001We're rolling. Michelle >> B. We have to broadcast our meeting. So, we won't start till she uh broadcasting. business. >> Okay. Okay. >> Rel. >> So, uh um All right, let's start with begin. to the flag and to the republic for it stand. First up is the consent agenda. the short one. Couple of uh two leaves and uh minor modifications and the minutes a second. Any more discussion? Any objections passive agenda? None passes by for agenda modification. >> You will notice that we did take one item off the last printed agenda. We were set tonight to approve um the intent to award for our transportation contract. There is a What's the word I'm looking for? >> Protest. It's a protest period. And the date for the protest period ends March 15th. We received a protest.
002And so we didn't feel in good content we could move forward without responding to protest and following the timeline. So we pulled it off the agenda. Um and uh both companies know that this is the process we're in and um we'll we'll probably want to look at a meeting early April, just a very brief to be able to make sure there's either enough frontload time to be able to continue contract or to um ramp up dependent upon what the plan is determining. Okay. So, that one's already been reflected. Any other modifications? Okay. Um, public comment. I see we have uh two public comments. Um, they're in support of a um teacher. um we typically don't um use public comment to talk about individual employees but given I'm sure these are in support of this then
003that case I'll grant the exception so anything I have you go ahead stay there or come forward or it takes three and a half minutes to read uh it took me three minutes so if you get through three and a half I'll give you okay I was recently made aware that the school district does not intend to renew the contract of special education Manhattan. I have seven children currently attending various schools within the Poma School District. Three of my children are on IEPs will receive special education to some degree. My oldest daughter, Cesley, who is now 12 years old and attending Pomus Middle School has a traumatic brain injury and shows characteristics of autism spectrum spectrum disorder. New school years and new teachers and new classrooms have always been a difficult time for Cesley, as
004I'm sure is the case with many students. September of 2023 was no different. However, Candace was able to connect with Cesley and make her feel comfortable and welcome in a way that up to that point no other teacher had. Other teachers did eventually find ways to get Cesy to participate in class, but not the way Candace did. From day one, Candace found something that helped Cesley feel comfortable and welcome. She helped Cesley celebrate being different and unique when Cesley had bad days. Candace persevered through Cesley's unruly behavior. From attempts to elope from the middle school in the elementary school to lashing out physically at Candace herself, Candace helped Cesaly to transition from abbreviated school days where she was may only attend for a few hours a day to being able to attend class all day
005long. A milestone that at one point I didn't think Cesy may ever achieve. Most days Cesley actually enjoys school now as a sixth grader and continues to benefit from having had Candace as a teacher. This year, my son Declan found himself in Candace's classroom as a second grader. School is a struggle for Declan emotionally. Declan has struggled to moderate his emotions in class and was frustrated and has often become disruptive, aggressive, and resorted to profane language and violence. Three weeks ago, when the team overseeing Declan's individual education plan began to doubt there was much more that could be done to help Declan in a classroom setting, Candace was adamant that there was more she could do. And Candace has absolutely delivered on her adacy. For the past two and a half weeks, Declan has participated
006in class without aggressive behavior or any violence. He's been less disruptive and he's been dramatically different at home for the positive change in his behavior. I wholeheartedly believe that Candace's passion to help enhance the school experience for students has been the driving factor for two of my children's dramatic improvement. My kids are not cookie cutter kids. We celebrate being unique, being different, and being proud to be an individual. And Candace isn't a cookie cutter teacher, but where I believe it matters most, and I believe most parents would agree, Candace excels at finding what will best help her students achieve their highest potential and displays a level of determination that I can only hope all of my children will experience from their teachers in the future. For the benefit of my son Dean as well as
007future educational well-being of the students of Pomoth Elementary School who also may need have need for special education services. I hope that the board will reconsider their decision not to remove Miss Vander Patton's contract. Being a parent with kids with special needs can be a struggle and we need the support of teachers who are as passionate about our children's success as we are as parents. And I know without a doubt that Candace has that passion and determination and in the case successfully in Dean, she has proven it. I can only speculate as to why the board would choose not to renew Miss Vanpat's contract. However, based on what I personally witnessed from the success and improvement she has supported incessally and Declan, it can't be from a lack of performance as a teacher, which leaves
008me wondering what could possibly be more important than that. Thank you, uh, Walsh. My name is Crosby Walsh. I'm the farm manager at Gathering Together Farm. I'm the father of two students at Cormouth Elementary. I love this community that we live in. I want to thank you for the opportunity to speak today. I've come to offer my perspective on the potential non of the contract with my wife Kat teacher as life skills in the special education at elementary due moral and spiritual conviction. Candace has chosen for over a decade to serve the disadvantaged and the most challenged in the community. She has done this despite being beaten and humiliated on almost a daily basis. He has cared deeply for those young people for the kids in of this community as many families can attest. 11
009years ago while driving to supervise the inhome education of a disabled child and is disturbed by a driver who was on his phone traveling 60 m an hour. This left her with a disability of traumatic brain injury. Once she recovered and despite the challenges she faced moving forward, she continued to work special education teacher with a new understanding of what it means to have a disability. It is my perspective that Candace has a nearly impossible job. There are so many people to serve. I know she focuses on serving her students. In this position, she needs to satisfy administrators that hold her professional faith in their hands. people whose expectations change and increase over time instead of recognizing her experience, expertise and conviction. They focus on the shortcomings of her and her staff. No one can
010fully succeed while being dissected under a microscope. But despite this fact, she has given so much of herself to try to meet the requirements of the administration. I have witnessed many many nights of Candace working after school hours to try to meet all of the scheduling and paperwork aspects of her job. I wish you could see the effort that she has put in. She works with parents who are struggling with the difficult hand and need support and guidance. She wrote the thesis of her first of two master's degrees on the struggles and adjustment of parents of children with autism. She works hard to motivate her staff who, in my opinion, are underpaid and under motivated to do the work that they do. Work that is some of the most physically challenging of any in the
