Regular Board Meeting 11/13/2025

001get fixed and now we are regular board meeting. >> So with that at 7:08 I will call the full school board this session for regular board meeting. Um, okay. Um, we'll start with the pledge of allegiance. >> Ready to have our newest student member lead us off. Right. >> Yeah. >> When you're ready. >> Allegiance 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. >> All right. Next, we are moving on to approval of the consent agenda. Um I have two uh one thing in the the Michelle in the minutes >> um for the last meeting. Um item 1B6 references uh this we we this was talking about how we dismissed complaint number

002nine. We we had that plan had eight complaints and you had six in there. >> Okay. >> So I'd like to get that. >> Okay. >> Corrected. eight. And then the ninth one is when we dismissed because we'd already really resolved the issue, >> right? >> That was my only um Yeah, my any other questions on the consent agenda. Entertain a motion to approve the building. Well, she did and you second it. You look right on top. We'll take that and get that. >> Is that what it was? >> Aaron M and Sandy. Okay. Any objections to the consent agenda? Seeing none. Passes unanimously. Thank you. Any changes to the agenda? >> I have one request um for uh the agenda items on the back where it says uh M superintendent goals. Um, I just

003got information about the strategic planning. And when we met last time, we talked about kind of I was looking at coordinating superintendent goals with um kind of world strategic planning. And so, just having heard strategic planning information and talking about it at tonight's meeting, I would like to defer the superintendent's goals to December if that's possible. >> Um, well, this is good. the um what we were going to talk about there was just the schedule of when >> Okay. I thought we were going to talk about goals. >> Absolutely not. There's no way we're setting your goals in five minutes. >> Then keep it. >> Yeah. Thank you. >> So, yes. No, that this was Yeah, you and I discussed. This is just for us to talk about what are we going to do? What

004are we going to pull in with the longterm plan? Do we use Vince, etc. >> That's good. >> Okay. Great. So, with that, I don't hear any other changes to the agenda. Very good. All right. Moving on. Um, public comments. Um, I think we just have one, right? Clyde, uh, Rudy, am I saying that right? And, uh, we have a long statement about public comments, but I think you're a board member. You understand basically three minutes uh, and you know, appropriate comments to the board, which I know is what you're going to cover. So, I'll let you introduce yourself and take it from there. >> I've been practicing. >> Excellent. About three minutes. >> Yeah. >> Rude from the Lebanon Community School District. I'm running for the OSBA board of directors region 10. Thank you

005for giving me the chance to speak today. Um this is my eighth board meeting addressing just this week. U some of them through just correspondence. Um I'm running for the OSBA region 10 uh board of directors. Some of the things I would like to try to do is continue reaching out to region 10 board members, building communications with an open door policy. If you have anything you want to bring up at the OSDA level, I will be more than happy to bring it up. Anything you want to address on the agenda, I'll be more than happy to make those addresses and also respond to you with a response from the board. Um, I would like to continue working on the policy portal. That has been a long process so far with the OSBA. Um, before

006board members were the last to be notified for policy updates that were that come out come to the school administration. with the policy portal, the board members will [clears throat] be the first ones notified. Not only would you be the first ones notified, you would have a cross reference tool and allow you to look up the same policy in all the school districts within Oregon. Um, I think that's a valuable tool and saves a lot of time. Another thing I would like to try to do is continue building bridges with the legislators and board members to establish an annual region 10 legislative outreach meeting. We attempted to do this in my first term. Um we ran out of time. Um the current um board member decided not to follow through with that. I would like

007to make that a standard. Um all too often legislators will come drop in at the school, board members won't be around, they'll um miss the opportunity, either they're working, can't make it, stuff like that. I would like legislators to be firstname basis because that's that's important to me. I think it's important to a lot of board members as well. Something new that I'm working on is establishing region 10 as a rural caucus member with representation. Currently, region 10 has nine school districts that qualify for the rural caucus. The uh the bylaws require 10. Lincoln County is formed as a county school district. If you add up all four cities for all four schools within Lincoln County, the population adds up to the population of Levan. Levan does qualify as one of the rural caucus um

008members or one of the rural caucus schools within region 10. Um I would like to try to redefine the definition in order to encompass a county school district within a region to get representation. Bottom line, your voice matters to me. together we can bring needed change to region 10 schoolboard members and all students. >> Great minutes just well within well done. Thank you. >> Thank you. >> We can ask questions. I mean have given I'll just point out that we uh so there's we're region 10. I don't how many regions are there? Should know that. >> 14. Yeah. Thank you. someone write that down. Uh uh anyway, we so we each board in the in the region region 10 will vote on our representative um and it's it's um Louis Whitebear currently and do I

009understand you've been had the decision on the Patties? >> I was appointed before. >> Me and Lulu and Jason Curtis ran for the appointment. Um, I won the appointment >> um last year running for the uh actual election. >> I kind of diverted from my plan and uh I lost by one vote. >> Okay. Okay. All right. Anyway, uh we are we need to make our vote tonight because it's due this coming month. Um there are two candidates as one. Um Louie who is the coming is the other one. she cannot be here because she's at the Corvalis um school board meeting tonight where they're making some tough decisions about school closures. And then we also have that's for the representative from the district. And then there's also a representative on the legislative policy committee.

010That's Jason Curtis. He's the only one running both him and and did send um documents to the email. So thank you very much for coming and thank you for your service. >> No other comments from Michelle. >> Yep. Okay. So, close public comment. Thank you. >> Okay. Um agenda items. Um first one is our association reports. >> Yes. >> Come on. Come on. >> If I have to um I just have some updates kind of from the last meeting. So, uh, Susan, um, has worked with us and with admin, um, to be able to kind of fit the QPR training in on a Friday, um, and offered on the dates she planned to. Admin worked with staff to say, "Hey, let's adjust this and we'll move our QPR to this date. We'll move professional just

011other professional development to a later time." Um, so I think every building has got that sorted now. And then we had improved attendance at our last safety session. Um, and every building was represented. So there were I think at the first one maybe nine or 10 people and this last one about 25. Yeah. So that's been good. And trying to get people to take turns and you know it's hard every month on a Monday after school, but I'm making it work. So those are my athletes. >> Thank you. >> Great. Thank you. Tell you who is there supposed Okay, moving on. Thank you again. Uh, student government report. >> They win. >> We good. [laughter] >> It's going. Well, this isn't supposed to be you, right? This although our >> AS Yeah, I'm working on

012that. >> Do we have an ASP? >> We have co-presidents. >> Yeah. Well, that's great. Okay, we just giving them here is the question. Okay, great. >> Well, tell them if they don't show up next time. We're going to talk about them extensively. >> That's right. >> All right. Um, next one is LBL ESD. >> You must be Nancy Griffith. >> I am. Hi, I'm Nancy Griffith. I'm assistant superintendent at LBL. And you have >> all our duties. >> Yes. >> And so on that you'll see there's um just the district executive summary. So we've got uh two board members that are regional for you. Uh Lori Greenfield and Denise Taffen. And both of them are new to our board this year. So it was exciting to get some new people. Um then there's just

013some information on your um ADMW over the years compared to the rest of the region or the region total. Um and then on the back side uh just the different services that you all receive from the ESD and I know of personally because I'm also in charge of strategic partnerships um your family support leaison Peggy Ring and behavior consultant Anga Fleti and uh I know they've been working very closely with your whole team. Um so gotten lots of feedback that they're really helping the district out so that's great to hear from me. um and also for you. And um that's this is the information that I have for you, but I wanted to make myself available if you had any questions about the ESD or in December you're going to be seeing our updated local

014service plan and um so kind of here to see if you have any questions. I we were just discussing well Kings Valley charter school here in our last hour enrollment numbers which we I think shared shared 37,000 students lower in 2025 I see we're at the USB is at the lowest it's been in the last six years >> yes and it doesn't look like that's going to get any better >> well as we were discussing is level that's awesome >> we will think back I was I've been on the board when we were on the decline and it was quite miserable >> which after the 2008 crash. So, we got the double whammy of that. >> Yeah, I remember that. >> Don't worry, I'm going to be complaining about that for a long time. >>

015Okay, that's fine. >> I will too cuz we cut days in Medford. So, >> yeah, that was our solution here and I hate every bit of it, but we never cut a program and so the hours came back. The programs never left. >> Other questions? This is this is very nice little snapshot for sure. This is very >> I think for me it's pointing out that um I like our relationship with the ESD. We put a lot more money from the more money um from our district into support services that the ESD provides um because it's worth it to be able to get the quality of staff that we can get. for instance, we can't hire a it would be difficult to hire a school psychologist all on our own and have that person work

016for the full school district. >> Um so there is an economy of scale that allows us to be able to um put that extra resource into making sure that we've got more of school psychologist time, we've got more of family support and more of behavior specialist time. And instead of paying our own district staff, we're working with the ESP to be able to to supplement things that we're already getting out of our tiered services. And um we even with our size because we're kind of that mid-range. Um we we would we would struggle to do a number of the things that we do uh without the support of our ESD to be able to be in our Mac pocket. So appreciate that. Great. the back page. Um, these are for this. Oh, yeah. It says

