Phoenix-Talent School Board work session 11-20-2025

001And the first thing is the OSP brief. >> Well, it's me and you. And yeah, it is three of us. Yeah. I I wanted to say I tried to forward um and the the opening the pre session you know how we did the QR code and we got that >> and it didn't forward correctly and I don't know if anybody has those that we got off the QR so we could share with everyone. >> Um do you know what I'm talking about? >> I do. I wasn't able to participate in most of those because my phone is very full. But >> are you talking about the summaries? Yeah, remember he said if you're if you require Yes, that was >> and I I did it on the spot and sent it but then it didn't

002the only it didn't work right in the app. >> Did you go back to the ask? I didn't list there. >> But yeah, if not I would love to share those with everyone. We could figure out how to do it. Um, we could probably contact OSBA or name or um I can check >> and we can get it. They they should have a copy of it. >> Yeah, I would say probably Janet would be the person I would if I was to choose Denise. That's who I would choose first. I think I have them. I just don't know where >> for Rick and Diana. the keynote really that or that presession and the keynote um in the morning it was like from uh conflict to conversation and really kind of some strategies on well we've

003talked about this before when we have our differences and and u really kind of seeking to understand and tell me more um and so I thought it was really good I think he has some good tools in there and some good suggestions to um really find common ground um and then to kind of build off that and and really when you can keep emotion and um out of the conversation and really kind of stick that um were you agree >> I thought he was great. >> Yeah, he was pretty great. But that was that was some of the highlights for me is going to those sessions um where he he did the presession and then he also did the opening for one of the days um which I felt like those are the repeat of

004what he done in the presession. So they were kind of similar but >> um I didn't did you go to his uh session the one >> I think that Nancy did so maybe she can speak to that be a little bit late tonight. >> Um they're not I thought I thought that um again I was reminded that the networking piece of that meeting is the best thing where several people joined our group from other smaller schools or charter schools or something like that. And it was fun to learn about what their experience has been on school on the school board and um and sharing those and also connecting with those in our area when we have our regional meeting we always have good discussion I felt like our uh regional round table was really good

005and preparing for our legislative meeting that's coming in January at the high school actually the grants pass this time um so I felt like that was good um and it's just always nice to be in a space to get to know each other even more because we can't really do that in a group setting typically So anyway, that's kind of my two cents about it. >> I didn't take a whole lot of notes, but there was one thing that, and I don't even know where I got it from, but somebody had said we've always done it this way is more of an excuse than a push towards the future. And I thought that that was that like really struck a chord with me because just because we've always done it one way doesn't mean we

006can't that doesn't mean it's the right way or the best practice. >> Really like that. I did also I went to um recent and future policy updates with Spencer Lewis and I said at one of his roundts um and I have a full handout for that. Um if we want with different things that will impact bargaining as far as policies go. I liked how they did the MC version of that where it was it seemed like it was better transitions in the bigger sessions and stuff about how she did that and it it was a better flow I felt than they have had in the years past for sure. Um I was going to say one of my notes is to tell everybody to fill out the survey. So, that's a good feedback to fill

007out the survey about the pros because we really want >> we want to change too if there's suggestions on how to make things better. Some things are out of our control like the parking. [laughter] >> That was fun. >> But but and we have we have talked, but there are some things that you know that could be changed. And we did a whole I went up Wednesday and there was a whole day of practice. It's the first time they've done a whole day of practice. So, I practiced my speech on stage twice and that's typically not what happens and everybody went through and then we had a whole day of practice but I only had to be there half a day cuz I was special or something and and then on your plate >> um

008and then that night we had like a run through of what make changes and then they had practice every day like at 6:45 in the morning. So, I think even though no one wants to get up at 6:45 in the morning to go stand on stage and speak in a mic, I think it helped. And I like I like sometimes how they bring everybody up. In the past years, they brought they brought everyone up who's on the board or in those positions and it was that kind of went long, but the way they recognized people this time, I thought was more special to them and it wasn't didn't take so long to go through that whole process. Um, that was really smooth. But yeah, >> I think I mean the the it kind of reminds

009us why we do things is having the AC capella the student group and the mariachi band. I mean those both of those just absolutely crushed it. >> How did we get a mariachi? >> Yeah. Yeah. We we have a former student that's teaching mariachi in Forest Grove. Oh. uh they graduated from Phoenix High School and um I actually tried to get her down when we expanded our uh program but so she was an awardwinning violinist and um probably 12 13 years ago >> and Craig from Dayton talked about talking to each other Dayton has a mariachi they got together with them and they're like a similar size to us and they might actually be smaller >> so I mean I think there's some connections we can make and you know ask what what to do

010and what not to do with beginning to kind of get some tips but >> I think it's definitely personality driven if we find the right person to do it and say hey we can we can uh move this forward and maybe talk to our pack maybe talk to our community to say hey is this something that >> we can we can do I would also encourage I don't want to dominate the conversation >> I was also encouraged about the um you know the representatives that you know to Republicans and two Democrats that can actually show that they can work together to make decisions and just for our team here too. It it'll be very important to have be available during short sessions, long sessions, any time for our legislative reps. So when they're making decisions

011that they and they need information that we can provide that to them and so um it just it just remind me I mean Emily was saying that that's so important for them to have that contact at the school whether it's Tiffany on you know she's done a lot with SB819 and just having that information right away on the impact and I think they are trying to minimize the impact on K12 districts but if they don't know they can't >> stand up for So, >> and I thought I felt like they had backgrounds that le that led them to be more curious or know what's going on because a principal or superintendent or whatever whatever position they they were filling in, you know, in the schools before they came in solution. But yeah, >> Stacy and

012I'm just going to shout out to Stacy and Adrian. Well, Stacy, I had mentioned that another conference had legislators in a quick conversation with uh Stacy and she's like, "Oh my gosh." And like put it together. It was like a last minute put together. Not super last minute, but it was not at the beginning. Um so she's like, "Darn, guess what? I got four." So, um, I'll give her a kudos because she that that was not that was more of a idea from just talking. >> And then this week I watched that session of the legislative days like 8:00 whatever day that was Tuesday. >> Did you watch the House Tuesday there was but I >> think that was Senate. The House was on Monday. >> What is the gentleman's name that was on that

013panel? >> Oh, Boomer, right? Boomer was in there and then um some other that was really interesting to listen to that to know they were listening to our situation and then to be in that meeting that was cool. >> Yeah, those meetings are kind of fun to go sit in sometimes. >> Um I was going to say one of the things uh we're talking about convention Michael >> one of the things is um I felt like the energy was better. I have a lot of people come up to me and say like we're ready to like let's fight and and um do what we can to >> get the money we need for our students and we need to make change like this is not working. We need to make change. So I I like

014the positive. Um, when I first started coming to a convention, I would say I'm in Phoenix talent and everyone would be like, >> "Yeah, >> they do sort of, but I get so many people that say, "Oh, this that we apparently have the best um communications person in the state." According to somebody, we have the best this in the state. We have the best and your special ed director still with you. She didn't leave, right? And so and then there so I it's really nice to to have that um and be around when people go, "Oh yeah, you guys are doing good things down there. I don't really know still where you're at, but I do know you're [laughter] doing good things and I've heard about you. Before I didn't even hear about you, but

015now I've heard about you, I still don't know where you're at." So that's okay. So that was nice to hear. it. Uh, you kind of mentioned just the energy and stuff and I think I I do feel like the way it's set up allows for more conversation and and rather than just sitting in rows and looking facing forward, I think it allows for more conversation and >> and just more colleiality >> feedback for just logistic stuff. I think that I like I think that went well >> and mobility. So someone, you know, does needs more space or has need, you know, it's easier to get out of those chairs when you have a table in front of you, it just seems like it's more friendly for a whole bunch of different things that you can

016switch back and forth and it's easier to have conversation. I will let them know about that as I know they've been taking a lot of um comments and then we the board of directors have a survey to fill out and um we gave a debrief um the next day at our board meeting as well. One of the sessions I went to was the Ashlin School District making their presentation about the and you were on the second one, I think, and repeating that, but I I really enjoyed hearing about their trials and tribulations and how they faced those problems that they were having. And wow, I I mean, I'd seen on the news, but I really didn't follow it that closely or know a lot of the details about it. And it was very interesting to

017hear Joseph talk about that and other board members and how they tackled that problem that they had. and and they're still tackling that problem, I should say. But I I was grateful to hear about that and and you know, continue to maybe support them as they're going through this a hard situation [clears throat] for sure. >> And he thinks he has the best board. I just let him believe that now. [laughter] >> I'm like, okay. But it's good to see or when you have a good board, how you can support each other and get through really tough times. When you have a bad board, not a bad board, but a board that has struggles and then you throw something that's challenging, it really does make a difference. And how and you never know when that

018challenge is coming. So, it's really important to for sure. That was my lesson. >> Was anybody [clears throat] in I was uh had to do a phone call and I got in late. That was a full session with Mark Mull right after the keynote the first day on the board superintendent relations. Were anybody in that one or >> Nancy? I think >> Okay. >> No, but I wanted to go in there. >> They told me about it. Yeah. >> The superintendent of Ashlin, he was in our flight talked about it a little bit. Should I talk about the new board member training cohort that we're not here? >> I'd love to just share for those who especially um >> yeah the presenter was a little sketchy you >> um yeah so I'm really excited about

019this. We're building a a new board member cohort training model and it'll take what it'll do anybody newly elected and put them in a two-year cohort with a training path with um with a designed learning path with um you know an actual cohort where there'll be touch points where you get to get together with your cohort both at convention the other conference and another regional conference. Um it works in conjunction. Onboarding I think is always something that administrative professionals is near and dear to their heart. So it will incorporate them as well. Um and it was really we kind of pitched the concept and asked for feedback and it was really really well received. Um and so I would love to get you be a part of that. we're talking about we're the goal is

