001Hey everybody, we're gonna go ahead and get started. We have a couple board members who are running a little late, but they'll be here. Um, we're going to start this morning um with a public meeting on state division 22 standards and compliance. Mr. B. >> Yeah, thank you, Chair Campbell. In your packet, you have uh the report and I can share that we are meeting all the state uh requirements for division 22. Um, essentially this is to ensure our commitment to providing a high quality education for all students. There's more than 22 standards by the way and they continue to add standards as each legislation uh session uh continues to uh finish. And so, um, you see that report. I will tell you, and as in years past, Denise is a model for collecting this
002information. And when we send this information up to, uh, uh, the state, they often recognize her as, uh, being the model for people to hear and we know. Okay. There's no parking at all. Aren't you on the bond committee? What happened? >> I know. >> Uh and then in that uh other uh final report just the um one thing of note and we have talked about this before about um one of the revisions for this year will be uh the educational equity advisory committee is now a superintendent committee and not a board committee. So, it does have to follow public feeding laws and we appreciate the legislature for uh making that recommendation. So, um if you have any questions, I'd be happy to answer them if there's uh Diana, I know you're new uh to
003this uh process and happy to answer any other questions if you want to set something up >> after the week. >> Yes, sounds good. Uh and that's all I have. Okay, great. Um, we're scheduled to have a program report with EHS students. They're not here yet. Um, I was hoping you all had a chance to shine in front of your peers. So, >> Oh, we can let them wait. >> Yeah. I was thinking what we'll do, we could move on to accentuate the positive and then we'll come back right. Okay. All right. >> What's that? >> I thought that might be done. Oh, fancy. That's >> all right. Are you going first? Just uh also recognition, you may hire something overhead right now. >> Oh, yes. Through our EMS program with uh partnership with Mercy
004Flights. We do have the helicopter landing on our field uh right now, which is an exciting time. And um it was either that or participate in the great American shad in a few minutes. And there was some discussion on um how to manage that, but you guys get great American sh >> wanted us to come out and watch the helicopter land and I told her to add it to her list of great for him. So >> yeah, go ahead. >> Good morning board. Kaylen Froth from Un Pirate ship. I'm going to try to keep my century book positive short because I know there are so many things that I'd like to highlight today. Uh Brent already talked to you just a little bit about our part of Mercy flights and the helicopter landing this morning.
005Um and we do have the great American shakeout that we're going to participate in um here at 10:16. Our fourth period leadership students will be joining us shortly. They um are kind of busy because it's homecoming week, so they'll be in as soon as they get a few things squared away for tomorrow's um halftime or halftime presentation of the board. Um, I just wanted to say thank you so much to everyone who participated in the homecoming parade uh yesterday afternoon. Um, special shout out to the city of Phoenix, to the Phoenix uh, police department and to Sarah Crawford who um, is my brain walking outside of my body right now and just made that a very smooth experience. We were able staged and ready to roll a good 7 to 10 minutes before the city
006was able to close streets. And I think that that's our record for um maybe for forever, but definitely since I've been here. So, thank you so much um for just following all of the cues and doing everything we needed to make that a great success. Um I also wanted to shout out to um all of our student management staff and game supervision staff who were here until about 11:00 p.m. last night. We had some great competitive He-Man volleyball games and powder cup games where the seniors did shine. I'll let the students talk more a little bit about that, but I just wanted to make sure you all know that um adults being here to supervise those is what makes it able to happen. So, I wanted to shout out to them. Uh we do tonight
007have our volleyball senior night. Um and we u some other upcoming events that we want to make sure that the board know about is we have a drive-thru barbecue. That's a fundraiser for FFA. I will send you the the flyer to your email right after I finish chatting with you. And then we do um have some other kind of sporting events. The boys soccer uh team is third in Skyline right now. And so if you can catch any of their games that would be really great. We are also hosting the conference championships for cross country that we want to make sure that you all know about and it's in full in the next couple of weeks. So, we'll get you the date for that. We also wanted to shout out to Deca who um cranked
008out some signs for floats um yesterday and to Brenda Celely who is a lamination queen to make sure those things last for years to come. And um lastly, but certainly not least, we wanted to shout out we had a great professional development day on Monday. Um I was kind of joking and singing a song. Um that is what dreams are made of. we were able to just really have some quality time to work together on um a writing across curriculum goal that we are doing as a staff. Elisa Barber and Ann Zachi were the braids behind that. We were able to also spend time talking about our MTSS system and then we were able to have uh some wonderful team time together. So, I wanted to shout out to David Ford and John Barber and
009culinary students um who made pizza in our new wood fired pizza oven outside. So, just some great things going on with pirate ship. Now, it's all frustrating. Good morning, board. Alison, assistant principal over at Middle School. Um I just have a couple things that we want to share this morning. Um the first one we just want to really recognize um the really awesome stuff that's coming out of our band and music department right now. Uh we have a new band teacher this year and she's just um LA Kate. She's really hit the ground running um already reaching out to community organizations to get kids out into the community to perform um and just doing some some really awesome stuff with our students. She sent a communication to families last week that had some really um
010great success and highlights for the year. so far. So, I want to share a couple of those for you. Um, she wrote, "Our sixth grade music class successfully spent time this quarter studying the Star Spangled Banner and exploring rhythm and melody through technique and instruments." Um, I was in there a few times and she really did have entire classes of sixth graders singing. Awesome. Um, our branded choir program has 19 sixth through 8th grade students. um they're building or coming together building a healthy vocal technique harmony blend. And lastly, our varsity band is preparing for their first event of the year when they join the PHS band uh tomorrow night at the homecoming game. So already some really cool stuff. Just really big shout out and thank you to coming for all her work. Um
011the other thing is that our fall sports season is wrapping up. Um we had a really successful season this year. uh over a hundred athletes came out and were part of one of our fall programs. Our teams worked hard. We had a lot of growth from our athletes and a lot of fun and we want to thank the people that really came together. It's a huge community effort to make um a sports program happen. So, I just want to thank the people involved in that. Our volleyball coaches, Malcolm Mson, Carllin Strad, Misty Hutzel, and Alissa Barber. our football coaches, Grant Boker, Adrian Lamar, Patrick Shed, and Kate Evans. And our cross country staff, Amber Jacobson, Isa Mharez, Jessica Morga, and Ma Davis. And then, you know, of course, all of the people that come out
012to run operations. It is a big production. Um, so that's Vanessa Jimenez, Curran Wilson, Chris Haw, Bion, Rana and Williams, Todd Su, Felipe Reyes, and Polaro Deator. Of course, Sergeant Leman is a great partner who's been at all of our events, um, working with families and keeping us safe. Um, and of course, our athletic director, Derek Rodman, for bringing it all together. Um, I also just want to acknowledge kind of the greater community that comes together uh to really wrap up our student athletes and support them in the ways that we need. Uh, this spring or this fall rather, we received a $2,500 grant from the Dave Pitchel Foundation, the Garden Programming. Last fall, we had a grant from the Figarose Health Program. And then we have so many partnerships in the community that just
013kind of wrap around kids and give them the gear that they need um to to be successful in play. Our own community care program uh connects with families and athletes to provide gear. And there's one program in particular um that has been going on for a long time and I don't know how aware you are of it um but our own cross country coach Amber Jacobson works with our local running community um and they fund raise year round um to provide really high quality brand new shoes to any runner who needs it. Um so every day our kids are receiving brand new shoes when they need them to keep them going. Um I got my first pair of running shoes when I was 16 years old and it changed my life. So, I'm so grateful
014um for the program that we have kids. Thank you. Perfect. Welcome students. Uh the um principles are just giving an update right now and then as soon as they're done we're going to come back and answer your questions. So thanks for being here. Hey, good morning everybody. My name is Schlife. I'm a principal at Phoenix Elementary School. It's good to be here at this daytime board meeting. I have a few things to celebrate. First of all, on Monday, we had an inservice day and it's such a great time for our staff to get together and learn. I had the privilege of leading all elementary um grade level teams in a math core reviewer where you're talking about instructional strategies to strengthen their math outcomes. And we it was such a productive day. Um I I
015think our colleagues are going to talk a little bit about some of the other things that happened that day, but I just wanted to highlight that. Um we had our last time I was here, we talked about how we were doing all of our diagnostic assessments, and I'm really happy to report that our ELA benchmark went up by 6% growth in one year. So our beginning of the year data is looking really promising. Really um proud of the hard work of our students and our staff in that area. along with attendance. We've been doing a lot of concerted efforts to really, you know, make sure schools are a place where people want to be. And so, right now, I want to thank every single one of our teachers because teachers are what make, and I
016when I say teachers, I mean teachers and staff are what make kids want to come to school, those connections. So, we have 90% attendance right now, which is really a real big celebration. I also want to recognize Lorie Delgado. She's our attendance secretary, and she is on top of it. So, we're doing a lot of tracking, a lot of support, a lot of incentives. Um, but just most most the most important thing that we're doing is making sure that kids have healthy connections and school is a place where they want to be. Finally, I want to recognize our entire sped staff as we're doing more inclusive practices. We're really looking at our our the way that we make sure kids needs are being met. So we had on Monday as well, we redid our entire
017sensory room which was a collaborative effort by our spent teachers and our SPEN IAS so that it's a really purposeful place that kids can get their sensory needs met and it it was a project that needed to get done and it's really an awesome place that's going to serve all of our kids really well. I want to thank our spend teachers and our SPEN staff for that. That's all I have from PS. Good morning board. Good to see everybody. Heather though, the principal over at uh Talent Elementary. First and foremost, I want to say happy bosses day to Brent. Everybody's not here is here and to our board. Um it is bosses day. There's no better bosses I think on planet. Never want to be in the best boss. Um, I did want to share
018just a quick little note that Shauna and I had the opportunity last week to travel to New Orleans uh for the National Assembly for Family Engagement in Education. And it was a real pleasure to sit alongside some of the experts in the field and we we really got there feeling affirmed that like we're on the right path. We're sitting through Dr. M who's an author and vis and Henderson who's written and co-wrote the book uh beyond the big so it's just guided a lot of our work we're just sitting there listening to their um their words and we're like dang we're doing it you know and that goes wrong this is the work that's engaging the faculty process of education so just thank you for that opportunity you to travel and share share what we're
019doing also um following up on what Shauna said about service thank you for continuing to support in service. That's a big deal. You know, these districts don't pass for one that day and take the day off. But we choose to learn together and that's really a difference. I got to spend the whole day um with our team that's really focused in on language charts. Um Javier Kim and then our consultant with OTI that really about the process but thinking about outcomes for reading and being really intentional about setting goals and the instructional strategies that we employ across the district. Um, so it was phenomenal and we followed that up yesterday with kind of wrapping putting the bell on all of that that work and then make an agreement with us at the building and as
020a district about some of these key um strategies that we're going to employ. Also, I want to do a quick shout out to Chef Ryan who's in the back here. He's our new guy. He's been over at town elementary filling in and into student doing a great job, but also really excited about um a concern and kind of questioning him up in our PTA meeting last week and I reached out to young lady and I said, "Hey, would you be willing to get together? We could talk about food and we were like absolutely." So, we're meeting this afternoon with a group of parents and really I have come up with some action plan to really follow their lead about what you know where they want to see service go. So, I just love that SESA's
021open to that conversation. We have Chef Ryan on board. So, it's going to be a really good conversation this morning. Um, tumeric pencil. Okay. I just want to give Ashley Bay, a behavior specialist, all the food in the world. Um, without those positions in our buildings, Shauna and I would be running circles because, you know, it takes somebody to help me with that. And Ashley's just doing a phenomenal job. She got a standing ovation yesterday and I agree. Um, and then last but not least, tomorrow is um our monthly we have renamed the 5280 fun run for the Mustang Mile. Um, the kids agree because sometimes fun run doesn't sound correct, but that's tomorrow. >> Good morning, pirate. >> I imagine. >> Please pardon the interruption. At this time, we will practice our earthquake drill.
