001reader board cup on people. >> The best way to make it is to have more. >> Yes, >> you know, my it was my generation that was awesome with the word and that So, um I think we just get going and >> Okay, >> this is ready, but >> um but we can't sign out of what's there and >> okay session. >> Yeah. >> Uh okay. uh then I don't need to get into Zoom. >> Uh so but we are meeting you are able to stream the meeting. >> Yes, it's is streaming right now. >> Okay. >> Um All right. So I'll call our regular session to order. Um uh we have a brief 30 minute regular session cover really just a few um reports and whatnot. Uh and then we'll have our work session
002on um annual objectives. Um so with that uh start with the consent agenda. We just have you going to start with pledge just >> oh the yeah thank you. >> Ready begin to the flag of the United States of America and to the republic for which it stands. One nation under God indivisible with liberty and justice for all. Thank you, Ryan. I guess that pledge to 4,2. >> Yeah. Um, okay. And then we uh we consent agenda. >> I'll make a motion that we accept the consent agenda as presented. >> Yeah. Yeah. I second that. >> Okay. Um, seeing any objections? Seeing none. All right. I think that's the one thing we need to hide that. So, great. Moving on. Um any agenda modifications or anyone else? Okay. Um and we we didn't call for
003public comment. I don't think we have a public here tonight. So, uh All right, then move on. Susan, we'll turn over to you to talk about the state of works. >> Um Michelle, did you put the the staffing on the consent agenda? >> Yes. No. basically staffing permission. >> Yeah. >> You want we can >> you have the student investment account grant agreement is the next thing on your after. >> Okay. >> Do you want do you want to do the probationary thing? >> No, we can we can do it. Um the well actually if we could shift it it would be nice because the state report cards kind of lean into. >> That makes sense. >> So thank you. >> Okay. Okay. So, we're going to jump to uh >> probationary >> 2C. Yeah.
004The probationary um and uh >> yeah, you want to explain this is obviously a change here. Yeah, there was a change um a change in the law um in the last session that said that teachers who teachers take a three-year time period to go through three years of a probationary status and then they are either um let go or given contract status. Um, and the law changed to be able to say if you had earned contract status in another district in Oregon that you only needed to be probationary in your current district for 2 years. So, we have three teachers who earned that contract status in other districts. So, they were three years um uh at least in another space. And so because of that, um, and this is their third year really, but the
005law goes into effect January 1. >> And so we're kind of having to split the difference. And so that's why those three are on this agenda um because of when the law goes into effect. And so we wanted to make sure to honor that for those three individuals and acknowledge that we um we recognize the new law. we recognize their worth and want to acknowledge that and move forward. The other individuals that are third-year probationary this year that have not earned contract status in another district. So, we've got a a couple of folks that maybe worked two years in an Oregon district and one year in another one and they've come to us. They've never earned contract status anywhere else. So, they still have to go through the three years. We'll approve those for the
006the March deadline that we need to, but we'll also have the addition this spring of any people who are right now in their second year and achieve have achieved contract status in another district, we will have to approve them this spring. So, in March, we'll have the three years, but we'll also have some two years. So, we're starting to see um it it's going to stagger our lists um in in how people move. >> You know what were these three there? >> Yeah. Um uh uh you could probably help me. >> Marissa Beichi at um PES, a second grade teacher. Um Maddie Allen at CPS, a first grade teacher. And one Sunonny Bennett. >> Sunny Bennett. I was just looking up where they got there. Sunonny Bennett's experience was in Harrisburg. Um, >> has she
007been here longer than three years? >> Well, she's been here as uh working for next steps through ser. >> Okay, that explains that. >> And um uh >> that's fine. She was actually the one I was curious about because I thought she'd been here longer. >> Yeah. No, she she'd been here. >> Maddie would have got hers in Albany and then Hersichi came from >> Lebanon. Yes. >> Yep. That's okay. Yeah, that's I knew that they were in there. >> And that just means for the school district that they go into a different pay scale and they're permanent or what? >> No, it just status. >> What it does is that it changes status, but then it also puts them on an every other year formal observation cycle. >> Yeah. It doesn't change anything. Well,
008they're observations. >> Are they current every year observations? >> Yeah. >> Yes. All probationary. >> Yep. All probationary employees are that way. And so, the reason to do that was to say if you've if you've gotten that experience in another Oregon district >> um uh school districts, you don't have to um make that happen. This thing is just weird. >> Okay. I pushed a button and now I can't do anything there. And I'm trying to figure out what it is. This is a Is this a text screen? Mhm. >> Sorry. What did I do? >> Just ignore me. >> Sorry. Click the X at the top. >> Are you into a motion to >> Yep. I think that's what we I assume, right, Susan? Accept these >> these conversions from probationary to contract. >> Yes.