017right there. That was last year 24. >> Yes, the data is last year on how many >> students they worked with or how many tickets you had through tech. I mean, all that is all for last year, >> but the list of ESD staff serving districts, that's this year. >> Oh, I see. I see. the services are this year that the government don't >> know I mean so we we do our best like I think Peggy has been with you for a long time now we try not to move people around as much just so they can build relationship >> with us I think for at least five years >> and then in that >> you know Angela I know last year was her first year but >> we added time with her because she's

018so good >> yeah we had halftime with her last year and we added time to her because you're um uh for the purposes of being able to get in and do some modeling and some classrooms >> um and to be able to take the time to actually work um in that front and it's it's paid off significantly. Sounds like it does. >> Um, and so the list of the data is from last year. The list of services obviously was last year. The list of services the same for this year. We have to make it. >> Um, and do we been a long time for me? So is it we're just paying a flat rate for these services or is it by student hours or >> it it depends on service. Yeah. You know like our

019>> So we try it. It's not a direct like this person's worth this much that person. And we try to average, but our like our behavior consultants are all very experienced, >> right? >> And our family support leaison are younger pick up there. [laughter] >> So, um, so sometimes the costs are different between different services depending on >> the average of people that work in it. >> Great. Any other because we're all electronic. I would love to get this electronic so it show me. I just like to put it >> quick breakfast because it is very it's a good quick breakfast. >> Great. And then just before I go I just want to say to you all that Susan is just a gift to work with and so thank you for having her head. >>

020Do you feel the same way? Maybe [laughter] >> she's my buddy. Yeah, >> we'll be back. >> Thank you very much for coming out. >> Thank you so much. >> Okay, moving on to what our superintendent may refers to as school stuff. Um, D. So, we have the library media services, Rachel Baker and cohort, >> someone you've never met before. What do you have as >> I'm just gonna give you that >> sometimes when we unplug. >> Come over. >> There's plenty. >> There's a lot. There's you can be wait >> to drive that they know you Maybe tomorrow you need >> Rachel. Take it away. >> Maybe the introduction as to why you're here. Susan. >> Yes. >> Were you Did you want to do that or you Okay. You know you know why

021you're here. Good. >> Hi, I'm Rachel. Um, and this is Kiki, who Tom has never met before. >> Um, so we're just going to go over tonight some stuff about the library to reintroduce you or introduce you for the first time if you haven't seen this or a similar presentation before. Uh, we'll talk a little bit about our libraries and then the policies and processes that we use to add materials to the library. And then we'll talk about some different library things like intellectual freedom, um different ways that we support reading, what we look for when we're choosing library materials, some of the criteria we use and a little bit about our child policy. And if I can just interrupt for a second, the u the policies will come back to the policy committee because

022there are policies on library acquisition and instructional materials acquisition and so felt this was also very appropriate at this point in time given things that we're going to be looking at. >> Yeah. So what I have in here is inclusive of what we currently have and not necessarily what we're going to include in the near um based on what we're working with now. So again, I'm Rachel Baker. the district library and media specialist. Um, I have my masters in library and information science and this is my second year here at the district. >> Hey, you have the same question. >> And I'm Kiki Quell. I just retired and I was in the um high school library and I'm just here to help Rachel out. She was here last time we did the presentation. So, I'm

023very appreciative that she came back to do this with me. Um, so in our school district, we have five libraries. Uh we have one here at the high school. Uh we have middle school and then three elementary schools and that includes Pumman's Primary School. And we have four media assistants and one library media specialist. Um one of our media assistants covers all of our elementary schools. So she goes to Fomoth Elementary, Blahett Elementary, and Glenn Primary. And then we have two media assistants that job share at Pomoth Middle School. Um and we have one media assistant here at High School. All right. So, uh when we are putting new things into our library, we are guided by policy IIA. Um and then we also follow best practices and we also incorporate things from the American

024Library Association Bill of Rights. So, some of those best practices are we purchase things that support the curriculum. We look for things that provide balanced perspectives. So, we have like well-rounded perspectives on everything. Um, things that are meeting individuals reading needs and interests. And then diverse viewpoints. We'll go over some more things later in the slide as well. And uh when we're talking about libraries supporting reading in the school setting, there's really two kinds of ways that we support. One is recreational reading. So we provide things for students that they can choose their own interests, what they want to read, or if they don't want to choose something, they don't have to. We always love it when they do. We try to encourage them to, but we also don't force them in the library. Uh

025the other way we support reading is through classroom reading or curriculum reading. So finding things that support what they're studying in a class where they can learn more information if it's something they're interested in or if they're doing research on a particular topic, we have things that support that. um not just physical, but we have access to electronic materials, um databases, so we can help support research needs that way. And then additional literature options. I know like in our middle school, we'd have um classes that come in regularly just to get something to read in class. So that is another way. And then just a caveat of that is that parents have the right if there's something in the curriculum that they don't want their child to read, they have the ability to ask for

026an alternative. Um, okay. So, intellectual freedom is defined by the American Library Association as the rights of library users to read, seek information, and speak freely as guaranteed by the first amendment. Intellectual freedom is a core value of the library profession and a basic right in our democratic society. A publicly supported library provides free, equitable, and confidential access to information for all people of its community. So, as libraries across the district, we support intellectual freedom as best we can for our students and for staff. And if you guys saw the presentation Ashley did a few years ago, um this is a little bit of a throwback to that. So when we put materials into the libraries, we really want our students to be able to see themselves in the materials. Um, so we are always

027looking for things that reflect them in their lived experiences, but we also want them to be able to understand and empathize with people who are different than them or people who have different lived experiences than them. So we try to include things that they maybe haven't encountered before. Um, and then we would like for our materials to be a way that they can experience different worlds. And that can be completely imaginary fantasy world or something that's based for reality. So if you were there for the library presentation or if you're familiar with um books as mirrors, windows, and sliding glass doors, this kind of calls back to that. And if you're not familiar with that, there's some links at the end that have there's like a YouTube video and then um an essay that someone

028wrote about it that her and I would recommend you look at >> just to inter most everybody was here. Was someone >> I was there too audience member was there was here >> somebody somebody encouraged me to attend [laughter] >> as you should >> you should always support people you >> did I skip forward >> that's the last time >> it's first. So, when we're looking at putting books into the library or any materials into the library, these are the things that we're taking into consideration. Um, so the age levels of our patrons, the recreation book, recreational value of the book, the literary value, how much it costs, um the patron demand. Like right now, uh the new Dogman book is out and it is in high demand. Um, we already have two copies and

029I know it's not going to be enough. Um, the content quality, diverse viewpoints, aesthetic, reading levels, those are all things that we take into consideration uh when we're making those choices. And then we have >> aesthetic. >> So, when I'm thinking about aesthetic, I'm usually thinking about what we're keeping in the library as opposed to what we're adding into the library. But something that we always do as well is look for books that are outdated that aren't getting checked out that are eligible for deselection or reading. So when I think about aesthetic, I'm thinking about really old books that none of our students check out because they look really old and not fun. >> Party boys seem pretty, you know, timeless for me. Whatever. >> We still at our house at our covers. Yeah, they

030make them with updated covers and then you see them get checked out a lot more if they haven't updated. >> Well, there you go. >> So, >> I mean, I'm sure it's no Dog Man, but they still >> Dogman's an interesting one. Um, >> any anything that gets the kids excited to read awesome. >> I like it. Uh, so when we're selecting materials, we consult standard reputable professional review sources. And that includes school library journal, purpose reviews, porn book, book list. Those are some of like the standard ones for our novels. Um, and then I added a few in at the bottom because graphic novels are not always thoroughly reviewed by our typical review sources. And so we have a couple of websites that we go to specifically for graphic novel reviews and those are

031the graphic library and no flying no. So you want to say yeah. So then um the next question is how do we find the books that we want to buy? And so the the main our main goal in putting books in our school libraries is to find things that we feel like the students are going to be excited about. And how we find those things um to look for new materials where we're reading the journals that um Rachel mentioned. Other great sources that we found are just like different librarians blogs. We can see what other librarians are are buying. Um, so there's some great online library groups and forums. We look at the different publishers that we're familiar with and see what they're they have coming out. Um, conferences is a great place. And then

032there's a lot of word lists like the um ALA books and the Prince Honor books and Newbury books, those kinds of things. And then just cataloges from our our publishers. And then um once we find books that we think we're interested in having, then we need to do our research and make sure that they're going to be appropriate for our library. We obviously can't read every single book that we buy, but we can gather that information by reading reviews, both professional reviews, and then just kind of some general public reviews that are more for the lay person. Um we read excerpts, we look at the information provided by the publisher, and then cross check. And there's a lot of different ways to cross check that make sure that we have at least a couple different

033reviews, a couple different things from a different librarian group. Um, and then I sometimes will even just look at other high school library catalogs to see what they have in their in their collection and see if it's in in line with what we're interested in in buying. And another great way to find books is to take requests and that can be from staff. staff. Sometimes staff knows of books that we don't know of. Recommendations are a huge huge place to get good ideas because if students are excited about a book, then we should be excited about it. Um, but then we have to make sure we do our due diligence on on all the the other points where we make sure that it's appropriate for our library. And then of course, if the community had

034a great book that they knew about and want to tell us about it, we'd love to talk to them about it. And then another way that we also can kind of think about what books we need to buy is to look at our different collections and see where we're missing. Like if our fantasy section is a little small, then we'll decide to focus on that for a buying cycle and see if we can beef up just um and just an added note on the researching before purchase. It's kind of a combined effort between the media assistants and me. Um where they'll do a lot of the we want to get this kind of stuff and I'll add stuff in and then before we purchase anything I I look over the whole list and review it.

