001about the >> we're going to call the reg and we're going to open the meeting the public meeting for the student investment accounts. I'm turn it over to Brit. >> Yeah. Thank you, acting chair weather. That's what she has. This is fantastic. Um I'm going to turn it right over to Aaron because we talked about this last time about uh sharing with the board about student investment account. Yeah, just a brief presentation. Um, and then this will allow us to access our remaining funds, which yes, N will be really happy about. >> Good morning, board. Um, excuse me. As Brett mentioned, uh, this is kind of a formal formality to share with with you guys. Um, the SIA grant agreement for 25 to 27. And then I've got some additional details in there. I know
002that Denise got this to you guys in your packet, so you hopefully had a chance to go over it. I'm not going to go through it line by line, but I just want to share with you that that SIA uh grant comes from the Student Success Act 2019. And you can see the purpose of those things is to meet certain student needs and certain student groups. That's why it was created. Um you can see also at the bottom of the first page uh the amount of money that was uh that had been granted to our district for this bianium. So for this current bianium 25 to 27 an amount of a little more than $4.5 million right and that's broken up across two years um and you can see the quarter one projected spending already
003on the next page >> maybe so on the next page you could see our goals. So, as part of the SIA process, we have to have goals for um our different student groups. >> You can see that they're there are tiered goals, meaning that we're looking to basically move students forward each year, improve performance in all of those goal areas. Um, and that's again a part of this process for the SIA uh grant requirement. And then on the last page, this is the one that's probably most directly applicable or interesting to you guys is where we're spending that money. So this is uh an accounting of just quarter uh one of this school year or really uh the second half of last year from January July of 25 through the end of 25. So this
004was the spending the categories and the amounts up there. You guys have that in front of you as well. So you can see that total for the second half of 2025 and totaled about three quarters of a million dollars in terms of the SA budget. And as you guys can see, the SAA is a pretty significant chunk of our overall district funding. I mean, less than 10% but still a good amount of total revenue for us as a district. So, any questions about any of that far as the grant agreement? She I believe you included the grant agreement as well, right? That's multiple pages, much of a boiler plate, but um there's any questions about either the grant agreement or this summary, be happy to. >> Thank you. Your code is 6 again. Six >>
005is that your bank? >> So if nobody's got any questions then I'll turn it back over. >> Appreciate Erin uh getting this. We actually were having a conversation this morning about um getting clear guidance from OD and putting it on our yearly uh update or yearly agenda uh where we put um certain things throughout the month and Denise does a good job of uh organizing that um because if if we're on clear and we feel like we're fairly on it um I'm sure there's other um districts that are on clear as well, but Um uh this is actually a time I don't know if there's anybody uh here for the public online or in person that want to make a comment on SIA um information. Anybody online? >> Nancy is there please the only one
006online >> and that will be our SIA report. Um we'll get that sent up to OD so Yas mean can start pulling those funds. I do have a question. Um, this is really great information because um, it seems like lately when I am advocating for school funding and anything school related, a lot of the big thing is money. What are you doing with all your money? And this is like really not. I mean, I know this is not this is just a small piece, but every piece has its its um, vulnerabilities of being pulled. And I think this is really nice. It has a good distribution of a whole bunch of different things that I think people would be interested in. So, I think this could be useful and I may ask for it later
007to use it for legislation. >> Yeah. >> We have the time. Could you give a kind of for a newbie here a little bit of a story of how students are being benefited by these monies? I mean, I see the list of programs, but I'm not familiar with them. So, if you could make it more real. >> I I can give you one quick example. We have um we have part of our outreach is we had a lot of uh requests to somehow um institute the elementary music program again. Uh we cut that in 2009 I believe um and just really implemented that a few years ago. And so uh if we did not have that student investment account that'd be more of a challenge to be able to do. Um the part of the
008charge is a well-rounded education. And so that fit really well and it was an interest from our community. In addition to when we um came out of the pandemic and people had uh um a need and a desire to continue their online learning, we established the town rising academy. And so we have 40ome kids in there uh throughout the year that take advantage of that program as well. Um again through that student investment account. I hope that >> anybody else have examples to you later. >> Well, so I think just if you look at that list, you can see some things like money for affinity groups. These were things that um you know, we had had STEM affinity groups in the past, but they didn't have any supplies. city statement to self support those things.
009The uh the school district nurse is a big one. We used to contract with DSD to get nursing services, but we didn't have a permanent nurse on staff. So again, as Brent was mentioning, those were needs that were surfaced through um our uh strategic planning processes and working with our community members. So these are these are staff members and parents saying, "Hey, these are things that our kids could really use." And when SIA became available, that was the conduit through which we could access those and we can certainly we can certainly we can certainly set up a factor on some of it. >> Oh yeah, of course. But and as part of the integrated guidance process and the integrated act, we do need to report out to you guys uh every year as far as
010what we've done these. So this is just one of the parents that come in that process. >> Thank you. >> More question. >> Okay, we're going to close the public meeting for SIA and we're going to move on to our program report with the discussion of the TMS students. >> We have Mr. camp is always here um for uh thank you for allowing time for your classroom to come in and and share uh and ask questions of our board. Um so thank you for for taking that time. >> Thank you. It's an educational process for them all. An educational process for them all. And we're going to pass the mic for the first question. before we get to our questions, maybe we can just do a quick introduction up here um of our board and
011how long they've been on our board and then we'll get to the questions. >> I'll start. I'm Rebecca Weathers. I've been on the board since 2021. Um I have two students on the district and one graduate. I'm Frank Nel. I've been on the board since 1999. Longer than you guys been a lot of people. >> I know. >> Oh, yeah. Because I'm I'm a graduate beach high school. I also attended Talent High School. >> Go ahead. >> What did they call it then? >> Chal High School. >> Talent High School. Yeah. I'm Paulie Fairmont. Um I'm in my second term here on the board. I'm also a graduate of meetings. I went to Talent Elementary and Talent Junior High at the time and graduate. >> I'm Don Watson. I have been on the board since
0122013 and I had two kids that came through the district from kindergarten to high school. And I'm Diana Raspersonson. I'm the new kid on the block. I haven't even been here a year and I've had two students come through the Phoenix talent schools and graduate and doing well. There's hope. >> We also have a board member online. >> I believe Nancy is still on. >> Yes, I am. Can you hear me? >> Buenos, good morning. And on board I'm so sorry if it's like super windy. their second best of them right now. And um I have all three of my kiddos that have gone through the Phoenix District um school. So super happy to see you all. >> The blue sky behind you looks amazing. I think we're all >> Yeah, it was snowing yesterday,
013so it's good to have blue skies today. >> Well, thank you again and we'll get to the questions. What does it take to become a school board? >> I'll take that one since I'm new. You have to live in the district and there's a little bit of we're in positions on the board and so we have to live in the where the position comes from. So, and it's for one year prior to getting on the board and then you have to run and win the election. Good question. moment as part of moment of >> I can address that. >> Yeah. >> Couple years to pick from. >> I've got several memorable. The big highlight I've always been sports oriented and and I participated in sports and had both talent at Phoenix High School. But about
01410 years ago, Phoenix High School uh played for the state championship in basketball. And I I had been announcing basketball games up to that point in time. And so I went up to the game games I should say and we won the state championship. It was very very exciting. And we went up there two years in a row and to come from this area to go to the state of Oregon and become number one. It was outstanding. So that's really stands out in my mind. If I may though because I have had several years. One more incident. Uh when I first got on the board, I I went with a contingent from uh this area to uh Denver, Colorado for safe schools uh u a conference, I guess. It was right after the Coline shooting.