011district. Candace regularly puts on her own body in harm's way to protect her staff, co-workers, and students. I have seen the result countless times over more than a decade of her career. ice packs and urgent care visits. Injuries that can sometimes impair her ability to complete a portion of her duties. At the same time of all of this, her topmost priority is including and educating the kids who have some of the greatest challenges among us. Candace has always prioritized the people who need it the most. For students, trying to keep them safely included in growing on their educational journey and their journey to becoming engaged members of our community. Administrative deadlines are easy to point to. Positive growth in the life skills of young complex minds is harder to quantify. I wonder which of these
012two factors you weigh more heavily in this decision. A decision to not renew would not only be a devastating blow to my family, but also to the families of present and future students in the life program. We all have a job to do if we're lucky. My job is to create food for this community. Administrator's jobs are to have important meetings and make sure documents are completed on time. Your job here is to represent the people of your district and make the final sign off on the bigger decisions for our community. So before you make that final decision, I hope that you keep in mind the bigger picture and to do your best to give a fair chance to everyone, even those with challenges, just like my wife does every day for the learners at
013home. >> Okay, with that, we'll close public comment and move on to our reports. Uh, ASB. >> Hello, I'm Lucy. And I'm Laura. And we're here to report about how ASB is doing. So, this last week we did this um thing called Pop of Kindness. So, you could buy a soda and send it to a friend or a classmate throughout the week and ASB was delivered. That was very popular. We sold probably like at least 30 candy of soda, which is really exciting. And then also today was the last day of try for Chry 2. So, we're preparing for third try events which include a lot of exciting things to end the year. And in those excitements, we are very we're very excited to be doing field day again this year along with our other
014homeboy events. And especially this next week, we have a March Madness tournament going on, which is going to be 3v3 basketball for any student teams who want to sign up and incorporate March Madness color basketball into the high school. >> Thank you. way tomorrow morning. Um, I do have before you move on, Maggie sent me a note from because she had talked with us about uh setting up the Google form at the high school and she she said that they're starting to get some input. She said that a couple of the things were multiple submissions talking about hate speech, racism, homophobia, homophobia problems at the high school, especially between peers. Uh most people make it make say it makes them feel unsafe and unappreciated. The other one that she highlighted was multiple submissions talking about
015the boys bathroom having no doors and it making them uncomfortable. Um and part of that is if you leave the screws in the door um instead of taking them out. The the doors will probably stay there more often, but um that's that's been an issue. And then they they highlighted an OSAA thing that would be taken up there, but it sounds like this is getting some input from students, which is not like overall share on her >> behalf. Alison wonder right now. Um, okay. Um, our association reports >> um sorry, last we brought up the concerns about the transparency in the new evaluation process by plus um our lack of districtwide in case of immigration enforcement came to our district and forecast on the budget last year. Um, and I really happy to be able
016to express our appreciation and the other um, updating the district and how complex that is to plan forward. Um, we're still we haven't met the union yet. Um we're waiting to hear further information about next year. Um we also understand that uh next year it will be difficult. Um so as staff retire decisions are made about hiring or restruing staff. We ask that hiring decisions made soon so that we can get the best possible candidates and that work collaborative staff in order to fill the gaps to our Super packet. Um just to acknowledge we had classified employees week that went through and um um appreciate all our classified employees and there was a lot of celebration that went around um our academic calendar committee. We actually put out our our survey of a couple of
017questions uh related to the 2728 calendar and um we're getting good response on that and so we hope to be able to bring that back in April for approval. The Oregon Exclusion Day is about shots uh students who don't get appropriate immunizations and in talking to our nurses who shepherded every year there were no exclusions in forum this year. So, uh, we didn't have to keep any students out of out of school. >> What percent are vaccinated? What >> that? I don't know. Where did that go? The the report is in there. It's pretty self-explanatory. I'll just let you I'm trying to get used to a phone. um Paloma 2050 the the opening Tom and I participated um in a meeting with uh SSW Consulting and we also after our budget committee meeting last week
018came back down here and finished off the evening in the visioning workshop and so we'll continue to keep you updated. Uh it was nice to be able to just kind of take a look at the full history and some different pieces of that. Uh we've had students involved again in regional competitions for the Oregon Battle of the Books. We get lots of students involved at multiple levels. Uh we had no students this year make it out of pool play, but we had a lot of activity in the pool play at the regional competitions and it's just nice to see students who are saying and I'm coming back next year um because I want to be able to do that. Am I wrong? >> Sweet 16. My bad. you have. >> Okay. Yes, there >> uh
019summer learning, we're looking at high school credit recovery being the last two weeks in two and a half weeks in June. Um extended school year for our special education students will take place in August and our camp will also take place in August. Yeah. >> Will the bridges program function again? Middle school the bridges program. >> Yes, it will. >> It will and that'll be August as well. Thank you. And then the important dates that I threw in there to >> questions to the superintendent. >> Okay. Our financial report confirmed. >> Uh reports are in the packet and I spent an hour with last week going over budget and current year stuff. So I won't say much in case you have any questions. There's not a whole lot else in my report. Uh Susan has
020some more legislative information I think to share later. So that's about the only other thing I have. >> You have any update on the state funding yet? Sorry. >> Oh, that's okay. Um you could watch it. Um >> we've heard we have our state school estimate for 2627. It's about what I anticipated it would be. Uh and we did fear that the local option equalization grant the one that we were concerned that may get cut. We should get the full allocation for this year. So there wouldn't be any concern for this year and next year they haven't told us exactly it may be reduced for next year. >> So this year >> yeah this year we're stable. >> Good news. >> Yes, that was good news. Anything else for our director, >> business manager, I
021guess. >> Okay. >> All of the above. >> Yeah. Very entertaining. All right. Um I have this item on here. Um school board leazison check in the press time. Um just want to encourage you to be in contact with your principal in your building. >> I think it's wonderful. I got to spend a really lovely morning with it. You were at high school, right? This is just the hill. >> Yeah. Brian also all to do with it's been like a really neat thing to see that whole Yeah. >> If they have had sit downs and if not encourage you to do so. Uh all right moving on to item number three discussion items. Uh first one is our strategic plan objective update. Um so as we talked about last time we have our five objectives.