009>> I move. I second. >> Okay. All those in favor of moving these three to contract future. Okay. And obviously you have no concern or issues with these teachers. >> So we sent it and we talked through um we talked through everybody in a second and third year because it's forced us to go back and take a look and we've looked three or four different times at least to be able to say do we have the years right? And um there was no question about these three teachers that um they have um uh very good experience and are are very good with our kids. So there's no question at all. Good. >> All righty. Um getting back on the agenda then. Uh the next one is the SIA. >> Yeah. You know, we talked about
010integrated guidance that included the student investment account and approved the plan. The state says, "Oh, we need you to approve the actual agreement." Even though you've talked about the plan and approved the plan, you need to approve the agreement and post it on your web page. So, it's like, okay, um, we'll do it. So, the agreement was in the packet and it changes nothing of what we're doing. It's just they need that formal agreement to have board minutes that say it was approved, but nothing's changed. >> I'm uh this is just from direct from the website. >> Yeah, I've never figured out the website for the package. I don't know how to get it. >> Oh, okay. Well, we'll have the we'll do a >> Well, that's right. I'm a board on track and I've
011been I always call up each document we talk open. >> Yeah, I just go to the school district website. >> Yeah, >> it is a very very robust machine learning. >> Well, I wasn't exactly sure what it was. I'm going through there going I don't understand what but Well, I didn't understand why it was in the pack analogy. It was in there just so we could approve it. >> Yeah. That was its sole reason was um we needed minutes to show that we approved we we had approved >> Okay. >> the agreement. >> Then I move that we approved it as written. >> Second that. >> Okay. Any more discussion? Okay. All those in favor? Right. Shelves. Um, >> now we got report cards and I sent them to you early because Michelle decided to
012go play last week. So, um, and there's a lot of information to read and um, uh, there's a lot about, um, the goods, the bads, the indifference, and everything else. Um, the other thing that we do with a lot of these, well, first of all, the district version is a compilation of every school. And so when you see uh on the district report um which is the one I don't have sitting on Susan. >> Oh, thank you. Uh when you see the district report and you see that we've got 67% of of students um who are regular attenders um when you got 92% of students nth graders on track to graduate but then you look at the the full high school report and uh you've got 98% on time graduation and uh you've got 94%
013freshman on track and so you start to see some differences within that. Whereas when I look at um just the Phil Academy, there's not enough students to be able to generate um a report. And the same thing they have with King's Battle. Their their groupings are too small, but when they aggregate it together, you get a district figure. So, what we do with these is we'll take a look at slicing and dicing them into um all kinds of different ways. So, um we'll take a look at because when you look at third grade language arts, uh third grade language arts takes a look at just those students who were third graders in 2425. And so when it gives you a percentage of students who met the standard, it's not a comparative to the students who
014were in if we got a different percentage for the students who were in third grade the year prior. It's measuring different students. And so when we're talking about wanting to look at improvement, especially at that third grade level where that's the first time students pass, there's there's and so what we'll do is take a look at them and see um um how did our fourth graders do as third graders and is there any kind of a trajectory that we can see. The other thing is in the measures of academics for this, they have um uh ground rules, if you will, um that says uh a student has to have uh been in been enrolled in your school for a full year, which they define as one day over half, >> and has to be enrolled
015on the first school day in May. So, if I'm not enrolled on the first school day in May, I don't count. >> Yeah. So, you ask me both things. >> Yeah. >> If I've not attended um uh in a district I'm highly mobile, I may not count anywhere. And so, for us, because we don't have a high level of student mobility, it doesn't it doesn't impact us as greatly. But, um we know that there are some students that that just don't count. And so what we try to do is take a look at also those students who have been with us in a cohort versus those that have been with us for just um a short period of time. But we want to include the odd. And so we end up or I end up
016taking a lot of these and slicing them and dicing them in different ways so that we can be able to see what the patterns are and uh why things are showing as they are. So third grade language arts, you see it was down 14% from the year prior. what attributes to that? Can we figure anything out? You know, so those are the kinds of things that that um we start working on. Um so they have specific rules and and we get them tighter. Now, we know that with the new accountability bill, we will have responsibility for K12 regular attenders. That will be a measure that we'll have responsibility for. Third grade language arts, eighth grade math, the on track to graduate, the ontime graduation, and five-year completion. I don't have a piece of paper. >>