015And uh anyway, Mr. Barry, he was part of that group that went and uh we learned a lot and we came back and we implemented a lot of things and that are here today and uh so that that was a good moment too. So those two >> I guess I'll go. I can have two. I can have two. Um we probably have more than >> the first one. The first one is handing my the diplomas to my um kids and their friends and you know my second family of children that came in and out of the house. That was um wonderful to see them walk across the stage. And then my other one was when we passed the bond for the high school and rebuilding some of this part of the school. That was an
016awesome thing that our um community appreciated us and knew that we needed that. And so I that is a great moment knowing our community backs our students. >> Every year we go up to um Portland for um Oregon School Board Association conferences and it's just a really nice learning opportunity and so I have a lot of really good memories going up there and learning just how to be a better leader in our communities. I think one of my favorite things is not one time but being able to come into the schools and attend events, sports or recital or whatever it happens to be and seeing all of you do things that you love. That brings a lot of joy. Nancy, did you want to share anything at all? We can go. >> Yeah. >> Um
017I was wondering how do you believe that our schools should be like involved in helping the community? >> I'll speak on this. Um we have a community uh program that we have started in the district. I don't know how many years we've been doing that now. Kelly maybe can help me. Maybe three years. Four years. >> Yeah. >> Uh I think four years. Yeah. So like a year after I started the board, we began that program. And um we have um a lot of folks in our district who have um um barriers to things. And I feel like that program has really helped open doors for health care, for you know, clothing, whatever those needs are. we're talking to students and their parents and figuring out what they need. I feel like that's um so
018important for us to be a resource because you're here every day. Your teachers know you. They have relationship with you and they can also ask for help for you. So, I feel like it's a it's an important responsibility. I'm glad we changed how we were kind of do we were doing those things but not in a in a organized fashion and now we are more organized in that and I love that we have like one year I helped with the Thanksgiving baskets helped put them together and saw a lot of families that go to our district and met them and I just it's just really important to understand I think I joined the board because of the fires. I've lived here my whole life. I never thought that would ever happen in our community. And
019my ex-husband and my daughter lost their home in the fire as well. And I feel like after that experience, um I just know how important it is for us to love each other and also take care of each other here. >> I I have another example, too. Uh, Phoenix High School is situated right next to a cemetery. >> What's the name of it? >> I don't I don't know. I know the other one, but >> but it's right there. And anyway, the students from Phoenix High School help the community. They go over there and help people keep it clean to pick up trash and so on. And that's it's a it's a tremendous asset. Makes that cemetery look nice. Makes our school grounds look nice. So that's >> and there's hundreds of year old graves
020there just like there is up here in >> Yeah. >> I think that's kind of a big deal that they keep >> and you are part of the community >> as students. There's no separation. part of the community and having been on some boards in the city. There are students who graduated from Phoenix Talent Schools who serve on committees for the city and help with things there and do cleanup of the Blue Heron Creek on Earth Day and get involved all kinds of ways. I know with the fire I was part of a group that got 2500 quilts donated for and it started with a fund from sport teachers for students who they knew got burned out and then it expanded and went to their families and and all over the community. So, you are
021part of community. And I'd like to add that um I've been in some statewide conversations and the communities that are community and people know that you'll help them out and they'll help you out, which I feel like happens a lot here. Then when there is a problem, people are more w more willing to listen and understand and try to be sympathetic. Even though you may not agree, there seems to be a little less tension. if you're a good community. And so I don't think people realize how important it is to um help each other when they're in need because when there's conflict, it's way easier for everybody. >> And if I can just add over here on Zoom, um I love that question around being community-minded and volunteering. And we all do that in our
022own very unique ways. Like I invite you all to think about how you are volunteers. How do you show up in your community and sometimes it can be really quiet and um quiet and maybe not um so loud and boisterous, but even simply being kind, not causing harm, being good to one another, being a friend to somebody else. um supporting someone who might not be, you know, math was not super was not like a strong subject for me, but I loved it when my friends helped me and I loved when I understood something and then I helped somebody else. So, I think that you all have so many beautiful gifts to give and I hope that you do share them with your friends, with your school, with us adults because we get to learn from
023you all the time. So, thank you for asking that question. That was a beautiful question. Um, it's a successful decision at the school. >> That's hard. >> Yeah, >> I'll jump in again. and the gond when she talked earlier I I think the passage of the bond uh that was an amazing accomplishment and the results have just been outstanding for the high school for example you look at the uh athletic field the stadium you go inside this school and look at the shop area the culinary area. The whole thing just beautiful. It's a state-ofthe-art highly recognized in the state of Oregon as being a great school and not just there but this school, the other school with funds that we use to enhance the building and what we offer. Uh this is a dynamic school
024this weekend. my very approach and I think as a board member looking back that was a big accomplishment. Now I was not that excited personally. Uh there were other board members that were but I went along with the crowd and I'm sure glad I did. They were right and they pulled it off and uh I I thank them. might better than the citizens who finish. >> Maybe you could talk about the bond and what they may not know what that is. >> Yeah. >> So, a bond is asking the taxpayers um the the prop the taxpayers for money each and it's usually under property tax bill. So, even if you rent, your landlord has to pay that tax. So that can also raise the rent and it pays a little bit of money towards the
025school. So we can borrow a big chunk of money and then pay it back with that money from the taxpayers. And we were also given $4 million match um on the money that we had um passed. And so we were able to uh rebuild the high school, add some additions here. I know over by the cafeteria, we are also able to add some structural um additions and we did other additions throughout the district because our buildings are failing because most of the money we get, if not all, has to go to students and we can't put money into the buildings. So the buildings start to just fall apart because you can't put if you can't replace the roofs and can't replace the windows and don't have the money to do that then the buildings just
026become um yeah a problem. So that's what we did >> and and that's how communities support school districts in in their buildings, in their infrastructure and things of that nature. Or if you happen to grow and need to build a new school, uh that's how you bond that to be able to do that. I would like to also add that um another thing that we've kind we've done we're still struggling with it but you might if you guys read the newspaper or online uh a lot of schools are cutting programs and teachers and we've tried really hard to be as frugal and for and try to get as many grants and think as many years ahead so it didn't hit us hard and so we're one of the few schools that are having really really
027tough decisions Um, if you go up to Portland, there's a lot of tough decisions being made and schools being closed um because of funding. >> I don't know if this decision is one of the most successful, but I consider it pretty successful. Um, I'm really proud of our SRO program or school resource officer program that we have here. Um, we're fortunate enough to have a school resource officer at the high school and the elementary school in Phoenix and then one here on campus at Talent Middle School and then he also helps at elementary school. I'm really proud of that program. >> Great questions. Yeah, thank you all. >> Thank you guys. >> Yeah, thank you guys for your questions. Mr. Kemp wanted to thank you again to go to his next class >> for showing
028up there. >> Just uh appreciation for you guys and the your thoughtfulness in your answers as well and um I think you know for our students to not only learn about all of that goes into how a building runs all the decision makers and all that but at the heart of it everyone at that table all of us we do it because of you guys. So um we're definitely glad you're here and that you could ask those questions. I am going to release to go back. >> I will say one more thing. Can I say one more thing? We do and they they aren't here today, but they are uh they because they're really busy and and some of them are seniors. We do have student reps to the board. So, you'll have an opportunity