022Please listen to these instructions first. >> In the event of an earthquake, drop where you are onto your hands and knees. This position protects you from being knocked down and reduces your chances of being hit by falling or flying objects. Next, cover your head and neck with one arm and hand. If a sturdy table or desk is nearby, crawl underneath for shelter. If no shelter is nearby, crawl next to an interior wall. Stay on your knees and bend over to protect vital organs. Hold on until shaking stops. If you are under a shelter such as a desk, hold on to it with one hand. Be ready to move with your shelter if it shifts due to the shaking. If you have no shelter available, hold on to your head and neck with both arms in
023hand. Okay. Now, please respond as if we are having an earthquake. Remember, drop, cover, and hold on. Go ahead. Go ahead. >> Yeah. Yes. >> Oh, we should do this. Um, just to wrap it up, tomorrow is the Mustang Ryan. It's going to be a beautiful day for a run. Alison, I invite you to come over too. Um, and we begin that right. Um, and it's also our annual pumpkin denim day where we staff and students and families to dress and denure to support all of our friends and family who survive that. So that's it from talent. I'll hand it over to K. >> Thanks Heather. Good morning, principal at Orchard Hill. Uh and as educators uh occasionally we get really really uh positive uh comments from our customers and yesterday I received a great
024email that I uh forgive me for reading something aloud to you but I I feel I want to read aloud because it's really indicative of our staff and staff here at high school middle school and the other elementaryaries as well. And I would say also rising academy um it's a it's about a special education situation. So the title was so impressed with Orchard Hill. Uh the parent writes camp. I had a meeting yesterday and it went so well. It was so wonderful to have such a kind, caring, compassionate team for my son. Mary Martine and Sarah Sarah Price are wonderful and so willing to work hard for my son to give him what he needs and not just labeling him as a badly behaved child, but instead as a sweet, loving kid that he is
025with difficult neurological differences. It's hard for us to stop comparing this year to how horrible last year was. I will say the student is new to our district. How horrible last year was for him because we are just so pleased and even a little shocked that our son has people who care about him, communicate with us, and are willing to go the extra million miles for him. So, I really want to thank Mary Martin, Sarah Price, and all of the staff in our district who do this extra mile every day as well as the fun. >> We have not renamed the 5280, but I do want to publicly thank Sephan Ace. She's our excellent PE teacher. She's adopted that program. I think it started at Talent Elementary, didn't it? And what a great event. Like,
026the kids love it. Um, it's a fun time for them. We've had many parents come and and cheer their kids on running a mile. Uh it's funny since some of the some of the second graders who want to convince me that they ran like four laps or like oh you ran a lot of fun. It's it's a fun event and they we did that last Friday. Um next I want to publicly thank all of our um instructional assistants. Uh Heather mentioned uh uh behavior support specialists. you know, at this time of the year, um, uh, those people really do a lot of hard work, help kids be successful in class, and there's, you know, the 5-year-olds that have never had, uh, some of those experiences, and, uh, our IAS are really working hard to to
027support students. Um, lastly, uh, Diane Wolf, our office manager, last week was honored with the Cool 103 teacher of the week from Cool FM. And Holly Swift, our other office staff, uh, wrote a poem actually and nominated her. Um, but I will say that uh, some people were saying, well, she's not a teacher. But I think somebody else said, everybody in our building is a teacher, and I know that Diana has taught me a lot in my short tenure at Orchard Hill. So, thanks Holly for recognizing her and Joe made a greater video about it that you all see as well. Thank you. >> Thanks again academy. Just two things because I'm more succinct. >> We have a lot of families who choose to homeschool for BT for a lot of different reasons. Some of
028those are medical reasons. um without that flexible structure that we provide, we would often lose these families to other districts or to other homeschool uh or charter opportunities, we've been able to help three different families already this year to try to um work with them when they have students that are based in medical religious. So, we're proud to be a part of that to try to keep those kids in our district and provide that service to our families. Uh finally, tomorrow we have our annual field trip to Best Field Farms. On this field trip, we generally get as many parents and adults as we do students. So we're looking forward to connecting with them tomorrow at our annual pumpkin. All right, that's it for our end. >> Thank you. I'm Javier Del Rio. I am
029Case is not here, but I am the proud director of instructional improvement and strategic plan coordinator. So I wanted to just take a few a couple of seconds to thank a couple of people. First of all, um we got together with all teachers on Monday. This is a message to you guys. Just like your teachers prepare your lessons to you and they think about how they're going to engage with you in the content that you're learning, our teachers are also learning. So when we get together with them, we have to think about how we're going to get teachers engaged on what we're teaching them. And they're not always the best students that we have to figure out how to get them engaged and not distracted with all the other things that they're thinking about, which
030is all you. So um we spend all day with them and in order to do that you have to spend many many many hours preparing for that. So I wanted to thank Jamar Boyd and Karina for spending I would say over 20 hours getting ready for the type of free service that we provide for teachers so they could learn and work better with you. So um and then uh one thing that I also wanted to share, we worked with our original consultant and it was about precision teaching and I just wanted to show you something that she did because we walked through classrooms and our job was to give feedback to teachers as to what we're observing. How can we be a little bit more precise in our teaching but I give you an example
031so you guys know things that we do. So, we were watching a teacher do a really fabulous lesson. Uh, I don't know if it was kindergarten or first grade, but the teacher was modeling for the students how to actually write a letter. Seems silly to you now because you're older, but you think about that when you write a letter. Normally, you go to the left. If you don't teach that to the kids, they must start at the bottom. We go this way. You teach them how to hold the pencil and you do this. The teacher did such a great job, but she moved in front of the board. So the kids on this side were not able to see how she was bubbling for the kids. Our job is to work on position teaching. So
032our feedback to the teacher was just do this one thing when you're going for kids. Move a little bit over to the side so they all can see what you're doing. That is position teaching. Thank you. >> I think food service and Heather kind of stole some of my essentiate deposited there because I was going to thank Heather for helping organize this and we're hoping to work with um principles at different schools to organize some more of these groups. I think it's always great to get feedback from from the families and the students. So, we are really looking forward to doing some of that this year. Um a lot of little updates happening in food service so far this year. We've had some fried we've had some farm fresh special menu items like uh pesto
033pizza from Fry Family Farms. Uh taco meat from Marvin Gardens. And we've had um some tasting tables with the partnership of Rogue Valley Farm to School that we're doing in the elementaryaries. Coming up here in October, we have apples that we're um locally sourcing from Foxrun Farms. And then we will be following up the tasting tables with the students with special recipes on the on the menu. Then afterwards, we've got National Nacho Day coming up November 6 and we've got some local farm fresh holiday meals in the works. So we look forward to seeing everyone there and sharing them with everyone. Thank you. >> Thank you, Amy. Any positives from the board? I'm just glad we were all able to get back up after the Great American Shakeout, myself included. Um, okay. Uh, we have
034our students from Miss Robin's class here. Thank you for joining us. I understand you have some questions for us and so are you taking turns asking questions? Okay, awesome. Uh, I thought how many of you were here last year? Okay, I'll try not to repeat myself too much. Um, but maybe we'll just do some introductions and um, I'm assuming you may all know your classmates, but why don't we start here with our board rep. Sorry. >> Um, I'm Emily. >> I'm Elliot. I'm Lincoln. >> I'm Rachel. >> And we have freshman, sophomore, senior, senior. Right. >> Okay, great. Don, >> I'm Don Watson. I um have been on the board since 2013. and I yeah my kids went to the school and I do lots of different things related to school boards throughout the um
035Oregon. >> Rebecca Weather been on the school board since 2021. Um I have two kids in the district right now. One at Talent Elementary, one at Talent Middle School, and I have one graduate. >> Uh Michael Campbell. I've been on the board since 2020. I'm a third grader at Orchard Hill and um a younger one who will be terrorizing Kent next year at Orchard Hill in kindergarten. So I have um I'm muted board this year. Um I had two sons graduate from Phoenix High School way back when before you guys were probably born. So anyway, I'm looking forward to being here and honored to be part of the board. I'm Holly Fairmont. Um, I went through Phoenix Town School District. I have two daughters that graduated from Phoenix Town School District, working on my fifth
036year here on the board. Buenos, good morning. Nancy Cast Menson. I've been on the board since 2020 and I've had two graduate from this district and then the last one as well. >> Uh, I'm Brent Barry. I'm your superintendent. Um, I started my career in this district in 2004 as the assistant principal and athletic director of Phoenix High School. Uh, I'm going on my ninth year as superintendent and absolut absolutely love this district. And this is my assistant Denise. Uh, kind of keeps everything in track. >> So, all right. Um, so, um, we're looking forward to hearing your questions. Those of you who were here last year heard me say this, but one of the things that I think is important and important opportunity and you're coming here today is to kind of understand and
037learn the difference in the role of the board versus the other people in the room, the people who really run um our school district on a day-to-day basis. Um the board's role is to we set um policy. Um we oversee the management of resources. So, we pass a budget and allocate um budget dollars. Um we advocate for public school in general and for the school district at a local, state, and national level. So, we work with a lot of other elected officials throughout the state and throughout the country. Many of our board members have been to Washington DC um to advocate for public school and for the school district. Um, and just generally, um, we set goals and a vision for the school district, um, with feedback from the the broader community, whether it's our
038school staff or, uh, students or your families. Um, our goal is to kind of take all of that and set a path forward that sets a high standard for learning and, um, and good results for all of you. So, uh, with that, um, we did have a chance to preview some of your questions, and there are some that are more, um, operational or day-to-day, um, uh, structured. So, we'll we'll be relying on help from, um, from some of our, uh, from Mr. Barry or some of our principles even in the room to get your questions answered. So, with that, um, we'll start with whoever's going first, the microphone for them. >> Yeah, let's get them. actual training. >> Hello everyone. This is >> I'm a senior at Phoenix High School. I got the two two
039immer program at Phoenix and I was just wondering if there's a plan to integrate two immer programs at Calgary School and Phoenix High School and if not what support systems are there for student transition question. >> Really good question and I can uh take that that is a staff and that's uh obviously we love our two-way immersion program. Uh we feel like u we've had one of the longest standing two-way immersion programs at Phoenix Elementary in the state. Um we have attempted to expand that and we do that uh currently right now we have expanded that into the mathematics and and Allison can share more if you want to expand on that. uh but in the middle school and then we have other bilingual opportunities mainly in um you know when you get into the
040Spanish language and AP Spanish at at the high school but it's not as clean of a track as it is in elementary but we're looking to expand those opportunities. We always and we value and we've recognized the graduation the bi literacy seal uh and so hopefully some of you are part of that uh this next spring um and we've continued to increase our numbers in that regard. So um thanks for the question. We are looking at uh uh making sure we have staff to provide that instruction at the secondary level and and definitely feel throughout that program. Thank you. >> Hello, my name is Trent Charlie. I'm a sophomore here at High School. My question is how are you making sure that teacher have these support if they do? >> Yeah, I mean so so
041I'll start from from a board role. Um and I think it's online you can go and look at it. Um every public school district in Oregon um has a collective bargaining agreement with their teachers. And so teachers are part of a union. And so one of the official ways that we do that is um every period of time, so that contract goes for a period of time, we negotiate that contract with our teachers and that sets the pay and benefits and working conditions that they um teach under. Um other than that, let's try to be available and accessible um to listen to them and hear their concerns and ideas. I think one example is with the cell phone policy. Um we came a couple of us came to uh in service and we had a
042listening session to gather feedback. So there's some unofficial ways that we do that. Um I think in an overarching way we try to make sure that our teachers feel fairly compensated for the hard work that they do um and that that the school district is set up to support their success and starts with hiring good leaders as well. So, the board's job is to hire the superintendent. He um hires the rest of of his staff, and I think we have a really excellent staff here. And I don't know if you wanted to add on. >> Yeah. And you may have heard as you came in and uh some of the staff uh administrators were talking about the professional development we do for our uh teachers. And we do a survey every year to see what