017As you look at their third grade, if we back up 125, are the third graders, were they the ones that missed kindergarten because of CO or is that a year later? a year. That was a year later, but we're still in the we were still in kind of the throws of >> but they missed next steps and so >> yeah. >> So So that so that I mean there's a scenario there that logically says these kids are doing school from home and they have this >> and there's your there's your >> and so those are some of the things that we're yeah that we're looking at to be able to see. The other thing that we take a look at is um the uh ongoing testing that students take K8 three times a year, K12,
018and there's no opt out. There's nobody that can say I mean that I'm not going to take it. And that shows growth across a year instead of just an end of the year measure. And so those become um very important and that's one of the local measures we can select um uh because the state still plans to do for right now third grade language arts and eighth grade math or state tests. Um there are five local metrics that um the state will be deciding in January and we get to pick one of those five. And um wonder if I have them here. Um it is using the the interim assessments. So the ongoing assessments is a choice. Um English learners which is based they base that on a seal of biiteracy um for graduation which
019we don't do when we don't have a huge population. So um that one's probably not in the cards for us. Fifth grade science is another option. um uh participation in CTE as a concentrator or as just taking classes and um uh percent collegegoing um are the five that are on the table right now to be approved of which we can pick one. >> The first one to use that >> the first one was using the the local assessment manners. >> Yeah. >> To be able to look at um uh reading and math. And so we'll make a decision about that. And um uh so those become as we start looking into strategic planning and things like that, there's some things that the state is saying this is what you will do. And so it's, you
020know, what what do we provide and how do we include that information? Because I look at the the local assessment stuff um every time students test. So they test at the start of the school year, they'll test again in January, and then they'll test again in the spring. So I will have data to move forward. I can provide attendance percentages uh that we have for all our students every month, every quarter. Um uh same kind of a thing with uh freshman on track and um uh of course the graduation rates we kind of have to wait but we can also look at how many sophomore students are on track. How many junior students are on track? How many senior students are on track? Freshman is the big one because the the research says that if
021you've got freshmen that are on track aren't on track to graduate that's the likelihood of when they will dip. Um but we can always uh you know account for the others uh to be able to do that as well. Um and so uh I wanted to bring forward the cards to be able to say they have some valid information. They are autopsy more than they are um well they're programmatic too but um it's more kind of an after the fact um but we get some good information. So for instance if you look at um ful high schools high school has 94% on track to graduate um 98% on time graduation for 2425 99% 5-year completion and 61% college goal. That's quite impressive for a single school. um that um you know there's some real things
022that we can look at and be able to say what do we need to do to maintain that and what are we doing right now to be able to get that and so it's praising those good things and um owning the data um in the way that we need to uh but it's also seeing multiple different ways to be able to look at it >> the college going is two to four year college um that doesn't. So I guess I would value a trade school as same as college, right? So it doesn't add that in there. >> There the measure from the state does not add that in college going. Now it could be that when we they're still getting to the bottom of what um students who go to college um is it going
023to be college and trade school or is it going to be um two-year four-year university? >> Because if you added trade school with do you have any idea how much that number jumped? You know what percentage It would be it would be definitely higher definite. >> Yeah. >> Um I don't know what it would be. >> That would be snow that and that goes to the original vision. You know, >> we're going to talk about our strategic >> Y. Yep. >> So the numbers out of the high school uh and I think I like emailed you soon. I can't tell the rest of the board. You know, obviously the 98% on time graduation, 99% 5year, 61% going to college or two or four year. That's all fantastic. But of course, the huge question is when
024you look at the academy, it's 57, 89, and 50%. you know, are we just simply those kids who aren't going to, you know, make it, we're routing them to the academy and then, you know, so um you know, the academy I and I think that's, you know, the core fundamental discussion, right? What is the purpose of the the mission of the academy? Way way back when before it existed, it was a credit recovery program, right? For kids who failed to class or or, you know, whatever. And it's become, you know, really an alternative education Yeah. program for those kids who for whatever reason don't fit into the very standard, you know, century old model that the high school offers. Um, but it can't be just, well, they're not working out here, so we'll put them