022We're going to look at them on a rotating basis. Susan and I checked and you wanted to cover uh attendance today. So, well, I guess and did you have any you had flushed out with your staff? Did you want to discuss that was where we had the overview on here? Did you want >> Yeah. Well, with the overview and I didn't this is my other reason for Google. I didn't download that document to Google so I can't show it to you. um that we have put in uh what is the desired state and what is the current reality. And so we're starting to fill in those current reality pieces with information that that matters rather than um just pieces of um what we think or what we feel. And so what I had added into
023that was information about students who are regular attenders um in in filling in that slot. And what our next determination is when we get together as a group of administrators is being able to say now that we're seeing this as a whole um what do we set our goals and t what do we set the goal and target at uh to be able to do it? And so it was interesting to be able to see everything everywhere um within this. And so, um, what I what I've got and I want to try and turn away this baby. the top row. One, two, three, four. Four buttons in the top left will make it big. So on your keyboard. >> Oh, >> what you just did? >> Yeah. >> Keep doing >> Oh, I see. Um,
024there you go. So, what I did was I took a look at what is an attendance percentage. So when we look at an attendance percentage and this was by school by grade um what is our daily percentage of students who are attending school has nothing to do with regular attendance. It's just the percentage and this is the common thing for a lot of uh schools to look at because it's it's you know who who which school is at over 90 which which school with class is at over 90%. and and trying to win around that because that can also help the the chronic absenteeism or the um making sure that we have those goals set. But this is the nice way of being able to look at it. And so when you can see for
025instance from the beginning of the year we've got bludge kindergartens at at 94.47%. Now we have to remember that our bloggetic numbers are small. So the further we get into it, actually when you get to blahit and uh the academy and king valley to some degree, king valley is a little bit more um acceptable because they're looking at like 20 students in a grade level, but at full academy you're you're looking at lower numbers and at logic you're looking at lower numbers. So your percentages are a little bit skewed. In those situations, it's really nice to be able to take a look at individual students because you can really be able to to glean from that why are students not here and uh what does that really look like? So when we look at Clemens
026for instance at kindergarten uh their attendance percentage is at a 92.49% 92.06 for uh first grade. So you can see that through uh elementary and into middle and most of high school we're seeing some success in 90% or higher of an attendance percentage. Our seniors at the high school are our lows at 86.94 and our academy is in in the 80s uh there. Kings Valley with the exception of a couple are also in 80s. So that gives us just a a quick bluff. >> This is cumulative year to date. >> Yep. Yeah. >> And the table at the bottom is last year. >> No, the table at the bottom is going to be just February. >> Okay. So the top one is year to date. >> Is that in kids that are coming in in
027person or that are >> it is both. >> Okay. >> And so check in school. >> Yeah. The next step to do that um is going to be to see where the splits are of those students who are um in in a hybrid model um versus those we've got a couple that are involved in beyond full academy which primarily puts them doing classes at LB um and the students that are coming in for the majority of time. So that's what we want to do with academy now is how do we spread that out to be say be able to say which students are represented. If we took a look at those students that are just coming in every day, is their attendance percentage higher than those students are involved in a high for example. So
028it gives us different ways to be able to slice and dice the information. So what I did was uh the next thing I did was I did a um a group for just February and >> Exactly. Exactly. And that's why I did it in terms of picking February was now we've got Clemens down just below 90, but we've got them at 89 85. Um, and so we're starting to see the middle school in the 80s for just February. And I did that intentionally because we know that there's a lot of kids that are sick. And so if we look at things month by month which we can do we start different set of trends to then be able to say what is that attributed to so that we know what it is we need to
029be able to think about in that way. So that's kind of to look at overall attendance percentage when we look at regular attenders and that's those students that are at 90% or higher. you start to see that um and I'll look at Clemens because of the numbers at Blit and the numbers at at Fullorth Academy are small. You've got Clemens that was at a a 92% attendance rate and they're at 72.84 with students who are regular attendants. So that's the percentage of students who attend school 92% of the time or more. Those ranges go from 100% when you look at at individual students all the way down. We've got some that are at 45, some that are at 52. Um, and so that's where when we can start to look at individual students to drill
030into this. that this is the data we've determined that even though we look at attendance percentage because it's easier for kids in classrooms to be able to gravitate to that, this is the information that we really want to get to in terms of being able to look at increasing those kids who are in school more often than not. >> So we all calibrated. So when you see 72.84% 84% let's call that 73%. That means >> 17% of the kids are uh are missing at least one day every two >> Yep. >> every every two weeks they're out day. >> Yep. >> Yeah. And and again it's an average. So there's kids who probably out one or two days every single week. Um and there's others who are just out month or whatever. Um but uh
031it yeah the uh it's always it's a huge issue right >> almost 20% of our our kids are literally missing one attendees >> right and and the high school at home academy has more students in it >> and so when you look at those that percent of regular attendance and again you want to be able to split it out to be able to take a look at which ones are in versus which ones are in a hybrid version of some in come online and and really be able to tease those figures down. Um and and then when we look at King Valley, uh there are some grade levels that are sitting at 4550 um that that we really want to think about is is where are we concerned with that? So what I did after