043what the needs are for our staff and try to tailor and differentiate those needs to each uh of our staff members. And so sometimes that's easier said than done, but I will tell you on Monday across the board, it was the most amazing day for our professional development and training uh based on what we uh were able to provide in the feedback we got from our staff. So um we know that the needs of a teacher is different today than it was a decade ago, two decades ago, 50 years ago. And so we want to make sure that we're uh keeping up on the trends on what what our our staff needs. >> It's a good question. You all play a big role in supporting teachers as well. >> Showing up, listening, paying attention to
044instructions, put your phone away. That's all stuff that's very helpful, too. >> Thank you for the question. >> Um, hi, my name's Adriana Flores. Sorry, I lost my voice a little bit yesterday as a human, >> but um I'm a senior here and my question is how does the district make the curriculum make sure that it's clear, well organized, but also challenging for our students and not just given like busy work? >> That's a good question. uh the board's role is um adopting uh curriculum that the staff recommends and I will tell you over the last five or six years we have been able through different leveraging of funds is uh purchase relevant uh culturally relevant and uh standardsbased researchbased curriculum. Uh so so that's a start. Um and all of our curriculum meet meets
045a state standards and we ensure that that is uh another thing that the teachers need to professionally develop and trained on. We are in our uh going on our third year of our new reading curriculum. Uh and so sometimes that takes a lot to really understand and unpack and we've really started to hit a momentum to really kind of dig into all those pieces of that curriculum. Our curriculum director, Dr. Lambert, is not here right now. out on a training. Um, but that that's kind of how we review and make sure it's clear to our teachers so they can deliver the best research practice uh curriculum that we can we can offer. Hopefully that answers your question. I don't know if there's another administrator that wants to share anything as well. >> I would add
046just that um our next one is social studies, social sciences. So we'll we'll be looking at this year. We're pretty excited about that. We haven't had new social studies curriculum. It's that is like a rotation. So, social studies curriculum hasn't been updated in a number of years. So, that's a really awesome opportunity. Um, and middle school social studies teachers and um high school are going to talk meet together to evaluate. Um, and that'll be something that will really hopefully have a nice clean 6, 7, 8, and then 9, 10, 11, 12 options for new curriculum for social studies and history. >> And be going on 20 plus years in this district and seen the many curriculum adoptions. I what um Tiffany Lambert has set up in the process to ensure that we are picking the
047right curriculum for our kids in our community um is is really detailed is comprehensive um it looks at inclusive practices. It looks at culturally relevant materials um and really is a lot more comprehensive than it ever has been. I'm suffering on myself and my question is what is being done to address the needs of people to help like to help people that have a viral plan on my >> take that one chair. First of all, I I want and I told Chair Campbell this earlier when we got a little brief preview of um the questions. I really think you know when you ask questions it it's uh kind of shares what is important to you and these questions that you provided it is absolutely unbelievable. I thank you for that your leadership your understanding of
048what it takes to be a public school and serve all students and and how you want your teachers supported. So thank you for the thoughtful questions on this and it really tells you what's important to you. So first of all thank you for that. um five floors and okay uh first when I saw this question it it what first came to mind is if you build it they will come and we have such an incredible uh special education department in this district and that's uh through our board support it's through advocacy it's through listening to our community um we we have just implemented uh for the first time ever in our district a full inclusive model you may have heard some principles talk about at the elementary level really understanding that you know our kids
049with special needs and and um uh certain disabilities really can benefit from the general ed setting. you guys do an amazing job here uh at the high school of uh including all students um in the general ed setting in the curriculum whether it's music CTE program academic courses um and so that's what we're trying to do to ensure that we are supporting every student on a 504 every student on an IEP that's a collective effort with a lot of team members including the student and the family um and so we make sure there's things to address that we call an IEP meeting um that we have to have every year anyway uh by law but if there's anything uh that's happening that we need to adjust at um we can call an IEP meeting to
050support our students um in hopefully I answered the question I don't know if there's other team members that want to share >> one thing I would just add is um this is where the board's role as an advocacy arm comes into play because um the the last legislative session there was a big conversation around special ed funding. So, one of the things I'd love for you to kind of look into and and maybe support us next time around in advocating for this is um it's a little complicated. I'll try to make it really simple, but um it's definitely um expensive to provide special ed services. um the state caps the money that they give us to provide those services at a certain percentage of our student population that is not currently meeting the need. And
051so what we've done at a state level is try to advocate that they raise that cap so that the school districts get more resources to better support students. um you know, it's it's hard because there's only so much money um to go around and everybody wants their slice of the pie. Uh but that's an example from the board's perspective of something that we continue and will continue to advocate for is more funding um to better support students on 504s and IEPs as well. Uh but we do a great job in this district with the resources that we have. And I'll just share. So that 11% cap, our our population is about 17% which isn't unusual around the state. They haven't moved that cap since >> 30 years and someone knows that. So they established that
05211% cap of special education funding in our state 30 over 30 years ago. And we know that the average in the state is 15 plus percent and we're about 17 or 18%. And some schools are higher. I mean we have a elementary school that's about 30% students. uh um with disabilities and IP. So um we're providing the service. We're doing that service anyway. It'd be nice for the state uh to jump in and help support our our kids and our families. >> Are there opportunities for students or families to give testimony to continue to increase or to advocate for this increase of funding? there is um right now there's not because there's not legislation is kind of just um but there is opportunities and I can let everyone know when there is and we're always
053open to I advocate a lot up in Salem and across the United States. That's why they keep on asking me. Um and so I would always be willing to have conversations with anybody and then I keep a list. Last year some of our student reps were really wanting to advocate for cell phone. So when that opportunity came, I let them. So if that's something you can do, I can let Miss Frost know um when there's more student um opportunities to advocate and I'd be more than happy to talk more about that in a class setting or something like that. >> And I think that's where that's a great example why we have student reps and you should make sure you get to know them and work with them because they can be your voice in
054those things as well and help with that advocacy. we can kind of help them help all of the future >> and that's how systems work. We need everybody to advocate at the different levels. So if you work together with your amazing student reps and the amazing student reps listen to your student body because it has to be both ways. >> Has to be both ways. And then if they can share with us and we can share. It's kind of like phone tag or something. You're just continuously putting people in places that can make change. And for example, maybe you're not 18 yet. So maybe you don't have your voice through voting, but you have your voice through reps, through us in other ways. So, please always remember how much incredible wisdom you have and how
055much knowledge, especially firsthand knowledge because you're in the schools >> and um and connect with people. Those relationships are going to be really really important because then we're better able to listen to one another and just like Don mentioned, she is in Salem where there's a lot of policies that get made and passed and if she's not there, nothing's going to happen. But if she's present and constantly advocating for you all, then the chances of her um creating positive change increases. And we can't just have one person. This is why we have four lovely student reps because we keep doing the work alone. We will never be able to do it. So, we need to really build this teamwork mentality so we can continue to support one another because this work is hard and you
056know this cuz your students and you live this. So, help us make better decisions that really have a positive impact for you. We're here to work for you. Sometimes it seems like we're the board, but really our role is to listen to families and to listen to students and to listen to staff. and we get to be a supportive piece in this um process. >> Michael, I just remember something I would like to pass on to you. So, well said, Nancy, that was awesome. Um I am going to Washington DC uh in the end of January, beginning of February, and we usually have an opportunity to talk to our senators and our representatives, and special ed is always on there. So, if there's any stories or any concerns you want me to give to the
057senators, I usually they usually volunteer me to speak about special ed, I would be more than happy to do that. So, if you'd like to contact again, you can go through Miss Cross and I'd be more than happy to relay any concerns to the senators. >> And remember the power of the written word. You might not be able to speak to the whole group or whatever, but write these things down. There's newsletters that go out all the time and testimony from students about including someone in from special ed into the classroom or whatever or your interaction with them goes a long ways when it comes from a student and it's a personal experience >> and not just special ed. >> Yeah, it's whatever interest you may have with this particular question. So because I know
058there's a lot of things that are really really important for you. So we want to we get to be um supportive partners and we get to learn from you. Earlier somebody was mentioned I think it was you know there's um there's teaching and then we are constantly creating opportunities for teachers to learn as well. We get to learn too. So please give us that gift of allowing us to learn and grow and see things differently than we see them because we only have our own view. Like you bring such a beautiful perspective. So So please connect with us. >> I want to do a quick time check. What time does this period end across the >> I'm checking? >> Okay. So you >> Yes. 11:09. >> 11:09. Okay. So we'll try to get through all
059the questions. I want to make sure you have a chance to hear your student reps also give their um give their student rep report. So, we'll probably we'll keep going with questions till like 11:04. Give you guys chance to do your updates. Is that enough? You guys are usually far more efficient than our principles. So, all right. Let's go ahead except for Mr. Song. Yeah. Um, where can the public find clear, easy to understand information about the budget and when our public hearing is held to discuss budget proposals? >> Great question. >> Someone want to take this one? >> Okay. We have a So, every year I'm trying to cry. Um, every year we pass the budget. Um, and it involves, it's usually in the spring. We start around April or May. Is it in
060here? Okay. >> Uh, okay. So, so the best context is first of all, on our website, there's the budgets on the website. That's required. Um, and there's also a really cool explainer PowerPoint on there that talks about the budget. It's very complicated. It took me several years of board work to feel like I truly understood all of it. Um and then so this year we'll be passing the budget for the 2627 school year and um so we have our public meeting on May 12th of 2026. Um the budget committee is made up of every schoolboard member and then an equal number of people who live within the district. So we have seven board members and seven budget committee members. The staff brings the budget to us to um that they recommend. The budget committee looks
061it over and approves the budget um discusses and approves the budget and then the board eventually adopts the budget. But um all that's on the website and I encourage you to come to budget committee meeting. It's really exciting. I I'll just uh um clear and easy to understand is much more difficult than it sounds. uh K12 budgets are incredibly complex and Yasm mean Carabinus who's not here today but she uh is our business director and we are in a good place in this district financially largely to do to her accounting and leveraging uh along with our board and our uh team making decisions leveraging all of our funds and trying to maximize every dollar uh for our students and our families. Um, so it is incredibly complex. We have tried to make a budget 101,
062um, which is on our website that just does 30,000 foot level on what a school budget entails. U, but it it's very complex and there's so many things that go into it. You have your state school fund that we get from the state. We also apply and we're fortunate to get a lot of grants. um in this district I think we um we we have some needs and we fit a number of grants and that takes another um accounting measure and reporting and things of that nature. So um clear and easy to understand is is not like you say I mean these board members have been at it a long time and it's it's still a lot of questions. Um last year we started to implement some um kind of small group understanding the budget,
063what's coming down the pipe, uh with some board members and we'll look at doing some of that more with the community as well. Uh because just looking at it sometimes you don't know what the heck is going on when you just look at it. So um thanks for the question and again your questions show what you value and and I will be really honest with you we are going to be in some very challenging times over the next uh uh to finish this bienium which is a two-year budget cycle and then going into the 2729 bianium. So we're going to have to these uh groups of people are going to have to ultimately make some uh decisions based on what our funding levels are. One of the most complicated things about the budget is you