020to launch it and be able to include the 2025 cohort in that. Um so even though you didn't make it to convention, we talked about still making, you know, having a way to make that available to people. Um so because we don't want to let this whole cohort go by without having people be a part of that. So um and it'll really the you know year one is learning the job and year two is is really making an impact and that's kind of the the highlevel goal of it. Um and it's really an exciting concept and it's been met with a lot of excitement from board members and superintendants. So >> that's very ambitious. I don't think I knew how to be a board member until you were eight. >> Well is awesome. That is

021great because it's heated. >> Yeah, you you're never going to completely eliminate the learning curve, but what I think you could do is shrink it. >> Yeah, I think that's great. >> I think even if you can shrink it by a year, um you know, to your point about the difference between effective boards and non-effective boards. And then when you when you've done this for a while and you pay attention to what's going on around the state, you start to understand, you start to see how ineffective boards or people who kind of land in the middle. They're maybe not hot or cold, but they're just kind of, you know, they're cycling through superintendent every couple years. And you see you can see the trend of student impacts over time. Um, and that that really is

022the ultimate goal that we're trying to address, but you know, by doing it through just building effective boards from the jump when you first get elected on through. So, really exciting. >> Yeah, I'm honestly surprised um that that hasn't been a thing already. Like the concept and the ideas around it is sounds like a dream. when you know when I first joined I didn't know what I was doing or what even did >> right right yes that's that really the goal is to demystify some of those things that >> yeah are the you know the resource are available it's just kind of sporadic and you know it's nebulous and so this puts it into an actual program or specifically designed for new board members so >> yeah I think I think it's a great idea

023coach has been doing it. You get a ride. We had new superintendent cohorts. >> They saw that it's been I mean it's just immediately immediate network. >> George Mentoza who spoke um at the deal was in my cohort nine years ago. So >> um >> yeah it's I think that's fantastic and just to have that networking opportunity cohort styles are I think I'm a huge proponent of. >> Yeah. Took him a little bit [clears throat] longer to get superintendent of the year than it did you do. [laughter] But not that we're counter. [laughter] >> He got to give a speech, too. >> Yeah. I know. It's still hard to make a speech. >> Thank your donation. [laughter] >> Oh my god. home. [laughter] >> And then I'll just go real quick for those who weren't

024there. The regional meeting, we talked about that about the legislative reception for a good 45 minutes and the room was like full of ideas. Um I need to do some planning and get together. I know lots of people volunteered to help and I am very very thankful. Um Brands Pass is going to host it. Um, we'll see how that goes. I were hoping that they're they've been in communicator has been in communication with me like every like once or twice a week getting stuff organized. So, I think it'll be great. Our hope is the legislators on that side of the valley haven't been showing up. So, maybe if it's in their own backyard, they will. >> So, um, and then I don't There's powerpoints and handouts and Brent started a Google doc and there's a

025lot of things in motion. The main only thing we're going to talk about is funding and mostly unfunded mandates, but break it down what we can't what we can't um cut. And I think also try to explain when we keep on hearing that our students get or we're the 17th highest on what students get per per student, the amount of money per student. But when we were there, we met some people from Texas and theirs was lower, but they don't have to pay hers out of there. They don't have to pay unemployment out of there and they don't have a special ed cap. So, it may look like on paper that we're getting a lot perable, but if you take away all the things and just just concentrate on what the students are getting, it's

026probably one of the lowest. So, we're going to talk about that and just kind of educate um everyone so they understand that this is the reality and these are the things we can't cut and this is the only thing left. Um I don't know if it's going to help, but >> I just had a thought. Could NSVA help us with some data gathering on that per pupil stuff like not not only the number but breakdown? That would be really interesting to bring to that just to have some, you know, some vetted data from an actual organization that says, you know, >> I don't know if they have any, but I'll see I'll see. >> Okay. >> Some pie charts. >> Yeah, we were going to make graphs and pie charts and and actually in the

027past we have done it more of an informal gathering and this is not going to be that way. It is going to be very formal. There's going to be handouts. There's going to be a projector. There's going to be a slideshow. There's going all the superintendents. We volunteered some of our superintendents. All of our superintendents are going to get together and make sure we're all on the same page and um it's going to be more of a presenting to them and then they can ask us questions. Usually we let them talk about their platform, but not this time. Sorry. So, um, they may still try and that's okay. But it's in the past we've always like tried to keep it in like two or three subjects and people would talk about the challenge subjects, but

028no, we're we decided that we are just going to do finance because that's what we're fighting this short session. So, >> yep. Smart. >> Um, we got some good people that have good skills on apparently on slide charts and blah blah. So, I I think it's going to be really pretty. I'm just gonna tell people what to do because Yeah, >> that that's a [laughter] that's a good plan. >> Because that's my plan. So, is Brans Pass handling the >> Rance Pass is handling the food piece? >> Okay. >> They have a chef in their area like we do and they can get whatever. They are also they're handling everything. So, in the past, I would put my own money up and then pay everything and then I'd turn in receipts and send it to

029OSBA. Tim said, "Don't worry about it, Don. I will just I said, "Well, you know, don't go over your $500 budget." He's like, "Don, don't worry about it." So, he's got all that taken care of. Um, they they've taken all that side. They've got the reserve. They've got they've already asked what kind of projector we need and all this. They've got that all dialed in. So now I just got to work on inviting the legislators, making sure OSBA is okay. I think they are with that date. And then just kind of do some smaller type things. >> What is the date? >> Right? January 5th. Um grants pass want to do the 12th, but legislative days are the 13th. And I don't think anyone would be in town then because their meetings start like at

0308 a.m. Um so it will be the 5th which I think right >> I believe so I will send out >> of the insurrection >> January 5th. >> Yeah. >> So we usually have it that first week back school. they wanted to do it later, but then that, you know, then you've got legislative days and then you've got bills due and people they just get really busy. So, if you do it now, it's kind of right when they before they get up to Salem, they've got you in hopefully they've got you in your their brain for the first couple days in Salem. That's the theory. >> Do we have a time for that? Maybe um or not yet. >> Around five or six, I'm not sure. I'm still in the planning stages. >> Never actually

031planned. Um I've never been to one, but I haven't gone to any of them because I'm doing things or working or something around that time. So I'm trying to make sure that I can actually make it. >> So I think do five. It might be 5:30. I don't know. But >> you'll have a good idea. And it is a fifth. >> And where? >> I think the high school, but I don't know. >> Just say TV to be announced. I will >> the town of Grants Pass. >> I will I will give you the address and once we get the invitation out, I will make sure everybody gets the invitation out. I'm just giving you guys the heads up before the rest of the region. Some of them know the 5th because we had talked

032about it. But um yeah, we talked about the 5th or the 12th and then the next Monday after that was a holiday and everybody has meetings. The only time no one in the region has meetings is Mondays when we did our short quick survey. So I thought a Monday. >> Yeah, it is. >> So it's a Monday evening between 5 and 6 I believe at Grants Pass High School. Okay. Um I don't know the address, but I will give you all that information when I get um the invitation. Let's see. It's in here. Yeah. The grand pass in the commons at the high school and there's no address on here. >> We'll read all that to you. We'll >> get it meeting. Yeah. >> Yeah. I had to make invitations and stuff. So, >> we'll

033get that. Are we playing on the word leg? Was going leg. What are they talking about? Leg. >> Oh, well, show girl legitation. They just say, "Sorry, I'm just I That's like the bruise." >> No. Legislative. That's instead of saying legislative, OSDA usually says leg. And I apologize for saying that. >> Sure. >> What does say leg day? >> Yeah. >> Never skip leg day. >> Yeah. [laughter] So anyways, and if you haven't uh they they met Paulie mentioned she had watched one of the um Yeah. meetings. I watched one and I have two more to go. Three more to go. Who's leading this meeting? That was late. Are you transferring back to me? Okay. All right. You're more than welcome to >> Okay. Uh strategic plan update. Yeah, we have uh well really two

034the last two um items are uh really digging into a little more data um that uh I shared >> uh going deeper than the data I shared last time. in the executive session and then after Javier um kind of presents that and discussion we'll have Yasmin share the budget updates. So Javier great members of the board I'm the director of structural improvement and strategic plan coordinator and um I'm going to go ahead and get the presentation up on the screen. >> Which one is it? >> Yeah. Don't for let me just share >> triple split screen. >> All right. So for today's presentation, I'm just going to focus on the um English language arts and mathematics from the K through 8th grade performance and how we're going towards the strategic goals. >> So just as

035a reminder for English language arts, our goal is to apply two year 2027 we have 45% of our third graders need proficiency in this state assessment. And in mathematics, our measure is eighth grade. I will have at least 35% of our students need proficiency mathematics by 2027. So those are the main goals I want to be for today. So I have a lot of data to share with you guys. So let me first clarify a few things. I know Diana you haven't been here for too long. So okay. So the first set of slides is about Ira data. And I really is the an assessment of that we do three times a year at the beginning of the year at the middle of the year and then at the end to see how our students

036are progressing towards achieving proficiency in language charts and mathematics. So it's in essence is a local assessment that we do but it is done throughout the nation. So we compare all results to like the rest of the students in the country that they take that assessment. So and here what you can see is the the first red the red for all these years is the beginning of the year assessment. So in 2223 we have 33% of our students meet proficiency in their assessment in reading third grade. That same year 53% of the students um achieve proficiency by the end of the year. So you can see there's some pretty good growth from that that year. I'm going to move all the way to 2425 which was last year which is actually a really positive news.