032taking that was I put CPS and PPS in a chart even though we know kids move from different school that said um at kindergarten the attendance rate is 92.49 the attendance or those that are regular attenders is 72.84. So you can see visually how the attendance rate moves K through five versus how does it move with those students who are regular attendants and you can see that the the notion of gap uh between the two. So those are the things that we're looking at but it's really wanting that regular attender to be able to move up. So that's where our focus is. And it takes it's taken kind of looking at this to be able to say, "Oh, so that's what this is what it is." And then I did the same thing for the
033middle school and the high school of what are sixth grade, seventh grade, what is the rate, which is the top blue, and what are uh what are the percentage of regular attendance attenders. So you can you can see the differences and what we want to try to do with the high school as seniors. That's not uncommon, but it's it's uh the other thing we have to look at is if I have an open period first period, might I be less inclined to come to second or third um just because that's the way my schedule works. And so we're starting to take a look at some of those uh to be able to really far it out some of the reasons. >> When you look at 12th grade, if you were to add back in the
034kids that were going like LB for classes, what would that is that a significant number? >> No, it's not huge. Um but but it it does have some value, which is one of the reasons that we get in and take a look at. So what does that mean for individual students? I remember my time at the at the elementary school, one of the things that I would do is take a look and see and it's like, well, this kid's been out for their family got a chance for a two week vacation somewhere that um that's the reason or this student broke their leg and has been home or somewhere else for so you can start to see some of what um the actuality. So then it's kind of like so so what what do we
035look at and what do we do? And so a couple of resources that we have running. One of them uh is this attendance works and I'll send this to you is an incredible website that talks about chronic absenteeism and has resources and all kinds of information available. Um, and it's one of the resources we look at. The the National Superintendent Association um also has an Oregon grants for an attendance group that meets and our assistant principles are part of that group. They're the ones that deal primarily with the attendance and so they get to look that way. Measure 98 which is our high school success act has also had a theories of the importance of attendance at high school for which LBL our regional ESD has also been supported. So there's three key resources right
036now that we are taking a look at to be able to to provide supports of how do we make this better. Um so the interesting part about the problem when you see that a chronic absence missing 10% or more of school days due to absence for any reason excused unexcused suspension can translate into students having difficulty learning to read by third grade achieving in middle school and graduating from high school. We know that um in terms of excuse me research and information uh measure 98 the the excuse me the high school success they talk about uh students who are not on track with credits in their freshman year and students who don't attend school are incredibly more likely not to graduate from high school. So it's it's huge. We also know children living in poverty
037are two to three times more likely to be chronically absent and face the most harm. So that's when we can start to say how do we look at how to disagreate. It's harder for us right now to do that because we used to have direct certifications for free and reduced lunch and then others filled out applications. We don't have the applications anymore because everybody eats free. And so, uh, we've been playing with, um, a multiplication factor that the state department will provide for that, but it doesn't tell us who the individual kids are. And the other thing we've done is we put out a family income survey of which we I don't even remember off the top of my head what the percentage of return on that was. Actually, pretty good. But we're trying to
038find ways to be able to help us to know that information so that we can move forward. um >> says on the in your paragraph there that food insecurity I would think the free lunch that would be an incentive to or the free breakfast makes a difference. So I would think that'd be an incentive and this this shows up there as a count. >> Yeah. Taken directly from their web page that um if there is food insecurity, if they don't if if there are programs or schools that don't have food available, that's a problem. >> Okay. I thought that was something you and your staff came up with. This is Okay. >> No, this this stuff I took directly from um the website to be able to provide the research information. Um yeah, we are
039fortunate to be able to have free meals for all the kids because that is there are some kids I believe come to school because they can eat and and that's the driver. So then they've also put on their website 10 facts about school attendance. Um so the interesting one >> attendance works. >> Yep. Absenteeism in the first month of school can predict poor attendance throughout the school year. Half the students who miss two to four days in September go on to miss nearly a month of school. So, you know, the the 10 facts are things that we look at that we we are hopeful will be the things that encourage our intervention. And so, what is it that we decide to do? Um there are some schools that give incentives for um good attendance. And
040then the question becomes, is a candy bar the reason that and I'm being facitious. Is a candy bar the thing that's going to make the attendance picture better? Um um >> that's what it takes. >> Yeah. And that's what we look at. >> Take that off the table, >> right? Is it moving the needle? And so those are the things that we want to take a look at. Um then the last part much like our interventions in our multi-tered systems of support where you also see tier one, tier two, tier three, what are the things that we do for all families and all students? What are as far as a foundation? Um what about universal prevention for everybody? And then you've got what is the early intervention for students missing that 10 to 19% or
041students missing 20% or more for a higher level of intervention. So those are the things that we're also looking to plug in to say we know we've got students in all these levels. What are we doing um to be able to to move the dial um in any of those categories to be able to to to keep us moving forward? The interesting part of this is the the research tends to say moving the needle, your best target are those students that are between 80 and 90%. It's not going back to the 45 or the 52. It's really what what do we do? I mean, it doesn't mean we ignore them, but what do we do to really try and uh target and specifically reach out to those students that are below the threshold by 5