064can have a teacher for example whose salary is funded by five different sources. Um, and that's one of the reasons is when you look at the budget and you see the breakdown, it's not really clear because all those sources come together to help make it all work. So yeah, clear is challenging. Um, but we do our best. Thank you. Yeah, you bet. >> Okay, so this question I'm sure you guys were expecting, but what is the plan with cell phones? [Music] >> I didn't see that. >> Well, if you stick around, you have to you have to go to class. So, um, and by the way, actually, that way, um, uh, okay, so um, you all understand like what's happened this summer with the governor and everything? Okay. So, governor, so first of all, the
065legislature tried to pass a law. We we advocated for some flexibility to allow you all to use your phones during the meal periods. Um, no law was passed, but after the legislative session, the governor passed a uh executive order, which is basically just the governor saying, "You will do this." And because in the state of Oregon, our governor um oversees schools, um she believes she has the authority to do that. So, she passed the executive order that says we have to pass a policy at a board level um addressing cell phones. Um and so, um we have to pass a policy by October 31st, which is why we're voting on it today. Um and then the policy has to go into effect by January 1st. Um so that's what the board is going to be
066doing today. we are taking up um the policy. Um I think it's on it's on the website, right? If they want to look at the board packet, you can see it. Um the the biggest change from the governor's executive order to what we've been doing in Phoenix High School over the last well now going on our second year is the governor's order says off and away all day even during meal periods. um that has not been the case of Phoenix High School. And so um that's the biggest change. Uh what we're trying to do is give our administrators some flexibility um and they do have flexibility within the policy um to make some exceptions um depending on students needs. One of those things are 504s and IEPs. Um so yeah, it's a it's a great
067example of um this kind of conversation that we have a lot of times versus lo of local control versus um things that come down from the state. And so we will be taking that policy up in I don't know 30 minutes or so. So that's where we're at. >> And our board meetings are recorded. So if you want to hear our discussion about it, you can log Joe does a great job. you can log in to the website and get the discussion. >> Yeah, at the September 18th board meeting, I think it was, we had a very lengthy discussion. We kept our staff blank that day. Um, so it was a it was a really good discussion on kind of everyone's thoughts on it. Um, one way to think of it, if you all remember
068COVID, um, I know you were all in school then. Um it it's there's a lot of similarities actually during CO the governor was passing a lot of executive orders um that we had to follow based on the way the law is structured and so um like with masks and vaccines and things like that if the board did not comply with that executive order. he personally faced fines um and things like that um back then. It's not as not as stringent with this particular issue, but it's a s that's like masks and vaccines that was a similar thing back then with the an executive order that the board had to follow. Um so real real fascinating. um you can really study up on who's in charge. Well, we're kind of both of us, but um it's
069definitely still the state in many ways >> and this is something that will probably come back to legislation depending on and if it does again I will let Miss Croft know. Um I probably spent five months advocating against the cell phone bill. So um if you ever want to talk about that we can. >> Yeah. And I think if you go you I'll summarize our discussion but if you have time go back and watch it but the board recognizes for all of us not just for you all for all humans in existence today cell phones are a distraction. Um and so we all have to be conscious of you know when it's time to put it away and get some work done or be able to concentrate and learn um and when we need them
070as a tool. Um the biggest thing um the board had took issue with is we felt like and I don't want to speak for everyone but I think I heard it from we felt like you should be able to use them during meal periods um to be able to check in with your families and things like that. So that that piece was frustrating for us um and um we know a lot of you and I think if you're seniors or juniors, you just did a survey, right? Um, a lot of you care for younger siblings or have jobs or um have responsibilities at home that require you to be able to check in and we're aware of that and um we will figure this out together. Right. What else? We got time for probably a
071couple more. Hi, my name is Aaron Chavez and um well, first of all, I'm grateful for all the other opportunities and um small or big project that you guys are doing to better our community or the school. Um, but I was wondering what are you doing or what can you do to get more parents involved or informed from all these little things that are going on because like you um a whole bunch of people are putting hours, months and and so much effort on this stuff but um parents like some of them might not know or are aware of it. Do you guys want to highlight your elementary family engagement and then we can talk about what how >> it it shifts a little bit when you get into middle school and high school but
072we're we have some strategies and plans to do that too. So >> so when I guys who are not in here but um recently Sha who's the principal of Phoenix I'm a principal at Tal Elementary we um just got back last week from a national conference on family engagement and a better understanding. So we've had a start learning journey for three, four, five years about how to really engage deeply in creating better partnerships that really support students and students learning at home and families getting involved in the process. Traditionally, elementary, we have a lot of parent volunteers. We have way more than secondary, right? Because parents are like, "Oh, you got this. You went to school at secondary." But there is an absolutely missed opportunity. Maybe you're opening too, Erin. Nice to see you, by
073the way. um to bring families into the fold of education because I think that you know what traditionally we were like home in school right separate but what we're learning through the research in the field is that without that true partnership where we uh make decisions together where we support each other in um for the work we're missing the mark a lot. So what we've done is kind of totally redone all of our family engagement events at school and at the elementary level. So conferences are no longer one-on-one. Um our back to school barbecue is not just about a barbecue. It's about engaging and learning and inviting families in. Um so all of the times we have families come on our campuses at elementary is with the intention of engaging families in the academic process,
074building capacity with our families at home to support their learning. What are the strategies? Like if I'm a kindergarten parent and I've never had my kid go through school, how do I help them? Right? Nobody teaches you how to be a parent. Yes. So, like we're trying to really build that partnership up. And um one thing we've also done at elementary is we've created leadership teams. So, all staff members are on a leadership team. Families are invited to be on leadership teams to help in that decision making process because we know without that can't do anything together, right? It's all of us together. So there's just some of those experience >> and I think just to follow up on that is just asking you what would what would help. I mean you just think of
075your parents I mean busy I mean so working so hard just to provide for the family and when we have events making sure they're relevant making sure there's shared learning uh things of that nature. It is a little bit different at the middle school and high school. You know our hope as we engage more families at the elementary that that just continues to uh uh through middle school and high school. um to to be engaged and uh to help support and we need to hear from your families as well. And so if we do um have surveys or we do ask uh you know how do we spend our student investment account funds which is another offshoot of the budget um that that's who we listen to as our families and our community and students
076and staff. I would say that like I feel like we have in our district a culture of relationship in that we value the feedback right Mr. Barry's doors are always open and that's not normal for a superintendent in that position. Anybody who will make an appointment to talk to him, anybody can make an appointment to talk to Miss Cross, myself, any of these board members. It's it's creating a culture of the shared respect and understanding um that we're here in it together. So, >> I really appreciate you using that language of shared respect and say people with um respect, kindness, and humanity and something that I constantly advocate. And sometimes I feel bad because I feel like I'm just annoying in full transparency. But language access, language access is really, really important. we have um
077some folks that English is not their first language and it'd be really really helpful to be able to connect with those families in their language and that is something that I will continue to advocate um for I don't think we have another high school here in our community that interprets um graduation. We do it and I'm really proud of the fact that we do it. But my hope is and my hope not and my hope is that we do that at all of the events, not just graduation, that we're able to do that at, you know, parent nights. And I know that there's a lot of aids that speak Spanish or uh conferences like I have seen um families having to wait so long because they're waiting for the one interpreter that's with one family
078and I think that there's still improvement for us and I love that there is this curiosity and respect that we want to give to families. So we are constantly trying to improve that and we have a long ways to go but you are the experts in your experience. We are not. So it's super helpful when we get to hear from you or your families um um and share with us on how we can do those things better. But um John just left, but I love that the new um fields there's ramps. There's some people that are elderly that might do difficult. There's you're all many of you are athletes. Sometimes people get hurt and it's some of those things that we really want to improve upon. We really want to improve access. I love that
079there's a playground over there because I had little kids when my other kids were playing it. It was just so nice to have somebody um the little kids have a place to go. So, it's those sorts of things that we I think it improves engagement because people will say, "Well, there's something not just for one kid, but there's something for the rest of the kids or for the family members that we get to welcome into this school district." So, great great question. >> I I want to make sure our student reps have a chance to do their report for you all. One commitment that I will make is we'll go through the rest of the questions that you didn't have time to ask and we'll answer them in a written form for you and get
080them back to you today. So, thank you for being here today and student reps. Go ahead. >> Okay, I will start. Hi, I'm Rachel Pepin. This is my second year on the school board as student representative and for Accentuate the positive today. Um, I just have to mention, shout out to our seniors. We had an amazing amazing night of competition last night for our human and powder puff games. Um, there was a lot of competition though. It was not as easy as we were expecting. Good competition from every grade. Um, the parade that we had also went phenomenal. It was very on time and very clean and just a lot easier to be a part of. um on the cheer team was a lot more organized for us to be able to walk and not
081be like, "Oh my god, where are we going? What do we need to be there?" Like everything was set and ready to go. So that was amazing. Thank you to the community and all of our officers that helped set that up. Um yeah, that's kind of what I felt for us. >> Hi, my name is Link Pachnik. I'm a senior here at the board and I just wanted to piggyback off what Rachel said. Yesterday went great. The He-Man and Powderbuff game. The energy was so hype. I don't think I've ever heard the gym be that loud and I saw so many students that don't usually participate in like spirit events or the assembly games on the floor playing He-Man and it was really cool to see all them playing and the grade levels are all
082just so competitive and it's really cool to ever see everyone so like hyped up and ready to go. Everyone's cheering and it was super loud. We also did a different fundraiser last night with the leadership team. We sold homemade burgers that we had made. We had the fire department come out. >> Yeah. Well, they were really good. I know Romeo ate like three or four and loved them and they seemed to go really well and it was super cool just to bring the fire department in and have that fundraiser gone and it was a it was a big hit. >> Um kind of like piggybacking on what you said there was a lot of excitement yesterday and there's also a lot of excitement um especially for the underassman for homecoming tomorrow. Um also on the
08324th of this month it's going to be a leadership symposium at SOOU. uh some upper classes were invited to attend or even are like scholarship opportunities for them. >> Um I just want to talk about thank you >> that we are doing um sotober and so we each grade level tries to stick as many socks as they can into these bins and we're all very competitive. Um, but also really cool that we're bringing the students in to donating to other people that don't have as much and that we're kind of showing that through games and books. >> I have a lot of things that I hope for. Um, tomorrow is our homecoming football game. It is our last home game, but it's also our senior night. So, it would be great if anyone could come.
084There's going to be a halftime performance and we'll be announcing the homecoming court and recognizing all of our seniors. So, we really appreciate it if you guys can make it out to that. >> And volleyball senior >> volleyball night is tonight >> tonight. Sorry. >> Thank you all for the amazing questions. Mr. Barry was right. Those were you guys every year you bring you set the bar even higher and really really appreciate all >> want to recognize Miss Robin. She has a really busy week and so thank you. >> Right. >> Oh she she doing half time on that. >> Go ahead. Okay. You all you all ask >> okay >> if I don't care. >> Yeah. >> We have anyone online that wishes to provide those comments? >> There was no one earlier and
085there still is not. >> Okay. Gotcha. Um, is there anybody in person who wishes to address the board? I think so. By the way, principles, you know that I adore you, right? I was that accentuate the Okay. Um, we have um the PTA or yeah, PTA wasn't able to make it today. They did um email an update. They asked me to read and I told them I would. I'm gonna do that now. This is sort of Sandra Trangelo. Um, see if I can My email will load. >> Michael, I have it in board book. >> You have it? Oh, you do. >> Oh, it's in board book. Sweet. Um, and thank you, Diana. Okay. Um, our members are looking forward to the full day at the end of quarter one focus on grading and reporting.