037We saw a much bigger growth from 33% to 61%. >> Wow. >> This year at the beginning of the year we have 33% same as last year of our students proficient. >> So um this is only showing you third grade is not showing you what happens from year to year just third grade because that's the measure we're looking at. Um if you look at the the growth so on 2223 our growth from the beginning of the year to the end was only 20% growth. Last year we had 28% growth. So I think I mean it's I don't want to draw too many conclusions but we're seeing out some of the impact of the work that we're doing with curriculum and professional development for teachers. Okay. Now this is OSAS. So, OSAS is the Oregon State

038Assessment of Skills, right? Tiffany, assessment, what was it? >> Assessment system. >> System. Okay. All right. So, it's what we also used to be known as ESPback as well. So, this is actually the official assessment that the state gives all the students in Oregon from third grade through 8th grade and then in 11th grade, I believe, as well. So in reading you can see that we went from 29 a couple years ago and we are now at 36% of our third graders achieving proficiency in that assessment. That is a it's it's difficult to do well in that assessment. So but we have seen some really great growth over the past couple of years. So that's where we're at. Um now here is the not so good news. So if you look at the third grade

039assessment that's the first three three columns for 22 23 23 24 and the last year you see the growth that I showed you earlier. So we went from 29% of our students to 36% of the students achieving proficiency. Now we're going to break that down by subgroup. So we look at the represented minorities and also the other subgroups. So the first subgroup that we look at is the white non-Hispanic students. So we're doing really well with that group. We are at 45% of those kids are meeting proficiency. So that's you know that's that is good news. And then you look at the for Hispanic uh which is the second largest subgroup and special education and ELLL students and our growth hasn't been so great. So we still have a pretty big achievement gap between those

040groups. So those are only at last 18% 17% for special education students and ELLL students at 17%. But we can talk >> what is ELL? >> Thank you. That's a great question. Is English language learners. >> Okay. ESL used to me. >> Yeah. Yeah. Okay. >> So well, okay. So just to clarify, ESL refers to a program that teaches them English, right? >> And then EL or ELL refers to the student. Okay. >> So just splitting hairs in there. Anyway, so that's that's what's happening in in third grade. Now, here's something interesting that I was talking to to Brent about our strategic plan is focused on third grade, right? We have a pretty large number of second language learners and we know from research that it takes three to five years to achieve proficiency. We

041know that there probably research out there. So what I'm showing you in this slide is what happened to our cohort of students that finished fifth grade two years ago where they were two years previous to that. So in 2021 this group of third graders we know they had 26% of them achieve proficiency even >> in your flip side. >> Shoot. I'm looking at my screen. >> Okay. It's this one. There we go. [clears throat] We go back and back. Okay. All right. Here we go. That makes a lot more sense. Okay. Thank you. So in 2020 2122 only 26% of our students achieve proficiency in English as measured by the state assessment. If you follow that cohort to 20 23 24 when they finish fifth grade we have 38% of those same group of kids

042give or take because we have mobility uh achieve proficiency. That was two years ago. And take a look at what happened last year. Um so same thing now we're going to go one year in advance. Last year 24 25 or fifth graders we have 40% of them achieve proficiency. Two years previous that same cohort of cohort of kids only 29% achieve proficiency. So basically what this is telling us that it takes a little bit longer but they're actually doing better as they spend time with us. That's that's good news. Um, okay. That's uh Can I That is all the demographics in those bars. >> That's everybody included. Yeah. Yeah. I didn't include the uh subgroups on that, but I can definitely get it together and provide it for you guys. If >> I'd love to

043see it just to get an idea. I mean, even through, you know, if we can look at a cohort >> from third to 8th grade just, you know, are we helping them grow? because that's really, you know, I think I don't mind it. You see that it's like, oh, you know, it's hard to see. I mean, our goal is to not have achievement gaps, but we recognize that, >> you know, the research around language and it takes time. So, what we want to be able to show is we're we're making a difference for those kids. >> Yeah, I'll talk to you. The other thing that I know we don't, you know, maybe we don't test, we don't do anything until third grade, but what makes me kind of sick about this is that why are

044we starting at 33 every time? Why are we why can't we move >> down? I was going to Why can't we move that far? And then the outcome is going to be earlier, right? I just feel like I think that lends to those younger grades learning to do those things in in a more efficient way or something. I don't know. I taught my girls at home, so I feel passionate about this reading place. And by kindergarten, they're fourth and fifth grade reading level. Not everybody can do that. I get it. But also, 33%. That's like >> so low. 10. >> Do you do you know what I think about Paulie? I think about >> our short instructional calendar. >> Yes. >> In this state. And I think about learning loss over the summer. I see

045it in my own kid. >> Oh. Where they don't read time? know she does read, but but she still has a tip when she gets back to school in the bowl, you know, and my kid's a >> tag kid, you know. So, yeah, it's >> But I would love to hear from the expert. >> Yeah. [laughter] >> Well, keep in mind this is doing a different standard. It's a third grade standard. It's not not that they're just doing the dip from 53. If you go back up to that um >> go backwards. Yeah. that uh I already >> Yeah. All the way back to the multi. >> Yeah. So, it's it's and and these guys can talk about these guys are the expert, but it's this is a second grade standard. Then you have another

046standard here based on all the work we do in the summer. And it's not like they're losing >> 30% or 20%. >> Those are the same those are the red lines are the same all across the board. How can we get the red line up? Yeah. that if we started at a higher place each year with those second graders coming to third >> and we had some we had some good performance in second grade last year um some some of our best performance in their beginning of the year this year was 33%. We do have some encouraging news on second grade last year ended up high the highest that we have seen in a long long time. We had like I think something over over 70% of the students proficient with second grade as measured

047by already. So that is really exciting. It's just you know the beginning of the year now we have a third grade measure. So >> we have some reasons to be optimistic about what's what's happening. So, well, it really is a baseline and a starting place, right? And then the end of the year is where you demonstrate the impact of what you've done. >> Yeah, for sure. And also they um you know, they go home for the summer and they don't read and then within the first three weeks of school or for weeks, we assess them. We put them in front of a computer and try to get this data and they have to read and answer, hey, this year, you know, it's it's a pretty big shift from what they have been doing last summer.

048Yeah. >> So, So, as a parent, I feel like, and correct me if I'm wrong, this is the first year or maybe the second year that there's been I Ready challenges during breaks and summer and that kind of stuff, which my kids are really into because they're very competitive. But >> I think that that like having that learning at home and something for them to look forward to so that they can be more advanced as they go back to school was really really important and valuable. Paul, if I can add too, so like Brent said, this is based on grade level standards. So our second graders are getting a totally different test than they're getting as third grade and they haven't yet been taught the third grade standards. But just to reassure, we have additional

049tests. We also give the dibbles and the lecturer in Spanish. Um that's measuring foundational skills. So we can use that data. It's also given three times a year to also assess how they're doing on the foundational skills of reading. And it's a better measure of that summer slide because um even though the standards are higher to meet it as from third grade, second grade, it's about the same. Yeah, there we're still looking at awareness and uh mountain floorency and such. I mean, but we can look at that data too and see that there's a slide. You don't know how I feel about summer school because I love it. Um we can make progress even with our readers who are struggling and summer school, but having a month off in August alone we see even dicks

050from that. So, >> um the more we can encourage learning at home during the summer when they're not with us, um those kids are doing really well. And so, um the kids who did participate in the summer challenge for I Ready, it's only our second year. Um I've measured their progress and they started up, you know, they didn't slide as much. So, um it's promising and maybe we can look at expanding that. I feel too like from my own from my own experience in this school when it came to tests I choked all the time all through school like all into high school I did and um it was really hard for me so sitting someone in front of that who has that in their mind and they really can do it but then they

051have that and then their biases and all those other things that are coming into this too but I just I would love to see us be higher than that here every time we were looking at that group of kids for sure I have a question. Are these Oregon standardized or are they national standardized? What are we talking about on these tests? >> That's so that might be a good question. I mean, I really I think it's I think it's nationwide. >> Well, all Oregon stands for language arts and math is the common core state standard used by many states in the country. The intent of common core was could be national but some states opted not to use them. Um so language arts and math we can kind of think of them more national standards

052but also aligning with Lego. >> I I have a question. How do we compare with real estate? >> So that is a good question. So just to >> okay let me clarify something. So, when I was putting this together for brand, we have a we have a giant spreadsheet with like tons of tabs and all that and I can provide you that that information. >> I can put it up right now or if you I can tell you or I can we can wait and and send you the information if you guys want to >> be best for you. >> And I'll I'll just share just to answer that question. And Orchard Hill and Don Elementary at third grade reading are above the state average for and pretty significantly. Um and for the first time

053in a long time and Phoenix Elementary is still sitting below the state average. >> Thank you. >> Which goes with the demographics we put up there. >> Yeah. >> And and just talk about and we've talked about this before, but I want you to hear from Javier and Tiffany about how we're addressing achievement gap stuff and where we focus. We've really focused on our core instruction with our new new curriculum and really kind of drilling down our interventions and our tier 2 support and our tier three support and really getting focused and more and have more collective efficacy within that regard. And so you guys can kind of share that a little bit more on some of the work that we're starting now. >> So yeah, I'm sorry I didn't I just want to >>

054just for clarity. So, we're ending the year according to I Ready at 61% uh rating, but our OSAS is 36%. >> Do I have that right? Yeah. >> So, how what do we believe is the true measure of how our kids are doing? and I were just talking about that a little bit, but the truth is that the way we're being seen from community and the state, they're not we're not publishing everybody's scores. We're publishing most scores. >> So that in essence is the the what is looking at and that's what others are looking at >> or teachers know better or they know that there's not just one measure to to kids. Now and again or you know a lot more than I do but also we what I've seen in the past just doing

055re this research is that there is a parallel approach between ready and osas not in every grade but in many grades where they go um if ready goes upas goes up you know in general but they're not perfectly like aligned you don't have 35% of one and 35 on the other they're like there's a correlation but they kind of go like this not in every grade but that's what I've seen but are they standards or >> course also includes writing because it's language arts >> versus I reading we're focused on reading >> strictly reading okay >> and so I mean like the writing the encoding piece like spelling is important >> but um >> there's there's also just like the foundations of reading so >> oh you know we could we could analyze and say

056we need to work on our writing >> yeah performance task it's a big thing on the on all sides where the kids have to you Even at the third grade level, you'd be surprised. They have to actually look at two texts and compare the two texts and what they offer. I mean, it's really interesting to see what they're asking. >> And I I think this is the same for everybody, but it's also that's why the correlation is when you end your eighth grade year, you've taken I read >> 47 times and you've taken the state assessment six. >> And so just just that familiarity a little bit within that and it's measuring different things. And so, >> um, we're really digging in and trying to trying to see where we can implement some OSAP practice.