042or 10%. And really make that kind of the um the tub to be able to do things >> because that is the predominant that's where we're going to pick up the most potent not. >> Yeah. >> So, we still need to figure out >> Yep. that >> and and so what this does is is this has opened up a plethora of information which has been a good thing for all of us uh to be able to say we've looked at it in slots and pieces in each of our independent schools. What does it say as a whole and and what does it look like and how do we share the ideas of the kinds of things we're doing to be able to be supported? And then our next step is to be able to come
043back and say, "Here is the target we are establishing based on what we've got as as a foundation and here is the data that we know we're going to need to be able to make decisions. And we're not going to collect extra stuff that we don't need to or that doesn't matter or doesn't influence, but in this particular targeted area of the plan, this is where we want to hang our hat and what it is we need." So it's been just in the process of naming it and assigning it as an objective has opened doors um in good ways that I thought would happen but I I didn't anticipate quite the level of I don't know if intrigues the right word or not. Uh but the way that we move forward with that, that's the
044idea of looking at each of those um objectives is to be able to really say what is it that matters? What is the information? What do we do? And and how do we take a look at what's moving the dial? >> So on that I'll just say that was great introduction of the data analyzing the problem before us. Um I guess my request then would be uh you know in our next board meeting to if you member of your team if you want uh present one are the programs or actions for staffing or that you want to Yeah. >> Yep. >> And you and I talk about it you know the other objectives we might look at next month but um I think to keep this one moving because I know I know there's already
045programs in place. I know I know the elementary has plenty from being the leazison to the elementary. Eric and I have talked about that. I know middle school hasn't etc. So at least start with what's already happening and then what are new things we might be looking at based on this analysis >> and I know I would like to point out that one of our other I thought I think if a kid thinks an adult that someone they look up to or they find friendly a friendly face is going to reach out a couple times a week that that very well seemed to be. >> It's all about relationship. It really is all about I mean that's that's the critical component and it's essential. Um we we're having conversations right now in our survey about
046the 2728 calendar and one of the questions is about conferences and how to operate conferences and um just in a cursory look today I found a couple that said why do you need conferences if we've got grades available online and it's kind of like that's that's not what a conference is all about. Sometimes you have a parent that wants to put your face to theirs and know that you're taking care of your kids. And that's the importance of the relationship. I want to know I can talk to you and and be able to interact with you. And if we take that away, we lose a lot. >> Well, I remember sitting through all conferences. I didn't want to hear from the teacher what grades were because I saw that online or through report cards. I
047wanted to hear >> are they behaving in class? Are they interacting nicely with their peers? That kind of thing. So yeah, those conferences pretty valuable that okay unless there's other discussions we'll continue this >> thinking back to Mag's report that there's concern that students have reported concern around bias incidents bias you know hate language things like that of high school and reporting high school. I think when we look at calcul we need to consider that that is a big part of it sometimes um and it happens to the middle school also I've heard from middle schoolers those sorts of things happen so I think um when we're looking at it um as a parent of a child who maybe uh has had that low attendance letter from home um there's nothing in that letter that
048helps me know how to make my child feel safe at school that they want to attend. >> And in fact, it often just feels a guilt trip when there's nothing I can do to improve certain situations. And you know, I think sometimes those letters can actually be a little bit more time than helpful for those chronic students who have significant reasons why they're well and that's where we've had conversations is to be able to say how do we encourage the meeting to get to get together to seek resolution? um how do we offer up some of these attendance work strategies that families might be able to grab a hold of on their own? Uh just some things like that. So absolutely right. Absolutely right. >> Okay, we'll move on. Um safety procedures typically around visits
049from portion >> and that was also that was also in your packet. Um, just to put in a couple of different things here on track, you can click take it right. I don't Careful. on page 27. doing everything. stay on that one page there and then you'll have to rotate it again the next page. But you do. >> So, one of the things that we started out and I took this from from Beaverton as a way of being able to say here's a a piece that we can put into place and they're they should have draft all across them, but the draft is not showing up in there. Um, of what staff do and what staff cannot do. So, it's about helping create a safe, welcoming school for all students. Follow Oklahoma School District policies
050and procedures for enrolling and serving immigrant immigrant and refugee students. Safeguard the rights of students in our care. Interrupt and address discriminatory behaviors, including joking, teasing, or speculating about immigration. Do not ask or require any student to share or demonstrate their immigration status. Do not violate district policies and procedures of laws that this fura that involve student information, including external requests for student or family information. Do not violate district policies or procedures for enrolling immigrant or refugee students. And do not discriminate against the student, family, or staff member based on perceived uh perceived components of identity, including immigration stat. So, it was a way of being able to just do a quick front face. Um, we also have our resolution that the board has adopted and as a result of some of the legislative actions
051that we will be getting formal policy statements um that we can be able to handle. What I heard or what I seem to be hearing I mean we want policy too but what I'm also hearing is um what do we do? And so that was where we went back to some of I'm moving too fast, too slow. There we go. Um went back to our protocols that we use as a district that it was kind of the aha that we need to bring them back and make sure that everybody understands and is aware. And so this comes from the I love you guys foundation and it talks about a series of um standard operating protocols that and the naming convention. So a hold is you're in your room or area and the home is clear.
