeah, if when you get on an airplane, you look at the pilot, you can tell he's been doing this for 30 years, and he still has the check sheet that he has to go through for every single step before
117he takes 300 people up in you know, at 30,000 ft. So, this is 30 kids in a classroom. Teacher should have had that role. Yeah, I also I I I don't You said you would email and forward what you said for teachers to do, and I maybe I missed that, but do you know off the top of your head what that says? Cuz I just don't I personally, I'm not speaking I don't remember. Okay. I'll go I off the top of my head I don't I'll go back and because there were there there's really four documents we're talking about. But yeah. >> maybe part of this also is just maybe that's all happened, but the communication roll out fell flat, um and it's taken on a whole new way. I just got to ask you.
118And I don't think this should be handled I I think the email and four documents at which is that point, right? Should be one mobile app that you have a physical copy of that you don't have to dig through your email. It should have been on the computer booted up. It's hanging right there. I just there Yeah. You know, like Right. Yeah. No, it's players. Okay. Is there anything else on that, William? Yep. Um student representative to the board. >> And that was just a reminder that that uh announcement started to go out today for recruitment for next year, and um that all at this point has uh will go through the high school. And so, um um that's in process. Okay. All right. Uh graduation updates. Um so, And I pulled graduation information. So,
119our Plymouth High School graduation is the first. It is June 6th, which is Saturday. It will start at 11:00 at Plymouth Field. They have 120 students in the senior class, of which they anticipate the majority will graduate. Majority? That's more than majority. Well, I mean >> [laughter] >> My bad. They they they they believe there might be a few off there. They're going to be up in the 90th percentile again if my if my guess. Um they have asked that board members arrive at uh 10:30 at the Floral Park High School library. Um uh da da da da Let's let's just do that poll right now. Okay. Are you Are you planning on joining us? I never know. Yeah. I I I I just Okay. So, we won't count on you to go out there.
120Okay. I'll just tell her to have a gown ready for you. So I won't know until the day before. That's okay. We won't We won't count on you to show up. That's just gravy. Okay. Erin, you're there. >> I'll be there. Okay. You'll be there. I'll be there. Okay. Does anybody need a hood? Um they already have mine. They already have yours, yeah. Did you talk to Kim? Yes. >> Okay, then that's that's done. I have my hood. Okay, then we're good to go. The end. Tom's service is the next day, so I don't know if she's going to stand up. Cuz Tom's celebration is Saturday. I will I will reach out to her. Okay, that's a good point. Yeah, I I I have that in my mental rolodex to reach out to her. Yeah.
121Okay. Okay. So, at this point we know three of us and maybe say I can hear it. mentioned like any of them nothing to say. Yeah. Oh, sorry. That's the newbie question, but I have some very special need people who are graduating and honored to hand them their diplomas. Who are those things that I can do? Yeah. Yeah. Your bell can We can I just I just elbow them out of the way when I want to get Well, we we can we can figure it out. Just get there early 3:30 and by then You're going to have to tell Kim right now. Actually, it would be good to let Kim know >> Yeah. because they're listening. They split the list. >> They what they do is they do typically they split the list. And so
122but it does I mean if you would need to step in in somebody else yeah it's it's pretty flexible. Um Cuz I have yeah I have I have two boys graduating. Okay. Well yeah. Yeah so email Kim. Wait I'll get the things in the I'll get the private boys graduating. What number? Then An extra handshake and an extra hug. >> Okay so um and I also know that typically it's been the board that has handed out the diplomas. Um there has been an interest in our principal and we would like to state that. So without objection um it could be just divided across the board members that are there and principal so Um okay uh and then the PA graduation is on the 10th. >> June 10th which is a Wednesday. It's at 7:00 um
123at the Fluvanna Academy and they do that on the west lawn. And uh they have 22 anticipated graduate graduates and six um GED certificate obtainers. I think it's class of 2020. Of seniors it is. Um board member arrival would be about 6:30 because we do help with diplomas there um as well and so whatever gown or hood you have from Fluvanna High School they just move them over to the academy so it's not like you have to let anybody else know. And uh So that's that ceremony. And the the board is typically the ones that hand out hand out the diplomas. And then I put Same deal. Brad you're probably out but yeah okay the rest of us will be there. Okay. Mine's a little more spread out at the moment probably irrelevant. Yeah. Yeah
124I'll take the first >> Yeah yeah yeah >> [laughter] >> I know like on that one but I just just wheel on over there. Right. Okay. >> And they anticipate of of those 22 students, I think they know right now that 16 of them plan to show up. Okay. Um so, I mean, that's what they're working on, too. Okay, all right. Yeah, and then Kingsway Charter School, their graduation is June 13th, which is a Saturday at 3:00 at Kingsway. They have eight graduates that they anticipate. Um we are welcome as a board to be able to attend, uh but we don't participate in handing out diplomas or speaking or anything else like that. I go. Um but and it's not something that has been consistently attended by our board. And that's not an expectation that