057Um, and and in our I Ready actually, we have some, um, math especially, it has some um, state assessment type practice or assessments to assess our students. So, really digging into that and when we get into uh, eth grade math, we'll talk about some of those strategies. >> I think that the call out of the writing is so key. I think so many that's the piece that's that people are struggling with. Um and then how do we feel and I actually I think I can't remember if I texted both of you but um there's some districts that don't do a spring assessment because of they they're worried about testing fatigue. And I just wondered if you all could comment on that just to for the benefit of the board how you feeling. Do do we

058get a benefit for the student to test in the spring? Um, or is it really just for us to have a a measuring stick? >> Do you want me to tackle that? You can too. So, >> I mean, like I feel like if you don't have spring assessments to see growth Yeah. from the beginning of the year, right, then you you can't use tests along way anyhow. So, first of all, I would say for parents and families, it's important to report out how much their children learn throughout the year. But in a practical sense, we use assessments in the spring for identifying students that need extra support >> starting in the fall. >> Okay. >> Um you know, we're we're getting those interventions started right away in September and not waiting for us to finish

059our fall diagnostics, right? >> Kind of starting with the the kids into need extra help as well as help over the summer. Mhm. >> Um and then eighth grade assessments for example are used for placement into classes in high school like the assignments. >> Okay. So they are okay. Yeah. >> So um they're very useful and >> you know as far as fatigue we try to we do do a lot of testing >> in the spring but we do try to do the state assessments first because they're fresh. Um, and then wait until like a very, you know, a few weeks before we do the high assessments, too. And then for elementary, we also do, like I said, the dibbles, but that's oneonone in person, not computerized. So, it kind of >> I think our

060students like the attention that it's a it's a little different. And it only takes a few minutes. >> The data doesn't seem to indicate that testing fatigue is affecting the result. I mean, do you what do you think? Yeah, >> it's hard to I mean I agree with everything is saying I just I I do think that you know I always think in terms of truth that is true >> and it's also true that it's a lot of testing. So like >> finding the balance between like you know get getting good data so we can use it for the next year and also like wow it's a lot of testing. >> Some people though argue that actually you can learn from assessments assessment for learning. So there's a whole >> the whole gamut of both.

061>> Yeah. I I tend I tend for the reasons described to think that it's probably a good thing to do. Um but I just think it's it's interesting >> and our evaluation system has student learning growth targets. >> We didn't right we didn't we have to do that and we don't want to skip that middle one either really. I mean it's it informs instruction. and boards. >> So, how much total time is there in a school year spent doing those assessments that are Sounds like three times, right? >> Three times a year for our district assessments. The student assessments take they actually take the longest. I believe they're only in the spring. Um they take a long time to complete. Unfortunately, it's hard to use that data for individual student support because we don't get

062the results till later. It's it's really just kind of used to measure I think our system as a whole to see if we're progressing well. >> Um but a typical I assessment it if there was time to just sit down and do it should take 45 minutes to 90 minutes >> each time >> um each time for reading and then for math >> and the state one you said a long time. How long is that for a week? Yeah. Yeah. A long time. a week for also the same week. a week. Yeah. We spend two weeks in testing and then that's not even counting when students that take a little longer >> um need a little bit more time um or students who miss a day and then say has anybody done a correlation between

063absenteeism and test correlation there would be >> on attendance you go ahead and then I'll ask mine >> okay I don't I don't want to totally get into this but the accountability system that >> is there are some localized measures that will have some assessments and I Ready is on that list and and STAR and and some other one. They're just now utilizing or basically choosing what those measures might be. They're limiting to four for some reason, which I'm not I don't agree with because that wasn't in the legislation, but OD is deciding that there's four. Um, so hopefully I mean I ready right now is on that list but there's going to be districts and talk about an unfunded mandate to do assess create an assessment structure three times a year for a localized

064measure that you don't even have right now is to pay for >> and to piggyback on that. So the we have to do that from the accountability and the state test that's how they do the report card, right? Yes. >> So we can't opt out of that one either. I'm just I would love it if the um new accountability measures replaced the state. >> Well, I was I tried that for an hour and a half on the telephone and it didn't work. >> You didn't try it long enough. Only an hour and a half. >> I was trying to do one of the things too. I wasn't even in town. Um, I fought for I would still like to fight for that one because I think that's that's a good point of where's testing fatigue

065and there's so many different tests and they see the IT ready one and and you know how many tests can we can we give and the reporting data and all of that. [clears throat] >> If you want to dig a little bit let's see what the contract is with that company that's doing that. I think that's why there's hesitation in not doing it. >> I do want to dig a little bit. >> That might be a start. >> So, just a couple more things on on this whole thing. Um, we are I think we are really good at knowing where whether students are learning to read or not. We have really good data through tables through field. So, we know and we're our our reading specialists are just really fantastic and know how to help

066kids. Now, doesn't always show in the state test. though. But one of the things that we're really proud of is the work they were doing with our curriculum and and the work they were doing with our PLC's. I mean, I worked in Medford for a while and they were kind of rewriting their own curriculum and I feel like we bought really good curriculum. I mean, the big shift for for us this year at the elementary level has been making sure that the PLC's work across the district. >> So, at every grade level, they're meeting once a week with all the teachers in the same grade level. Used to be only two. So one of them was sick they you know you be by yourself on the PLC. >> Now we have at least six people

067>> and it it really if you ask them what we made the shift at the beginning of the year they'll be like oh my god I have to meet with all these people from orchard hill if I'm working in talent and now they're like it is some of the best things that they that we have done. You can ask me Miss Sims or any anybody that um I mean it's really shift so we're excited about that. >> That's a big deal. Yeah. Yeah. >> The eighth grade math. >> Sorry. Yeah. Sorry. My [laughter] >> I just have one question surrounding like middle schoolers that have uh tested out of I Ready. What is like where where do they get their learning from when other kids are doing their I Ready? >> So I Ready goes

068until algebra. So like if they're getting they can be accelerated algebra. But if they're beyond that, we have um because we do have a few students there, but then we use the Edmonton program. Okay. >> Um that is an online program uh that is we use it for alternative education and some talented and gifted as well. >> Um I just thought out loud we could probably hook them up with because we now give ISL at the high school as are three times a year. >> Um and we haven't done that yet but uh because we didn't have it in the past. Yeah. But um we could use that as well. >> Well, and I think this is the first year that we've had algebra in middle school. Yes. >> Yeah. >> Good segue into eighth

069grade math. >> Eth grade math. Yeah. Thank you for >> um Okay. So here you have basically the same type of data. You go beginning of the year to end of the year. Uh for 22 23 all the way to 25 26 we only have beginning of the year data. So as you can see at the beginning of the year on 22 23 we had 12% of the students pass I already relief and and then by the end of the year we had 29%. That's pretty good growth and then we had a big drop on 22 23 24 we had a bit of an increase on 24 25 and then this year finally we saw a back to 22 23 numbers for the beginning of the year. So that's that's encouraging but we do have

070a lot of work to do. If you look at the uh the growth, so we have 17% growth fee and finally this year we're back to 18% growth between the beginning of the year and the year came down. So that's very encouraging. Um so this is like another way to see oh we've gone down but up a little bit. So from 24 back to to 19% of the students. This is on eighth grade. um OSAS. So this is actually OSASI ready. So we have 19% of our students in 8th grade passes state assessment. Okay. And this is what it looks like if you look if you look at three years green for 23 23 orange 2 24 and blue for 24 25 and you look at >> you click that thing. >> Thank you. eighth

071grade. Um, then white, no, Hispanic, Hispanic, special education, and ELLL. And as you can see, we have a lot of work to do, especially with our special education students and or Hispanic and yellow students, the the gap is definitely there. So, >> yeah, >> I think in this year, um, and with Javier support really kind of focused with Casey, um, and myself, it ends up being one of my, um, pinnacles as well. and really try and provide that support for teachers to dig into the curriculum, use the curriculum, um find out what they need to help support their their student. I mean, as far as from classroom management to actually digging into that rigor, um and so and and Javier has been a couple times with that team and we have we do have an

072experienced longtime teacher there um that's uh you know, willing to help support that as well. We we just to be honest and frank with you, we've had um at least at least one and typically two new math teachers in that department over the last several years. Uh and so that that's a um really a challenge of uh you know you know keeping math teachers and and retaining math teachers there. So >> and if you look at I just got an article in my inbox. probably got it as well about just the the the state results in or the the results in mathematics in general across the nation are just >> you know this small. Yeah, they're kind of mirror ors in many ways. So which is so >> we think there's some low hanging fruit

073though that we can we can tap into and um um have some accountability and expectations and and and support measures. So for students with who receive special education services this year we bought a new intervention material from math math concepts which is more direct instruction um and so we actually have a researchbased um intervention for the students who receive a special education class. So they're already in a core math class. They also been receive specially designed instruction in math that's consistent >> with standards. >> Um I had a child who was the second lowest score in reading I think in the whole state and he wasn't really the teacher's like he's not even the lowest in the classroom but um he could draw when he got done with his test so he got it done

074in five minutes. Um [laughter] so sorry for that year about drawing. Um so two questions I have go back to map go back to reading um when I was up in Portland I was in different places around one of the conversations I think I had multiple times was the Mississippi miracle which is Mississippi's test scores went up they're calling it the miracle one of the things Mississippi has done is holding back third grade students is something that >> Wow back in the day I had a family member that was held back about third grade. That was like the standard thing to do. They stopped doing it. I know when I started special education, I had a lot of moms wanting their kid to be held back in the lower grades because they just weren't ready.