035So uh there's like double double checking on it for all of us. >> We have we have a budget um I'm sure it's not big but there's a budget for book acquisition of the three levels elementary, middle, high school. >> Yes. Yeah. Each in fact each library has its own library separate. >> Yes. Great. >> Um but we are also able to move books in between libraries. So if we have something that's really popular at the elementary school um that has multiple copy in fact we did this earlier um they have multiple copies of and they're not using them we'll bring a copy in and so that the elementary school can check it out. And even we do it amongst grade levels too because sometimes I'll have a high school student who remembers a book

036they loved in middle school or even elementary school and I'll borrow it from the other libraries to books and hands and kids. >> You want to do this? >> Um I can do it. Okay. >> So then once we get the books in then we have to get them ready to go on the shelf. We use Destiny which is an online catalog. Um, and it makes cataloging really easy. So then students can find the books that they're looking for. Um, so we put them in our catalog and then processing is just basically getting them ready for the shelf. So we try to protect them with covers and do a little swine label and stamp and get them all ready. Um, all of our libraries are genre. Most of our libraries are genre. um over the

037past few years, which is instead of having just all of our fiction um organized by author, they're now broken down into genres. So, we have like a fantasy, mystery, realistic, historical, just so that students when they know they want a mystery book, they can go to the mystery section instead of having to read through all the books in the library to find what they're looking for. And then the last step is promoting. So, then we want to let students know, do I have any new books we have? And there's a lot of different ways we do that. We do displays. We can do stuff on the daily announcements letting people know we got some new books in that elementary library has a lot of opportunities to put books in front of kids and let students

038know what we have. Um, okay. So, we're going to get into a little bit of challenging. So if um if a library material is challenged or someone is concerned about something that in the library, we follow policy I AR2 um and that's the challenge of instructional materials. Um and our initial step would be just having an informal conversation with the person and saying okay what what is the concern? What do we need to do to address the concern? And sometimes that's enough. Um if that's not enough or they're still concerned or they're not satisfied with the outcome of that then the next step would be for them to for uh to file a formal complaint and that form is found in IIA and it gets filed to the superintendent. So the form encourages the concerned

039party to give as much information as possible what they're concerned about. um it gives them a way to suggest something else uh in place of that if they feel like there's something else that would be more appropriate. And then it also um encourages them to read the material in its entirety because context is important when you're looking at something like that. Um if the form is filed like a formal challenge is filed then it starts a process where the booked for material is reviewed and we convene a committee of people to do that and that committee consists of um district employees as well as patrons with that library and then ultimately they will review it and determine what's going to happen with that material. when you say teachers of the library that students are involved

040in that or >> yes and no. So [laughter] >> I mean if it's a challenge at like the elementary level I don't know how much students would be involved in that but we might ask like a high school student to be involved in that. Um, it it kind of depends on the situation, but yeah, as much as we can, I think it's important for the patrons that are the ones that are accessing the materials to have a say in whether they would appreciate having access to it or not. Um, it's kind of a weird place to be too because they're all minors and so like their parents are responsible for them, right? So, we want to make sure that um their parents' concerns are being heard as well. the policy allies are pretty specific that

041the committee has to be made up of a good cross-section. So, um it's it's it's pretty clear and pretty inclusive. >> And then um I know this came up last time Ashley did the presentation, but whoever is in charge of that library is generally not included in that committee process, but we would probably try to include a library staff member from another school. A quick question in this is this policy one that OSBA has sent us to review for updating based on the legislative changes that just happened. >> Those are ones that are coming back to us that I asked Rachel to review and that was one of the things I wanted to do this was it it gets it in front of us when we're going to have policies to be able to look

042at. >> Okay. I wasn't until had a chance to review it yet. >> Yeah. This is the >> the on banning. Yep. >> Yeah. Okay. >> Um, yes. >> I'm curious about one thing. If there is a book that's being challenged, is it pulled from the shelf while that process is complete? Is still >> It's supposed to remain on the shelf until the review process has been completed and they say, "Yes, this book stays or this book needs to move or we need to get rid of it entirely." >> I'm just curious. >> Um, and then >> I moved like roof in the middle of the high school. >> Right. >> Yeah. Um, and then these are just links to some of the policies that we discussed. Um, some of the documents that we discussed,

043the YouTube video, and I can send this out to all of you guys if you want. I'm trying not to take up too much time, but I'm happy to answer questions or if you come up with questions and want to reach out to me. Um, I can always I'm not at a later time, too. That would be helpful. Yeah, I have questions. Um so when you said you said it um you read books >> I assume that means like you're picking a bill. So um what percentage of books are needed and andor added on like an annual basis and is that how your budget cycle works is on an annual basis you're looking at this or you mentioned that you're reviewing and looking at move. So best practice is to look at specific sections on

044a predetermined schedule. So um and that varies depending on which section you're looking at because like if you're looking at non-fiction, things that are in technology are going to be dated a lot more quickly than things that are in history. So you need to review technology a lot more frequently than you do history. Um, kind of the point that we've gotten to is we need to look over like our entire collection and go through and get rid of things that are dated and created space to bring us. >> So, it's like a constant and and some of it just happens in like the day-to-day library operations where like you see something on the shelf and you're like, "Huh, that's broken. Let me pull it off and take a look at it." and hey, this isn't

045one that we would even add to the library collection anymore, so let's just get rid of it. Um, and then so, so that's part of it. And then some of it, like last year I started a big meeting project out at Blitet to make space for some new stuff. Um, we have one going on at the middle school in the non-fiction section. So ideally we're doing it continually throughout the year, but we also have like larger projects where we take a look um for a more more extended period of time that we dedicate to it. >> Those books that are pulled, are they donated somewhere? >> It depends on the book. >> Um so any that we can we put out for free for the students to take or for the teachers to take and

046use in their classroom. um if they are outdated to the point that like they have misinformation in them and we really shouldn't be sending them home with people um there is a recycling place at OSU that we'll take books that we try to utilize as much as possible sometimes depending on the condition of the book I put in the trash >> um and yeah we don't we don't recycle those >> you're so you're digital now how does is there a system that flags like books that aren't checked out. Do you have to manually do it or is there a way that it does it? It flags you this book hasn't been checked out and I don't know what the duration and it seems to me libraries are huge. I mean sure some books don't get

047checked out at a year time. >> Yeah. Well, and there are some that don't get checked out and we keep because they support things in the curriculum. So just because they don't get checked out doesn't mean they go away. Um, so we have uh Destiny through Ballet and that is our library management software. We can run reports that say how many times have these books been checked out or we can run reports that say give me a list of all of the books that haven't been checked out in the last 10 years. No. >> And then it'll give us an entire list and we can look at it and say, "Yeah, these books should stay or these books shouldn't stay." Watch our time presentation, but but that is all. Great. >> Any other Oh, go

048ahead. Sorry. >> We have a couple questions. >> My other question. >> Um, >> I was just wondering how often we're receiving challenges if there's if they're vary throughout the levels of the schools or you're seeing it more. >> So, I haven't received a formal challenge since I started and I know that there was >> which is this is your second year. It was my second year. I know there was an informal challenge a few years before I started that a form was never filed. So, um >> it's not very frequently. >> Uh we do have people that will bring up concerns to us sometimes and we'll take a look. Um and sometimes we're like, "Hey, maybe this is something we need to look at in more depth or like maybe this was purchased for

049the middle school and it somehow wound up at the elementary school and we need to move it to the middle school." Um, so that kind of stuff. But yeah, we're we're not getting the challenges. >> My question. Well, I have a whole bunch of them. I'll email you. But, um, if that's okay with Susan, it's kind of around like volunteering and helping out and repairing books and like, >> okay, >> little backtory. We bonded over our mutual love for library book talk. >> Um, how do students at the academy get books? Because they don't have their own library. Do they just request them digitally or? >> Yes. So they um they'll reach out to us. They have access to well again they have access to all of the libraries in the district but they can

050check out stuff from any of the libraries and the staff members there know how to search the cataloges online so they have access that way. Um, one thing we've been doing the last couple years is we get multiple sets of OBO books at the high school and then after that OBO season is over, we have multiple sets of OBO books that we don't need to keep in the library. So, we generally send a set to the academy that they have Oregon Battle of the >> Sorry. There's a lot in education. >> Yeah. >> Um, >> okay. Um my only other thing uh is not directly a question for you. Um but I'm curious, this is sort of a policy question also. I know we have a policy around not having like classroom wish lists and

051things like that, but I wonder if we might revisit that to have a library wish list available online for people who might want to buy books and donate them to the district or as a way to add >> that might want to get >> what was that about? Yeah, I I looked after I talked to a teacher at the barbecue to make sure that teachers could put up a classroom wish list. And we do have something somewhere. I don't remember which policy. I'm so sorry. I'll look it back up. Um that says that that's a no no without permission. Um and so I think we might want to revisit that policy also given the current state of the world and funding. >> Right. thing too. >> Oh, it might be a tax that >> I