086We are glad that remains as part of our protected time in the CBA. Um, one concern we have is discrepancy in kindergarten class sizes across the district, particularly with TEES having kinder class sizes of 27, which is well above the guidelines set in contract. We're looking forward to continuing to work with the district problem solve this issue. Uh, we have had a good start to the year with building level and district level labor management and appreciate the communication and problem solving that occurs with this process. Thank you. That is update from TA. Thank you. And yeah, I know we know we have a big kindergarten class, so appreciate all the efforts to solve that. Um, okay. Uh, superintendent report. >> Thank you, Campbell. >> Took a while, but we're um as you heard, today is
087National Bosses Day. I just want to thank you for your support and advocacy. uh I know there superintendent and staff around the state um who um don't necessarily have the authentic support and care and um trust. Uh and so I really appreciate that and thank you for allowing us to do our job and and put people in the right place to carry out the mission in this district. So thank you for that. Uh wanted to share uh Mike D. Roast is taking the marching band to Napa High School in Napa, California, November 7th through the 9th. They've been doing that for years and years. Um, and it's such a cool event. And, um, I was happened to be down there one weekend, shoot this prize 16, 17 years ago. Um, and ran into the the
088band in Deer Daily Square and just they were having a great time and I know it's a competition as well. So, I really appreciate all the hard work that goes into that. Uh this month is National Principal Month. Uh we did share some goodies and honored our building leaders um at a administrative team meeting earlier in the month and I just want to publicly thank them. Uh what you see is what you get with them. They are uh truly um servant leaders for our kids and our families uh and this community and you see that every day in our building. So thank you to the building leadership who uh help carry out and support our mission every day. Uh in your packet I have a few different um justformational uh um handouts. One being first
089student that's a transportation update. Uh and I think and that that um um flyer doesn't have tell all the story but I think we are very close to having more drivers and buses for the first time in many many years. Uh Janelle and her team are bringing on some great people. Um, I think the professional development and training they provide uh is amazing and we've uh it's been a good uh partnership obviously and and um oftentimes no news is good news and we haven't heard um too many bus issues uh this year. So thank you to Janelle and her work there. Uh I also put in some guidelines PACE put out. you probably saw that uh about um speech rights and it for students and staff and uh school boards and so there's some appreciate
090the Oregon school boards taking the lead on that and an initiative to get that information out to all school districts uh in our state. Uh finally, Project Youth Plus has a flyer there that talked about some information and features Rachel uh on the front of that flyer. Uh and so uh thank you for their partnership and all they uh provide uh for our students and our um you know kids that were really looking for extended opportunities behind beyond high school. Um and I'm hopeful we'll uh get through this agenda in a timely manner, but about 12:20ish I have a um meeting at SOU I need to get to by one and so I might have to duck out early, but I'm hopeful to be able to get through that. That's all I have. >> Thank
091you so much. Any questions for Mr. Barry? >> I do have one question on the PACE handouts. Did you hand them out to the schools as well? So, the teachers >> we sent them to our uh administrative team, but we'll make sure that they have them for uh our staff meetings. And that's a good partnership with our association to make sure that they can help review some of that as well >> because right now that's the number one question that Pace gets daily. Um and it has ramps up the calls quite a bit as you can imagine. So, it's something that P is passionate and on the pace board I have to like push it because my job. >> Great. Thank you, Mr. Barry. Um, next is the consent agenda. Um, do I have a
092motion to approve the consent agenda? >> I move to approve the consent agenda. >> Thank you, Rebecca. Thank you, Nancy. Any objections? hearing. None. The consent agenda is approved. Next is information and discussion. Um Don uh provided an email update. Well, well, it's not all good, but it's um and uh there's an Oregon legislature report in there, but do you have anything else to add, Tom? >> Um I saw that the niece had put in um lots of stuff. I was just going to say that yesterday an email went out by OSBA that they're now there was a little bit of confusion about the board of directors spot. >> Um originally we were said that it was appointed but Lenel our wonderful um admin assistant read the bylaws and found out that we cannot appoint
093the board of director position for Southern Oregon that it has to be nomination. So, we're doing a quick one month open for nominations and one month voting. The email was sent out to everybody. We'll talk about it on Monday, but starting yesterday, the nominations are open until November 14th. So, it's a pretty close um thing. What that means is that there can be another board of directors for this is a two-year spot while I am president and past president. >> So, that I'm still gonna be on board of directors. promise they won't kick me off yet. Um, I went to Utah with the NSBA and I just wanted to say that it was the Pacific region. So that's Alaska, Oregon, Washington, Utah, and Nevada. And it was all the executive teams of the presidents of
094the association and and the vice presidents and so on. And it's really good to get together to hear sometimes we're all on the same stage, but sometimes there a stage ahead of us or sometimes there a stage behind us and working together to come out come up for solutions to kind of have a a West Coast voice is really important and it's really nice to to be in that setting and be able to talk about things and everyone is so nice and trust and you can just like say it how it is and everyone will just be there. Um, and then everything else I've been covering in the emails that I sent out. And then we'll have our meeting on Monday at Ash Hotels. And there's going to be a lot of discussion and a
095lot of things that you're going to learn. >> Awesome. Thank you. I if you haven't let Denise know, let her know if you're going to make it I did. So, >> or if you have food restrictions and >> not even seafood. Just want to say the interim session report is from our consultants um Greg who advocates for us up in um um legislature and we had kind of a discussion a couple weeks ago on um this short session. Um there are absolutely sounds like no fiscal bills that will be allowed to get through on the floor in the short session which is understandable. Well, yes. Uh, yes. Read that email from Don if you haven't already about the pretty unprecedented tasks happening right now about looking at midyear cuts. So, very concerning and yeah, >>
096I just want to say thank you to Deb Spring Global. >> Yes. >> Uniform. It just makes it so much easier. And we I am incredibly grateful for your organizational skills and how you just make things incredibly easily accessible and you have this beautiful wisdom that you're constantly thinking how can I help this process and I'm really thankful. Thank you. >> Denise loves board. >> I do. And just to let you all know, sometimes Denise doesn't put it in the board packet because I forget to give it to Denise because when I send it out, it only sends out to our region and I have to separately remember to then send it out to Denise. So sometimes it's my fault why I do love >> Okay. Next is OSBA legislative policy committee nomination. So this
097is just basically letting us know who the candidates are and then we'll take action at our next meeting. Is that right? Okay. And I and I would just real quick I know we're I would recommend I think all three candidates are going to be there Monday. I think they're all gonna have a quick time to talk, >> but also um >> if you you know feel free to go talk to them during mingling time if you want to know more about about them, I encourage you to do that and so we can make a a good decision. All three are good candidates and I think it would be good that you all have maybe a chance to know them >> and and I I just might want to make a comment. It just doesn't happen
098that we have three good candidates for that. I think Don has done a lot of advocacy and reaching out um and getting that because that you know we've kind of held that role and uh for many many years and and not much participation around our region. So thanks for those uh outreaches to get people involved. night underscore that you are in an incredible community mobilizer and you represent our um region so well and I'm just grateful that you have the time and capacity to do this because it's a lot of work and it's a lot of work that we never get to see behind the the scenes but yeah like what a wonderful challenge that we have for being a great candidate but a lot of It has to do with your this accessibility for
099people to come to you and ask questions and you oftentimes have such generous heart to say how can I help you? I you know you are so incredibly involved that you have a lot of um information and knowledge on how how the wheels just kind of continue to spin. So thank you. Thank you. Thank you so much. >> Thank you Richard. Thank you. Yeah. >> Um, okay. Uh, audit committee appointment. Do we need to point Rick or is that just assume? >> Maybe we do we call on that call or require him. >> Well, and that's a great thing when you're not present. >> Yeah. Oh, he did agree to it. >> We said he would. >> Yeah. Yeah. He has to. Yeah. Um, is there is there anybody else who would rightly serve that?
100Maybe it's basically one meeting with the auditors. Do we know when they're going to meet yet or is it >> typically it's in in December, but we have that um they're going to be in doing the full audit next week and so we'll we'll see kind of what kind of a timeline. >> Okay. I could possibly do it if no one wants to. But >> it's helpful to know I'm glad that you as that question. It's helpful to know like what the time commitment is. >> Yeah, it's basically one one hour meeting. >> Yeah. And we can do it um separated. I mean we can do it even try to schedule depending on who's in that during the lunch or or after work or or so. Um and it it's it's >> I don't know.
101It's really informative in there. >> Yeah. helps understand what the audit process is and what it is probably too. I don't think we we need to decide today. >> We can we can we can even bring this back and say hey this is the week we're looking at doing this um per se does this week work for people and what are the best times. So I mean Rick obviously but it's nice to have another board member. >> Yeah I I can do it. I just want to give other people an opportunity to I will make it work. >> Yeah. Um okay uh interd district transfer report >> this is uh well in my time here this is definitely the best interd district transfer report we have seen and you look uh just overall in the
1022526 totals we are plus 37 just this year and if you look at uh what that looked like last year um you know we were we we were negative and so that's a that's a huge huge uh lift. I know many um many appeals have come to the board and we've held firm on kind of the stance about hardships and it's uh it's making a difference and we know that we provide a great space for kids and families and and believe in our schools and want to make sure that they um you understand that and hold that line on those hardship uh um transfers. So, uh thank you for that support. Thank you for your dedication to that. And um as you heard from Kent earlier, word's getting around that we provide a pretty good
103service. And um I imagine we will have more uh in slots. Just look at our um you know, we're up in slots plus from just last year. You look at that total of 161 students overall in the last couple years this program. So thank you Denise. I know this is not um along with Mo'Nique in our office. These are um it takes a lot of time and organization and dedication to make sure that we communicate with all our families and get these numbers right. And it's nice to show some positive trends. >> Yeah. And I think I think you know holding the line as it were is is really about fairness and consistency for families. That's really what it comes down to is um yes, we're we're holding to the standard, but we're doing that
104so that we are fair and consistent to everybody who has a request. That's huge. >> And just of note, I mean, I will say we've had a number of sometimes up 20 plus um uh kindergarteners asking for child care transfers out and that number drastically reduced. And I I have to say it's because we have preschool option at Downtown Elementary. Um we don't have as many uh families going to preschool at in Ashland and then making connections for child care. So that's that's a huge investment. Appreciate the partnership with the Ash Y and it was good to see those numbers come in and and kind of come true what we were thinking. >> Okay. um board meeting calendar review. Um what this really say is Michael's request to change some board uh days. So I
105I got a job in a neighboring district and one of the requirements of my job is to attend board meetings which often conflict with our board meetings. Um but I'd like to remain um active on our board. Um, one of the things that would help me do that is if you look at this calendar that I've provided, um, if we are able, so it's basically five dates, um, February and March, um, there's some dates in there's some dates later this year, 2025, I might have a conflict that I might just have to miss or um, I can work something out with my employer. But um there's the two meetings in February, the two in March, and then one meeting in May. If we can shift those to Wednesday um and I don't take this request
106lightly, but um it it was hard to even kind of bring this um but um if that's something you are all amendable to, that would be greatly appreciated. um uh just to shift those from the second or the first and third Thursday to the first and third Wednesday of those particular five dates. So I'm not going to participate in any more discussion but you are are welcome to discuss and then um if if there's um if people are open to that we can bring it for action the next to you all. fine either way. Last time was maybe go back to parks. >> I have one slight conflict, but I don't 100% know. Um but I think that would be fine because um if I misqued. >> Yeah, I recognize the domino effect and I'm
107very sensitive to all of your schedules too. So >> yeah, I might be going through a pace thing and we'll see what my travel Yeah. So I maybe do it online. I don't know yet. >> Okay. Got it. >> And just to put a plug in as we start looking at the calendar next year, we can obviously get some, you know, things in place whether the in and neighboring district didn't used to always they were on Mondays for years and they just recently moved it to the first and third Thursday. Um and so we could look at if we want to keep it on Thursday, second, fourth Thursday. So >> yes, >> be careful. >> Well, I appreciate the consideration and the opportunity and you know, I thought I think it's cool that they were
108supportive of me remaining in this role. Um, as long as I can work out the scheduling conflict. So, appreciate the consideration. Do we want to do a recess? Do you all were you all planning on sticking around for cell phone fireworks or I don't fireworks, but there could be. >> Um, do you want to just proceed through or do you want to take a quick break? Everyone want need a break? >> A break. >> Okay, five minute break. We'll come back. >> Five. Five minutes is really 10 and it's school board recess. >> Okay. Our next action item or first action item is this waiver for higher ed and career path bills. You want to >> Yeah. Just a a reminder from last time we um had this discussion is it's it's just kind of
109an insurance policy. We don't know what the budgets are uh going to happen the next bianium. We are going to teach uh financial literacy here uh next semester. We have the only teacher in the room right now. Um, and we plan on doing the career and college uh um outline for our students, but um we don't know what that will look like in a year or two. And so we're hoping for a waiver just in case we have some challenges implementing that for the 2027 graduates. Okay. Do I have a motion? Move to approve the application for a waiver to grant a one-year extension of graduation requirements in implementing the Senate bill for three. >> Second. Thank you, Rebecca. Discussion. >> Appreciate the efforts to provide this. I do think it's important. I think we
110all recognize we talk about it all the time unfunded mandates. Um, so, um, and from what I understand, this gives you the flexibility. Um, and I know that you're working towards making sure we're also meeting the requirements. So, thank you for that. Um, okay, we will vote. I'll start down here with Don. >> Yes. >> Rebecca, >> yes. >> D, >> yes. >> Holly, >> yes. >> I vote yes. >> Approved. Okay. The moment we've all been waiting for since July. uh working board policy personal electronic devices. Um yeah, there's lots of stuff in here. Um do we want to start with a motion and then we can have some discussion from there? >> I move to approve board policy JFC personal and electronic devices as presented. Second. >> Thank you, Paulie. Thank you, Diana.
111Discussion hearing. None. We will vote. >> Should we just go ahead and let you go first? >> And the students have things to say, too, by the way. >> I I'm sorry. Start with >> Yeah, let's start with our students. That's a great idea. >> The question, what did you all just approve? >> We didn't approve anything. We we motion and now we're discussing and then we're going to vote. >> Nothing is done for >> like >> okay so I was looking through it >> and I saw that there was the request for personal electronic devices exception. Um, is this only available to students that have an IEP and a 504 or are there other exceptions available? >> That's a great question. >> That's actually the AR that she's referring to. >> Yeah, I thought
112>> Yeah. So, um, if you look at the AR, um, there's I interpret these to be pretty broad. So if you look at especially the second and third check mark on there um accommodate the individual circumstances of the student um and then the next one further specific edit educational outcomes for the student. We interpret those to be pretty broad and it's our um desire. I don't want to speak to everybody but what what we're considering today would give our admin flexibility to make those determinations. That make sense? Okay. What else? Good question. Um, and then would that also be like if somebody had at home thing going on like that would also work for that too? >> I would think so. Do you want to weigh in on that? >> Like PT you're talking about?