075They weren't at that level, maturity level to move on. And it was a it was a fight to get the kids to do second grade again with the school districts. So, I know that's been a controvers. like switches by I don't know every five years. So I was wondering if that was a conversation our district has had or we've had statewide. I know statewide it's the rumble in the hallways with the schoolboard members, but I was just wondering um I don't know if there's been talk about that or if it even something being done. >> You can sorry you want to take that one. >> Who wants to catch the social promotion hot or hot potato? It that's what I mean I like in the late 90s early 2000s I worked up in the Wamic

076Valley and it was the when Sim and CAM days came out and there were like districts that didn't didn't really have grades they had you reach the SIM level then you reach the CAM level >> um so that was interesting but they actually have done studies um and one was about uh retention and one that sticks out in my mind is a survey that they did for kids and uh kids actually as adolescents then uh said they did like fears they would rather they were more afraid of being retained in school than going blind >> and so [clears throat] I kind of think about the um social effects of status of retention >> um especially if you think of like our students that maybe just didn't have like an early start in life like with

077a lot of language and books and rich and um students with disabilities and how uh they're they're just kind of not set up to to be have the same social status as their peers. So, I think it's something that would need to be >> talked about more and there's >> reinforce with differentiation and and instruction where they are. >> Well, thank you for that because now when I'm in the hallways, I can say I heard about this study. >> Um my second question is going to be controversially as well. I'm sorry. Another another topic that came up with I had several conversations with several people was the goals. A lot of districts their goals are 45% and the push back we're getting from legislators when we're up there. They're like, "Well, your goal is only

07845%. Why should we give you money if you don't think all students should be able to achieve a third grade reading level?" So, and I understand that we don't want to put we want goals to be reachable. I 100% get that we want teachers to feel like they're they're approving and we're not giving like pie high sky goals that can be reached but I also need some kind of comeback when the legislators like I looked at your website and it says this don't you believe all students should reach the goal. So, I don't know how there's a happy medium and tonight's probably not the night to come to it, but I just wanted to bring it up that that's a lot of conversation of and parents ask the same questions. Um, community members and of

079course we want every student to be 100%. Like that's to us it's no-brainer, but the public is reading it as not that way. So, how do we how do we in make sure that we have goals that teachers can meet and staff but have our public know that we 100% want every student to be to achieve their potential? >> That's a question. >> Very good question. I I'll share a little bit about the longitudinal goal goal setting process. uh and Tiffany can fill in too, but when we were starting this process, we could have higher percentage and our OD counterparts kind of talked us into say, oh well, research showed that if you're at this an expected level of growth that you can have is this number. And we didn't go down to that number,

080but we kind of picked something in the middle. And so I think you like you, it's a good question about what is doable and achievable. We want 100% of our kids read by third grade. bottom line that is our goal every year every every you know no matter what. Um and we we certainly can kind of put that in there. Uh I do think when we look at our strategic plan again is that we have some of those multiple measures. I appreciate uh the accountability having using an I ready system because that would show that we are I mean that graph that you showed at the very beginning we've gone from 45 to 61 and on our way to 75% um you know by 2027 in Ira and so um I I don't know if

081I'm answering your question or giving you an answer to respond to legislators but that's how we did those longitudinal integ graded guidance >> and I understand that it's just you know you have community members and they're like oh look how much we pay for property tax and you only want so I mean I I I am just saying that when we look at rewarding this strategy plan or look at doing messaging can we somehow like message that have a message that shows to the public and other people that yes we 100% because we we had this conversation about OSBA like which is the right way and how do we make sure that everyone knows that we're not like cuz people think oh you're just accepting that those scores you're you're not even trying to >>

082or how did we arrive at that number >> and I guess I guess just to assure the public that that's >> no that's not I'm not okay with this number and then they say well then why do you have it on your website if you're not okay with it you're a board member can't you tell them no. Well, it's a different story, but and then we get in this conversation. So, I'm just trying this is something that I just want to put out there and we can think about it later on how to solve it. I don't expect to solve tonight. >> I I've seen some strategic plans that have been starting to add their localized measure. So it is good when I present Rotary or present exactly what we're sharing with you at the

083beginning of the year and the midyear and our our community members are saying whoa 45% and then 35% math >> that that I mean it it is a little bit of a swallow and say hey that that's where we are. We'll we'll get there. We're doing these things. I um I do think we need to add some localized measures in there because that could give our uh community more confidence in what we're doing and that's a more that's a it just there's more validity to that assessment because yeah and it doesn't add the writing in but it adds you know this the state standards um and and it shows proficiency so >> or maybe in some point have I mean 100% >> because like 100% isn't even mentioned. And so people like, are you not

084even is that even in your mind? So if you had some year of 100% or ultimate something with the 100% in there somewhere would make me happy. But if you don't, I'll that's fine, too. But I'm just kind of putting that out there because it people were like, you just it seemed like you forgot about it. >> And we I know we didn't. I know that we didn't. >> Don, do you mind if I, you know, ask something? So this is such a deep question that you're asking because there's so many variables to that >> if we there's one thing that the legislators are not thinking about many things that they're not thinking about but one of them is when we first assess our students or they coming in kindergarten before they have ever had

085a year of school >> many of them show that they're already way behind in school but they haven't even had school as you see many of the measures that we use. So like in essence then what do you do then you start educating the families when they have a child they will put money there. I mean I I have a lot to say about this of course but >> but what Bren said too we also have many measures that go from are the students able to do phonic segmentation do they have you know phonic awareness so many measures where students are looking much better that shows that they're actually learning to read and they're not we're not putting those measures out there but so so I I hear the concern but I also know that

086while we are often in charge of solving many of society's problems right >> sometimes you We are catching the nap all the all the time as well. So, >> no, I I 100% agree with that. It's just >> the the messaging. I think we just kind of missed it a little bit. I think there it's hard that people are just really pinpointing on messaging and I just wonder if we could make a message a little bit clearer. Well, but I do agree that there's so many things. you've got, you know, you've got kids that are unhoused and no food and a whole bunch of other things that you're trying to also um >> that will get us to the quality education model funding, we can change our strategic plan right now. >> I feel like

087if we just put something in that was like while we strive for 100%. >> This is our goal. >> I know. I get what you're saying. >> And how we focus on individual student growth, right? How how what percentage of our students are meeting growth targets for where they started? Right. >> Right. >> Yeah. >> Well, and also we're just talking about kids that aren't meeting targets. We're not talking about the kids that are well beyond these targets that we've measured for. >> You know, >> we're not even talking about our success stories. Um I know we we probably need to move on but I just want to the some of the things that we also know that really helps students grow is um high dosage individualized tutoring even if it's happening from a computer

088from a from a chatbot or an AI um and we know how critical quality instruction is um and you know you talked about the turnover in the math department. Uh do we is there more that we can do in those two areas when we talk about providing a a tutoring option for students and making that more ubiquitous throughout a kid's experience so that the learning can be ex the learning can be extended outside of the normal day. Um, and then, you know, I think about a middle school and and just middle schools are many high schools. you know, it's like we've got all the same type of challenges that high schools have with all the extracurriculars and the and the athletics and you know, um, and you know, we have a little bit more admin

089support there, but like I still worry with all that they have to deal with, how could they possibly balance helping grow quality, you know, just dynamite instructors with everything else they have to balance And I just wondered if you could just speak to that cuz I know there's good work happening with that now. I know there's always more we wish we could do but you know since we're having this conversation can you speak to I know that's that's your job right improvement. So it's your question it's your question how to improve the quality of the instructional practices that happen in the classroom in the school or is it can you clarify your question? Well, it's it's it's is there more we can do with high dosage tutoring? Um, and have we looked into, you know,

090I know we have some school or in general? >> In general. And then and then just, you know, pie in the sky, what what are we missing when it comes to being able to support teachers and improving their their instruction practices? >> So, in terms of high dosage tutoring, that's something we've talked to about. Yeah. >> Yeah, I can address that one. So our funding for high dosage tutoring which we do offer virtually through the institute of reading development the funding comes from our early literacy grant >> um which is based in literacy >> um we're also able to offer some with our comprehensive literacy state development personnel grant I can say that with one breath [laughter] um there is a um grant that was just released for one year just this year um from

091the state to expand high dosage tutoring from K to five use like to give you more to give districts and we're number two on the waiting list. Um, >> so I have gone through that to apply for that, but we're >> I guess I shouldn't hope that people drop out, but hoping that the original 30 districts, two of them don't want it because we're number two, but coming in, >> but right now it's really tough with with grant funding for that high dosage tutoring. Um, it's not really available on that. we have some um title 4 carryover funds that um we can only use this year that we've devoted to mathematics at the middle school. Um so there's some and I know there's some title two training for her teachers. Um but that's going to

092run out after this year and we only with our drop in federal funding next year we're looking at just like $2,000 total in title 4. >> Um so we could cover our title one expenses. So like when it comes to that like oh state grants are great um focus on literacy which I believe reading 100%. But maybe the state can have some allowance to to give some grant funding for eighth grade math especially since that's a goal of the state that every student be algebra ready by 9th grade. Um, >> and maybe that's a conversation we need to be having at the state level to just how can we reimagine the the way we do the practice and to me it just I I don't know that that connection to yes I go to class