052don't know that it's so much tax, but it's >> there are reasons that she >> is connected. So, Jennifer >> Yeah. >> businessman. >> Yeah. Um, >> and from what you're articulating there, yeah, that doesn't make a lot of sense. The teacher has a book, she she or he knows uh it's it's going to be valuable classroom. teach before they go to the classroom. >> He doesn't have books for the classroom just for the library. >> Okay. Um >> that's why I single library. >> Okay. >> If a teacher wanted us to, we could certainly look at that. But generally they have very >> they have very good experience with books and their own interests and things that they've read and don't know what their students will >> and they're very desperate. They want to

053come volunteer and do both. >> Um you are such a nerd know which um librarians you follow that is getting us a cover one. [laughter] >> We're all very excited about it. Another one. It's um helps you repair the spines of books when they break. It's a book toaster. Yes. >> Thank you both very much for being >> so much bookstore. I'm very much >> all right. We're here to get a update on the infallible gifts program. >> Uh yeah, somewhat. Uh yeah. Uh so uh thanks for having us. I'm Steve Bell, uh principal middle school and functioning tag director as well. Uh and with us tonight, uh Mike Pico, the adviser, TAG adviser at the middle school, and Alice Aldridge, TAG adviser, the high school. Um other we have another tag advisor uh in

054the district that's Kaisen Scosquez and uh she is at the elementary school. She won't be here tonight. Um but we're glad to hear be here and just give you brief sort of brief very brief update in tag world. Um each year the legislation comes out with some updates that we need to do. Um one is update our tag plan which we've done and submitted. So there's a new tag plan uh for this year on the district website. And so you can you can view that if you want. It's a thrilling document. Um and but two other updates uh for this year that came out. One was that we need to have uh a place on the website for tag u input forms. So for instance um sometimes parents will want to suggest think their student

055is talented and gifted or maybe it's a teacher or someone else. So, it's a way to put information out there so that it will land on our in front of our desks, right? And um and so we've created a Google form for that. Uh we're in the fine details of getting that finished up. So, be on the website. So, it's open for anybody really to submit someone if they know the child they want. So, um and then the other part of that is it's very subtlety attached to that is that uh school administration need to advertise that opportunity. And so, those sort of two updates for this year. Uh not very big. Um, and each year there's some little tweaks that come out and we go, "This is a good idea. Why has this ever

056existed?" It just I mean, so now it's just little details that we keep adding to what we do um to make sure that we're putting good information out for people and opportunities uh um and what we do. Um so identification is a big part of talented and gifted program. Um a lot that happens at all levels. um primarily elementary schools where you know the um we have a lot of students um at that age. We do two universal screeners uh and one in second grade and one in fourth grade. Um and then we also take input from staff, from parents, uh from other uh normal normed testing, uh that we do a couple times a year. And so our adviserss look at those um and sort of glean, you know, the top 10%. And then

057from that 10% we have discussions and look at like most like top 3%. Um but it but um it's not all just on testing. And so that's where those conversations come in. So, uh, that's what we've worked on a lot in some of our meetings across the levels is is making sure that we are identifying the proper ways that we're taking in more than just test scores. Uh, because test scores don't tell us everything. We know that's for sure. Um, and so, um, that's a lot of the work we've been doing that's sort of behind the scenes uh, to make sure that we're doing a very good job. Um and then um what we brought for you tonight which is a little more exciting than just paperwork is uh what we teach been teaching with

058our staff um and how do you um address talented and gifted within your classroom and it's through depth of knowledge and so um depth of knowledge uh as do um is really just a way to make sure you're varying your your teaching and your instruction. So you just kind of meet kids at where they're at uh for how how deep they want to go in their learning and learning acquisition. And so um uh Mike put together a slideshow uh a year and a half, no a year ago. Year ago. Um and I believe Alice just recently had done high school. Um and so we have this for you tonight uh to talk about. So I'm let Mike talk a little bit about uh what we got for you. >> Great. Well, we got a quiz.

059Um, >> but we're not going to be great at breaks. >> That [laughter] approach. Can I pass something on you? >> Okay. >> We'll deactivate the electric shield. >> Threatening in my cardigan. I know. Anybody else? >> You want to play? >> Um, sure. >> Yes. I'm a little better. >> Yeah. So, it is uh you know when we're um uh you know the the hard work of uh reaching talented and gifted students and this is true for all kids that even if they're not identified as talented and gifted is finding that right level of depth to get to um and so when we're talking with teachers about this stuff because this is the most interesting thing that we do in the TAG program is like what happens daytoday in the classroom. Um, so when

060we talk with teachers about this, we really try to have that focus in mind like what level of what depth of knowledge are we asking for? Um, and so we try to learn this by, you know, having something fun to look at. Can you give us the next slide, please? >> I can. >> Okay. >> But what we're going to try to figure out is like we got four different TV shows to show you. Okay. And you're going to have to try to tell us what using your handout, what level like what depth of knowledge do these shows entail. Show number one. >> Going to be good if the timing [laughter] share with sound. >> Hang on. That's because I'm trying to hit one button here. >> For the sake of time, Jeopardy when they

061ask questions, you ask question. >> So the answer volume, I always have to keep it off for the meeting. It's actually how you're sharing your screen in Zoom. You have to make sure you're sharing it with sound. >> You can try again. >> And friends, >> can I have friends for four, please? >> In one episode, we learned that Monica has 11 categories of bees, including guest, fancy, and fancy guest. >> Andy, water towels. That's right. Uh, Friends for 600. >> Oh my god. She was Chandler, the longtime on again, offagain fast talking girlfriend played by Maggie Wheeler. >> Who's Janice? >> Who was Janice? >> Rachel claimed that Ross cheated on her, but in reality, Ross liked to remind her and everyone else of these five words. >> Lindsay, >> what is we were

062on break? >> Yes. That's for you. >> Even Taylor Swift is a fan of this song that says, "You may not be a bed of roses. You're no friend to those with noses." >> Naomi, >> what smelly cat? >> Yes. >> Uh, I'll take Friends for a Thousand. >> He's the doctor played by Joey on Days of Our Lives. He's killed off, but then returns thanks to a brain transplant. >> Oh, jeez. >> Andy, who is Dr. Drake? >> That is correct. >> There you go. Okay. So, who would like to tell us what level or what level of depth is Jeopardy >> using your handy dandy handout? >> Level level one. >> I would say what we just did is level one. >> Level one. >> Thinking the actual game strategic thinking. >> True.

063Okay. Okay. Yes. So, we're if you know if you're just recalling fans. >> Okay. That's level one. It's not that interesting. It's not that complicated. You have to choose. How much are you gonna bid? >> Oh, yeah. Your daily double. Are you gonna comfortable? Right. >> Okay. >> Show number two. >> I've been sitting in a chair too long. [laughter] >> This is the most physically demanding and emotionally draining game on television. >> Rob knows what's ahead from. >> Welcome to Survivor. To >> get further into this game, we need a strong tribe. Do you think there is anyone I should be wary of? Quiet. >> This is survive. >> British. So it's classy. >> Yes. So you know looking at just like the middle circle or the little tiny circle there, you know, level

064one we said was all about recall. Uh survivor would we say that's like level two skill and concept level three strategic thinking and level four extended thinking I'll take level two out >> two okay for how much [laughter] too for >> uh okay level two any debate we like it we hate it thinking I think there's a lot could be a lot you look at some of those People went all the way to the end. They figured out who the allies could be. What? Yeah. >> Right. >> So I might say skills. >> Yes. >> The response. >> Okay. Any other bold people? Maggie, you bold. Yeah, you are. >> Will this affect my GPA? >> Strategic thinking. >> What is level three? [laughter] >> Yeah, your GPA went up. Good job. >> I don't

065know. There's no right answer to any of this. We had a lot of argument in middle school just because it's fun to argue but it's either a two or a three says me. >> Great question number three. >> So the reason we argued too just the difference was you were given rules. >> Yeah. >> In survivor and you had to achieve a result with the rules in place. So >> so we we argued for quite a while. So level two >> it is when you talk about your cans today vary from one three to two. >> Yes. >> Oh at least three cans for your final dish and you'll have 15 years to prepare that dish. Trying to make tasty food with canned goods is asking a lot and I'm thinking that it's going to

066be extremely difficult challenge. You >> know, when my family was homeless, the food bank really helped us a lot. So, you know, I'm not scared to cook out of a can. >> Remember, if you win this challenge, you'll be immune from elimination in the next. You have 15 minutes and your time starts now. Hi, >> please. >> Nobody wants to watch another five. >> No, nobody wants that. Okay. >> All right. What are we thinking? >> The first time >> recall, skill, concept, strategy, extended. >> I would lean into level four because of applying concepts and applying all of your vast knowledge to know how to make the food taste good. Except for Marcel. He just complained the whole time. >> Well done. >> Okay. My strategic thinking did one, two, three, three. I mean,

067very linear. >> I like But I certainly I think it could definitely scramble two. >> Yeah. Three were super messy for us times. Could be a four. I don't know, you know. Uh, okay. Okay, let's go to the next one and then we'll send you >> scrub out of here. >> That's my favorite >> of the Scrub Daddy, the cutest but most high tech scrubbing tool in the world. Today, I'm seeking a $100,000 investment in exchange for 10% equity in the Scrub Daddy business. It's the greatest kitchen scrubbing tool you ever use cuz Scrub Daddy completely changes its texture by just adjusting your water temperature. Let me show you how that works. Here I've got some hot water. Here I've got some cold water. When I merge this grill into hot and cold water, a

