Phoenix-Talent School Board work session 07-25-2025

001And uh first up is um our community forestry. >> Yeah, thank you uh Campbell. First of all, I just want to thank uh kind of adjusting on the time. Um obviously we have some volunteers that are have some other duties, so that works out. And then the Pacific Rim Bowl dinner, formal dinner is tonight as well. So I'm going to be attending that. I'm really excited to be able to represent our district at that event. Um, >> first part of our work session today is our community forestry. Uh, and Mike and his team is here to kind of share. I think you have some documents in your um, did you have some documents in the presentation? >> Just the presentation. >> Okay. Just presentation. So, we'll have that going. Uh, really excited about this. Just

002so you, we've been partnering with uh, Mike on a lot of different things over the years. you may notice at Town Elementary, they have the little um they took out all those shrubs and bushes and put some trees and a nice walking path there. Uh so that was part of his group and then we brought him on really to kind of help us develop and uh brainstorm ideas on our B Creek property that we've had and he's been working on gathering community feedback and he shared with John and I kind of what they found out and kind of a plan and uh have some cool things to kind of share. So, you guys just want to come on up here and we'll get that presentation up and go. >> They can maybe sit over there

003so they can see the >> Yeah, either way. Whatever. [Music] >> Thank you. We run a small non for profofit in town. um our community forestry. Been gone for like a year and a half and uh we are dedicated to expanding urban forestry and knowledge about urban forestry throughout all of southern Oregon. Um and have written about $2.5 million in grants in the first year um that we've been established and brought in 1.6 of that. Um we had a $600,000 grant with Arbor Day Foundation. uh Trump rescended that canceled that contract and so we we lost about half a million dollars in funding but we were able to regain a lot of that the Oregon Department of Forestry that kind of the state kind of stepped up to fill that void for us which was

004amazing. Um and we've been doing some interesting projects that we'll there's a little video here we want to start off with so you can see and this is talent elementary school you'll notice some of this in the background that you recognize probably Ever since my kids started coming here, it's a beautiful campus. The kids spend quite a lot of time outside mainly with other grades and other students and it gets hot here in the spring, fall, the kids are always sheltering around a little bit of shade that there is. I saw the importance of shade really for schools to enable the kids to play outside and be comfortable and have that promise of shade and that place to congregate where it is easy to hang out on a hot sunny day. >> Motivation is is

005the students enhancing their lives and their experience at school. celebrating day on our school campus. We've been working with our community forestry this year to um really get kids engaged in servicing in the community in which they live and really thinking about how to be environmental stewards in the community that they live. Jerry Equity Foundation is partnering with Enterprise which is fantastic to help fund this project. Here you can see it's it's raining but we're having fun. There's kids here all money and lots of smiles. It's just an blessing to have this opportunity for our school community. My favorite part is the hope support that we feel. We do so many projects and have all these people out there joining us today is so awesome. Um I feel so supportive is amazing and the community

006here in town is really um such a beautiful part of this project. Today we are out on the Phoenix Talent Corridor planting about 86 trees on either side of this highway here to help uh rehabilitate the area that burned in the Alita fire as well as provide shade and a bit of an arbor for the folks that you frequent this area as they uh commute back and forth. [Music] Nice Oregon spring day there in our before we started that project like what's your contingency plan if it rains it never rains in southern Oregon was like 100 degrees already >> of course we're We just want to show you that because that's just um you know a pretty good example of some of the stuff that we've been working on uh locally. Uh we do large

007scale projects, we do small stuff, too. Um >> we'll see if there um but you guys all engaged us um to lead a visioning session for a piece of property that you have on Bear Creek. Um and we were able to convene several listening sessions and doing some surveys and um out of that came a plan the gist of a plan anyways. Um and we've shared that but we want to share it in this is our timeline that we put together. Um you can you can see that we did the stakeholder engagement meetings. We did the surveys. We took that information reddrafted a new survey to send that one out. um and compile all of that feedback into uh this report and out of the I'll let May talk too. >> Yeah. Um so we

008had a stakeholder meeting that I organized and we had like 25 different attendees from the community. Um so they were leaders of other environmental nonprofits. They were parents. There was some students there. Um pretty wide net, some school district employees. Um they generated a bunch of ideas. They worked in teams to prioritize them of kind of what as a community they envision this space being and what they think are the most important aspects to have in an outdoor education space. Uh >> hundreds of ideas, >> a lot of ideas, >> lots of students. >> Um and so some of the big ideas that had a lot of support behind them from the whole group were interrator garden materials play area obstacle course situation. As part of this too, we also went out and and toured