029when you go to Phoenix High School to be able to be a student rep uh to our board. So, I'd encourage you to look into that as well. >> Thanks. Thank you. >> Thank you guys. Have a good day. Thank you. Rachel move on to student rep report. And it doesn't look like we have any student represent. >> So then we're going to move on to accentuate the positive. >> Uh thank you. Um this part of my positive, but again just want to uh thank you guys for uh what you guys do. been here a couple years, but you know, they work hard with you guys and see their thoughtfulness approach work for that. Um I we had last week was the Black Youth Leadership Summit at SOU. Uh we sent 25 of our students
030um to take part in this opportunity with other students across the valley and get a yeah see themselves um be their true selves um that the learner and grow and do that together. So, I want to thank Cindy Rutherford, who's our uh black student union advisor for the school, um for helping to make that opportunity happen. Um also wanted to shout out um another program that we have that's connected to the high school prior to Raiders. Um and so it's a program that uh serves our Latino students starting in 8th grade and really connecting to, you know, that overall role with their mission to SOU. And so we have 23 students that take part in that. And so twice a week uh meeting with SOOU reps a part of the program that come and um
031share different things to help them grow and get motivated for that next step. Um, we had a dance yesterday. It's a funny awkward thing in middle school. Um, but I think for me in the leadership on um, shout out to Julie Ponder and then our resident EJ, I don't know if you know this, but our attendance person, Vanessa Jimenez, is also a DJ uh, needy help support. Uh, she's awesome. Um but just finding ways where our kids can have fun that isn't uh yeah building memories, connection, all that. And so that was a good time. Um I was hoping to be in here for the child. We are right definitely in the heat of state testing the amount running around that I have seen him do just troubleshooting and helping and so just appreciate uh
032all of his support in that. And then last but not least, I know I think last time I mentioned that track had started. We have 115 uh student athletes. Uh in that I wanted to give one student a shout out. One of our eighth graders, Liam Pemple. He is currently uh second in the nation for eighth graders in Chad. >> Wow. >> You're 160 feet seven. >> Cornette is excited. >> Yeah. and he like I I remember right I've chatted with him a little bit. I think this is his first time he's ever done it and um he does have quite an arm catch with him out. So um yeah, just a pretty cool um thing right now that he's doing. We'll see how he ends. But that's where he's staying right now. >> Thank
033you. If you want to go back to it. >> Hi you guys. Kaylin Frost, proud principal of the pirate ship. Just a couple of things from us today. I wanted to shout out to Maggie Taylor and Mike D. Roast who did an amazing job leading band and color guard at Repair Blossom. all their prep for that um is I would say behind the scenes, but you can't really twirl flags and have loud music behind the scenes, but they just put in so much work to make sure um our students are representing well. They sounded great. They looked amazing. So, just a shout out to them. Um, also building wide this week we had extended advisory and so all of our adviserss which includes some classified staff and our certified staff walked students through forecasting for
034next year's schedule. That's a whole building effort. So just a shout out to everyone because it's takes you a little bit out of your routine. And also to Tammy Igorson who just leads that charge so well. Makes something that could be really complicated super simple. And so, um, we're just really proud of everyone for pulling that off. Um, we also have, um, a couple of long-term subs in our building that have just taken a full dive into, uh, a little bit of ending of quarter three and, uh, definitely quarter 4. So, Aluna, Aluna, Carol, um, are two of our long-term subs that are doing amazing. And then also Anna Reading and Derek Rodman have done a little bit of support in what I would like to call a spring shuffle. And so just shout out
035to them for again being a little bit off their routine but doing a great job. And then I'm sure Kelly will talk about this a little bit more, but we're proud to have Lee Larson who's a rockstar social studies teacher here today and Alyssa Barber who wears many hats um including lately testing coordinator um here with us today. So that's it from us. >> Thanks Kayla. Uh firstly I wanted to congratulate your student Casey but I'm not so sure it's wise to play catch with the chat. One of my very great we have a lot of phrases in acronym education and one of my favorites has always been when regulated educate and uh I know a couple months ago I talked to the board a little bit about uh Orchard Hill and our journey to
036have more uh regulated students. Three years ago Orchard Hill had a halftime behavior specialist and thanks to Brent and I mentioned the board and the budgets that was increased to a a full-time one position. Um the results of that been amazing. Erica Caserati uh trained this year's behavior specialist, his name is Rich Malden. The classified staff member uh Josie Tease also helps Rich with uh some really, you know, challenging behaviors to get those modified so kids could be in class and engaged in their learning. Mary Martinean, uh Elizabeth Maven. Um, and I also want to recognize who else I I talked about Erica. Um, we pulled some data this week and just looked at a random week from 2025 to 2026. Um, a random week in April last year, there were 94 visits to the
037regulation station. Kids leaving class or teachers asking students to leave class to go and do some regulation exercise. There were 94 visits that week. This year there were 60. So that's a drop of 34 visits and all those kids are in class learning more, achieving higher and as we all are in the teeth of the the testing season right now. U so I hope that uh those efforts and really that expertise will reflect in those schools. So I want to thank those people and really recognize that work because it is really hard work and challenge. Next Aaron Eric Santi Pi just to follow up on Ken's comments and for you Diana the uh behavior specialist that he referenced that's part funded in part by SIA too. So these are kind of direct benefits we have
038from that grant. I know he talked about being able to increase from hash time to full-time that was through that. So another important use for that grant money. Um so for BT we're looking forward to our biggest family engagement event of the year. That's our annual field trip wild images. We always have 40 or 50 people attending that trip. That'll be next Friday. Uh we're looking forward to that. Um and then just quickly on the testing front, we have two of our testing coordinators right here in the room with us right now. Um Alissum and Richard over there at the desk. Uh listen's our PHS testing coordinator. Richard's our CMS testing coordinator. Um we are in full swing on Smarter Balance testing. Every student practically in the district has started or completed at least one
039of their assessments. Um that's third through 8th grade and then 11th graders at the high school. Um and I want to thank all of the schools for the way they're approaching it. Um we've been doing it a while now and so the schools have kind of found the rhythm and how to make that happen. Most of them have some kind of combination of serious approach combined with some fun and some competition. So want to thank those guys for making that as painless and uh fun for kids as possible. So thank you guys. Good morning board and Kelly Stoer um community care and early learning and I'm going to talk about social studies in a little bit. Um just want to continue to invite you to visit the early learning principle. Um it's just like a
040magical place and we um are so proud of our staff. Um we have had a little bit of a spring shuffle. I'm gonna I'm gonna steal that steal that phrase. A little bit of a spring shuffle with some staffing and folks have stepped up and I want to give a shout out to Angie Glass. she stepped in for an absence in in one of the classrooms and Heather Rates which is also a new staff member to us um has also filled in. I mean everybody's just really kicking in. So just want to invite you anytime you want to stop in. We are Monday through Friday. We have about one day one Friday off a month that we do um professional learning and different um collaborations with other organizations. But otherwise, Monday through Friday, 8 to
0412 and um getting ready to do all of those things like a preschool um promotion and a visit to Phoenix Elementary and and various things to transition kids to kindergarten next year. And then excited about next year as well. I'm hopeful we'll definitely have the same number of slots. Very hopeful there's a couple of different moving pieces, but hopeful that we may have some additional slots, which means more access in our community, which we always care about. Thank you. And I can also uh uh echo that going into the preschool and seeing the little kids is so fun. You always get a hug when you walk in. So, it is the best. >> I just want to thank uh Richard Brown and the facilities team for their ongoing efforts with their new hydroction. Um we