025up here and work out, right? >> Yeah. >> Which you talk about. >> So, we but we the other thing that makes a difference is um you're looking at a full high school with the demographic graphics of a 432 student enrollment and the academy on this one of a 90 student enrollment. So the other thing that does is it excuse your percentage. I mean to some degree because you've got um fewer students change your percentage is huge just by one or two kids. >> And so we see that um um and we're working with the academy on um I'll call it rigor and expectation. Um and so we're having some some really focused conversations. Um one of the things that we just started this trimester is we have some students at Fulmouth High School who
026um are not doing well in um algebra 1 and they failed first trimester and some of them we have discovered didn't pass math in the eighth grade at the middle school. And so what we've done is we've opened up a class um originally it was going to be a pre-alggebra and we brought back a class that had been created a number of years ago by Dr. journey and and updated are updating um along the way. That is um a class designed to give students algebra 1 credit that's going at a a different pace um and and it but it still has them meeting the standards to be able to earn an algebra one credit >> integrated mathematics. >> Thank you. Yeah. And and that was um a choice to be able to make sure. So
027we've got right now Phil there from the the academy is over teaching that class here and so you know we're trying to do some how do we move um people together. Um the other thing that we're watching for is uh we had 10 students that moved from the high school to the academy at the start of trimester 2. And so my question to both the high school and the academy is why >> um what is it that that caused that to happen? Do people do students feel like the the rigor is less and it's going to be easier at the academy? Um are they um unable to do a structured 70minute period in some situations? you know, what is it um and and what are we doing or not doing um uh for students within
028the high school to accommodate? So, it's those kinds of questions we're talking about now. >> Can I ask a couple about the academy? I admit I do not know enough about it, but so a couple of things. Um one is there's no crossover at all. Correct. So, children are either fully enrolled in the academy or do they have the option? there's the option to do some >> like the math class that you're talking about academy students would have the opportunity to come here take that math class >> and we have some students that will be here for um uh CTE offerings and things like that and then the other question is so you just talked about the movement of students that way is there ever movement back toward the high school what does that look
029like >> there is and and one of the things that we're talking about is um if if there are students and that's what I'm trying to ask the question is if if there are students who believe it's easier at the academy but they want to graduate from Fump High School um can they go to the Funk Academy for two trimesters and then go back to Fump High School and graduate from Foma High School and we've said no you can't and so but those are the things that we're trying to look at is to be able to say does it still need to be high school and the Full Academy does it need to be high school campus A campus So what does that so when there are students that come from the academy into the
030high school what do what are the parameters surrounding that movement >> um >> as far as to to your point like as if the position has been held that you can't come back just to obtain a diploma from the high school um well I guess one question is what like are you the assumption that like the academy diploma is lesser and and that's what we believe that the students have have the students and some adults have said the the degree from full the full academy is less than >> simply based on the perception of rigor and or lack >> um and so when a student comes back into the high school yeah I'm just curious as to if their concern is that there is that backflow to get the degree what are the what are
031the you know what are the parameters what are the requirements to come back into the high school or or is it just >> if they want if they want to come back full-time, what they'll do is they'll meet and they'll get a schedule set up to meet the needs of student um to be able to do that. Um if a student is enrolled in both places, they're limited. I want they try and keep to to um if a student is enrolled primarily at the academy, they might let them come. They'll come over for maybe two classes if they wanted to. Um, and then we've gotten to a place where um, if a class is offered here, unless it doesn't fit from a scheduling perspective and things like that, but if a class is offered here,
032a student can't go to the academy just to take that class. >> Um, because we don't want to get into I don't like that teacher >> and so I'm just going to jump ship and go find another teacher in another class and go from there. >> And are we talking about the academy? I'm sorry. during our work session. Is that is that one of the >> Yeah, I realize I'm kind of teetering to the strategic a little bit. >> I mean, we're setting objectives. So, there's an objective about something that needs to be addressed in this case. >> I had a person I ran into didn't know they had a student here and their student switched here through the academy because they said it was just easier and they could graduate where they otherwise wouldn't