093I have my teacher that's incredibly important but also I have this virtual assistant with me too throughout my experience where when I need extra help I've got some kind of tool that I could use and and you know how can need I mean I know you go to I ready and do stuff but you know like the actual things that can meet the students exactly where they are and you know just extend the learning um in a way that we don't have to look at it like we've got to find this separate pile of money to fund it you know how can we kind of reimagine it and if that has to happen at a state level it just see like I don't know I'm not saying I have all the answers but it just

094seems like it's 2025 like we've got, you know, we've got to got to come up with some more innovative ways to to look at the practice that they're like >> we were also talking like with Jessica and I talking about just finding enough licensed math teachers >> that are like thinking outside the box, you know, trying to recruit people that are prepared, >> you know, and that's a state if not nationwide problem right now, right? We have a lot of teachers who aren't even licensed in math to get math. M [clears throat] >> we don't but like in people [laughter] >> right right yeah >> it makes a big difference so in terms of also high dosage tutoring which we do have a little bit of money that we're using we have some things right

095so >> that's the thing that I wish the legisl legislators could have come into our buildings and you of course like today we had the uh tier 2 meetings at u at town elementary and tier 2 meetings are like the students who are receiving interventions we take a look at that cohort of students to see how they're progressing. >> So when you look at a group of let's say of five kids who are receiving an intervention, you can say, "Oh wow, these four are making progress. This one is not. What are we going to do with this kid?" And for that particular kid, the teacher, we were brainstorming and she thought, "Well, we can do pre-teaching in the morning for like 10 minutes of the lesson and then we're going to talk to Tiffany about

096maybe providing high dosage tutoring for this kid." So we are like dissecting the problem and really trying to go after it. So we're doing some of that. >> Yeah. in terms of math at the middle school. I would say what you're saying. I mean, it's just finding really high quality teachers right now. It's not easy. >> So, and then so we're working closely with the teachers and we have, but it's a it's a big shift for them as well. >> So, I think we have a long-term substitute teacher is one of them. >> We have a new teacher. I mean, this is, you know, we're doing the work >> and and I think it's important that we do this board has adopted creative for the research case and then just holding our staff accountable to

097use what the curriculum is just simple 3 to five minute videos before a unit to say, hey, this is the best way to instruct. And and if our teachers aren't doing that, we make we we make them because that's not happening across the board. So those accountability measures with our administrators say, "Hey, these are the lesson plans. These this is a curriculum. We spent, you know, hundreds of thousands of dollars on this. This is research based. It's all there for you. Your prep is actually there." >> Um, so that the time that you need to prep is actually reduced because it's it's it's in front of you and just going through that and your prep is actually practice teaching that lesson. Mhm. >> Do does the curriculum have a tool that allows kids to access

098it in an asynchronous way >> and are we leveraging that tool? >> So, so we have I Ready is our math curriculum, right? Um you know they have >> their textbooks are actually uh they write in them and um there's the video that Brett talked about there are two to three minute videos for each lessons in English and Spanish. So students can go home as well and even with their parents look at the video that helps them with their homework assignment which follows the standard. >> In addition, we have the I Ready intervention. So it's a test and it also then creates um my path. Okay, >> which is what students can work on >> and that can fill in some holes too or can challenge them if they're above grade level. So asynchronously >>

099um and we have our own studies over the years that have shown that if students are spending 15 minutes just 15 minutes three times a week doing their my path they're showing extremely more growth than students who aren't. >> Um sometimes that gets to like what time of the day do we do that? So that's why you know we try to encourage at home kids to access that >> 15 minutes. I mean it would be great be kids are going to be on a device like how before you >> play Roblox you do 15 minutes of I ready first >> is that something we feel like we're hammering with families like you know that like you talked about the family engagement piece that's a great me I did that with my kid this summer right

100she wanted to play on her tablets like you can play on your tablet but you're going to spend 20 minutes doing some math you know >> elementary level for sure the principles have really that share with the staff they share the statistics Yeah. >> You know, no, not so much. Just, you know, I hear you and I hear the board and I'm there. >> Yeah. >> And what what I see is if we don't change something, we're going to continue to get the same results. >> So, I just met with the team a couple weeks ago and that's what we're on right now. Like, okay. Like, >> as some of the members didn't even know that that you can have assessments at the end of the unit that mimic ESBA. >> Yeah. >> So, they're

101like, oh, really? That's it? We're like, yeah, let me show you how. So that's yeah >> like that message for families would be really well received at the middle school. Hey, here's some some things you can do. We this is a joint effort because it it is like it's it's got the gap's not going to be closed only in the school building. We need help at home to close it too. >> Well, I was just thinking of the gap when up and through 8th grade I think my kid well even in high school my kids had to do summer program. We had math and reading and I went to Nobles and bought the and bought the workbooks and or Costco and I downloaded stuff and we had science and but I could do that. I

102could be home with the kids and and be like you do this now or you don't get dessert or whatever the case may be. >> Um but >> and I had to think outside the box. But that I think that's the thing. I had to go out and pay for it and I could, but there's probably families that, you know, they can still tell their kid when I get home or whatever this needs to be done. Um, but if they don't have the resources to do it and sometimes it was hard being in Barnes & Noble like what what is this eighth grade curriculum really the eighth grade, you know, and having that conversation with with parents on this is what you could do for your child. Do we at the end, you know, or

103that week working two jobs and they're not even Oh, >> right. >> Crazy idea. We send 10 Chromebooks home during the summer. Have we thought about that? >> I know it's I know it's crazy. They're going to get broken. They're going to get lost. Stuff's going to happen. But, you know, you don't know. >> So, um, our we had families call in who wanted to do the I Ready summer channel and we checked them out. >> Great. Great. >> We didn't advertise it as much, but We with our comprehensive comprehensive state development reading grant literacy. Um we purchase Chromebooks with the they're actually stacked in the tech office right now. They want us to move them. But the um purpose is um just to check out to families >> to do our online programs um

104at home. And since I read both in reading and math, they can check it out and they can do both. So um we we will push that this year. >> We a grant by September 30th. We bought a bunch of Chromebooks for the program. Any ideas of how to advertise that maybe a little more way to check out >> and yet some some get damaged. We we knew this happened during the pandemic and stuff but Chromebooks >> it wasn't as bad as we thought that and they're like a couple hundred bucks and some >> fix them. If we spend a couple hundred bucks and but the kid grossed their math skills that summer, it's worth it to me. Well, then circling back to eighth grade math, um the curriculum changed for those kids in fifth

105grade. >> So, they had to relearn how to do I I just know personally for my child, it wasn't maybe fifth grade, but in between fifth and sixth grade, curriculum completely changed because they changed it. And those kids, at least my daughter, I don't want to speak for all of the children, had a hard time recovering from that for a little while. She's doing fantastic now, but she that also could be something that we factor in is that those kids had to relearn a lot of the things that they know now >> because the curriculum changed on them in fifth, sixth grade. >> No, Rebecca, as we look at the data, we we do find that the the most impactful component of all this is individual teacher. We have individual teachers that get really incredible

106results and some that don't you know and and we need to support everyone in their learning process just as adults. So >> but yeah curriculum definitely has an impact. It's like when when ice back was introduced it was introduced in 1314 >> which was more aligned to to common core standards and all that or different standards. So we had many schools that were achieving 70 80% proficiency and then we introduced s back and then everybody dropped by like 80 40%age points. all the time that we told kids, wow, you were proficient in fourth grade last year and now you're like not even near great and that happened 134. >> Yeah. >> So, there is some of that for sure as well. >> Okay. Well, thank you. I appreciate it. Appreciate the robust discussion and um

107with questions. I I know we spend a lot of time on that, but it's the most important thing that we do is make sure our students are learning. So, um, I really appreciate it and thank you for, you know, there are a lot of boards around the state who aren't having discussions like this and that's what makes me proud is that although we we all want to get better, at least we're having these conversations and we're not shying away from looking at our reality and dealing with it. So, appreciate it. >> Uh, budget. I know you got >> sorry wish I had known I wouldn't have asked that really easy last question. >> Thank you. Thanks for being here. We appreciate it. Thank you. >> I had one comment and that's I'm familiar with multi-age

108classrooms which I really think work. There's a lot of peer teaching that happens. There's also a real emphasis on real life skills. All of the academics fitting into something that's real life that none of that is measurable I don't think on standardized tests um that kind of growth and that kind of learning is not really measured. It's it's as much affective domain as it is cognitive and And for me that's the measure of education and learning >> and it's it it doesn't show up in these 33 45% where the percentages go to 40% and that's a whole raft. I mean, I agree. It looks and we we've got a hell of a lot of pressure right now with our Department of Education at the federal level who says, you know, hey, we don't need a

109department of education, >> you know, maybe we just don't need education and >> yet we know we do in order to make, you know, people that are happy and fulfilled and of use in the world. So, I don't know. It seems like we get on emphasizing measurements based on how well you do on a written or computerized test. And there's got to be some other measurements. And I think for the general public who are asking questions now about education, we need to we need to celebrate the anecdotal. We need to get those stories of those kids from all those different categories, whatever, and tell those stories. Um, and that fit into measurement as much as the graphs. all set up what it's worth. >> Thank you, >> Jasmine. >> Okay. So, moving on to unfortunately

110budget reduction options. So, um what I did was just to get the general sense of what they had to present to the u legislative fiscal topics. um they go. So um oh I can do myself there. So um you can see the difference buckets that they have make the the percentages from you see they have for the the general fund which is the largest [clears throat] and other funds the cap funded programs and states ban actually is separate but it's part of their general fund as well. So I know it's a little bit confusing but here's a copy of the legislated adopted budget for the benium and as you can see you know one of the largest items or the largest item is stage four funds and so it's compris of different funding at the