042have one here in a middle school and we got one here this year at the high school. got a little bit of hiccups with it, but the facility teams just keep continues to give us their time and dedication to make sure that we get this up and running so that we can utilize it in the kitchens. I also want to give a big shout out to the office managers and of course Joe for all of their help in spreading the new spring survey for food service. Uh I gave everybody a card up there as well. Um, we currently have about 133 responses, but we're really hoping to exceed our fall responses of 330. So, please keep up the push. Well, help us get some more candidates and feedback in there so we can really see
043the impacts of what we want to look forward in food service for next school year. I would also want to give one a final thank uh big thank you to Lincoln County School Districts. Myself, Ryan, and Susie Mcshie, the high school manager, got to go up to Lincoln County School District on Friday. So, instead of inservice here on site, we did inservice in Lincoln County School District and solved their farm fresh meal as well as their garden program. who are really really focusing on how they're taking these gardens at all of their schools or even in like classrooms and cafeterias and how they make that transition from in those gardens and into our lunchroom and uh excited about possibly getting some of that maybe started here in Phoenix talent schools. And lastly, I just want
044to share some exciting news. Heather Steele is our Sedexo uh regional dietician and she will actually be on site next week. She will be at Phoenix Elementary doing a hands-on student engagement in the cafeteria with Ryan. Uh they will be doing some tastings of some pineapple as well as some eco recycling activities and then Ryan will actually take that into our other two elementaryaries here before the end of the school year as well just to keep that engagement and activities alive with the kids. Thank you. >> Thank you. >> I have an SHA for positive. >> Yeah. Um, this is more of a shout out than essentially the positive, but um, I got a text from Javier who used to be our school board member a few years ago and he is in college in
045Berkeley now and he is doing a project on school board policy >> and so he has contacted schoolboard members and OSBA I think had a meeting with him last week and it's just exciting to see that continue on and him want still wanting students to have that benefit of school boards being educated and having the tools they need. So, I just wanted to do a shout out for him that he's continuing on his uh student rep work even in college. So, I thought that was awesome. >> No, thank you. >> Anything else from the board? >> I'll just add on to what Don shared. Yay for Javier. We're so so so proud of him. And um we hope also that this becomes an invitation or just awareness about the value and importance of having student
046representatives on our board. And we're hoping to really improve and just continue to get better. Not necessarily that there's anything wrong now, but just how do we continue to get better, create involvement, um create engagement because again those skills and that engagement doesn't stop once you're done being on any one place. it just continues into people's future lives. So, we're so fortunate that Javier was part of our student representative group of students and yeah, always committed, so strong, so intelligent, and always looking for ways to support his community, but also bring other people along so they can be engaged. >> Thank you. Shout out to the ESD that just cut the ribbons on the new building and that is an absolutely amazingly beautifully constructed building and life and I had no idea all the range
047of services that were offered through ASD. It's quite a resource for teachers and students and everything from robots and little spherical things that moved around and lit up and um an indigenous um program that they wanted books for their library which was great. Um it was it was quite a quite a tour. We're lucky to have that. Right, that is everything. We're going to move on to citizens comment. Is there anybody online or in person that would like to speak before the board? >> No one online. >> We'll move on to superintendent report. >> Thank you. Member of staff members. Oh my gosh, I felt like that kind of >> That's exactly what I just felt like. >> Said >> um we have a number of administrators and staff members in Oregon RTI conference that
048are uh getting some training and learning and already have got some texts from the keynote Anita Archer if you haven't heard Archer speak. She's the expert in instruction and improvement. Um so looking forward to hearing back from them. I want to share that Band and Color Guard will be going to Brookings uh for the Aelia parade um May 22nd through the 24th. Uh hopefully they get good weather. I know it could be raining sideways or it could be 70° so hopeful for uh some good weather. Uh speaking of SRO's, uh we are very fortunate to have SRO's in our in our uh school district and in our community. uh we'll be bringing those back once those cities decide on how um they're going to respond to those contracts and things of that nature, but hope
049to be bringing those back in May. Um want to let you know that facility use fees uh we've done an analysis and we'll be increasing those a little bit just to the continuous use and wear and tear. I mean, there's over 200 and some events at our high school uh every year. And so, we're looking at that and making sure that we have um some resources to uh repair and fix and and uh maintain that facility. Uh, and speaking of preschool promise, Kelly mentioned we may have an opportunity to increase our preschool promise spots uh, which is huge for our district and um, we've really we know we have the need for preschool uh, in our community and I I just commend the team for looking for opportunities to be able to expand that. Um,
050next week we are interviewing and thank you Paulie for being on that committee for um for entities that want to uh be a partner with us for preschool at Orchard Hill. Uh we interview uh the final uh the finalists Monday, I think. Um and we'll be selecting that partnership to expand spots in in Orchard Hill, which is a tremendous need. Um that's all I have. I just I I'm anticipating we'll be done, but I in my role as a trustee at SOOU, I have a important meeting at 1:00 that I'll have to leave by about 12:30 or so for that's all I have. Thank you. >> Okay, moving on to the consent agenda. Do I have a motion? >> I would like to um add an item to the uh well, yeah, I'd like to
051add an item to the agenda. I'd like to add continuing of conversation of the student rep uh process and uh application and I would like to add it under item number five under language accessibility update. >> I did my homework and I want to show everybody that I did my homework. >> Does anybody oppose that? >> And Nancy I'm sure did homework too because we did something together. Yay for teamwork. Don, >> do we need to vote on that or read this? >> We have to second it. >> Yeah. Al Oh, I move on to somebody second. >> Yeah, I move to the consent agenda as presented with the addition. >> Is that what it was? >> Yes. >> I do. >> Okay. adding that to language and accessibility. >> Yeah. >> As number five.
052>> Yeah. Yeah. Yeah. On information discussion. Okay. That's framed. >> Agenda passes with the stipulation for information and discussion. And that'll move us on to information and discussion. We have a legislative OSBA update. >> Okay, I have notes. So, um right now current Stacy sent out an email about some state and federal um challenges and the federal obviously with more money being cut and you can um read that email. Also, as we're speaking now, I'm going to pull up the agenda. There is a what is it? um an I think it's OD meeting right now and they're going through quite a bit of their programs and just recently on the agenda was brought of attention of a trying to find the actual words of it is protecting instructional time. That was kind of a woohoo
053surprise within the last 24 hours. And there's rumors that the governor might back up that um agenda item with an executive order. Um rumor is that it's going to be where around furlow days. And so it'll be interesting to see what that discussion is. It's actually in like 15 minutes. So, um I don't know what it's going to be like, but we will um keep you guys all updated on how that is. I don't think it's going to affect us too much, um unless there's implement weather, which they might put a clause on that, but it's going to affect those schools that were going to do some fur days for their budget. So, um there's going to be some mad scrambling. Um I put I made notes, but I'm looking for them. Um, also >>
054Gabriel Mansfield to the front office. Gabriel Mansfield. >> Um, I went to San Antonio as I'm going to talk about later with, um, Nancy went and and the entire executive team from OSBA and we learned a lot. They're always informative. And if there's any hot topics that you want to discuss, please let me know. I may have been in a workshop with it or I may have had a nice discussion with another board member. But that's it. And I don't know if Brent or um Nancy want to add anything to that. >> I'll just add real quickly. Tomorrow I'll be in Portland with the state uh superintendent to talk. We'll get a recap of the uh department of ed board meeting today on the instructional time and see how the governor will respond to that.