113>> Yeah. Like if online school >> No, like if um there's something going on at home where they need to have access to their phone. >> Um >> Yeah. >> I don't know. You can make a special accommodation for that. to me that falls under the individual circumstances of the student. I don't know if you want to weigh in on that, but >> yeah. So, so I imagine um what would happen is we would create like an internal process of how students might be able to bring those things to our attention. Um that would probably be housed in like a counseling or student services department, right? because those are often times we have staff members that students start kind of divulging that information to and then we can create a process um with that and
114I think that yeah that gives us a little bit of space to to do those things. Do we need to have a mic for >> about that? >> You might need it for >> online when you watch it later include the last page sometimes. Sorry. >> Yeah, for sure. >> You want me to repeat? >> You might because if students are watching it back, but they might not want the last. >> Thank you. So, what I said was that we would create an internal process for a situation like that that would most likely be held inside of our sleep services department as students are most often diverging um some of that information to their counselors or maybe even a grad coach who would then probably connect a student with a counselor and that would help
115us be able to determine those individual situations. just someone else can go maybe can think of it. >> All right. Well, so you guys mentioned that this was from Bell to Bell and it's going to take effect in 2026. How do you guys plan on this a question for Miss Cross, but how do you guys plan on implementing this like halfway through the year? That seems like kind of a difficult transition and like how are you going to enforce that because students are not going to appreciate that change. >> We agree. Um, >> yeah, I can just take a little bit. I mean, it's definitely going to take a lot of communications. Once we have a policy in place and know that we have to implement it when we come back in January, we'll probably
116frontload a lot of that information uh as we go for break and then do a lot of reminders um as we come back from break. And I know that uh anything with the new policy, new rule. Um we implemented a new cell phone policy last year and I know there was some you know some maybe some growing pains but some you know understanding of hey this is the expectation and um just really a lot of communication and a lot of clarifying what what what is appropriate, what's not appropriate. I don't know if you want >> that's exactly what I would say. >> Okay. Um, are we implementing any of like the bags or boxes that phones have to go into or is it just it needs to be out of sight, not in pockets like
117in backpacks or in your car or your locker or is there like those like time zip locks? >> We are not. You can >> Yeah. No. Um, we happy about that. I I will say when we had like the listing session with with staff here at the high school, um, those were discussed a lot. I think everyone was kind of curious about them, but they present a lot of logistical challenges, too. Um, and one of the biggest things is just like imagining students lined up to unlock a pouch. Um, we had safety concerns about that too. So, um, I think it was, you know, it's great idea and the idea of just eliminating the temptations like why I try not to buy donuts and keep them in my house. Um, but, you know, they're also
118expensive. So I think they're like 20 to $25 a piece. So we opted just for and I think it's it's pretty broad in terms of just >> Yeah. >> to be put away somewhere. >> Um what about if there's students that are leaving campus for lunch? >> Yeah. >> Doesn't doesn't apply campus. Um, I was going to say I will be supporting the teachers with these students giving a lot of backlash and things like that and I think it's been very questionable for them and like how are we going to help them through that? >> Yeah, it's a it's a good question. I mean, I think I think one of the important things to remember is that the change really has to do around meal periods. We already have something in place that says we
119don't we don't use them in class unless it's for a specific educational purpose. Um and then um but this came up too in our discussion and um I think it's you know many of the same ways we always support but I don't know if you want to speak to that a little bit more miss cross or just very just about supporting. I think just in general I mean it's about consistency too about you know all the adults in here just you know understanding the policy what's appropriate what's not appropriate and everybody kind of holding that line and it makes it easier for uh the entire staff to be able to you know um I mean enforces just hold people accountable on yeah we we are out of sight out of um you know cell phone
120policy during instructional time >> I modeling >> behavior. >> I have one more question for for the request form, the proposed form. >> Is this able to be filled out like by a student or can it only be filled out by the parent because it does have the parent or guardian um name and phone number, but is that able to be filled out by a student if you know they're not with their parents or guardians? How are they going to be able to fill this up? >> That's a great question. >> I was sure there would be some avenue for that because we have that situation. >> Yeah. >> I have a question. So if this were like for the exception, if somebody were to fill it out and they could use their phone like
121during class for example like for the Bible or like any medical reason, how will teachers know that that student is like able to use the phone? That's also a concern of mine. Like how will they know? How do they keep track of that? Each student let me ask this question. I doesn't well when my kids were in school, each student's IEP was go was gone to each teacher. Yeah. >> And so the teacher knew and then my son also advocated and let the teachers know that he was on the IEP so that they could because sometimes the teachers want to set things up. They read the IEP, but then they want to know what's best. So I think we'll just have to work on communication, but in theory, every teacher should know what child is
122on IEP. And then you bring up a really important actual you bring up a really important question and it makes me think of well the teacher might know who which student how do you all how do we also normalize it and convey to the rest of the students because otherwise it'll create this discrepancy and it'll create this like well why do they get right without really outing people's private >> uh federal one plan or IEP or anything else. So, I'm really grateful that you asked that question because as we're thinking about how do we roll it out, how do we massage the messaging so it can be um so we are all under the same understanding with the same language. I think that that's a really really important um highlight so we can be really
123thoughtful about how do we protect again that individual's privacy while also not >> why is so and so able why are why are they able to use the phone and not us. So thank you that's a really great consideration. >> I think the other thing is like exploring alternatives that exist to a cell phone. Um, I think that work is already happening now, but just, hey, yeah, you need to be able to do this. Can your Chromebook do that or can some other device do that for you? Um, >> a pager. I don't even know what >> Yeah, like Chrome books or, you know, translation devices, things like that. um I know or things that that already exist, but those are that's why it's important and this is where I think you guys can lead
124in setting the example for your classmates of you never know what somebody's circumstances. So I think if we all worry about ourselves um and model that as a leadership principle um that will help um set the tone in class too for what's going on. Um, I also think that it would be a good um a compliment if we were able to put in another telephone in the office that students could use >> to call home cuz right now there's only one and they have to like ask to use it >> and it's like oh wait I don't know the parents phone number blah blah but if we were able to have another phone in the office that students could use to call home I think that would be really beneficial. Why did he have problems?
125>> Mr. Barry read that >> he'd probably be happy to take his phone from him. >> And the British Red >> I would also say another concern is substitutes. The teachers might not know, but the substitutes might not. And I know when my child was in school, that's when the bad days happened when the substitutes did not know the IEP plan and did not understand. So, I think that's something to be really cautious about. I know something I was hearing a lot of people saying is that um there's a lot of blocks on Chromebooks and so when they're like doing projects and stuff like that, they're like, "Oh, I I can't research this or whatever." Um so then they just end up doing it at lunch with their phone or things like that and they
126can't do it at home because they have sports or whatever. Um so I don't know. And then when you request to have it unblocked, it takes a really long time and I don't think you get an apply or something. But um it does get a little bit confusing. >> That's really good. >> There's like really random websites that are blocked that our teachers are like, "Oh, go on this website and do this. We can't do it because it's blocked." >> We look into that. Yeah, that's really feedback. >> That's and that I think that's a good example of sometimes good things can come from things that are a pain in the butt. Um like that, right? Like we have we want to keep our it safe and secure for all of you, but we also
127want it to be able to work for you, you know, feel good. >> Yeah. Yeah. In the >> have a response time that's in time manner. >> Yeah. the timing of it and what it looks like. And I just so you know what how that works. If they get that information, sometimes they have to get back with the teacher or the administration and say, "Hey, this is an appropriate device for your curriculum." Uh, and then and that does take some time when you need to have it in two minutes. >> Um, I think another thing that would be beneficial with this coming into place is I don't know if this is a board or a school thing, but improving the Wi-Fi connection. Yeah, >> because the Chromebooks take a really long time to connect and
128will often disconnect and then connect again. But if I'm in the middle of an AP test, >> it loses my support. >> Um, and so I think if the Wi-Fi connection, especially if there's another like communication that we're going to bring to the Chromebooks, >> then it would be really important to have a stable connection with that and just life in general. Yeah, agree. >> Mine has dropped a couple. >> So, yeah, >> it's it's >> and this is so this school opened in the end of 2020ish. Um, and so our tech department continues to re-evaluate every couple years about where our Wi-Fi connection is, where the strengths are, but we're only good as the information that we do receive and say, is this part of the building? I mean that the still the old
129section of the gyms in the theater. I don't know if we will ever crack through those cinder block walls, but we we do have some um some different um technologies and have some Wi-Fi in different areas. >> There definitely certain classrooms where it's like I cannot connect with my English classroom >> and we're always on our computer running class. So >> what's a good mechanism exist now for students to share that feedback and could we have like a picking system that could go to it that students can say my just real quick my Wi-Fi cut out in this classroom and that way it can >> I I would say that would be the teacher in that classroom to do that. I mean that's a pretty easy we can get on there's a pretty >> slick
130ticketing system to tech or maintenance facilities for that matter >> um and and just say hey can you just and maybe it's just can you check this out there might be a situation where we had a power outage and a switch was you know turned off and sometimes we we understand that I will tell you John's not here but we have some technology on a roof here that's actually been out for a couple months in our lab that we it didn't signal us and so that will get um that will get replaced next week. We were just in a meeting about that. And so that could be why some of these uh Wi-Fi connections are are having some challenges, but um it was actually through our safety meeting. And Rebecca heard that yesterday, too. Um
131that we uh have cell phone uh technology and Wi-Fi um to to we have some really good technology, but if it's not on or it's not working or if it's disabled, we just need to address it. So that part's been ordered, it'll be better. So hopefully we'll see some improvement just with that and if not we'll continue to monitor that. >> I believe John said the firm won't be here till next week. >> We try to update you about that but working for you. >> That's that's I mean that's really good. So that's good feedback. You know make sure I'm sure your teacher spirit but you know not everybody knows about everything right. So if you can if you have that happen, you can say to your teacher, hey, can you file a ticket with
132it? That's, you know, lets them know that the library didn't work. Um, that way that's that information is getting back. >> Is there a way for students to directly do that? Because teachers have a lot on their plate and I'll say I'll give them a paper and they'll be like, "Oh, it's gone. I don't know where the paper is." So they can't have a physical thing and always keep track of it. having just a mental note of oh this student in this in these class periods gave me a message it's going to get lost >> we could probably we could kind of brainstorm a process and that >> or the um librarian >> and they should be able to put in tickets for >> but yeah there isn't a way at the moment for students
133to directly >> yeah so we could look at different avenues with other people that have um have insight on that could submit a or she about students. Great. Anything else? >> I have a question just about the executive order. Um just about like your guys's understanding because I don't know falling back on you. >> Um it said that the purpose was to support student mental health, reduce distractions and promote states of focus. Um, is there any research behind this order that shows that it would support students mental health instead of asking them? >> Good question. I asked for research about not allowing them during meal periods and they didn't have any for me. Um, but but there there is a lot of research on um on the effects of technology and mental health. I think
134a book a really good book I'd recommend is the anxious generation. Um other than that I'm I don't know is the governor site specific research? >> The governor did not but I have done a deep dive into this and there are podcasts out there that are pro the anxious generation and then against there's a really good one with two mothers that are pediatricians that talk about their concerns on this and so you can find it if you want. um help finding those podcasts because I listen to podcast because I'm usually driving. Um there's a lot of information and you can go on whatever site you listen to podcast and put in like cell phone and school all these podcasts that show up. Now again podcasts are podcast so the actual data to tweet behind them
135is different but like if you look two I assume two pediatricians are going to have more than you know somebody you know a McDonald's worker or something so um look into that but there's a lot of information on podcasts and they're um very helpful but I don't know if the governor read the or the podcast >> yeah and I think I think there's a lot are you all familiar with the concept of like peer reviewed research I'm sure especially AP. So I think that's important too. I think there is some pretty substantial peer review which means somebody does a research and then multiple people weigh in and come about that process was yeah go ahead. >> I think too it would be really interesting to see if this topic is something that's going to be
136coming up at OAC in the next couple of weeks. I don't think that you guys will be the only students at that uh at the table there that will have questions about what is happening there. So, it would be a really good opportunity for you to exchange and network with some other um students in other schools who are facing I mean this is a statewide situation. So, kind of seeing how other schools are doing it to gather some feedback >> could be really beneficial and I think like the work to be well pieces will definitely probably be bringing this up. So that's why I bring it up around. But >> I I think that it is um this is a really good opportunity for people to have conversation back and forth and that's actually really