111same time that there you go um so we have you know the general fund fund funds and other funds, you know, which includes the the corporate activity tax as well and some federal fund, >> not for the sake fun, but for other part of their funding, they also use plants. So, um for them or just concentrate on the state school fund, as you can see, there's different funding that fit into the state school fund that we received as school districts. The largest portion of course is the general fund. They have some other funds and transfers that go into the state school fund. They have um tax also and the lar funds as well. So they have like different targets uh for reduction from a 0.5% all the way to 5%. As you can see like

112the general fund post is from a 49.3 million all the way to 493.4 4 million. But if for example um and I think they concentrated when they were talking about this and all the cuts at a OASPO meeting the school business officials they concentrated mainly on the general funds. The next slide um and um as you can see on the slide let me just jump this one. So they have like reduction options um right there and they have the different percentages. I didn't know what that meant. I serve the legislative adopted um budget and they're like talking mainly about the general funing of the stful funds and and the carveouts like a.5% they're thinking of just using go to the next slide carve outs and um eliminating some transfers to be able to come up

113with the 49 million that they need to reduce. So at a 0.5% that means that none of the school districts will have a cut on the state school fund. And of course now if we go to the 1% 2.5% 5% then we start seeing reductions. >> So essentially the districts are start at zero. This is being cut and the districts are starting at zero. If it goes additionally above that then we'll show you what it means for Phoenix Town. >> So that's >> I was talking to Oh, go ahead. that's being cut regardless or that that well it's that's what's on the table basically and the reason beh so and I had to ask yeah I mean this question because the state school fund is 11.36 billion but if you saw on the slide >>

114on this it's just talking about the general fund when I was doing my calculations at 1% 5% those I was using 11.36 billion it's actually on the 98 or 9.8 8 billion. >> No, this is for the general fun portion. But if we go back to >> this slide, they're still considering large funds and they have caps and everything else because they move fund into the state fund. So on the calculations that I made just in case it affects the other funding, I went ahead and took 100% of the school fund. Um >> the nice thing about some of these things I and maybe Tiffany you know what's 10th grade assessment? >> Yeah. So um we were looking at the hats. >> Oh sure. >> And so but there's 900 that's almost a million dollars.

115So boom got that good. >> I mean that's not that's not a score. I don't we don't >> do that. So >> but some people are paying a million dollars for that in this state. >> Are things optional that are up there? What's that? >> Are all of those optional? >> Uh, well, this is what what's being I mean, educator investment funds I mean are are a big that's a big part of the piece of the pie. So, >> so right now it's just in a plan that they're going to be sending to the legislative office or they have it already and but this is for them to work on the 2026 um session. >> Okay. >> So, right now nothing is written in stone. they just gave them the options and um on how

116for example like at the 0.5% instead of taking the allocation to the districts and reduce it 5% they decided to just instead take out some of the carveouts and some of the transfers or food product program reductions like the the talent that gifted for example unfortunately the second year will be reduced and speech pathologist I don't know what that one is about but it's like a full product reduction program reduction which means it's a whole benium. Um so they decided to do this instead of taking already money away from the allocation that they gave the districts. Speech pathologist is a grant that if you a speech pathologist in a uh certain districts we qualified by the way um did their clinical fellowship year um in a district and then stayed on three years. It basically

117kind of paid off their student loans for their um graduate program. I've really sold that to some people and uh now it's coming back. >> That's right. It's very important. >> Well, hopefully not. There's still Are we doing the local auction equalization grant? Whatever that is. >> That's probably So, we didn't get that. >> No, that's not the awesome grant shop. >> Yeah. No, it's not. So, some of these may not even affect our district, but that's what they're proposing is going to affect other districts. But when you do when you cut this, well, I just want to clarify this would be cut from the state fund. So would if even though we're not using that grant, then we it wouldn't affect us. Is that what you're saying? That's correct. Because the state school fund,

118you know, they have 11.36 and from there they still take some carveouts, some monies that are set aside for other things. So if they eliminate it, they put the money back. So then in reality we're not going to get the the the 0.5% reduction and that's what they're trying to do by eliminating transfers and cars. >> So some schools may be affected more than others. >> Oh yeah. And then has there been talk about every time I listen I didn't listen to the last revenue forecast because I just haven't got the guts to do it. Um every time I listen to it the cat tax goes down. Um, are they I mean is the plan because I know the next buy in the next year it's going to be down lower. Is is this going

119to cover next year's going down lower? Well, they do have a reserve. Okay. >> And that's something that they talked about in the during the for the the forecast for desire and uh so yeah, they're down like 31 million September. >> Okay. Sorry question, >> but it will it will yeah it will answer your question. They do have a result for that. >> And some of these are just like eliminating the carryover. There's a $6 million carryover and >> you know >> it's like they took the lowhanging fruit of things. >> So we 40 50 million dollars is that's our ground zero. So the um menstrual products is that for the machine there was a a policy or a bill passed that we had to have them >> um so does that mean that that

120>> that's not being sponsored so they won't send us I mean I mean that's a full program reduction so okay >> we'll still be required to do that but that'll be on so that's indirectly I guess. Yes, we have quite a few right now. We're kind of built up right now, but um but yeah, that will be a program reduction. So, they'll we'll we will qualify for uh using funding by the billows. >> So, we still have to do it. Yeah. >> So, it's an unfunded mandate at that point. >> So, now they've turned another unfunded. Okay. >> So, right now we're receiving around 10,000 per year. >> Okay. >> To do that. um 8 to 10,000. So that will go away and we'll just have to unfortunately supply products. Yes. >> Um >> well,

121we wouldn't have to. So if a machine broke, we could not necessarily replace it as long as >> I don't think there's any machines. They're open boxes. >> Well, some people have different kinds of >> I mean, there's machines in here. >> And we have some >> I've seen both. Yeah. >> Yeah, we have some in Okay. I'm just I'm just kind of like I think it's important that some people need need them, but I also know that there's waste and so I'm trying to think like if this is cutting down, it's unfunded to mandate. How do we get rid of the waste but still help those that need the help? >> How can we have products accessible? >> Yeah. But how can we not cut down on the waste and cut down on >>

122Yeah. Because I I don't know about our school, but I know some schools that there's waste on either the machines or the products. And how do you >> Yeah. >> If we're not going to have any money, how do we still? I think that's important. But also, yeah, I'm just thinking out loud. Sorry, my brain's we'll probably go in John's budget [laughter] toilet paper and everything else will probably have to increase general fund budget unfortunately for that. >> So um we besides the statesful funds it will also affect other funds uh for um SIA and high school success. Um as you can see you know on the right hand side these are mainly funded by the um the CA tax. Okay. So, um, but it's part of their reduction. So, they they included it in

123what they did with the SIA. As you can see, the first 2.5% they didn't even have any cuts. If they have to go to a 5%, they have a reduction, but they were able to by manipulating transcripts and other things. This 21 million is actually only at 1.98% of a reduction uh for high school success though. So it's 9 million as you can see on the 5% which for them is like the second 2.5%. That's how they addressed it. Then it will be a partial reduction from the CAT tax. >> Okay. Can we go back to that one? >> Sure. >> Um so the high school success grant that's wrapping up some of the CTE programs that are in that. Correct. >> Correct. Yeah. So that's the >> we have CD programs, we have counselors

124in there, it's it's graduation progress, it's support for and we use uh credits at um the summer school, those types of things. >> So yeah, wrap up prevention um attendance uh college readiness and uh CTE programs. >> So at that meeting that I watched online, it was the from legislative days. couldn't tell you something was but anyway they were >> they talked about money then it was the way he moved one >> they were talking about um well I was trying to think what the gal the gal and Sarah was there Sarah and I were there we had the high school and that legislator was in that group but I can't remember her name she she Selena and I for program as a queen um she was talking about a school district I think it

125was Hillsboro talking about CTF East success stories and um that might be a place where we can showcase what we have at the high school at that legislative level and showing how that impacts graduation, those kids that are engaged in those programs. Um, so I just want to point that out like that's something maybe we could do as an initiative to spotlight those how that would impact our programs um here. Yeah, I I think when we're and just keep in mind this does not include any reserve funds, [clears throat] >> putting in a little hund00 million in the CAT tax. They they've moved some of that already and you'll see we're still on the plus side of that, but it doesn't include what is it $1.4 billion in education stability act, right? >> Um another

126$1.2 billion in >> uh Brady Day funds. So those So that's this is not including we'll talk about the you should go back and watch and read the forecast yesterday. It wasn't terrible. >> Okay. I haven't had a chance. I'm still terrible through that. I got to watch some school board meetings. I'm >> be kicked in the face or the knee. >> Yeah. Kick in the knee. >> Yeah. So my other question is, this is kind of again one of these maybe not answer tonight, but it seems like a couple of them they've changed. They're still mandated, but now they're lessly funded. Is there any have we looked as a district or has the any associations looked on what unfunded mandates we could cut that would not affect students too much >> I don't know

127we can't cut the [laughter] >> yes I mean that's the whole thing why we're wanting to do that at legislation I know what you're saying. We could we could do an activity like that maybe as an active and and here's when we have this discussion with our team and our staff and our administrators and our you know people in our schools it's here we serve pretty well and we're pretty timely. I mean, for a district our size, when we have requests or we have people that have needs, we we respond pretty quickly. And you'll see we've already started making some cuts that spread that work to other uh people in this office or out in the school buildings and and that that that's it's just we're going to have to just be honest with our

128community and our team say we're not going to be able to respond and this is it's going to that's going to be our new normal. That's kind of a gut punch to us because that's what we do is serve and want to respond as as quick as possible. But there's only so much you can do with less resources, less people, more demands. Um, and so and we'll we'll have to communicate that to our community and just say, "Hey, this is this is our new reality." So, >> well, and then also communicate them to them um exactly what's going on because I think if we don't communicate, then rumors just fly. And I'm texting Brent at 10:00 with this with a 133 thread of oh my gosh, this has gone out of control type thing. So,