052Um if you are in a secure you get inside and lock the outside door. doesn't mean you necessarily have to be in your own classroom, but you're in and nobody else is getting in because those outside doors are locked. And then it goes on into if you needed to do a lock down with the lock lights out of sight. Um or then you could get into evacuation or shelter as ideas. So, wanted to put that back front and center. um I don't know that I've done a good enough job to be able to make sure that we know that we have that um as protocol for us. And so what we did with the help of some of Lincoln County's work was we said really what we want to do is we're we're operating in
053these kinds of situations with ICE um by calling us here everybody in their school or facility with the outside doors locked. If students are already inside, we're locking the outside doors and not letting anyone come in or go out. If students are outside, we are bringing them in for the purposes of the secure. So, we wanted to go back to something that was a real standard um that matched the language of what it is we're doing already in terms of protocol. So, uh, and it says up at the top of it that if outside, all are to get inside quickly and as organized as possible. The action can be used to protect students and staff from a wide range of outdoor threats, including severe weather, dangerous people, aka ICE as one, um, aggressive animals or
054hazardous materials incidents. So we took advantage of the way to take a look at the array of possibilities of why we would do that instead of labeling it specifically for ice. So um all staff responsibilities go inside uh quick movement be alert and adjust your route if you need to follow the instructions account for all students. What we what this doesn't get to is the specific of a school plan of who calls it, who calls the principal to be able to say, I noticed something. And so that's the next piece of it that will get more school specific, but we wanted to be able to highlight kind of the the the highlevel piece of that. Um, any it gives anyone permission, anyone is authorized to call 911. The other piece that we're uh we've debated
055is there was a communication piece is adding in all staff responsibilities up above go inside is communication to be able to say whenever you are outside with students have a communication device that will get you to your office with you. Um Lincoln County who we got the example from said uh take a walkie-talkie with you and some people don't have walkie talkies. If I take my student out for an extra recess, I I may not have it, but I al then I need to make sure I have my cell phone or something with me so that I can be able to make that communication. You didn't want to be limiting um in that kind of setup. >> So, you know, the first one is go inside, but really the first communicate call the office. >>
056Yep. >> And so, um we talked about this at our admin meeting on Tuesday. And so we're coming back around to it with a couple of changes and additions. And I just sent it to Emily and Alice today to be able to say, "Sorry we didn't get it out to teachers ahead of time, but I want you to know it's coming." So um you know, then we'll get the additional feedback for where we're going. Um, >> so Susan, I would given state law changes our own board policy, our own board resolution, I would include under secure dangerous people, you know, uh, unplanned immigration enforcement, >> right? Uh, something because I don't want the teachers to have to read through, you know, secure, shelter, all these to figure out, um, uh, and, you know, I like
057to think aren't dangerous people. They're just, you know, they're government employees. Um, but if they if they hadn't been pre-announced, if if the staff is not aware of them, or certainly if the administration isn't aware of them, then then we have a problem. >> We've talked about that too, just in terms of of police sheriff or um or state police presence. um they just can't come barreling into a school and do access to a classroom or to the interior for a school because we we need to know that they're who they say they're going to be. And so >> you could say unannounced unannounced immigration or uh law enforcement not to be the same. >> Absolutely. And then it's about um uh administrator guidelines. And we have you'll see down there we got communications for
058emergencies and safety incident. We also have uh what do administrators do? There's some of the things that we're we're not choosing to put in a public document uh just because we want to be thoughtful about that. But this feels like the the key information we want to get out there. So, it was heard loud and clear um that policy is coming. Policy is coming and we have >> it's not policy they're looking for. It's response. >> Yep. >> And we hopefully it is >> my oldest name. I should uh but hopefully this is more in line of what you're and by all means obviously look to the staff to say this is great but it would be helpful if you included this or >> yeah that's that's kind of the next step of that to
059be able to do it. But but >> let's let's put this back on a future generative just review where you know when you're finally ready to >> Yeah. That was my question. What is the time frame of the plan? Because you did earlier you said you didn't know if you've done enough to kind of get this out. Um and I assume that that's what you mean by that is like getting information back, >> right? >> This next I would say possibly well you'll get another you can get we can get another update in April. We don't want to send anything to teachers in this next week because it's going to be horrible. Right. Right. >> Um nobody will will care. And so, um, we figure as soon as spring break is is over, then we
060can start introducing it out and getting feedback. >> Yeah, I think the kind of concerted >> Yep. >> Yeah, I agree. We've got to have everybody own it >> um in order to make it all all of >> get trained for it. I mean, this is the kind of thing poster on the wall, binder on the shelf, not not they shouldn't have to log in and go search for it. They should be able to pull it off and know in this situation, here's my step by step. >> Yeah, we're talking about the Lincoln County has put together um a whole book, a whole document. And we were we're thinking about, you know, what's the flip book or what what are those single page items uh that we can give people just real clear on a
061page? And this is this is where we go with the high thing. >> Okay. So, >> good. All right. Moving on then. Um, legislative updates. >> That was also in your packet. >> Yep. >> And there's a couple of things that um that I can highlight. I put a lot of the stuff in there from from KOSA. Um there was a good job done with ensuring that other other entities took cuts where education did not. Um relatively speaking there are a couple of places where the the cuts are new. Um and so it's our it's doing our due diligence into the future. things like the um local option levy equalization grant and that being funding for us was a a nice thing and they're not taking money out of the student investment account or measure