068complete transformation occurs. Now to show you that, I've got 10 lb weights. Here under the 10 lb, it's soft [clears throat] and compressible. And that's like a sponge. That's for your general scrubbing applications. But here, check that out. It's hard and firmed. That's going to be for heavy duty scrubbing applications. We burn out brownie gravy, tomato sauce, cheese, and mustard onto a glass stove top and a stainless steel pan. I'm going take a scrub diet and you're going to see it's just going to attack right into that burn on all mess scrubbing it right off. And remember, I'm just using water here. There's no chemicals at all and it's going to cut right through that. It won't scratch any of your surfaces, but it will clean them beautifully. Now, this grow is not really smiling

069anymore, so I'm going to put him here in the warm water. And just a couple seconds, voila, he's back to bright, fresh, and clean. Every time I know a guy. >> Okay. Shark Tank. What are we thinking? One, two, three. I mean, we know where Ryan's going. Let's be honest. [laughter] >> I think if you make it to Shark Tank, though, there's a lot of thinking there because you gota you got to have a plan in place for sure. Besides our order of one, two, three, four, just in general, >> Shark Tank versus Freds. I mean, come on. >> Him or the Sharks? >> Yeah. I mean, >> I put myself in the shoes of the Sharks of the investors, you know, level four, right? They're going to connect this to other uh opportunities in

070the market. They're gonna obviously they're critiquing whether this guy's telling the truth or it's all a sham. you know they're simply this information plus what they already know plus other investments how they performed in this market >> and because of Ryan it's important >> I mean it should be the floor anyway for sure >> well so for you know besides obviously just having a couple laughs because that's always great but like you know for us in using this practically um you know like trying to ask and I know we I've done this at the middle school many times of like you know where where are where where were you living this week like when we do our like a Friday check in on tag stuff or whatever. We'll go like where were you living? Were

071you living in Jeopardy? Were you living in Shark Tank? You know, like how how much time are you spending in those areas? Cuz like, you know, it's not reasonable to always be in four. It's not that four is the best. And just always live in four. Um, but we also don't always want to live in one either. So, it's about trying to like have some visuals, have some reminders of, you know, with our content where we live and what are we asking kids to do and demonstrate their learning. Um, and we want to be able to live in all of these areas at any given time. of course leaning more into um you know shark tank and the survivor without the line >> the tank is particular you want to be you're making sure you're

072pushing them >> correctly >> and you if I can interject you mentioned the 10% versus the 3% so is that you know you push the 10% at some level and the 3% even at a higher level I mean are you differentiating them you mentioned that so I guess >> yeah that comes from you know basically cross 97% to sort a standardized normalized test uh that you those students achieve that sort of level you say is is exceptional, right? That and so that's almost like if we when we're evaluating identification [clears throat] if they've they've scored a couple times right around that 97 98% we're like >> you're you're identified. If you're somewhere between the 96 and 90, then it's like what's other evidence do we have? Okay. >> You know, that's how you Okay, that's

073very helpful. >> That's great. I >> I always had 95 96 didn't get into tag, you know, and I always thought, yeah, what if what if you know there's some reason so that's great that you other evaluations because tests aren't quality, >> right? Right. >> I was, you know, fast enough reader to ever finish any standardized test of, you know, any section on time. >> We're back at number four or so. And so that's a good point. This is where maybe Alex what she's doing in high school because they don't have a lot of that standardized testing. A lot of it, you know, uh is is K through eight and certain things are are second through eight and then we have state testing, you know, that takes place at, you know, at really the high

074school if they're not identified at that point because those testing there's very little opportunity. So, uh she's been working with staff on on those conversations, you know, what do we have? And so maybe also you could talk a little bit about um what those competencies like what you're looking for when you when you have a high school student that you want to identify. >> Um well a lot of students are identified in elementary and middle school. Um but we found that there are students who either come in and out of our district and don't then have a lot of standardized test scores or they were in a district where that information hasn't come to us. um and some of our students that passed through our district that um were not identified previously. Um so we

075are looking at standardized test scores. Um we have offered because a lot of our students um have not done a test that evaluates intellectual giftedness. Um and you maybe can say more about how that works in the elementary and middle school. um we have a test we determined a test that we can use for that. So we've offered that as a possibility when students are referred um and um we're always gathering information from teachers and their experiences. So um I'm revising a teacher rating form that the elementary school uses um to get teacher input and revising it to work better for high school setting. Um so we'll be using that information as well. >> Yeah. When we set the vision of graduating every student, I've um typically had a fifth grade teacher, former fifth grade

076teacher on the board at the time and he pointed out, you know, like fifth grade, every fifth grade teacher could tell you which 10 15 students were the ones at risk not to graduate, right? And so it's like we knew that then, why can't we really get to the point, right? And I would think it's the same on the other end, right? you you pull the teachers, you've got to be able to come up with, yeah, these are even if you don't have the standard testing, they teachers have to have the assessment that yeah, this kid stands out. So about here is not just test >> question. >> Yeah, I have a question. Um, what is our overall P population? Uh yeah. So elementary school right now it's 23 but that's without uh second graders

077>> 23 >> students >> 23 students. So it's about five five and 3/4% I think some of them but um and so but by the end of the year there'll probably be second graders identified. So that number will grow just a little bit. Um it's about there's six I think the number is like six seven and 10 third fourth and fifth grade level. Uh yes, we just did a new round of identifications actually. So the middle school is up to 31 students right now. That's just about just under 10%. >> And high school has 30 board students right now and we have several like in referral assessments. >> Yeah. And so do we see a carry through from elementary to high school? So are we like because you said somebody said I don't know who

078said um that I think you were saying that we are working with teachers to try to keep kids or they are within the classroom. Are there any pullout activities for TAG program for TAG students or is it all within classroom? >> Yeah know it varies from building level um and how it works. Um a lot of what we try to do is have stuff in the classroom but we also know that sometimes it's the event or it's the thing that that gets kids excited. Um and so yes, at each of the levels there's different activities that provided. Um and Mike talks too at middle school. Um Mike has something every month. >> Uh yeah, middle school we do um you know, it's really like a social club like we call them tagouts. It's a tag

079hangout because I'm a dork, but like that's so we just they >> Yes. It's, you know, during the lunch and advisory hour once a month, kids have the option to come and hang out, put their lunch and then stuff like we have STEM card thing that we usually build things on or some kids are just hanging and talking with each other. Sometimes we're very low brow and just do some really dumb stuff too. But you know, it's >> it's shocking. I know Erin, but generally it's really the idea is really just to find that community, you know, because sometimes like it, you know, if you're built a little different, sometimes you feel a little lonely and I would I just want to look out for that especially that you just feel like you have a

080community. >> Outstanding. I mean, you know, athletic kids have teams literally they're joining teams, right? And we're more academic kids. It's awesome. And at the high school, we have usually two events per trimester. One of them is more of a social gathering and then usually one is more of an enrichment activity. So for example, tomorrow Tom Thompson and the um students from the robotics team are coming and we have an event where students can transform like a regular pencil into a musical instrument. Um, so learning how to like maggyver something into something else. Um, so that's that's our enrichment activity for this trimester. In the past, last year we went to a concert at OSU. We um almost always go to the engineering expo at OSU at the end of the school year where all

081the engineering students show their projects. Um, so I try to have some variety um in the offerings, some hands-on and some things that you might not do otherwise. And are kids they like can they like if they are identified can they choose they opt out? >> Um they can opt out of any of the like enrichment things but um they're identified as tag on you know through our synergy system so all the teachers know that they're tagged. So, I mean they could but they could choose to they could say I don't want to be >> I don't want to attack. >> Yes. >> Yeah. >> Thank you. >> And I just want to share my appreciation for the fact that you're not only looking at test scores because um self-disclosure. Um, while I enjoy taking

082tests online for fun, as I mentioned a couple of minutes ago, um, I as a child and I was a tag student, we moved a lot and so I missed a lot of educational opportunities skipping from school to school to school to school to school. So, I probably would have fallen through the cracks had I not been really lucky to sit at the same school for three years in a row at one point in my life and get tested uh just like two weeks after I started at the school. Um otherwise, I wouldn't have had a lot of opportunities that were afforded to me. Um I have a question somewhat related to that. Um, you know, we know that every single one of our students has [clears throat] multiple different identities that they live within,

083their experiences and their existence. So, we know some kids maybe don't do well on tests or don't get the best grades because they're just bored. I think we've all seen that. Or because they have ADHD or they have, you know, a a barrier that makes those sorts of things hard. Um, and what I'm about to ask, I recognize is incredibly unreasonable to actually expect you to be able to do, but do you do any looking into that where you're like, "Okay, we've got this kiddo who when they talk, brilliant. They [laughter] don't want to do anything, but they're it might be because they're not being challenged." How I guess how do you do that? >> Yeah. No, it's a great it's really been interesting the last couple years across the state um as far as

084is looking at the whole student um and looking at students that don't have those those sort of test scores and so it's that conversation about real local decision making local judgments um that's part of our tag plan is like how do we look at those things um and talk about it as staff um and so I know each of the buildings we've talked about um we have staffing specifically around this and the instruction about uh what are we looking for? And some of it is conversation is like when you have a classroom dialogue is this student all of a sudden like won't write anything for you or they won't do any paperwork for you but my goodness they can speak and command like and all a suen you're like whoa there's a students like higher