125they have, but put that on there as well. It's the same day as our last meeting's graduation, so I would be out. Otherwise, yeah. They got it separated, but it's the What What time are the graduations? They're at 3:00. Okay, thank you, Anne. Um okay. The graduation? That's graduation. >> You'll all be there? Um all right. The 2027-2028 calendar. Yes, and that would that into your packet, there was question about um the the full state. And so, um I checked into that, and I got information from our committee. I went back to our committee and said, "Just talk to me, please." And so, the concern was the November 12th-13th, uh the board recommendation was to make um the Friday after Veterans Day a non-school day um for a longer weekend. The calendar reality is that
126if we take one day out of the calendar, we got to put one back somewhere. And so, >> Because I mean, and the suggestion was we just take one of your half days and make it a full day. >> But it doesn't work that way. >> Yeah. So the half day counts if if it's more than half it counts as a full day and it's teacher contract for number of days. It's teacher contract. All that stuff. So so we said we can keep students in school on on that Friday even though attendance might be low it keeps the calendar the same. We can take Friday 11:13 off and add it to the end of the year which just was not popular. Uh we can take Friday 11:13 off and add back the February inclement weather
127makeup day. Oh, sorry. My bad. No, the 11:13 is the Friday. And it's the Friday that we were talking about taking out. But we're talking about the 27th 28th calendar. Oh, that is. Oh, my bad. I was looking at the wrong one. Yep, you're right. Um anyway, the other was to take the take the Friday off and take away the February inclement weather makeup. That was a struggle because of the the distance between winter break and spring break and no days off in February. And the other was to then take the April inclement weather day and and do that. And so the committee said um the staff that were recently surveyed the results were clear that they don't want to add another day at the end of the year. They talked about Veterans Day really
128being somebody said more about reflection and memorial ceremonies rather than vacation. They feel many save vacations to Thanksgiving rather than Veterans Day and then the February is a real long month to be able to do that. And so the consensus of the committee was to say, "Let's hold school on that Friday um and so Thursday would be the Veterans Day, Friday would be an early release day and we'll keep the calendar as it is. But it's the board's determination about where you want to go with that. I just wanted to put out what the committee had said. If I thought it's half school day, what a great day to have a like assembly reflect on the meaning of Veterans Day. If they're going to come if they're going to come and they're Oh, they Every
129school has had a Veterans Day. So they They probably do that at the 10. It'll be done on the Wednesday. Every school does a Veterans Day. Yeah. It's one of the Your Veterans Day already is a good time to come to school to do a count today. Yeah, yeah. So that way they're more likely to come. Yeah. Um So I I don't like it because I I really think you're going to get a whole lot of kids just not showing up if they have day after a you know, after a holiday. But I will defer to the committee. They obviously know a lot more. Yeah. I will say Yeah. Yeah. We did well by the first. Yeah, I know. And I'm I'm you're fine. I'm I'm glad you're fine. You're ruining the year. >> No,
130I hear you. If it was a May thing, like a memorial you know, you could say, "Okay, we did you whatever it is you start your year. We haven't got the weather yet. It's pretty hard to Yeah, it's Okay, I'll take a motion to adopt this calendar that was So moved. Okay. Any opposed? And all those in favor? Any abstentions? Thank you very much. >> And if we need for instructional minutes changes, we could be back at having another conversation. So Recommendation June 13th. Um okay. Moving on, we've got one policy to adopt. This was We held it up last time because of the form. We got the form cleaned up by And then we took out the AR because there were um inconsistencies there. But the policy is is good. Yep. It looked good
131to me. There was Yeah. So So any questions or any discussion? I have a question. This is just I don't care. The very last thing in the capital improvements is that most people are skiers. Um that is If they can go underneath, they'll go underneath underneath the bus. Underneath the But in in a carrier on the bus. Under the bus. Under the bus. >> Under the bus. So, that I mean carrier on I like I I get it. I get you. Yep. That one that one we may want to revisit. >> I I don't Yeah, I don't like this one. I Why why would why I don't understand why we don't encourage kids to skateboard. Yeah. Well, we can take you we can take that out. I thought we had to take that out. I