06298 or uh those kinds of things. Our our our federal title dollars for title one uh title two professional development, those will be flat. We won't get an increase, but they're they're not going away in this next year. So those were some things that we know. Um the co-chairs of the way and means had made a decision that they do not want to access the rainy day fund or the education stability fund. Um that's really not on their their radar something they want to do. And so that was their um their piece of information. >> I'm sorry that was Koser or the legislator. legislature um KOSA wanted it to be used because actually the education stability fund is it can't take any more money into it um because it's already met and so that was
063a concern. The other thing that came up later in the session that was kind of a surprise um that you will see in House Bill 4075 leverage public education funding for the Cous >> they are it's it's just and that's why it's the new one and what it means for the future is the door has now been opened for education funding to be tapped and used um as as a fill for other things. And do I want a hospital for Cousay? Do they need a hospital? Yeah, I think that's important. But where the money is coming from to be able to do that takes it away from the common school fund, but it does also open the door because the big thing is um it takes money away anyway, the estimated 22 million over the
06420 years. But what happens if there's a default? if if there's a default that gets to be a bigger hole. And so, um, this one, it's going to happen, but it causes us to really do some due diligence in our work with upcoming legislative sessions to be able to make sure we're watching that. Um, the immigration policies, we're big on that. No additional money for outdoor schools. And so, Steve Bell and I talked today about what might that look like. And so we're gathering some information. We're not going to not do it, but it could look different in terms of how it's it's laid out. Um, >> so what does that mean knowing anybody? >> The the the fun cut, I'm looking to you because you know it probably better than I do. The funding
065from the state for outdoor school programs had been cut and so >> not cut. It's not, but the idea was to increase it so that uh the district weren't having enough with what camps were charging and all kinds of things like that. And so >> it was on the docket to be able to increase the funding so that it would make it more doable for districts to be able to host their outdoor school. for us. We could look at uh do we have to institute a a fee again for students to be able to participate? Um the middle school is looking at all kinds of options to be able to say what could it look like. So or are we going to get to a place where we can find a way to make it
066happen within the budget we've got? So it's it's all those kinds of things. The other thing that they didn't add money to was the replacement of meal for all so that if federal funding backed down or wasn't there that there's no money that this legislative session will put in for food for all to back it. Um uh one of the other unfundeds was the cardiac emergency response plans in school. that's something else that we have to create. Um the epinephrine in schools are our nurses were thrilled because it's really about being able to administer other than inject. So um the uh conversation about quality education model was taken out um which we think is a good thing. Um, we need to take a look at how education is funded, but to take away all the
067work of the Quality Education Commission about what it costs to do the pool would be a big backslide. Um, yeah. So, I if you have questions, I'm happy to answer them, but those were kind of the big ones that um I threw in there. >> No, it's a good summary. Thank you. Did you put that together with that? I I put the bills together. KOSA did the kind of the overview because I've been tracking bills >> for our admin group for a while just to be able to stay on top of or try. >> Okay. Nothing else there. Moving on to our action items. Um first we have um the licensed renewals. Uh this is um basically the superintendent's recommendation of what teaching staff will be renewed for 26.7. Seven. We have a second discussion.
068Okay. All those in favor. Okay. Um and then we had one um teacher um that the uh administration is proposing for a non-renewal. Um that teacher requested a uh closed hearing which we held earlier this evening. Um and so we now need to consider the recommendation for the non-renewal of that probationary teachers contract. >> I move to accept the superintendent's recommendation and the offering of the probationary teachers contract. motion. >> Second. >> Okay. Thank you. Second. Any further discussion? All those in favor? Pass unanimously. Okay. Moving on. int district transfer allowance for 2627 and this is this an action you're looking for ratio >> uh yes >> couple years ago a year ago we talked about we're down just look at that we're down almost 20 yeah valley we're down almost 20 students during this
069time last Yeah, I mean she's sharing there but just you know that would be 10 in district for blah 20 for clemens 14 for the academy 20 school 40 at the high school and 20 school and this would include existing students who are already in our district transfer. If existing students, students who are already in our district transfers are in, right? They're they're they just move forward, >> right? >> For example, has 10. If you already have five, then there's really only five new ones available. >> No, 10 additional. Okay, that's >> how many current students are available in that list. Is there 10 students at >> there? There's 25 24 25 currently at budget. They can handle 45 >> because they're still K4, >> right? >> With blended two buds, two blended >> saying,
070sorry, >> this is saying that uh control treatment will be awarded to siblings of current inner district students. Correct. And the key is who have submitted a current interd district transfer request form. What we ran into last year was uh families who had a sibling, but we didn't get an interd district transfer request form signed off by the resident district until August. And at that point, the decisions have already been made. And so we've made communication, each of the schools have made communication with families that that they know are interd district transfers. And you know if you have a sibling heads up this is coming and you need to get your form in because we can't guarantee it once we start accepting. Um enrollment is going to open for every enrollment is going to open
071for all students on April April 16th which is the day after the kinder um open house. And uh we would we are telling parents that uh no later than May 1st we will begin to make our decisions about who is accepted for interd district transplant. If it's April 18th that we start making decisions I'm good with April 18th but we wanted to give ourselves a window because we ran into some issues last year of how things were put together and you know the first time who thought we thought you were doing that and you thought we were doing that. So, um, we wanted to clear up the process. >> What is the May first out like that in district transfers would be coming in before that would be approved for denied and then there are