085than anyone else in this sort of place or even the arts or you know um in writing or in reading you know so so how do we um so we have those conversations and then that's sort of what this sort of input form is for is for students that may not show up in a data sheet uh but they when you're in person with them and in something that may be identifiable in a test um that's that's probably the evidence and then we have those conversations um at you know and there's specific meetings that we have around tag identification each of those >> also I just want to say for the record Tom should have been attacked actually intensely offended on >> I still >> I'm actually mad vacated I actually had I have vivid

086memories of of taking the test >> and sitting there. It was a one-on-one with some teacher. >> See, if we would have been in school together, I would have said so many things inside my head and not to your teachers. >> Okay, we got quite a bit more to cover. Anything else? >> That was very helpful. >> 10 years ago when I was on the board, the PA program didn't exist anymore. and I am very excited that it has been slowly growing in its importance. >> Thank you. >> Okay, moving on. We're on to the OSBA. Um waiting for us here. >> Oh, I'm sorry. You do have follow questions. Um yeah. So, >> yeah. And the only thing I did thus far, and I'll send it to the board members, is I put together

087um Tom and uh Erin McMullen and I attended uh the OSBA conference and just the litany of the different sessions we went to. Um and since it only ended last weekend, there's kind of like no way we can download, right? >> You know, take care of everything. But to be able to see um the sessions that and I see a typo to to um see the sessions that we were a part of and to be able to um come back around to ask questions of any of us um in terms of where we went and what we did. We tried to be strategic in where we went and um breaking things up so that we all got different pieces of information and um felt very successful in that way. The other thing is that Aaron

088McMullen and I went to the uh ESD regional road show and uh that's where it's just simply OSBA updates, state turtle policy updates and being able to just have conversations. So there's been opportunities for us to engage with OSBA. I will share this with you, but wanted to be able to just provide information um on a variety of topics that we could say we want to talk more about that or what did you get out of it and uh be able to get more. The other thing I'll say from this is we had some students attend, not our students unfortunately, we had things that kept that from happening. um uh attended this the session and one of the things I floated um early on was to say can we just have a student day where

089students can have the opportunity as student board members to have conversations with one another and to talk about what's happening for them what is u appropriate advocacy all kinds of things like that and uh two OSBA staff members have bit on that and um are ready to do the planning and um I volunteered us and I'm hoping I didn't fall and told of our two student representatives to be able to help with the planning of that um as really an opportunity to be able to to give to our students and allow them the opportunity to be able to uh provide for us and to provide for others. So, I'm really excited about the opportunity to do more planning. >> I'm very excited. I would say the one of the last sessions that I went to,

090there were three student representatives from the Hillsboro School. Not only were they incredibly um thoughtful, but they were super engaged and it was really neat to see and they were in the >> It was phenomenal. They were so well spoken, so well thought, really cool to see. See, I went to one that was a um it was a students committee to the superintendent more more so than a board of representatives, but there were some similar kinds of things. But there it's just to give students the opportunity to talk with one another about what are they doing in that capacity and what could they be doing um and get their voice in. >> Yes. To hear the voices was just perfect. So, I'm really looking forward to it as an opportunity. um for some really good

091things. So >> the one thing I will share is um there is a requirement for every board member to attend public meeting law um once once a term seems to me make more sense at least in the first year of your term. Kind of pointless to do it the last month of your four year term but I think that's all the requirement is one senior term and I believe the same is for the government ethics laws. I think those are the two and they both have to be um you have to do it once every term. Um so do we have anyone else and they think you can just do it online? I sat through a session up there but um >> they also host a webinar like >> times a year three or four

092times a year even >> we all know our status on that. >> I have completed >> this just new term. Okay. >> Okay. So keep an eye on. All right. So maybe make the goal since you guys are halfway through your term already. Maybe make the goal between now and end of January or something. >> And uh >> I need more time. >> Okay. >> I do think >> Well, it's only it's only like an hour. >> I need more time. >> Okay. >> Uh >> I'll give you till February first. >> I'll take >> Yeah. Anyway, >> might one on demand, but I know that they host it. I think I I asked and someone did say yeah if you watch the material you could get sort of >> okay anyway that would be

093the one thing I I brought back and there were a couple things that I learned about executive sessions which is a good refresher so um yeah >> okay >> now we will unless there's any questions we will move on >> okay >> to in by way Michelle just thank you for all your arrangements um for the OB but everything worked out great >> okay now to the OSB elections again uh we have two uh different positions. One is our regional representative. Um we have the two candidates um Louie I think it's Louie um who is who is the incumbent and then Jason or sorry um >> thank you who presented to us earlier um and then we have so we'll talk about that and we have the other role of the um >> legis legis

094okay so any questions on what we're doing and then look for a nomination for um our vote who you would basically put forward um for the board to vote on for our representative, our district representative to the OSPA board. >> Just a comment, last year we did it wrong. We wrote this paper and handed them in. Then when it come back, you have to identify your vote. >> Yes, that's again if you had taken the public meeting, it would Yeah, you can do that. But then the chair decides to read >> who who voted for who. Um, so it it basically doesn't matter. There's no point in writing it down because it has to be public. That's true. All all votes. Again, having just completed the public meeting training. >> You signed my name on

095that. >> Yeah. I sort of did it. Like it was only >> ethics training. >> Yeah. Yeah, >> that's right. >> So, I um I I I think Clyde brings some great um background and some uh uh good perspective on what you would like to accomplish. I've interacted uh with Louie and um that's where I would gain my support to, but again, I'm just one person. So, and I won't as the chair, I won't make the first motion. Well, I would move that the board um votes to support Lu's bid for this position just because of again similar to what you said, my personal experience working with her on separate. >> Okay, that's one motion. We need a second to move forward. >> I'll second. Okay. So, with that, we'll vote to see if that

096passes and that's who we would go with. If we don't, if the vote doesn't carry, then we would obviously open up for Clyde. Okay. So, all those in favor of Lily Whitebear to be the OSBA representative from our district. Okay. Four four to one. So, that'll pass. So, Clyde, sorry. Um, I wish you the best of luck through the other districts. Um, with that, we will >> Thank you so much for being here tonight and thank you for your service. I tried to say it earlier. I didn't say it loud enough. I appreciate your >> your hat and thank you for coming to the assembly as well. That's that was really great of you today. I've easily appreciated it. >> Okay, with that we will move on to um the legislative >> the legislative policy.

097Thank you. We only have Jason um and so I would take a motion if we want to support Jason. >> I move. >> Okay. >> I'll second. All right. Uh any uh any other input? All those in favor of Jason. Okay. That's unanimous. Great. Thank you. That and move on. Um superintendent report. And I'm going to um give most of my time to our special education advisory committee who's here this evening and has patiently waited. Thank you very much. Um, just wanted to and I'll send this to you also. >> And your usual recording is not in the packet. >> It isn't in the packet. Part of that was I was trying to get it done. >> Make sure. No, just make sure I'm not missing. >> No, you're not missing it. So, uh, just

098put a couple of recognition days. And then there was, um, a piece of information in your packet, which is was a letter from our special education advisory committee. And, um, Barb has helped tonight, which is good, um, to be able to talk about that proposal um, and just some of the general information about the work of our special education advisory committee. So, I'm going to be quiet and let you roll with it. >> Roll with it. Okay. So, I'm Barbara Neans. Um I am the special education advisory committee head chair um or seak which I'm probably going to refer to it a lot as seak because it's way less lettered or words to pronounce. Okay. So um we are proposing we would like to work with the district to get a building for our kids

099that are grad graduated with modified diploma to the age of 21. Um, it's sort of my personal thing because my daughter is a senior this year. She has autism. She will be graduating with a modified diploma. And when she's a freshman, all staying in school was fun. Now that she's a senior, we're got senioritis already. We're done. She does not want to come back to the building. Nothing personal about the building, but she would like to see I think she has an older sister who graduated here. she's going off and doing, you know, great things. Jesse wants the same opportunity. She wants something different. So, um I know that Lebanon has one. I know that Corales has a program. Um I think our district can do a program. Um I have a board that's been

100with me from all we made it through all the way through COVID. Y >> doing online Zoom meetings and sticking together. We gave a lot of books is what we did during co. We kept getting more and more special education books and we had a lady who was that was her thing. She went and found us books. We voted on them and we put them in the district >> so that you'd have that the kids would have that thing. They'd have that mirror to look at. Um so that's why that's why we're here today. We wrote a letter. Um Chris is with besides advisory recruiting you were with which company? Um, with work unlimited, >> we do services, employment services, DSA for over 18. So when kids leave school, >> I want them to come

101to us. We have a pretty robust employment program. >> You're basing that's basing. >> Yeah. And uh I'm the employment manager there and um started a STEM program there. uh a DIY program there teaching kids how to build, use tools, uh repair things. Really want to grow that program, but with the idea that we could contract with the district to provide a lot of the DSA day support activities programming, getting those young adults out into the community, teaching them how to ride a bus, teaching them employment skills to get jobs. We provide job coaching. We help with job development. Um my daughter I've been I'm a parent here in the district as well. Um been here since her freshman year. This is our fourth district we've been. >> So we were for the special education