055Um also we'll be setting our legislative policies for the 2027 session. I can share back with you at the next meeting on that. Y did you have anything to add? >> I don't. I just want to >> There's feedback or is it just Thank you. >> We'll move on to financial report. >> Yeah. in your packets. Um along with Yasm means creating a 26 27 budget. Uh we do have a financial report. Uh this will probably be the last one for several months because we do have our budget committee meeting here coming up um at the uh or middle of May. Uh just want to highlight a few things. We do have a comfortable ending fund balance moving into next year. as we project that out, it dwindles quite a bit um in the next
056several years uh if we don't increase enrollment or cut inspect expensive in some regard. Uh but um just really commend the team. We still continue to leverage funds to maximize our ending fund balance to move forward with uh um some finances to where we can um really continue to provide programming and staffing for for our school district. uh thankful for Yasm mean that um she's just incredible for um what the knowledge she has and the things she um really is ahead of. I will say and I've said this before um this time of year we get updates on ADM uh and the state school fund not only for this year but for years past. And so last year we had a negative uh return which hasn't happened in a while but that was $117,000 difference
057to us. That's why it's important to carry an ending fund balance to cover those um those things that we don't know for a couple years later. U that reduced our ending fund balance a little bit but we're we're leveraging some other funds to make sure that we continue to carry over as much as we can for next year. And we'll get more details on that at the budget committee Katie. And I think that's all I have on that. >> Any questions on the financial report? >> Okay, moving on. The curriculum update textbook adoption. >> Yeah, I'd like to turn it over to Kelly Soder and her team and thank you for all the work and uh the monthsl long process uh that really got us to here. So >> yeah, great. Thank you. Hi again.
058Um, I'm excited to present to you in your in your packet our recommendations for our social studies curriculum adoption. Um, and I'll kind of walk through each and then I'm also want to to introduce again Lee Larson is one of our high school social studies teachers and Elizabeth Barber is an instructional coach that supports lots of areas and and both were super integral in our in our process this year. Um, so we really um I have privilege of helping support this when it's normally um Tiffany Lambert. I have the the privilege of supporting particularly sixth grade through 12th grade. I'm all sort of jump around. Elementary um you'll see on your um on your packet the elementary team is opting to to utilize um CKLA amplify and chaminos to meet social studies standards. That's our
059current English language arts curriculum which also has integrated social studies content. So we really didn't do an adoption process through the that in that lens. We found that the social study centers are met through the curriculum with the exception the small exception in fourth grade that had some gaps and fourth grade teachers have been working together to meet some of those gaps led by the PLC leader Zoe Boilles. So shout out to to that team for making sure that our social studies curriculum is um set to go with that and that's what you'll see in your packet. So we really focus our profits on sixth grade through 12th grade. And we have the opportunity to have social studies teachers across the board from both TMS and the high school come together, evaluate curriculums and and
060and go through the process of of what best meets the needs of our students. Oregon, as you may know or recall, has very unique social studies standards. It is quite difficult to find curriculum that meets all of our standards. In particular, Oregon has standards on tribal studies or tribal history, um, ethnic studies of genocide and holocaust. Um, that can be very difficult to find a curriculum that meets that broad, um, spectrum of standards. Um, we'll talk about that a little bit. Um, but the curriculum that we've chosen is National Geographic Sengage, um, which is also curriculum that we use for English language development, which is an important component when we talk when we looked at like serving the needs of our kids. So you'll see that we recommend that map geo for National Geographic for
061all of our middle school which is um world history and US history US history at the high school level and world history at the high school level. Um and then we do recommend uh slightly different for our civics and government and our economics. National geographic didn't have bilingual materials in those areas which is a requirement or a priority for us. So we have opted on I civics which is currently being used as an open source and then nucleus that will meet um economics and actually financial literacy when we leave it as well. Um one of the things that I want to I wanted to have um Leaf in case you want to ask any questions um we really ask teachers to dig into this. I think we mentioned it some of our other um meetings.
062We know that getting a chance for teachers and students to actually use the materials pilot them. How does it how does it integrate with our systems? What does it look like from the lesson plan into enacting in the classroom? What are the challenges? What are the benefits? And um our teachers got a chance to do that. And Leaf in particular really dug in. It's an extra load on top of what you're normally doing. He took it upon himself to try all of the curriculums. He invited other teachers in. He gave us really valuable feedback. So, we feel that we're going into this strong information about how it meets our needs. I want to open it up to any questions. >> You got to ask us at least. >> Yeah, I'm gonna ask. I always I'm
063gonna ask Lee. So, what was your biggest takeaway from this experience for you? Is this the first time you've done this type of thing? >> Yeah. Yeah. Well, first I just want to thank um Ellie and Alissa for the leading us through this process. It was really cool to see like a group of teachers get together in a room. We all come into that of like different experiences, different desires, different wants, different things that work well for us. Um, and it's so easy when we like come together as a committee and talk for just an hour to like all talk but then not actually get anything done or not actually move on to the next item. Um, and so it was just so impressive to see Kelly always like moving the process along and coming
064up with these clever ways to like get us all to like move on to the next step while also still like centering the teachers and all of our and what we really uh need and wanted at this curriculum. Um, so yeah, really really great process. What was your question again? >> Like what was your biggest takeaway from like what did how was your experience for this new program? Yeah. So, um I'm one of the newer social studies teachers at um Phoenix, um there's a great experience in our department. Um and when I came into the district two years ago, I didn't really have a curriculum necessarily that um was super comprehensive for me to like kind of lean on as a new teacher. Um, so what I kind of experienced in this process was just
065like how helpful it is to have a curriculum as a teacher that I can use to lean on um in order to um save time on lesson planning, make things more equitable for my students, having a curriculum that um really meets the needs of those students, and then I'm not spending so much time doing all um the administrative tasks just to get ready for my lesson. And when I have a curriculum that supports me, I can actually spend my time delivering that lesson and supporting the students. Um, I really in my career so far as a teacher, I kind of really think about what a good teacher is is someone who has that time to like actually check in with every student each day, give them meaningful feedback on their work, help them learn and
066grow. And if there's not a curriculum in place, like all my time is spent on this content creation, just getting ready for what I need to do the next day. And that doesn't leave as much room or energy to actually give the students what they need. That's really what teachers should be doing. So, I guess my biggest takeaway from this is just how helpful and how many wonderful tools that are out there to support um support teachers. And uh I really kind of felt like it was just a eye opening experience. I've never really worked with like a comprehensive curriculum before and I'm just so excited about like all the extra time and support I can give my students. >> How do you feel like this curriculum supports the writing and the you know that
067creative process for the students because I know I hear a lot about overlapping and and trying to bring up the skills in the writing area and that has to do with you know this type of thing. So do you see that being implemented here? >> Yeah. So I think with um a lot of the new um just kind of led by the social study standards and then we look at really focus a lot more on um student inquiry as opposed to just a teacher going over like here's what happened. This is the story of World War II. Take a multiple choice test on the events and dates and names and figures. It really is more about students looking at okay so um here are different primary sources here are different people's experiences use this information