033have. And I remembered Rick telling us the reason he joined the school board was because his deaf daughter was told she would graduate here because it was easier. So I heard somebody that's out of district make a comment that flow with this tube is easy. So every kid switch there. So I'm just thinking >> no the academy. So I'm just thinking about what makes >> it's easier for some students though. I think there are a lot of students who >> the academy would actually be harder for them and I I think that that's >> the comment for the student it was easier to graduate because the standards weren't as high. So the comment was made they switched to the academy because the standards were lower >> which is why they they had one child district
034one in a different district but the one moved here because the standards were lower and they were able to graduate >> their perception was the same. >> Yes. And so I just remembered Rick saying the reason he started school board years ago was because he wanted to make sure Floyd was held a higher standard. And then I heard that I just wanted to share the comment that >> there's a perception at least some that the academy is lowering the standards. So people are wanting to come here because it was easier to pass at the lower standard. Well, it's also interesting to think that the people who are saying that do value having that high school diploma and if otherwise there wouldn't be a way for them to obtain that. The fact that they're seeking it
035out as opposed to just like dropping out and not moving forward without one. It's >> but they didn't have the diploma, right? >> Yeah, they are. >> I thought I thought it was not a full high school diploma. >> That's what I was getting at. It's not a high school diploma. >> It is a high school. It's just not >> diploma. >> But are the diplomas when you get all said and done, if you have a diploma from high school, one from academy, are they supposed to be identical? >> Not not diploma, identical standards. >> Yes, that's the design. >> They're each a diploma. They just have a different letter head on. >> I just meant that qualifications to graduate were the exact same. >> They should all be the same standards. Yep. Oh, but
036but I think it's a widespread perception that the academy is easier >> and there's always been a you know look of it's all online some of the hurdles. >> Right. Yes. >> Right. Um, my last question about the academy is that over the summer when we were in work sessions, we were discussing strategic planning the outside. Um, and I think G and I had a conversation about kids that are online or that maybe are never in the physical building or that maybe are online and really never showing up to online classes. Um, and I'm just curious about the dynamic. >> That's dramatic this year. >> Can you speak to that? Just >> Yeah. Um, the way that he's got it set up is everybody started coming in. everybody regardless of geographical and um you kind
037of have to prove yourself. If you're able to manage um and and continue to get your work done, you may not have to come in every day. You might be able to do a hybrid version of school. Um but once you drop back down out of success, then you're back in in school. And there are a number of students who even if they're in that range are choosing to come um just to interact with with with peers and with an adult. Yeah. Gar's made that a really big move this year >> of of being able to say um we we can't just do online for anybody. Um because what one of the things that we had seen was not not as much students from here but some students that would come to us uh January
038February from other districts um that that wanted an online presence and that's all they wanted and it it played off successful. >> Thank you that that is the conversation I remember. So I'm super excited to hear that that's been kind of rained in. So, I don't know if you do you guys hear about academy and >> um I don't hear much. One of my friends transferred over to academy, but I like we weren't that close. We were just close because Yeah. I don't I honestly I kind of forgot we have an academy sometimes, which sounds really bad, but I just it's like two different like it's like two different schools. >> Yeah, it's probably >> No, I don't. I also didn't go here for elementary school. people all all the time in the world to
039worry about those things. >> How about you? You're pretty loud. >> Um my my sister went to the academy, but I think that she thought it might be easier and she ended up coming back in >> back to the high school. >> Yeah. >> Okay. Um we're going to these report cards I think are should be a fundamental input to our objective setting. Um, so unless there's anything more on our regular agenda, I think that was >> there's no action required, right? >> No, I just wanted to be able to put them out so that um cuz you know, one of the things that Tom and I talked about is he said, "Why have the paper have it before we got it?" That's kind of like it's embargoed information and I can give the assessment
040information. Um, but there are some things that it's just hard to be able to kick them out ahead of um where everything else is. And um I need to look at how can I do that in a better way um to be able to make sure that we're ahead of uh the the media files um to be able to do that. And so I just wanted to get them in your hands so that you could see and you know kind of understand some of the pieces as we choose to use or not use um in different aspects and what the what the requests are from me to be able to provide data. >> I believe OSBA also emailed that. to paper. >> Okay. There's no like they don't send your school. >> I can do
041it from there. Yes. >> Yeah. And Brad can't talk to me. Are you for the information? Are you going to adjourn public? So this meeting >> Okay. She's pointing out, let me adjourn our regular session. So there's that at 6:30 6:40. Did we have any next meeting agenda item or did you just want to cut that at the end of the work session? Um, yeah.