102building the transitional team. It would be more of the life skills part that these kids are still needing. They still need to learn how to use a washer and dryer, how to cook a meal, how to plan a budget, how to get on that bus, to go to the grocery store and buy yourself. Otherwise, kids are never going to drive. I can guarantee you don't want my daughter driving a car. >> Eeny meeny miny mo is not a way to decide whether you're going to hit the gas or the brake pedal. Um, so we're we're that's what we're looking for. We're looking for that extra. And the kids, they they need to they need to be out in the community. We need to got a great community. I think they'd really get behind having our

103kids come in and do things going down to the coffee shop, having some coffee before they got off the bus or tea or whatever they want. Um, and there's there we've got gyms, we have places these kids can go and do things and then come back to our building, you know, do a life skills program, work with Chris's team, do those things. that gets them out, gets them learning more than what they're going to learn sitting in the room they've been sitting in for four years already. Boom. That's all they do. They sit in the in that room. So, they don't get to be out into the classroom and doing the things the classroom. I guarantee you my daughter's going to be Tom [laughter] with that. So, um but that's what I we're presenting here

104tonight is >> Yeah. I just want to add like I guess was um it's our fourth district. We've really been through all of it in special right from so since my daughter was five and like it was a long road right just as I'm finally getting used to it and I found a home in a great district she's going to graduate you know um everyone in this district's been amazing and I really applaud Kelsey for having the vision to present us with this idea because That's why we're here tonight. I mean, we jumped on it. >> Okay. >> Can I ask who else? You guys are assume two representative. What's the rest of the makeup of this? Yeah. >> Well, they're a little small right now. Um, when I first started, we had um seven,

105eight, nine active members, >> community members. Some the head of the chair was not a parent in the district. Um, and then, you know, co We lost a lot during COVID. We're still trying to work it out, get more parents involved. Some of the parents didn't want to come back. Some join us in a Zoom meeting. We had a parent who'd actually moved out of the district who just moved back into the area. She came not not last month, but the night was before to find out what was going on, what's happening. Um, I do have a website that I try and keep up with. Um, our a Facebook page also not really good with social media. Um, but I try and post every once in a while on on it. Let things happen. Um,

106right now there are three core members. We had four. There's the medical issues. You won't be coming back for a while. Um, and again, we're going to be searching. I'm going to try and recruit this year again. >> Um, >> so that's the that's the community and parents. [clears throat] You're >> probably other staff members. Yeah. really just >> well yes um we invite uh school representatives to come and share um meeting so usually ends up being our principles or vice principles come and kind of share what's happening in their buildings in terms of special education >> um I think right now we do have um parent involvement of students in high school and and getting ready for the transition program. So I really want to capitalize on that um in terms of like our

107vision for the district. We have a transition program. Um we're a small district, so our student population is is really small, but um under IDA, we um have a responsibility and a wonderful commitment to those students to ensure that they do have a wonderful transition into adulthood. And that's really what the transition program is about. So when we have students graduating with a modified diploma, that really is our responsibility. And it's a it's a really wonderful program when we see it, you know, in community in partnership with local businesses and um and learning how to do public transportation and have independent living skills. And so um I think if we could have just a separate space where it feels like our students are going to a different program, they're in a different stage of life,

108um that would really um be important for them. They're not coming back to high school. It's not taking classes still at the high school. It's really is a separate program and having a separate space that align with that. >> So where are we on that? There been I mean discussion I know of course funding is going to be a huge part but even just facility availability >> there there's some conversation that's been going on. In fact, I met this group this morning um with the the move of well many people know that we looked at uh Forth Family Medicine, the old building and um had conversation about that. Um at the same time, we've also engaged in some conversation with uh the Forth Youth Activities Club and their their the facility that uh Benton County

109Schools Credit Union just moved out of into their new space. >> They actually moved there. Yeah, they they opened for business in their new home today. >> Oh, yeah. So, >> I got to drop the check by tomorrow. I would have >> There you go. Yeah. Somebody came and thought we were all waiting for the ATM. >> So, wait a while. >> Yeah. There's a whole >> And so, um um that's been in conversation. Um um I heard this morning that um a partnership may open as a possible not everyday consideration that Maxivity might have some interest. And so there's a couple of things that are out and about to be um explored and and uh you know of course we can't bond until 2030 to get us to a space where we could consider

110something bigger. But um um in looking at what could be available for me just kind of being on the the outskirts of it, even if we can I mean if if none of those come to fruition of being able to pick another space right now, what can we do within our existing or current spaces that may not be the same classroom at the high school that um we could utilize to begin to then look at um your 18 to 21 time is truly about your transition. It's not about um learn I mean it's it's not it's learning math, but it's learning math for how do I build a budget? How do I know how much money I have to do my grocery shopping? Um what am I going to need at the laundromat if I

111have to go to the laundromat? How do I do my laundry? You know, those kinds of things. And so it's it's I see it as part facility but also part as um programmatic. opportunity. You know, we we looked a number of years ago at could we join with the wings program in Corvalis that there so big. Well, that program had said we're no, we we can't take anybody. I mean, apart from you're looking at transportation and all sorts of things like that, but they became nonoptions and we've just kind of said, I guess we're so small, we can't do it. And so um uh it's kind of been nice renewed energy um to be able to take a look at of a particular student group that we have um a pleasant obligation to be able

112to take care of. >> Yeah. And I think we're um because we do not have a separate space um and we haven't really built this program as like a whole robust transition program um we are losing potential students that are in our community or neighboring communities that would be interested if it was really a a program as as we're describing. >> Oh, >> I have some questions really quick. Um, so do we know about how many students we're talking about in that 18 to 21 group on average at any given time? >> I would say it would be somewhere between four and six or seven somewhere. So it's a small and but if we I think if we create a program I we went to visit Lebanon's program and they have done a really nice

113job and so what has happened is then other districts partner with them and we'll send students um and I know we have Monroe who I've been kind of talking to our our neighboring special education directors and they would be interested you know so we have people that I think would be interested in supporting if we had something >> and is there state funding available for a program like that? I mean how is it funded? >> Yeah, they account for our ADM as our students. >> We get paid for 19 2021. >> Okay. >> But special on top of that for you know a building etc. That would be it's standard ADM. So looking at the time that go [clears throat] is there a reason not to start it sooner is like while they're still in

114high school. Is there I know you have to get your core credits but on >> I think all kids should go through life skills program not just I think every kid should go I mean that was kind of my push for vocational stuff. people need to learn how to do this stuff and it seems that after high school almost seems too late like you having those skills at 16 years old and so I just curious if they're infiltrated into earlier than afterwards. I think that's a really wonderful point and a great question to ask and I think that's what we're asking right now of our staff and our team is like >> um when we're thinking about adulthood for our students and and being thriving adults and part of a community, what is it that

115we want? What is their experience that we want them to have in high school? And I think sometimes a often and I've been part of those conversations where we think about credits they need these credits they need to graduate. And I think if we can take a step back and think about what is our vision for them as adults, that would be a great question to ask. >> I appreciate you bringing that up because it's all kids too and there's no reason something couldn't be integrated for all kids to learn the skills together. >> I discussed that in special education committs because I can think a lot of kids >> I can guarantee that my older daughter really used to learn to use the wash machine. I tried really hard to teach her about. But

116when she got to college, she got in for a shock [laughter] >> like moms. >> And there kids, mostly boys, who not washed their sheets for five or six months until >> obviously just wash them. They just weren't clean. >> I've seen probably I drive a lot. We travel the freeways a lot and I've seen multiple teenage girls on the side with a flat tire waiting for somebody to help them. >> Sometimes in areas with no cell phone service, >> which is if they had they have a car, they have a tire, they just knew how to do it. They're not sitting on the side of you like I've seen out in Maple on my way to the coast on Mapleton like by the tunnel, no phone service, secluded in the woods, middle of the

117night and there's a girl broke down the side of the road. >> It'll save instrument. So I I I think you're hearing support for this. Um Susan, I encourage you to work with the the committee and find options here. I do love the idea of the PY facility because it's like a fourth campus right in the middle of the three campuses plus close to everything. So something like that would be awesome. Anyway, and then Ryan's point is outstanding. >> Absolutely. >> That's a lot. And I think you've got the support of the board. It's all gonna be about helping you find your funding. >> Great. Thank you. >> Thank you so much. >> Thank you for serving our community. My activity book >> that she did last year for us. >> Yeah, she does need

118to do that. I will uh we need to print more out because she could sell a lot more apparently. >> Okay. Thank you again very much. All right. We still have quite a bit to cover. Um so we're going to keep moving along. Anything else on the superintendent? Uh just that that um acknowledging that Josh Martin who was our technology system administrator resigned for a new position >> that was not on the consent agenda. This is a new seller. >> This was a new a new development and um so it it will be put on there. Yeah. And um what we're doing is we're looking at what is the restructure of our current technology department and where can we pick up pieces and what is it that we really need want to get and so

119um we're in the process of that right now. The hope is that uh right now we've got advertised for uh we've got a director, the systems administrator, um uh a technology 2 and a technology one position have been what we've had and our desire right now is to look at hiring a new technology one um as an incoming and find the ways that we can pick up some pieces. And so that's what we're working on right now. Um >> this was the IT director that is tipping out. >> He's not the director. He was the assistant administrator. So, >> oh yeah, in the consent agenda, would you? >> It would have been would have been Josh that was there. Was he on the new position? >> I put him in the wrong spot. Okay. My

120wife thought he left, too. So, all right. >> Staff reassignments changes and FTE. He should have been Why don't we fix that right now? >> Resignations. >> Yeah, let's because that was in the consent agenda. Let's >> get it. >> We need to move Josh to resignations, but let's do that. And can I get a reapproval then of the consent agenda with that modification? We'll just get that done right now. >> So move. >> All right. There you go. >> Any objections? We don't want that one hanging out there. film because I know legally we have to write an I was the system administrator. That makes more sense. Okay. >> Uh Fick Middle School um did an amazing job of um getting the funds needed to be able to uh redo entirely their gym floor.