068and synthesize your own analysis of it um talk about the um you know the impact of World War II on different groups as opposed to like just memorizing like cartoon 6 1944 is day so I think that those uh those tools in these uh in this curriculum is is pretty helpful for us um allowing the students to like be in the driver's seat and not just the teacher just uh telling them a narrative and that allows them to to write from those uh looking at those different uh sources and looking at those materials and being the ones to actually engage with it instead of just sitting in a classroom for 50 minutes and listen to the teacher talk. Any more questions? Right. There's some pretty controversial kinds of things that are included in that. I
069know in my history, entire high school never touched World War II. Didn't even go there. You know, we were still busy with Spanish Armada. So it's nice to hear that it's required to be relevant and certainly relevant to today's times. So yeah. >> Yeah. It's just a a short anecdote, but like um they were talking about a Japanese attorney in camp going out in my class unit and a student said that they heard a NPR OP story on the news this news this morning about the Tuli Lake internment camp and they were >> just talked about that in your >> and there are still sources who were in those camps. >> Yeah. >> Locally. So, you know, it's a wealth of information. Thanks for taking the time to do that. >> Thank you. Appreciate the
070process and the thought on the surrounding. Thank you. >> Moving on to languageability update. >> Yeah, thank you. In your packets, I want to just uh a couple things I want to um share with you today. Um it I had a chance to sit down with Nancy and and talk a little bit about kind of um some of the gaps and uh wanted to create um kind of a packet and some information on the things that we we have done and we we uh are doing. Um with that said, I don't want to ever think uh come across as saying like we've arrived in this uh in this in this way. I think our team is um we continue to have our conversations at our ad team and making sure that we are um addressing
071the gaps that we have and we know we have uh to make sure that everybody is has u an understanding and can access um whether it's whether it's physical space that we talked about as well or uh language accessibility. um and we continue to look and see how we can we can move towards thriving in that area and just not being good enough um and appreciate the push on that. So you have you have a number of materials in in as far as that regard. So for your um for your information also um setting up some meeting with some key stakeholders here hopefully in the next couple weeks to talk about um how we gain information on how to best serve our families um Spanish speaking families, bilingual families uh as Don suggested last time
072on that uh um where we gained information from some and had some key other key stakeholders lead those discussions. Um so we'll be starting to do that. I hope to do that before the end of the school year uh to really kind of prepare for some uh any new or additional things at uh beginning of next year as well. And so um we look forward to setting that up and and working with our community to be able to make that happen. Um uh wanted to share we do have there is a list of a number of trained interpreters that um we work through the ESD. There's a couple different trainings where they do a 4-day training just to be uh get the gain the general skills as an interpreter and then if you are interpreting
073504s or IEPs, there's a there's additional four 4day training on that as well. Um so wanted to share that with you. This this um is not this is the beginning I'd say and continuing to uh work uh and fill some gaps. We also have u have looked at our technology that we use and we're we're ordering additional uh transmitters to be able to utilize that trans that uh technology a little bit a little bit better and looking at trying to provide training for our families so it's not so new sometimes I think our families come in and say oh I don't know how to use this device so I'm just going to pass. So, um, looking at how we can best train our families in that regard. >> I was pleased to see the Russian,
074Ukrainian, and also the American Sign Language included in on that because I don't know that we have students with those needs. Most of the American Sign Language are at in Central Point School there and I don't know if that's still happening. It was I >> It's interesting. We've moved our students back from Central Point into our into our schools. And so, um, and and we have, um, and Tiffany will know the stats on this better, but, I think there's, uh, three or four deaf deaf and blind students in our in our valley. They they're with us. They're in our school district. So, >> both deaf and blind. That's hard doing. >> Yeah. So, and it's a challenge, but our partners in ESD and the specialists that we have and bring on are absolutely incredible. >>
075Wow. >> And do we have Russian Ukrainian speaking students? >> Yes, we do. And in especially in this community, there was um you know after the the war started there there we have we have a community and we have a uh we have a staff members that helps interpret that as well. not just our online resources, but um we're very fortunate to have us help interpret screen. >> I thought Nancy has something to say, but I >> don't know. I thought her first. >> Thank you so much, Dan. Um, thank you so much for the the staff and everybody who was working incredibly hard to get that list together. I it feels really nice to think about all of the things that are available and sometimes we might not be aware of or the utilization
076of those resources might be a little bit um still have room for improvement. And um in that page that you I pulled it up and then I kind of lost it because I'm looking from my phone. Um I would just request that I think that it said that translation or at the bottom of the of the page it lists that um interpretation translation might be available. And I would just encourage us to put that at the beginning of the page. None of us read documents that we don't understand. and we're not going to, you know, keep looking and keep looking until we find something that we do understand. So, just for easier for accessibility, I would highly recommend that we move any um accessibility tools up at the top so people have an easier time
077finding and they know that those exist. Um, I really do appreciate that our school has been um doing a lot of work and that provides stipens for those additional skill sets um for our staff. And I would also encourage that we think about our partners that we work with. Are they also supporting um their staff in a way that it's equitable and inclusive? um or in this case it's equitable because it is an additional skill set and just like you know when we get jobs oftentimes uh those wages are really um reflective of the skills in um that we hold and as we think about like those contractors if there's individuals like the ESD I don't even know if they provide an um um additional site bins or um oh my gosh why am I
078losing that for um pay increases. And not that that is our responsibility, that is not what I'm saying, but I'm just thinking about how do we continue to not just create positive change within our school systems, but also with our partners. And I love that we can model that for other individuals as well. Um, and other than that, I'm really committed and grateful that we continue to think about how we continue to support language accessibility and how do we also bring people along through that process. As you mentioned, Brent, sometimes we do have tools and resources, but we haven't really shared that with people or sometimes people might not know how to do it. So I think that um it'll be really valuable as learning opportunities especially with like at the beginning of the year
079when we're when we have um education that we um ensure that our staff, internal staff, front desk staff have the right process and models to ensure that language accessibility is provided for our students and our families. So, I think that we still have some work to do, but I'm really pleased and grateful for all the things that were listed and the hard work that it took for people to compile this list together. Any more discussion on accessibility? >> We're going to move on to Don. Did you want to discuss? >> Yes. I thought it looks like I got signed out of my notes, which is not good. Um I thought that we were going to discuss this a little bit before um at this meeting. So Nancy and I I don't know what all Nancy
080did, but I know we were in a workshop together for students and um and we learned some takeaways. Unfortunately, my notes have frozen, so I'm going to have to try to remember what I wrote. Um the first thing I think that we should probably talk about is um having coming to the high school and and um it was suggested by I think at the last meeting that we should go in a couple of us should go in and talk to the students to um face to face so they could see and also do an ad on PHTV or other options. So, I think that we should we should talk about that first and then by then I should hopefully be able to be logged into the rest of my notes on the um agenda. But
081um yeah, I'd be willing to come in Kaylin when is I did talk to Sarah a little bit and I probably should preface this at our at San Antonio. We talked to the superintendent there and she said staff was really important. So, I think that's a conversation. If we could, and I asked Sarah if I could, if you could find a staff member such as Sarah or somebody else that could give a few hours a month because I feel like there's a little bit of a challenge. I know you and Denise really work hard to with the students, but sometimes emergencies come up or or things and it's like, oh no, I'm trying to put out this fire and help the kids at the same time. So, I'm wondering if maybe having Sarah help a