009other outdoor classrooms including Willowhip Ranch. They gave us a whole tour of their educational facility and talked to us about pretty in depth about like how they do outdoor environmental programming and the things that you would need to incorporate in to be a successful model to replicate what they already do. >> And then North Mountain Nature Park has the outdoor children's area that we developed a few years back. Um and so yeah, we're looking at the big the big things are water cycle and stream health because it's right along Bear Creek and wildfire restoration and ecology of wildfires because it's the all of the kids that are in the school district or at least the vast majority of them now intimately know about wildfire and it's really prevalent part of our lives. So how do

010we teach kids uh what it looks like after a wildfire? So the catastrophe comes through then resilience happens right? So we get together, we replant, we build back, we build smarter, we plant better. Um, and then obviously a dry space for gathering and teaching is really important. Um, and we haven't haven't like pigeoned this down to exactly what that's going to look like, but just knowing the overall concept like we want dry space, we want stream restoration ecology stuff, we want to talk about wildfire, wildfire recovery and show what that looks like. >> Yeah. The other thing about the parcol land is it's a really awkward shape. Um, and so we had Jane Hardgrow, a local landscape designer. I met with her and we talked about all the ideas that the community came up with.

011And then we actually walked out to the site and we walked around it a little bit and got a feel for the area and then she took all of those ideas and tried to put as many as she can into this like really small odd parcel of land. And so this is her landscape design um for that piece of property. And you can see everything's kind of labeled and I have them listed on the side too of everything she was able to include. Um, and it's to scale as well. >> Um, and so yeah, it's like an obstacle course running path at the end. And as you move up towards the wider section, it has that gazebo space, pollinator garden. Um, there's like a bird blind in there, which is really fun because some people

012said that they wanted like perspective change to be able to see the area. Um, but then again, all of them are pretty loosey goosey. Like we're not super, like Mike said, pigeon holed into ideas. And so, um, it's a nice idea for the area, but of course, as we hopefully work down there, you know, things will, uh, finalize and become more concrete with the plan. Um, >> Mike, do you want to go back to that and just explain to the uh, what the consery or the property just the in between our property and the freight? >> What? Oh, yeah. Yeah. >> So, what what that's that's kind of locked into it can >> you you can't see it on this design. >> Oh, the laser disappears on the screen. >> Yeah. >> Um this property

013that's that's adjacent to it. Um that's along Bear Creek was a restoration project. It's called 186 I think. >> 18.8. Um Plant Oregon went in with the Freshwater Trust and did this beautiful restoration project. Um, and so it's already got a native stand of trees and shrubs that are trying to re um, incorporate that space ecologically. Um, and there's already some water access spaces which is really cool and neat. Um, Freshwater Trust has a a lease on that property essentially for 10 years, I believe. Um, but Taylor, who runs the project development for Freshwater Trust locally, super on game with partnering with figuring out how we can teach students about their projects, too, and their organization and what they're trying to do through hands-on stewardship. And so, some of the plants and the and the

014tree species uh will will cross-pollinate with what we're already doing on that site potentially, what we're proposing to do. So, it's going to just meld really beautifully with that. On the adjacent side to that um on the back side of that project, which would be going south of the project space, um is City of Talent property, and it's the future home of Sunrest Park. Um and that's in their master plan to be eventually a dog. I don't really know what it's going to be, but >> the city of Talent's really on board with partnering as well with the long-term future vision that this parcel of its own by the school district seamlessly kind of flows with the rest of the, you know, the restoration project flows with it. The park project development is going to

015flow with it. Um, they're interested in like exploring the idea of getting utilities down to the site with us because they're going to need future utilities to that site if they develop that park. Um, and so our hope is is that they're very amable to like helping us with things like SPC fees which are really expensive now to like put in a water meter and like put in a backflow device for the irrigation system and >> like those are all things that will get explored in detail um if we move forward with this project. Is that did that >> Yes, that perfect. Thank you. Um, and so we've put together just a ballpark estimate on what it would cost to do a full outdoor environmental education center down there based on Jane's design and all

016the feedback we got from the commu community. In my experience, I was the park supervisor for city of Ashlin for a while. During that time, we built the outdoor play structure down at North Mountain Park. It was a $90,000 project and it's like the size of this room or a little bit bigger, but it's like outdoor water play. They put in a well with well pump with these logs that they' carved out so that the kids could go in and learn about water movement, sand, but everything was so much more expensive than you'd think it would be. So rough ballpark, $300,000 to to continue this project, see it through where we would love to partner with the school district is in, you know, either a contract with us to write grants and bring in the

017funding to execute this project and then be the project managers to oversee this. Um, or we do that pro bono on our half and bring in the funding and then execute the project. But we're willing to do whatever it takes to see this to conclusion. We'd really like to be the ones to help um make this vision a reality, however that works with procurement and and contracts and all these things we can iron out. But >> um we've already Megan submitted a grant yesterday >> um for you to tell the school district for us but um for what was the total post about $78,000 and the proposal is to the Arbor Day Foundation and so we proposed planting 100 trees on the space um and it would include a field trip for students up to