129I think I think that we're going to have to really um talk about that and um I know it's hard. I was just talking to someone at >> um Corvalis and they had to close a whole school. >> Yeah. >> And the the um >> elementary >> Yeah. So the whole that I mean it's hard but you have to have the conversations. Ashley's looking at that as well. >> I don't think we're going to close the school by the way. Um for the record I do not think that that's not >> but >> I think there's other things that we can maybe I guess I'm frustrated and this is just my personal frustration and I'm sorry if I if I bring the board down but we like advocate all the time. I know staff is

130talking. I know Brent does a great job. We're constantly trying to speak to people at OD, speak to our legislators, speak to our associations, speak to whoever will listen, but it seems like no one is listening. And it's kind of like we need to like maybe just say this is what we're going to do because this works for us and sorry it's not what you want us to do, but we have to do what's best for kids. And that's kind of where I was getting on. What other things can we do that I mean obviously not because I do not want anyone to go to jail, but [laughter] um what can we do besides having someone go to jail that that can send a message that says, "Hey, this is what you're choosing isn't best

131for our district and this is what we need to choose." And I think listening and hearing and just uh and our partners at OD and some of them are uh you know great people but really experienced and they're leading an accountability system that we're trying to change in the state of Oregon. And my fear is if we don't implement and and strategically plan this vision out, districts will just put their head down, check the box, and keep moving on. and and that may that I know that might happen because there's not a necessary trust in the system of people really putting the money where it actually needs to be feed. >> Well, and like Tiffan and I were talking about today that they want to change the the system of how we report things and

132it's like why are we doing these kind of things now? I mean say we're not changing because it's c it's going to cost us money to do that. I it's just kind of frustrating those things that they're they're trying. It seems like we're fighting against. They're like, "We'll do this, do this, and this so your student outcome will come better." And we're like, "That's not going to make our student." It's like a fight. And how do we get them to realize like you're making us do more and more that's actually making our student in outcome be worse? And you're like going the opposite way. It's just frustrating. Sorry. >> Ravbit hole filled. Sorry. Okay. Well, going back to budget. So, for high school access, unfortunately, besides the CAT U tax, we have other funds that

133go into it, which is mainly like a uh from the general fund that transfer. And so, there's additional uh decreases to high school success. Here we go. So what does this mean for us for Phoenix talent? So just looking at the states fund the 5% reduction of course will be $0. We're hoping for that and then I just kind of give you estimates of just going through the funding formula what the reduction will be at 1% for both years of the bienium. So 1% will be over 200,000. A 2.5% reduction means 539,561,000 for the following year. And a 5% reduction is over a million dollars for both years. So of course we don't want that, but those are the numbers that we have for us. Continuing with the SIA um student investment account 2.5 reduction

134of course they had a zero dollar which is great if they have to go for a 5% reduction of the second 2.5% it's about 44,000 for the first year for the current year and 46,000 for the following year. high school success. I know it looks like it was a huge reduction, but once you put it through the whole 338 million or that they had for the benium and the reductions that they had, it's not as large. So, it's only about $6,500 for this year, 6,700 for the following year. And as a 5% reduction, then we go to a $38,000 reduction for the current year and 40,000 for the following year. So what have we already done so far? Um just working on just in case possible reductions tools. Um >> we had a community care

135position that uh it was going to be uh it's part of the state state uh >> the federal mental health meal health grant for federal which they ended up funding >> as of December 31st. So uh by combining that position with um HR assistant that is leaving at the end of December. So, we were able to cut midyear acquisition, which it's about a $50,000 um savings for this year. >> And it's not directly impacting the general fund, but it could have if we back build and kept that position. So, we consolidated some positions, >> right? >> Some of these are directly impacted, some of them are indirectly impacting the general fund. >> Okay. Well, um yes, and the ones that are included here specifically, they do affect the general. Yes. So, the financial literacy position

136that we had budgeted for, um, when we prepared the budget, we ended up absorbing it and one of our current social study teachers is going to teach that class. So, there's a $120,000 reduction from what we had budgeted. >> We had kind of a financial literacy class at the middle school and now with a new requirement at the high school, we were going to shift that FTE. that teacher retired. So, we were going to shift that FTE to uh the high school, but we were able to absorb financial literacy within social win for us. >> Uh we also had a um we had a special education position that um they reduce some hours. So, it's going to be $10,000 savings for this year. Um we have some reduced instructional assistant FTE on the general fund.

137is going to be around $100,000. We also had, and this just happened because we had additional IDA grant funds. So, two of our spent teachers, one at Cordo School and one at the high school, we were able to transfer them from general fund to IDA grant funding. So, that's 220,000. And besides that, we have the contingency fund. So, we would been very fortunate that we don't have to use them like year after year, we have contingency. So we have fortunately 600,000 there to cover if we have any shop and you know when the budget season comes this year hopefully we'll have more information and if we need to plan for contingency funds as well then we'll do so >> now um >> we haven't spent those yet. You're just saying that? >> No, we haven't.

138We haven't had to use contingency in the past few years, which is great, but the the budget is there. >> If we use the contingency funds, how what's the percentage that it goes down to? Do you know? >> So, right now, the way I presented the financial report is including the contingency because it's part of the expenditures. So around February, March, whenever I see that we're not going to >> need to use a contingency, that's when I remove it. And sometimes that ending balance percentage trick goes up. >> Okay. >> Yeah. Because I know there's a certain percentage on contingency. I was just wondering how low we go. But I'll ask that in February. >> You're talking about our overall ending fund balance. >> Well, yeah. You're supposed to have a contingency fund of a

139certain percentage. >> Yeah. So our >> how low are we going? ending fund balance for board policy of 8%. This is a contingency line item in the budget which is I don't even know what a percentage be like. >> Yeah. No, I think it's just discretionary. >> Oh, okay. >> Okay. I thought we were >> I wanted to make sure we were speaking the same language. >> They were not >> not the same language. Thank you. >> Yeah. It's supposed to be at 8% but we we've been very fortunate that it's much higher than the >> Yeah. I was just wondering what it was dropping to. But doesn't matter if that's not the money we're taking. [laughter] >> But if we if we have more cuts than that, we will be dipping into that other

140ending bum. >> Okay. Good portion. >> Unfortunately. >> So just a a few highlights from the Oregon December economic and revenue forecast that was um released yesterday. So the general fund resources actually went up by $318 million. uh from the September forecast um the general fund deficit was reduced to 80 million from a 400 million that they had previously projected. The corporate activity tax unfortunately went down 31 million from the September forecast but they do have a cap of 100 million so the projected collections are still in the positive. >> Okay. Now um the overall state budget shortfall is reduced now to 600 million because of all the extra resources and it's down from the 915 million deficit that they were projected in September. So I just wanted to make sure that you all got

141this news and it positive because if we continue on this trend by February whenever they meet then maybe we don't have to make all those cuts or it won't be as severe hopefully. And that'll be a February forecast I think February 4th or something. >> Yeah, I have it. >> But when we're talking this this is the bianium budget that there >> is. Yes. >> Okay. And that's all I have for my presentation. >> Very good. So, so good information. Great presentation. Well, I think for the most part, I think in and when you ask me and I were talking, we met with Rick uh what yesterday or a couple days ago and we had a bunch of stuff on the whiteboard and kind of talked through a bunch of things as well. Um overall,

142it's not great information, but where we stand is okay to weather some things. And same with the state if they start dipping into some of that $1.4 4 million billion dollar um reserve, $1.2 billion reserve. Um we're hoping to be able to uh uh kind of weather the storm. The other thing in the forecast I think it uh said was there's a 30% chance of recession now, which is down from whatever the number was, 50 or 60% or whatever it was. So >> looking better. >> Yeah. Uh, one thing to mention though, hopefully, you know, on part of the reductions, I I I was listening while you were talking about math. I don't know if they use math way anymore. Um, but there like if they had to reduce the first 2.5%, they're thinking on

143cutting a few programs that are going to mainly affect CTE and STEM port fortunately. So that's something to just look into. You know, agriculture agricultural summer grants and um math, STEM. So those are things that affect our students. Um it looks like they're trying to at least keep the core funding like for summer learning. They're not going to touch that, but part of the reductions if they have to go to a 5% is it will be for summer programs that are specific to C for example. >> Um it's a very good document. I don't know if you got a chance to read the whole thing. I kind of went through it. Um, but that explains everything that they're planning to do. Hopefully, we don't have to get to this. You know, once I saw the

144economic forecast, you know, I felt a lot better because things are trending up and hopefully we'll continue that way. >> Is there any discussion? I know it's looking way ahead and maybe reading some tea leaves, but about the next bianium as to what they're They I I guess they're just kind of focusing on where we are, you know, at the beginning because they're going to be meeting until February 8th. So I figure well, you know, this is going to only affect the next year of the banial, but I don't know that this is actually for the whole benial until that year. So yeah, I haven't heard anything else for >> and and I think once we start getting the real impacts of the federal funding is that's when they'll start putting those numbers in. I

145mean it's just on paper and looking at what could happen it would be really dire um even being worse than this bianium and hopefully digging out of it after that u but it'll depend on the federal funds. I I will just mention we do we did find out some news on the mental health grant that anun injunction was granted uh to the people that did sue the federal government and I don't know if you guys remember we weren't part of that but that's really read through that and if that goes the distance then we could be back in that game for the next two years for mental health grants that we could definitely find a way to spend that money and and um continue to serve our kids. So, so that was a little bit

146of a win. We should assume >> and I think that's the first time I've ever said that before. Well, now to go check