082little bit might be um a little helpful for everyone just because we all know how that can happen. Um yes. >> So, you say help, what do you need? >> Um well, make like they may need their packet printed out. They may not understand how to check their email. They may I mean anything that a student might I don't know what they >> accessing the material research. >> Right. Right. I mean anything I might >> Go ahead. Yes. Nancy please. >> So sorry. I think it's the lag with technology and I totally cut you off. Once you're done I'm h once you're done. >> Go ahead Nancy. >> Okay. Thank you. Um, Kaitlin, I think it was it it is a matter of having a a designated coordinator to really shepherd the process. Um, one
083of the things that we learned from, oh my gosh, we had this stellar um, panel of students, I think it was like five students, um, share so committed and it made me think of the time that, um, Javier, the individual that we were talking about earlier, presented at another conference on behalf of our school district and how wonderful and how exciting it is to have student voice at the center of the conversation. So, um, this school district in Arizona has a a a coordinator that actually does a lot of the in between work in support. They support the schoolboard, they support the students, they support the schools. So, it's everybody doing this work in a really coordinated way to just ensure that there is that continuity and that there's also that support as students are
084learning what does that mean? Um, what skills do I need? who do I need to communicate? Somebody who can really understand how all of these processes kind of work. Which is why Don had the brilliant idea of thinking, "Oh my gosh, Sarah would be wonderful. Sarah has been part of our board. Sarah's part of the high school. She is incredibly knowledgeable and she has always really enjoyed supporting students, which is why um I think Don was thinking that Sarah might be a really good fit for um for some of her time. thinking about of course budgets and allocation and cap um capacity if somebody like Sarah or Sarah might be interested in coordinating these efforts just to ensure that there's less gaps there's more support for the students to know how um student representatives show
085up what that process looks like what the selection looks like and it isn't taking um precious time away from people whose time is already super limited and I think that that's why we got really excited about this idea. But John, um, you can I'm not sure what else I might have missed that. >> I think that's kind of it. And I don't know what I guess my question for you is if we come to the school to help um put the word out that what we're looking for and have um face to face conversations with students, what's a good time to do this and so then we can sign up um to do that. So I guess that's my question. And is that still something you think is um beneficial? >> Yeah. Um so I
086appreciate that like an ordinator. So that makes total sense to me. Say no more. I get that. Um, I think that yes, having you come and putting a face with a name, um, and be able to explain questions that will come up on demand is great. Um, breakfast is an okay time. It's kind of short, but that would be a good time. We'd have the opportunity to get a lot of facetime with different students. And if we know when, um, you're coming, we would advertise that ahead of time. Lunch is an okay time. We do have students who go off campus, but again, if they know that you're coming and if they're interested, they can stay back. We can like supply lunch so that they're um you know, they'll stay a little bit longer if
087you want to have kind of a meeting. So, it just depends on what you'd like. And um in true PHS fashion, it really depends on the day what time those things are. So, if you let me know what day is better for you, I can tell you exactly what time is going to be the founder. >> Thank you. I love that. I love that. >> And one additional thing that I'd like to add is in conversations with the um the coordinators and the superintendent and it I mean it really takes a team to support these students to really shine. Um and one of the things that the superintendent mentioned is, you know, we are not looking for like the student that everybody knows. We oftentimes come up kind of with a theme. Like one of
088the themes that they had one year was like kindness. Who models those attributes of kindness? And we want those students because that is a beautiful way to role model engagement. Um they've had other um other things like I think volunteering like I think that they did a um like a thing around volunteering and then they quickly learned oh my gosh those kids are super busy. do they actually have the capacity to fully participate and really like get the most out of this experience? And then they had other students like you know art students that might be oh my gosh so incredibly talented but might be kind of in the back that might not be as noticeable. So just thinking about how to bring these students in and really how do we learn from the students
089and I mean just from listening in that to that panel I was blown away. I was like in tears clapping. I was like experiencing all of the emotions because it made me think of how grateful we are to have our students, our student representatives, but also like what an exciting thing that we get to continue to build upon and grow and just continue to improve. So those are the things that just really stuck out for me and um yeah just ensuring how do we continue to engage that voice. Oh, the other thing since we are at the middle school something someone um at the school actually the panel was all eighth graders and it's really cool because they have like the high school students mentor the middle school students and then those middle school students
090kind of come in and start filling in those spaces on school representative um on the board and I don't know it just really made me think of like what does leadership look like? What are those pathways that we're intentionally and thoughtfully creating to ensure that we do have student voice? And just like we experienced today, what a wonderful group of kiddos that asked really important questions, but how do we continue to just nurture those conversations and spaces for people to show up? >> Yeah. And that workshop is on going to be on their YouTube channel and I subscribe to it so when it comes out I can send it to you guys so you can see the workshop. Um, if you don't mind, I'd like to move on to some suggestions on the, uh, application.
091So, um, I felt like some of the words might be discouraging to people when they have like, um, so the first change I would say, and I don't have the original. I might have the original. Um, oh, I do. It says have strong peer connections. And I was thinking have a strong desire to bring your peers voices to discussions. The strong peer connection. If you would ask me if I had a strong peer connection with my schoolboard members, I would say no across the state, which might surprise some of you. And um but I do have a strong desire to bring people's voices. So I thought maybe that because some people, especially in high school, sometimes you feel like you don't have very many friends or a connection, but you actually do. And then the
092other thing it said was it show had the word leadership a desire to serve leadership position and I felt like people might like confuse leadership as an action as a class. So one of my suggestions and again you don't have to go with these suggestions was to seek and have meaning meaningful input on policy changes or maybe on school changes or something like that. um and take the leadership um part out just um that might be an obstacle that people were looking at. And I'll pause for a minute before I go on to the next suggestions I have. Makes sense. >> And then we were talking with the superintendent and the leaders at that um with those students and as Nancy mentioned a lot of it was finding the right students but one of theirs
093is time management. they have to commit for time and if they don't they are asked to leave and I know we have very nice wording if you're in sports or if you're in this um we will make exceptions but I'm wondering if we became a little too nice and a little too exception on that and then we are kind of discouraged also another question we so we might say you know what is your commitment um and maybe have a little bit of a a strong wordage on that and Then also how often do you check your emails because students often don't and so that's a question also and then also like what are their we discussed this in our last meeting like what are their curric what um extracurriculars do they do what clubs are
094they involved what groups are they involved what classes are they taking are they taking like a CTE class and trying to do um like digital technology or are they doing like the med I mean just kind of know so we don't all have like five art students or you know something like that so we have a right variety because that's what I heard and I could be wrong that we wanted um it was more variety and then I also thought about this I did talk with Sarah a little bit instead of doing the project maybe ask them a question on a policy what they think of like a policy of the school boards and or also I know when I was board chair I had to ask I was helping doing negotiations with some of
095the admin staff and I asked them like we do policy what's one thing that I could change to make your day easier and you would be surprised how happy they were to come up with one thing or more and I'm wondering if maybe maybe having a question around policy or change or something would be better than this than what we've done before but that's just my two cents and now I'll be Okay. It's been it's been a while since we um since I looked at that, but I wonder we have approved a schedule coming up. Can we make sure that our schedule for our board meetings is with us? So they know they can see my goodness this is every other week. >> Um can I do this? So visually I'm a visual person. So