072still open slots for those like paying out open slots. >> Yeah, the open slots would just pay >> and so it' be available. Yeah. >> And then but but in the case that we pass this to pass this even campers say that there are three spots left in Clemens by the time that first state by and we get three districts students that would come in with those thoughts that what is that how do we I mean is that like >> that's why we take into account the numbers that we'll take in because we we've started to look at the trends of considering how many kids do we have in at each of the grade levels. and what would we expect and what might we expect based on conditions in Poland that would give us more
073students. And so when you see lots of kindergarten at Columbia primary um we think that that's going to be a starting number that will allow I mean we have to take all our PO kids but that's a good start point. It could be that we'll find out that our Kinder numbers are a little lower of students in actual registration and we'll bump that number up. >> And in the case that we find out, >> you have said as a board, excuse me, that you want me to um take control of that and report to you. um we wanted to put out this initial one to be able to say here's what we've got and we're ready to move forward and it's our second year really walking this line and so uh we've put a couple
074more fail safes in place and so the interd district transfer form Michelle will put online tomorrow and so parents can start uh getting that signed by their home district and uh being able to make the submission and when they come in we'll time stamp them and date stamp them and make our initial decisions and vote from there. >> So, we have a motion from Ryan, second from Aaron. Okay. And so, all those in favor of the introductory transfer rates. Okay. Now, thank you very much. Moving on. Um, yeah. Okay. Public complaint. Um we have a u one public complaint uh against an employee that is being appealed uh with the superintendent rule is now being appealed to the board. We also have another complaint direct board. So uh take action on our next step on
075>> if you're willing to hear both at once. >> Sure. Um, I move to accept the public complaint and appeal and delegate authority to the board chair to respond to complaint and appeal. >> Any other seconds? Okay. So, um, as we discussed, we will, uh, look at scheduling hearings to address both of these simultaneously. Um, why don't we take a quick look at that while we're right now. Um if the there's next week and then there's spring break. So uh let me and then um let me see if it's possible we could do this next Wednesday or Thursday evening. >> Does that give us enough time for you to submit a notice everything Michelle? >> Yeah. right now. >> Okay. And I will go check and then if if obviously the complaint doesn't uh doesn't
076accommodate then I will not do it over spring break. >> Winter sports award. >> Uh oh. Did you mean from utility perspective? >> Yeah. No, that's good to know. Yeah, I'm sure they would. But yeah, I was thinking I I I these I'm already aware both these will be in executive session. So, >> can I ask that we start at least six? >> Yeah. Yeah. Yes. >> And I mean we could well we can discuss six or seven better because it should be I hope an hour seven. Okay. All right. uh 7 o'clock on either Wednesday or Thursday. I'll check with it. >> Okay. Excellent. Moving forward. >> That that also takes care of our >> Yeah. Yes. Between that and the the action on the >> Yep. Okay. Moving to our last section, the
077closing item. Board recognition. I'll uh congratulations to the girls basketball team for making the tournament. Sounds like they took a defeat today, but maybe they can work their way up the losers bracket if we left them. >> I think robotics as well. >> Oh yes, they're regionals. They're regional, right? >> Yeah. >> That's Yeah. So I looked at that and I thought, "Oh yeah, that's out of state." >> Weather held out. I heard that went well. >> It really well. Um and also uh tonight and a couple more performances of the middle school play a chance. >> All right. Anything else request? Okay. Um next meeting agenda items. Uh I'll just recap. So sometime we'll talk about some attendance um plans address regressing that we'll also look at one or two other objectives um to
078talk through that. Um >> the safety and life um um yeah and that may just be an update. I would hope by by May we would have it firmly in place so you can wait. If you don't have it fully baked but if you do then let's look at it. >> Then we will also bring back policies. we took them off this agenda for tonight. Uh we had some second reads of some policy. Then we started to believe that the meeting was going to be long and so there was no sense of urgency to be able to take care of those tonight. So we're going to put those on. >> Michelle, do you get an email from OSBA with an approximation of when they'll have the new policies based on the legislative session? Probably not
079yet, right? Couple months even. I can >> I can send an email and ask. >> Okay. >> The other thing of course is buzzing contract review that we are protest period. So >> do that. >> Oh that's right. >> You you may need that before a month's out. Okay. So we may to to the hearing next week we may tag on a 10 minute 15 minute board meeting. >> Yeah. Just >> Yeah. So yes, I'll let you drive that, but I assume that's the Yes. Excellent point. >> Okay. Any other I'm assuming this >> right now is the word that came through today. we're going to talk about it tomorrow is um are all the approvals from uh Benton County and um have they all been left and um we don't think they've been left
080>> there I guess >> because yeah this was um uh health and safety and um I learned how to read blueprints and come up with part numbers for and fun things like that. Um to be able to give them that information so that they could approve it and allow us to move forward. But I don't know what stage that's in. So I'm hoping to hear that tomorrow. >> They just say no, keep the links. No. >> Okay. Um I I need to go back to board recognition because it was recommended. I forgot. Uh at the Samaritan Awards, we had several people at this table recognized. uh two sitting biomed righting further work with 4. So citizenship at the center of the year I believe >> yes and Ryan won the award. Uh, very good. And
081you were not mentioning >> something that you donated your report to the yearbook fund at the elementary school and I did that was quite lucky in addition to >> I also believe Susan you were volunteered here for well done all and definitely worthy of thanks Thanks for thanks everyone. We're almost to spring break. Thanks for holding it together. >> I'll point out that it's I'll pat myself in the back here. Your board packet was substantially more manageable this week. >> Yes. >> It won't always be this tight, but it will be a lot better than >> Much appreciated. >> Thank you. >> Um, okay. Board requests. 8:22 now that we're members. >> So I need a little bit more money or something. I think I need to go back. show up at school. I remember
082Yes.