137highly needed in these times because I think that there's pros and cons in every which direction. I can see why they um the governor would have silent mental health. There's a lot of bullying. There's it's so distracting. Um, we're so fixed on like this daily there is tons and tons of research around how distracted we are and this is an effort to support students be more focused to give you the best opportunity. This learning opportunity and there's also very valid points that sometimes we want our phones to be connected with important things and things kind of get muddled, right? the the really valuable aspect gets muddled with the less than desirable aspects of technology and internet and connection. So, I I I'm grateful that you have so many questions, and I think it's it's really
138critical for us to continue to have multiple points of views that really allow us to have dialogue so we can come together for a mutual benefiting solution because I know that this is intended to be well and it's also challenging like other Um, is there a resource for parents to um voice their concerns >> um about this and like about their situations and things like that and what they are concerning about >> there's many but for this particular thing what we think the best I mean I think we can we can um when we do our communication to families and say, "Hey, this is the policy we're adopting or not adopting, whatever you said." Um, that we can kind of give them resources. They can always come to a board meeting and do public comment
139on that. And that's what this board will hear. And then there's um probably an avenue that they can have some state uh advocacy as well. And we can share some of those things that that may come up. >> Are we able to have like town hall meetings where people can actually engage in dialogue? because in board meetings all we and it's super weird cuz they can speak when we can't respond. So, it feels disconnected. But I'm curious if we might be open to having um some sessions where people can come and get information. We can verbally share what these processes might be. Um we can answer questions because sometimes it's just about us processing this anxiety. Like we hear of something new and oftentimes human nature is too like oh that's so scary and in
140reality if maybe if we understand it better or we can give re verbal reassurance of there's actually a thoughtout process there's this avenue if you really need to get a hold of your student or your student needs to get a hold of you you know what does it mean we were able to get into the weeds that might be beneficial but I'm not but I also acknowledge that that takes time more time and from um administrators and parents and so forth that it it's possible that we can do that. >> I think that would be really beneficial. I was invited to a city council meeting um by the mayor of Phoenix not that long ago and they yeah it was really cool they were able to like engage in discussion. So, I think if yeah,
141we had like a group of parents or some of some that wanted to voice their concerns, I think that would be a really good place for that. And sometimes we just want to be heard, right, and not dismissed. And I think that I struggle with the um structure of board meetings and people giving public comment. And I know that that's the way it's intended to be, but it it just feels weird. I'm going to share this and then there's no response. I don't think it's very humanentric. So my hope is that we can have opportunities for people to come and have to be heard expressed. I'm not saying that that changes um people's points of view, but there's some sort of dialogue and engagement when we can bring people in to help us even think
142about better solutions that we might not have thought about. >> Have one more about a possible solution. um not solution but the but kind of building off the adding an extra phone would be to have like pretty much like a phone booth because if it's something so dire that you need to talk to your parent about it while you're at school >> it's not something that I wouldn't be talking about in the middle of the office with students teachers around >> but also if we have one phone booth and there's three students that need to talk to their parents right then and there about an emergency, they're going to feel really antsy just waiting for this phone booth. So, I think >> there would have there's going to have to be like a >> few
143different like quiet merch or something that we can offer students to have private phone calls >> for sure. First of all, I love the like reminds me of when I was in high school um phone booths or pay phones. Um, but but I think this is where and I think this just if if I may before we go to vote on this, I've I've gone full circle on this policy. I got in trouble at an OSBA event for um, you know, speaking out against the just kind of heavy-handed nature of it and the inability for us to really have any flexibility at all. Um, you know, I think Don wants to vote no. I don't know what she's going to do today, but I think this you can go first. >> Yeah. I I think
144but I think just I I want to say my piece because I think it speaks to what you're talking about and um where I've landed now is that we have a lot of important things to focus on. Um I I trust Miss Cross and Miss Ooa and Mr. Joy and the staff at Phoenix High School um to support you all so that if you have something that comes up and you need to make a phone call, I trust that you can communicate that to a staff member and that you've been granted the flexibility to take care of what you need to take care of, especially in a in an urgent situation. I mean, we could certainly look into the phone booth idea, but I think a simpler idea is just let's just use common sense
145about this. Um and and I that includes during meal periods. I trust that Miss Cross and her team and our staff um who have far more important things to do during meal periods by the way than walk around enforcing whether you're on your phone or not. Um I trust that they will manage this in a in a student centered way and in a way that makes sense. And so to me, I've kind of resigned myself that we just kind of have to jump through the hoops and do what the governor told us to do. As far as what that looks like in reality for you all on a day-to-day basis, um I trust I trust you all that to, you know, that that you can work that out and that it's um that it makes
146sense. Um, and um, I'm certainly not going to be showing up at lunch, you know, looking for students on their phone. I can guarantee you that. So, um, so I think, you know, it's a valid point. We can look into those things. I think the extra phone in the office is a great idea. I mean, you guys, um, it would be kind of cool to find a phone, like an old phone, and put a phone in there, but >> yeah, the red phone is pretty cool. You guys can decorate it. Yeah, she could build you one, right? >> Yeah, I love this idea. I love this idea. And and >> she's like, now I want to follow, >> right? >> I don't ever >> I want to say that, you know, I also trust our
147staff to be able to manage those situations and I trust all of you that you will, you know, um I and I think you have. I think you all have done a good job the last year and the quarter um of managing this. So um yeah, so I'm I'm going to vote yes uh just because my my I feel like once again, you know, our hands are tied. Um but again, I I trust our staff to manage this in a in a way that makes sense. >> Thank you for having me. Of course, I appreciate all the thoughtful suggested requests. >> I have concerns, but >> I just have concerns surrounding the disciplinarian actions. Um, just are we already doing these things or like we're taking people's personal items in the office? Is that something
148that's already being done? It's the same. Sorry. weird but fine. >> Um, at the last board meeting, I was not here, but I did watch it online and there was talk about polling during the I don't know what you call it. I want to call home remedy >> the advisory uh the students but I didn't see any report on what happened with that or if we did that and I I I have I feel I have talked to a few students about this to see what their pulse is and also with staff but I don't know if we actually did that or what their end result was >> I thought you sent that out to everybody >> I actually sent it to you guys but you can you can generalize yeah >> so so First
149of all, actually, as a mindful, I dropped the ball on that. I was supposed to have that done a couple of weeks ago and then when the board meeting got cancelceled, I was like, "Oh, I'll take care of that later." Um, so I apologize. Um, but I did send that out. I'm going to find it right now. So, essentially, it was a two question survey. We just had our juniors and seniors fill it out um in advisory um on Wednesday, yesterday. Um, but we could get information from freshman and sophomores if needed. The questions were just are you responsible for um younger siblings after school, yes, no, or occasionally. And are you responsible for um transporting student or younger siblings to events like practices, etc. Same options, yes, no, occasionally. Um and what it said,
150caring for younger siblings. We had 107 responses. Um about 50% of students do care for younger siblings after school and about um like 36% are responsible for transporting younger siblings either yes or occasionally and I can send that to you all. >> So like 107 out of how many people answered this? >> We have about 150 seekers. Oh, sorry. Juniors and seniors, we have about 250. Yeah, of that. >> It's probably pretty representative. >> Yeah. >> So, are you ready for my comments? >> I've been waiting months for your comments. >> Okay. So I think you shared a lot at the last meeting but I have several concerns about this. Um one is it's unfunded even if I have utmost trust on the staff but it's putting a bit a bigger burden on them. Um
151even having the phone the the room for I think all these ideas are great but I keep on thinking staff time money time and we need to be spending staff time and money time on other things than cell phones. I mean, student scores, getting kids ready for a career in college. I can the list can go on. I'm also worried about the equity as aspect. There's a form when you can fill out. Some family members have parents who have a lot of time with the school on this first day and some family members don't. I'm worried about language barriers. I'm wor worried about othering. Um, when I was at the OSBA, they talked about students that work, students that there's parents may not speak English, so they could have cell phones. There's a lot of
152othering. And so now you have the ability and there's so many options that it could happen. And being fair, having staff try to figure out what's fair. It just seems that trying to be fair, I can see actually being unfair. And I have a real big concern about that. Um, I just read an article this morning about Springfield High School. They've been their um, trauma is way different than our trauma that we've experienced, but they are going through issues with the parents and the trauma of some events at Springfield. And that's a big concern, too. When on days that are high wind days or days of the anniversary of Alita, that's a whole different ball game. Um I feel like it needs to be flexible. Um I am not convinced this is best for students
153and I also just so Springfield's article they have done it and they said oh there's some things we need to change. This is what I advocated for months. right now, the way we have it, if there's something that needs to change um because of whatever or new technology that comes out, Kaitlyn can change it right away. She can sit cross and get on there and say, "Okay, starting um when we get back from spring break, we can do this." The way the policy is now, it has to go through the board. We have to double check it for OSBA. It could be a month to change things. And I looked in the consequences of what would happen if the board voted no. I'm voting no. But if the board voted no, I asked several what
154are the consequences. Right now there is no consequences. There is it's not a division 22 standard right now. There's no rules to it right now. Some of the consequences could be I asked someone at OSBA and they're very thoughtful. I don't have the email in front of me. Um, some of them could be parents would be mad. Some of them would be that you know the governor would be upset and to them I say come to our school and talk to our students. We have great students that can explain why this policy may not be best for student. There is no um another thing was other other schools might be like well you're not staying in line and we look bad but honestly I think that I feel like our district has proven time and
155time again that we do what's best for students. We have a good name of work of standing up for our students, voicing for students and trying our best. We have a way to go. Absolutely. But I think everyone in this room would do whatever they could to do what's best for students. And if any board was able to to vote no and say, "Look, we need to relook at this because it's not best for students," I think our board would be a good model because we have the track record of showing that we do what's best for students and we have the respect of of um our communities and statewide. Everyone knows that we try our best to do what's best for students. So that's just my long winded thing, but I just really I
156really have a lot of concerns and it's definitely an unfounded mandate. Every time someone speaks about a solution, it's money. It's personal time. It's tracking things. We don't need students to be worried about, oh my gosh, I need to call my mom because grandma is in the hospital and I want to make sure her surgery went okay. They need to be thinking about math and their assignment and that and staff needs to support kids. There's so much going on that having your cell phone off at lunch or on a bus because you're on a track meet. I'm sorry. I just don't think that it's worth it's what's best for students. Okay, I'm done. >> Thank you, Don. Any other discussion? >> I'm wondering if they our our policy simply adjusted a little bit to fit
157our situation. Um >> so we >> you know I mean we know elementary school they've done well with no cell points and it's where the rubber means road is middle school and it's certainly a high school where we have young adults who we know the cell phone for adults population. I mean, I'm addicted and I I like mad not to be addicted to it, but there's the downside, but there's also it's your connection to the world. And that's true, you know, for everyone. And so it's it's quite a quandry. in terms of being mandated to do something that one size fits all. >> I agree with them on the aspect that it's going to create division. Um, and the kids that are on 504s or with medical issues that do have their cell phones are
158going to be ostracized somewhat from their other classmates. I also think that we're trying to get these kids ready for adult life. And in adult life, you are allowed to use your cell phone on your lunch break. And it's not like they're using their cell phones all day long. It's literally just during their breaks. And I don't I don't agree with that. >> I have a question. What happens if we don't know? What are the consequences? >> Nothing right now. one of what could happen. >> So, so nothing happens. When might something happen? If there was a decision for something to happen, when would that be? >> I think um if the board votes no in the policy, you just have to be prepared that it's going to be newsworthy. Um so, we're going to
159have attention on us. And I think um if we don't meet the the deadlines outlined in the executive order, we can expect at some point to hear from OD or the governor's office in some form or fashion. Um and so um I think that's just something you have to if you want to vote no, you just have to accept that the conversation and the um the fireworks as I put earlier are going to continue and it will put a target on her. could put a target on Phoenix talent in a way that we maybe we would welcome that, maybe we would not, but um it's it's unknown, but I just think we would have to anticipate if we voted no. Um we would have to anticipate that that we would fall under some kind of
160scrutiny. Um perhaps it would be good, perhaps it would be unwelcome and a distraction. Um it's already unwelcome and a distraction. So, um, no. Uh, but that's that's kind of where we're at. As Don mentioned, there's not an official way that that happened, but um that that that could there's not going to be rules written. So, that's like the difference between So, >> yeah. And typically like when they um typically they give you choices in the past every time there's been an executive order or there's been something that you haven't followed the division 52 standards there isn't been anywhere in history where they haven't contacted the school and tried to work something out >> and um even during like the mass time they would they called the schools and stuff. So, we would have probably