121Um it's been a great match of of district funds and uh donated funds. Um what a community. Um, I put the athletic updates in here in terms of being able to say we had um, once again students who finished in uh, you know, quite positively um, in in state or near state competition. Cross country boys were seventh place, girls were third place. We had a champion for the first time in a number of years at Caspie Smart. Um, our football finished with a 5-4 record. um uh soccer. Our boys finished with an 84 and two. The girls lost to Scapus in the state quarterfinals and our volleyball team was sixth place at the state tournament. So, it gives you just um some incredible stuff about how our student athletes are are doing. Um I put

122in and I like I said, I'll share this with you a litany of of winter celebrations. Tomorrow morning if you're interested and out and around at 8:10 is the Fulmouth Middle School quarter one honor roll assembly which are always fun and and uh then we get to the the fall sports awards the high school art night and then you'll see a litany of winter programs and things like that. So um there's a lot happening and a lot on the docket. Um our safety series continue for professional learning along with the behavior foundations. I put at the bottom, they were talked about a lot at at organ at OSBA at the conference. Um, and they're also being talked about at great length in superintendent and business manager shirles and um, Jennifer and I'll come back around

123to have conversations in more depth in January or excuse me, in December about the Oregon accountability bill [clears throat] and it adds and updates that that would be requiring of Oregon schools. Also in the Oregon budget, um it's all over the place that you may have read. State agencies have been asked to provide reduced budgets for current year 2526 for legislative consideration. and the Department of Ed uh released their information last Friday of what their potentials would be looking at what could we cut um in at 2 and a.5% and at 5% um with the state school fund looking at a 0.5 so smaller increments to be able to deal with. Um I've got an additional meeting tomorrow and into next week um so we'll be able to provide some more detailed updates. Uh but

124what we're talking about is the potential for reductions that we've not had since 2008 um potentially in an existing school year and um and it may not be. We have an education stability fund and we have a rainy day fund in the state of Oregon that can be tapped and there is some debate about how should or where should that be tapped. Um but that's the part of the conversation. Um, so we're taking a look at what what might that mean for us um and and listening to all the pieces of information uh to be able to know where the impacts are. But there's just a lot of moving parts right now. Um, the other thing that is a catch 22 for a lot of people is that information is a legislative determination and so

125we may not know till the end of February till March what that looks like for a current school year. So, um, stay tuned. I'll continue to get you more information as I have it. Um, but it's it's um it's busy. So, I wanted to make sure we put that out there. And then I've got my important dates. So, >> So, you might not have the answer to this, but when you say that they might not decide until February, March, April, will they claw back funds that have already been dispersed? At that point >> there is a possibility okay >> that some of the I mean they they've they've listed in their information and like I said I haven't had time to fully digest it. Yeah. >> But some of the things that we would be

126looking at >> um um uh they could pull back from and then if if we keep doing it then it's um uh how is the how does the district then support it? And so, you know, it's kind of like we're thinking about how do you cut abortion in March? You know, you just you you can't >> no because you have >> really classes. >> And so, uh part of that that we're looking at is u what I mean and and fortunately we're not in a place where we'd be where we're looking at millions of of dollars like a number of other districts. And so some of the things for us that could be very more simple is do we start now cutting back to just essential expenses? And so we're asking people to purchase the

127things that are needed over and above the things that are wanted and could that be enough to um give us a buffer to bridge a gap um to take care of us for the year. And so it's those kinds of things that don't necessarily have to take us to they're going to take away all our money. um and it's going to be a problem. So, Jennifer and I are really trying to stay out in front of it and and do our due diligence to think about what does that mean and what is the impact or what could the impact be. We're also still in conversation um because the state's going to have to decide some of those cuts also in terms of of programs that they'll get rid of. One of the things that we've

128been involved in is and I'm going to get it wrong, Kelsey, the African-American >> Black Student Success. >> Thank you. in the Black Student Success Program. We're in with a consortium of districts within that that funding has already been cut and so that group has cut back on the kinds of things that or activities that will be offered for students. And so we're just trying to pay real close attention to what are those things that have um immediate and hard impact versus those things that we can mitigate in one way or another. And so, uh, there'll be some constant updates and and we'll continue to keep people informed. Um, but we are so lucky to have Jennifer in our position as a business manager simply because, um, she stays so dialed in to where we

129are and what we need. >> Really, you can talk to Jennifer about a wife skill program making candles and shutting off the lights because the light bill really high. [laughter] >> You got that written down, Kelsey? >> Yeah. [laughter] We >> might end up being upset by our insurance cost, but it's I I like >> I mean, we're good. We're good. >> Um, if we can just get your report just added to the packet online. I think that's email, but I It's nice to have it. You covered it, so let's get it. Great. Financial report. Jennifer's not here. >> Jennifer is live back from vacation. um she put her report as a packet. The one thing that that we uh we had one individual uh submit an application for the budget committee. >> We're going

130to get to that >> that yeah, we can approve later. Um but she said that the things in her report should be pretty straightforward. >> The one disappointing thing is the little drop in enrollment from last month, but we're were uh comparable to last year. Again, these two and a half 5% cuts, those are going to be painful. Those are going to be bad. That's far better than what Corvalis or anyone else is dealing with is just on top of student enrollment declines. If we can just stay flabby, then that makes a big difference. >> Yeah. And that's kind of what we're looking at. We're also looking at when we can submit um um a new estimate because [clears throat] they will recalculate um that we're actually going to take a look at possibly lowering

131by like five students to be able to make sure that we're in that range and don't get ourselves caught. >> Don't get paid and then >> Yep. Yep. >> Okay. Moving on along. So the finance report of course we both will and it's in there if you all had a chance to look at that Clemens community pool update. >> The pool update is um and I won't bother to show the slides in that is uh uh we have broken the the plan into two parts and um thanks to Ryan's help we've secured funding to be able to take care of phase one. Um >> we're still not sharing publicly. No, not at this point. And um we've made a couple of other asks of some other organizations to be able to see what we can

132get. Um so the the step one is to replace the filter system, deal with the safety grates, and replace the chemical controller, [clears throat] which is something that we believe we can do. We're just waiting on final estimate. Um that we can do all the prep work and and virtually in an evening cut that over to the new items. So there's no breakant service um to be able to take a look at that first part. And so what we're looking at is you saw before that the the filters sit on these grates and where the um the extras are against this wall. That's where we're looking at being able to put the new filters. And so the new filter system would go in here. And then instead of the repair of the grates, we're going

133to just basically cover it up and be able to rail it to be able to make sure that it's not the safety hazard that it needs to be or that it is right now. And the only other piece we would do is along um the side wall over here by the filters is um we're going to have to change that box out to be able to move it out of the way and make it accessible. Um and so we'll have a little electrical work to be able to get that done. This is just a closer picture of the box um and its space. And so uh that will be taken care of and a new um chemical controller uh will also be a part of that. And so those things will all be able to

134get repaired. And all we're waiting on right now is the final uh quota timeline for the proposed phase one. It's not something that requires because it's about full bid and getting multiple multiple bids for people to be able to do that. >> We don't evil. >> No, we don't on this on the phase two. We will >> and >> I mean it I mean it always makes sense to get at least two people. >> Right. Right. And and we've been working with a couple um to be able to give us general information u that we've been working on. So um we're we're moving on >> truly. I mean, given where we were in the previous discussion, truly outstanding. Ryan's not standing. We're getting us funding and Joey for signing us all up and suited to

135keep it living. >> I will tell you, >> I'm a swimmer and a big phone call. >> That's awesome. That's all I said. >> Was good. >> Uh I I make a few of those and literally within two days I came across I'm like, "Okay, well, I'll save mine for the next round." >> Um >> I I trying to get back in the pool. I was a swimmer growing up, high school and college. And um so I'm excited to be getting back in the pool now. I'm retired finding a little more steady pace. Uh and that pool is crowded and I'm sure that has everything to do with the Corvalis pool being closed. But now I'm you know I used to have a lane to myself almost any time and now I'm often squeezing with

136two or three people and um so that's a great sign for sure. >> Yeah. And it's um um it's it's really exciting to be able to do that. I've had conversations with for Ballas School District um so they're very well aware of what we're doing that that um because we can't we're moving ahead with our own so they know there's no secrets that that say we're going to compete with Osborne or something else like that that's not in the cards and so um it's just been great to be wide open uh with the conversations and have everybody on the same page and understanding. So >> and will we be supporting them at all with with full swim. >> Um, not in the swim season. Um, Corvalis Parks and Recck was charged with finding a place

137closer to the Corvalis community for them to practice. >> I don't know. >> Timber, but I never thought I never thought of you. >> No, I'm not I don't I'm not sure of that. doesn't have that >> but um but we they have at house parks and rec has reached out to us. They do monthly training sessions with their staff and they want to use our facility to be able to do that. So we're working