132thought we had to. I I I I understand the hazard of it. It they it should be inverted so that it's not on the wheels rolling up and down and where they are. They you put it on a seat I would Yeah, I agree. Let's just scratch by Because there are kids who take the bus one way and then they skateboard to their friends and all that stuff. So, All right, five out. Any other discussion? All right. Motion to approve this, please. All right, Aaron and Aaron. All those in favor? Very much. All right. Um transportation contract, that's a big one. Looks good to me. They have been um it has been a pleasure to work with them thus far. They've been um at the city park for the last 2 days doing onboarding um
133with folks there. Um and it's been a couple of busy days. Um they've been working with us on integrations to the student information system so we'll actually have bus route numbers in the student information system. Um so we it's just we've been pleased with uh the relationship. Our attorney has reviewed the contract. We added some things that made um some places that we really wanted more specific instead of loose outside. And so we really feel good right now about where where the contract has landed. I just have a question and I was part of doing the contract. But I know that if there's a certain number of people in the area the buses travel farther or less. If the population changes and say they drop the miles off of the route, does that contract allow
134for modification? >> Yeah, well we have the opportunity to do the adjustments. Yeah. Any other discussion on the contract? I know these part of Qs are a huge deal so all those students and Jennifer are great. Well, Jennifer was the lion's share of and Sandy I think put that together. It was Yeah, it's good. Okay, I'll take a motion to approve the contract. Let's see who is seconding. I think you're approving the contract. Okay, with uh Mid-Columbia? No, with First Student. Oh, that's right. Sorry. All right, thank you. Uh yeah, Mid-Columbia so we had 10 years? 15? 13? Yeah, great. Um all right, we have a motion. I did. Very good, seconds. All those in favor? Now they're unanimous. Very good. Thank you. Okay. Um Closing items here, board recognition. I I doubt that I'll
135be able to start the first one. Okay. Yeah. It I Yeah, I Yeah. Okay, um moving on. Uh next agenda items, next meeting. Um so we'll continue our discussion on district objectives, and then we need to adopt the budget. Or anything else? Anything else? You want to bring forward next Oh, and the superintendent's evaluation. I saw that the facilities report was moved to Yeah, we're we're going to do facilities and student services in June. And I'm assuming the pool has switched over and then The the uh they're they're down right now to the last piece of it is the the chemical controller that's being replaced, and then cleaning up, if you will. They were waiting for one piece on the last filter to clean it up, but they're still processing well better with four filter
136the four of the new filter. >> They have turned off the old one. Yeah, all the old ones are are gone. Did that switch over happen? That switch over happened. So, you you said facilities and student services. Okay, got it. Yep. Um these are annual reports? Yep. Yeah, okay. Um and then district objectives and superintendent's evaluation. Yeah. Anything else? Good, very good. Um board thanks. Anything to add? Thank you for I know this is the busiest time of the year. Um I Eric sent me all the stuff going on in the elementary school the next two weeks. So, I just thank everyone for making all those things happen because I know the two weeks before Christmas are always unbelievably busy, but these two weeks at the end of this school year are way busier than
137that. Having been in the primary school quite a bit lately, and just recognizing like the energy that is coming out of every student in the school there, uh I all all I think it's I think it's for holding it all together, right? Man, absolutely a lot. And I want to again thank our student representatives to the board for everything they've done. The survey that they did, the work that you're doing, the anti-bullying campaign, and they're actually lovely. And I also wanted to give my thanks to Thompson Timber and the Oregon Natural Resources Education Fund for the work awarded to Mr. Beck's class. And then in addition, because it is the end of the year and we're approaching graduation, huge thanks to the counselors at the high school here. I know they are caring a lot,
138helping students who maybe just have a little bit they need a little extra help with, and all the teachers of course, but all the counselors doing their their amazing work. Thanks for that. Are there any board requests? Thank Okay, seeing none. Any other items? We'll adjourn the meeting. Any objections? Seeing none, the meeting is adjourned at 8:55. I don't know if you heard me, but I had one more request though for the facility desk. I feel very strong about the flag. I want to make I did you talking an eagle's head? I did. All of the whole meeting I've just been like seeing an eagle. Is Is the eagle's head in there? Yeah. So, I think I think he's going to need a silver duck tape up there. It is one of the corners. One
139of the corners of the you know, of the stripes. It was up on the top of it. Like a piece of PVC pipe if I go Yeah, yeah. I think he needs a silver duck tape up there. Anyway, it's holding it up. Yeah, I just saw that. Yeah, yeah. Anyway. I think you'll like the silver Yeah. Not visible from here whatsoever anyway. Good catch. Definitely. Well, I have got I know they're there. Yeah.