161pressed, but I think I would love to have a conversation with anybody. I mean, I think I'm looking at as a positive like that's a good time to have a conversation. Um, I think Brent would be great to talk and invite OD or the governor in and talk to our students, talk see what our school is like because I think it's important that one sizefits all is known that the struggle that happens when you expect one size fit all. Sorry, we're on time. It's just I I'm facilitating that meeting that's why and but this is the most um out of nine years as superintendent. I'm really looking forward to but um I know there may be more discussion but um I know Denise will fill me in and I will have to wait to watch
162it on YouTube. So, and just something that I'll just share from that if you haven't read this is um the governor's executive order while not a statute still has the force of law. >> Good afternoon, pirates. Here are your afternoon announcements. Just like a statue passed at lunch room 105 after school from 4 to 5. That's why I just think we need to go back to that same thing. What is best for our students? And I don't agree that this is best for our students. I'm not trying to interrupt about the cell phone thing. I just it's lunch for these friends and so I just wanted to make sure you all know so that they don't >> you guys want to go to lunch. >> I would appreciate that. I would just >> I appreciate
163everything said and I love the conversation that's happening and I wish I could say >> you can use your phone still. Can >> I >> Did you hear the last part she said? I beg we vote no. I will go for it. >> When they call me I'll give you >> I'll have approved. >> Okay. Are we ready to vote? >> I need to um we need to discuss the green language. >> Yeah, it's not our vote unless you're >> I have a motion on the table to pass it as presented. So, right. >> What am I missing? What about language? >> Language. >> I I think for I'm just going to interrupt here. Page two with the steps that may include for discipline. >> Remember our opinion is less is more. >> Um we
164don't have to include that. We can pick and choose. I just want to make sure I'm understanding if you want to pass it as is. That's fine. I just >> my my understanding what policy needed to outline the steps according to the executive order. Are you saying have that in there? >> Uh, no, I'm not saying that. I just want clarification on language. >> Sorry. >> Yes, >> that's the one that was We have a motion in a second. >> Okay. And how does the Rogue River I kind of like the Rogue River policy myself, but how does that >> um the last part >> but does the Rogue River one follow the government the governor's um mandate? Yeah, dad looked at that and said that that would be that's my understanding of what he
165said. >> I have I have a question for Kaylin. Could you I I feel kind of um some of this I'm making a decision in a vacuum because I don't really know what's being said out there in our world of these students that are here um and also at the middle school and are you getting feedback from parents? said, have you heard anybody or people don't really understand that this is happening and now we put something in place and then you're going to get immunity and I'm I'm just wondering like what is the pulse and what do you what is your take on this situation? >> Yeah. Um so there's been um a good amount of conversation with students who are in leadership positions, not necessarily just the leadership class, but students in general who
166are in leadership positions. Um, I would say that I think that we've done a good job of having that conversation with those students and they know that this is a possibility. We started those conversations last spring. Um, the four board reps that are here are really great about having those conversations. We have not, just transparently had a lot of conversations with families about this possibility as of as of at this time. we did before we had our in our policy made. Um I haven't I haven't gotten phone calls about it. I haven't none of that. Students are like, "What's going to happen? Is this going to happen?" Um those are kind of the things that are going on, but nothing like um that I would It's just kind of like waiting for this for the
167decision to be made if that makes sense. >> Um I think you have you mixed feelings about that. I've heard things like, "I need to get a hold of my kid and I'm going to get a hold of them whether or not you allow that to happen, right?" And then I heard like, "Yep, I totally support the policy. We'll go through, you know, the avenues that we need by calling the main office, etc., etc." So, and there's really not a feeling of which is more that we're hearing. >> So, I'm going to add him, too. Um, if we vote now, if that happens, you can always add it next time. I mean, if we feel like this is too soon, we I mean, we can we can like later or if the governor calls or
168OBD calls, we can always add the policy later. >> It doesn't matter when. >> It does. I mean, we're supposed to do it by this, but if we say no today, doesn't mean we can't come back and say, "Oh, we changed our mind. We're gonna >> Okay. >> We're going to vote it now." >> Yeah. the the the executive order says you have to pass policy by October 31st, >> but you could pass it on February 15th. I mean, okay, >> we could always change our mind if they were getting feedback from staff that they would like it now or feedback from parents or whatever. So, I'm just putting that out there if we if can always do it. And I would just go the other way, too, right? take taking a policy away is
169a little bit harder and a little bit more challenging. >> That's good to know. >> Is it appropriate for me to ask what's the temperature of the leadership and the high school >> and and don't feel pressured to answer it. I'm just not sure. Sorry. the students or the staff >> staff staff. Um, >> the policy that we have in place is appreciated at this time, especially because um, when we're talking about modeling for staff, um, staff are busy too. And part of the part of what is happening is we have coaches and all of those kind of things who also have families. And so yeah, >> you know, when they are able to have their cell phones during break and lunch because that is permitted also for students that feels better as a staff
170member. >> Thank you. Thank you. I mean, >> sorry, we never and I don't know if you know, but like so if a for instance a DECA was going on a trip somewhere and they they left at 1:00, they couldn't have their cell phone or electronic device until like 3:45 when school got out. So if they wanted to, sometimes they want to prepare if they might be able to on their Chromebook, but so that's kind of a challenge for coaches as well because um >> it says in school hours. So if they went somewhere else on a sometimes our our students go to like >> field trips or something and I can see that being a problem with cell phones but sometimes you know also there is the parents are expecting a text of what
171time you're going to be. So I know after school they can >> that's it's so much more helpful when we have more context of things that I found thought about. So >> question so if there. Rick is not here obviously. >> I miss him during this time. Um, and we have six of us >> and we vote this and three of us vote in favor and three of us vote no. >> You have to have the majority of the board to pass the law. >> Okay. >> So, we're going to >> So, another option we, you know, we don't have any more meetings on the calendar this month. We could create a special meeting. We wanted to discuss it further. >> What What would change between now and then? >> I I don't I'm not
172saying we should. I'm just saying we could. >> Yeah. >> I just wanted to back to work. >> You could always bring it up. >> I just was I haven't been here when we had that happen. So that's why >> I feel like from doing the board government training, if we're gridlocked on a vote, then we table it until our next meeting. and then wait and pick up for discussion and try to rebot motion in a second. Um but I just reading through it I don't think um I don't know if there's any green language over choosing between um I understood the motion to be as presented. Um >> that's fine >> in acceptance of the green language in there. Um if that was not the intended purpose of the motion we can put that
173but >> rereading the Rogue River. I like the wording on the final line of that's not to be it's to be in lockers or backpacks district provided storage which is ridiculous but personal electronic devices are not to be stored on the students person or in their clothing during regular instructional hours which does not include the bus to and from the track me that's not an instructional hour but the class or the lunchroom is not an instructional hour, but the government the governor rules say >> well accept. Can we can we >> but the rules that say bounce bell are outside of the time that students are oftentimes traveling for sports things. >> So if they were to leave at 10:00 a.m. they're not allowed to have their cell phones until the end of the school
174day even if they're still gone. Like if they were on the bus traveling to California for some reason at 10 o'clock until 3:45 the school that's out they're not allowed to have their phones until after that time and after that 34. >> Yeah. Whatever time we change that last word in the road rivers from regular instructional hours to regular instructional. Um >> we can change anything we want. It's a matter of whether it's in combines with the >> So I do I apologize because I did not code this in green. So that on page one that last paragraph personal electronics that that is in brackets is should all be coded green and which means it's all optional. So when you look at road river policy, they took the one not the must be placed in
175district provided maybe kept by students in lockers or backpacks but personally they kept that choice. So that was my fault. I did not code that right. >> Okay. >> So those are three different things we can choose from. >> Okay. >> I just want to make sure. Sorry. >> Uh I think who made the motion? I think >> you you can amend your motion if you'd like >> and adopt and say that I adopt that thing. >> Uh you could you could you could do that. You could make amend your So I'll just say the the advice from that was that the policy that's been presented that we have a motion to second for is >> what's most in compliance with the executive order. Um, so but it's up to you. It's your motion. So
176you can amend it as you wish. I move to approve board policy JFBE, personal electronic devices and the Rogue River policy >> just as as >> as presented in here. Okay. But with the instructional hours change to instructional situation. No, I I don't I'm just going to say >> hold on. It's >> Yeah, it's >> Paulie's motion. >> So I I'm saying as they have it in the program because that looked at that. That's what I'm saying. >> Okay. Do we have a second? I'm not popular. >> I'll second it. Paulie, Paulie, >> you're gonna tie it up. >> So that's an amended motion, right? Okay. Discussion. So now the the motion is to pass the exactly as it's written, real river policy. That was your motion. >> I I don't know. I don't This
177is my first rodeo on this. So, it's like I'm having trouble here. >> Yeah, >> probably a lot of us. This is our first rodeo on this. >> We like she said, like Denise said, these are options that are on those one, two, three, fours. >> I've you have to pick something. So it's must be placed in district provided pouches or maybe >> is there any more discussion >> or maybe person but may not be used with it and you don't have and you're not following the executive order. What's the difference if you pass something that's not following the court or you don't pass it? >> So that's and don't feel the order passes the executive order. >> I don't know. I don't think it does. >> It doesn't. >> And I I know some
178I I know some boards are trying to find a way that's best for their students. And I absolutely think you need to do what you need to do for your district if you pass it as is or pass it to change. But honestly, if you're not passing it as an executive order, I just feel like eventually, I don't know. I just I have a hard time passing something that's not that I know isn't actually the executive order. You mean legally compliant? Yeah. >> Right. With the executive order, correct? >> Are we ready to vote on this or do we want to >> We said that, but please start there. >> Okay. >> The the Rogue River. Yeah, that's wonderful. >> Yeah, I all of a sudden got the full power on deciding the >> motion,
179ma'am. >> Yeah. Now I understand impact. So I'm going to make another amendment to my whatever it is for the third time. >> Okay. >> I move to the board policy JFC personal electronic device as presented. the first one at the top of G1. Um, and as it is, >> um, do you want to address the optional >> green? >> Yeah. Um, >> what are you talking about? G1. >> Well, >> so now we're back to the first policy. Is that what you're saying? Yes. Okay. Do you want to in your motion include which optional language on >> So it's those it's the repercussions if they don't do it. >> No, it's the it's the um on page one there's three bracketed options there. >> Would you like to move which of those bracketed options
180you want to? So it's either must be placed in district provided pouches for storage. May be kept by students in lockers or backpacks. Personal devices are not to be stored. May be stored on the student's person but may not be used during regular instructional hours. Those are your options. I apologize but >> while you're all thinking I think it's been really beautiful that so many of us have been like oh I made a mistake and we are able to extend grades and receive grades and it's just really lovely especially when we're having a conversation around something that's kind of muddy >> and we're going back and forth. And I love that we're we're whatever the outcome is, we're trying to do what's best for students based on our perception. And I just want to call
181that out because even though we kind of see it, it's nice to be explicit about that >> in challenging times. And I'm grateful for the time that you're all taking. Extended time >> if they want to start ringing more. >> Yes. So, I'm just grateful for all of you that, you know, we're so we're human and that's the beauty of how we get to show up in this space. >> And I've just seen that said multiple times. I need to say but I didn't mean and how lovely that we can create a safe space for people to show up vlo >> Yes. >> And there's no wrong answer. >> So Paulie >> so including the green language on the top paragraph. >> Yeah. So that's Yes. So what what I'd like you to just clarify
182in your motion is which it it's the um it's the last paragraph of policy before it gets into all the um >> the what are those called? Uh yeah, >> the indices or >> the notes at the bottom. Um >> reference notes. >> Yeah, reference notes. Um so, so I'll say this. If you want the board policy to look as similar to the current building policy that's in place, it would be option three. May be stored on the student's person but may not be used. Just if that's what you desire to >> that's so make a motion saying it can be stored on the person. >> Yes, that's coming out. >> Y >> and what do we do about all this non-compliance which I see is a funding issue staff time. >> I mean it's
183not >> welcome to K12 governance. Yes. So, Paul, is that your motion? >> Yes. >> For the mayor on the students person but may not be used. >> Okay. Do I have a second? >> I'll second it. Okay. Any further discussion? And we're kind of back where we started, but we have some more clarity on um the last that last item. And so which one of these four are we leaving in on the violations and >> it's it's that is all >> the whole thing. >> It's all it's all of the rest of the green language. >> Yeah. >> Okay. Michael. >> Okay. Don. >> No. >> Rebecca. >> No. >> I vote yes. Diana >> no. >> Holly. >> Yes. >> Nancy. Uhoh. Why did I say I wanted >> I had to do
184you a >> I would have been last. I tried to do you a solid. >> No, you did me dirty. You laughing anywhere. Sorry. >> I'm just kidding. I'm just kidding. Um, >> can I get clarification real quick? It was No. No. Yes. No. >> Yes. >> No. Okay. No. >> No. Okay. Um because we did not get a majority vote from the board the policy phase dramatic. >> Um so the AR there's no point in taking up the AR to the policy. Okay. Uh next agenda is there for your review. We have a lot of policies. We might have one more, but we are all there's two things I want to