096if I saw that schedule I'd be more like oh wow that's a huge deal. According to the the application is attached to the application. So they have according to this seen it in the past but I don't know if that's true but I'm cuz I read it like the last couple days three or four times so I just know. So >> yeah. Okay. I didn't know we were >> Yeah. I just wanted you to know that we were >> we started doing that a couple years I think. But the other school had the same I mean they they're just like a step well they're several steps ahead of us but in that area they were like we just changed last year to get a different variety of students and to get a better commitment because
097they had had the same challenges that we had had in the past. So it was nice to to brainstorm with them and Nancy was asked the questions and I just listened. So I was very thankful that we had that conversation. >> It always takes a team effort. done. Um, and I think that this is this is part of the valuable this is the return on investment, right? Like we get to go out and learn about or we get to connect with a really wide range of schools and districts from all across the country. And what's really valuable is we get to hear and bring back those ideas. as Don mentioned, you know, in some ways their work has been a little bit more developed because they've been doing it for much longer, but in some
098ways it's really cool that we're like, "Oh my gosh, this feels like we're totally on the right path and this feels really good." And again, it's not so much like what really felt like to me is this collaborative effort to really include students in a way that it's meaningful because whether they're students in Texas or Arizona or New York, people move, right? Like those folks are going to be in our communities and the kids that we are hoping to create a positive change and impact, those kiddos are going to be in other places of the world. So, we're super excited. um just to continue to be a part of these kiddos journeys in a way that really develops and shines like really highlights their already natural beautiful abilities to show up. But what a wonderful
099way that we have like ways and really thoughtful individuals on the board and admin team that can really support these students just continue to get to the next level in their journey. So, um, thank you all for giving us time for, you know, for us to continue to grow and learn and get, um, new ideas in other spaces that we can come back and put into practice and see how they work and see how they make sense in our small community. >> Javier and maybe someone from this year could do like a short little pitch, 30 second pitch and have that be playing on PhD as well. I mean, he can speak exactly how it helped him and serving on different things. So, yeah. >> And they still know him. >> Yeah. And one last
100thing that I'll say that I meant to say earlier is oh my gosh, just completely underscore the the value of that diversity of students, right? Like we want kids from all kinds of block because they have that lived experience and what a wonderful gift it is for us to get to learn from them. So they be so other kiddos can see themselves represented in that leadership, right? So um one of the um I think the gentleman that was doing like the recording that will later be on YouTube, one of the things he said is you know it's been really valuable like this kid right here like Camilo cuz he was amazing. He's like Camilo he was like the shiest kid ever. I for two years I didn't even know that he spoke and all of
101a sudden he's in this program with us. He is like a rock star and oh my gosh we were blown away by all of these eighth graders and I was like what what do you mean he was shy? He's like you would not believe that this is the same kid I thought didn't even speak. So, it's just cool to get to see those opportunities in that representation from such a broad group of students that can that have again we have so much to learn from them and they have so much to give. >> And Kaitlin, I just sent you a Google doc with my notes so that you don't have to remember what I said. And you can also contact me and I'm sure Nancy offline and we could help. But I just wanted for
102transparency to put all that out there. So the board could go, you went way on the wrong direction of what we wanted. >> Right. Any more discussion on student representatives? >> Just to kind of put a put a bow on and wrap it up. So, we'll we'll work on some of these suggestions and um bring something back and and uh we don't meet again until May something. >> Yeah, that's right. We can share it out. Yeah, that's right. >> Can I just ask for some quick clarification? So, would you would you like me to send you the bell schedule so you can tell me what day of week and what time works for you to come maybe do like a little bit of a tableling either at lunch or breakfast and then would you like
103me to reach out to previous uh student board reps to coordinate a PHTV ad or do you want to talk about that a little bit more? I just want I just want to know what action you'd like to take so I can do that for you. >> My thought was to I don't want to speak for the board. My thought was to get Joe if he wants to reach out to those and put some put put a little, you know, 90 second clip together, get Oby and maybe somebody on the board now and uh we can at least get that together and either show it when the board comes in or not or short BHTV or both. >> And obviously if you come in during breakfast or lunch and be held with food, just let
104us make sure to make fun of >> that's beautiful collaboration. I'm coming just for the food and the suit. Thank you. >> I think we got our marching orders on that. >> All right, we are scheduled for a recess. Um, >> for sake of time, do we need to have a recess? And if you think that we can get through these three action items quickly, I would like to release the admin to get back to your important books. >> So, do we want to >> Yeah. >> Okay. I would like to release that. >> Yeah. You guys are welcome to leader. >> All right. Action item. >> Thank you all. >> Thank you guys. >> Thank you all. Always right introduc >> Mr. Nagel would like to speak to you. >> No, you're fine. >>
105Um the interd district transfer is there for recommendations. We already have requests >> on uh in and out. happened myself. >> All of these requests for transfers out, not they won't necessarily be approved. They still have to meet obviously the hardship because we have zero outspot. I I will share with you that other districts are really pretty much following our lead um and having zero outspots and hardships. I think they're it's going to be much tighter to transfer around the the valley. We've done that for several years. It really made a difference this year. Um, and so we'll continue to do that. >> More discussion. >> Do we need a motion? >> We do need a motion. >> I don't see it, but I can make one up. Um, I move to approve the slots
106transfer slots as recommended. Diana, >> yes. >> Take it to a vote. Diana, >> yes. >> Don, >> yes. >> Holly, >> yes. >> Rick, >> yes. >> Vote yes. >> Vote Nancy. >> Yes. >> No, it's okay. >> No worries. No worries. I know. >> Moving on to K2 board meeting calendar for 26 27. Clear. >> Yeah. Board meeting calendar reflects the discussion from last time. Harold. Um, that's what I have to present. >> Any more discussion on this? >> Dates Thursday. >> Yeah. >> I move to approve the board meeting calendar for 2627 as presented. >> Thank you, Polly. Thank you, Rick. Take it to a vote. Diana, >> yes. >> Don, >> yes. >> Polly, >> yes. >> Rick, >> yes. Nancy, >> yes. >> I vote yes. >> Pass. >> Last
107one. >> Do we have any discussion on student investment accounts that we just discussed at the beginning of this meeting? >> Just according to agreement. >> Grant agreement. >> Yeah. >> I take it to a vote. >> I move. We need a motion. items student investment account from 2025 2027 grant agreement as presented. >> Thank you, Don. >> I'll second it. >> Thank you, Paulie. >> Right. >> Now, we can take it to a vote. >> Diana, >> yes. >> Don, >> yes. >> Paulie, >> yes. >> Rick, >> yes. >> Nancy, >> yes. >> Vote yes. >> Thank you, Nancy, for joining us. >> Thank you, Nancy. uh your review of the next meeting agenda is ups >> I just want to make a note on that uh information discussion we'll have that long
108range facility plan kind of complete and they will be uh either here or online to share that um online to share that that >> was really interesting I thought yeah >> that's a good way to put it yeah there I the enrollment projections and things of that nature. So, we'll learn more a little bit. They cleaned it up a little bit. So, um this was a grant that we got from the state of Oregon and so their requirement is to work with the community and the school board and then present a final report to OD >> and as may or may not be on. >> Yeah, there is I'm not sure. >> Or talent will probably not be on the agenda. Yeah, that is listed here. We their meeting is soon, but you know, >>
109they had a meeting yesterday. >> Was it yesterday? >> And then I think they have another one. I wasn't able to. >> And just so I mean, we'd like to approve these. We've approved these in August before. So, it's not something that is totally unusual, but we just like to get ahead of it, but there's budget challenges everywhere and >> people are having to work through them. >> And great job, Rebecca. >> Yeah.