018three to learn trees and pick them out. And then it also includes a community event after the planting um to kind of celebrate and teach people a little bit about urban forestry and why I think it's important. Um but it would kind of help with the landscaping portion um putting trees in the ground, creating irrigation, getting irrigation down there, pathways and stuff. Um and so the uh priority round of applications ended on Friday, so we went ahead and submitted it this week just to get our name in the hat. Um, and I, yeah, printed out just some of the statements that we wrote so that you guys could read a little bit more about why it's important to put cheese down there. Um, and kind of the idea of the community involvement behind the project,

019which I think is one way that we approach projects differently than maybe other landscaping contractors is thinking about our community and how we're involving them um, and working with them. >> So, that grant is like Megan was saying, closed on Friday and so priority deadline is already gone. these this Arborate Foundation uh program that we're applying through. There's one that we've been really successful with for we've gotten four grants through this over the last seven years. The first one was talent. >> Yeah. >> And so same same program. They love funding the work that we do. These little videos that we make are like a huge part of that. Arbor Day Foundation loves being able to like share these videos of the impact of the work that they're funding. So what they do is they

020find us a corporate sponsor like they did with Enterprise for the elementary school parking lot project and and they bring in the funding from a corporate sponsor. Sometimes their corporate sponsors like Enterprise want to show up on the day of and volunteer to help out the plant or whatever it is that we're working on. Um so I feel pretty good about the opportunity here to get this funding. um if they decided they were going to fund it, we decided not to move forward with this project, we would very likely transition that funding into another project that you guys wanted to do. Uh Phoenix Town School District project. >> Yeah, we're not we're not committed to that either. >> Is that part of that $300,000 or supplementary to that or that's to do this part of

021project? That's what you >> Yeah, that would take a big portion of that $300,000. Bring it down. >> Yeah. But I know and what we like to do is like um Ford's class over at Phoenix High School. >> Like let's involve Ford's class like they're already building structures. They've got a concrete background. Like he knows what he's doing with that type of structure work. Um we're contractors. We have a contractor's license. We can sub out to folks. We can bring people in. We have great insurance company that helps us like make sure that we're all insured and you know crossing all the the X's and dotting all the eyes. So, we would see it as a full community project. Maker City wants to do signage. You know, they're very interested in interpretive signage. Um, getting

022the kids to help in the classroom, like doing some direct work with the school students, um, even third and fourth grade students of having them draw watercolors of trees and then we put that on the interpretive signage. um in in integrating their education into this project, which kind of goes back to the rise and shine campaign of like trying to engage students if they come to school and attend more regularly. It's like if they're working on a project like this alongside us, they get the opportunity to get their hands dirty, get their opportunities to help with art design, learning about computer graphic design, learning about the actual process of making laminated signs at Talmaker City. We like bring the kids down there and do it all through grant funding um would be the hope that

023we get enough enough grant funding to the next project. How does that work with procurement and do we have to go does it have to go to an RFP or >> we'd have to see that probably be a bad question and >> what that would be but I mean you also talked about um you know doing that through the grant piece and not necessarily have some sort of agreement but not necessarily contract >> um which might be but I mean I think that could help us with that. The nice thing about what uh continues uh not only just all the work they've done and and the outreach and kind of the vision they've kind of put on on paper is you know they have a number of grant sources uh foundations and uh all sorts

024of things and so to be able to um I'm pretty confident with this partnership that we could that we could get you know that funding and with your success as well um you know we've been proven just a middle school and even town elementary. Those have been at really no cost to to the district. We had to put a water meter in middle school, which was pretty expensive, but we needed to do it anyway. So, um but but those trees are I mean, how six years old or something now. >> So, they're doing awesome. >> So, >> um yeah, obviously Mike and Megan, they know us as well and and um been good partners and so wanted to share this with them for today. Very cool questions. >> I'm not quite sure where the Bear

025Creek property is. I know the Heron Park, but is it It's in Talent. >> Oh, it's in Talent Road. >> Okay. >> Yeah. >> Okay. >> Yeah. So, if you're driving into Talent from here on Highway 99, >> there's the first stop light you get to is Sunrest Road. Goes into a little subdivision neighborhood back there. Uhhuh. >> If you stay on Sunrest, it goes over the freeway. >> Okay. >> It's freeway overpass. No on ramp. But right >> when you get to that bridge and you look right, >> it's the whole triangle segment up against the houses that back up the creek right there off Sunrest and it meets the public works for the city of Thor boats and then obviously that freshwater trust shop. >> It's a really nice It's a beautiful place.

026Um if the property lines just if we just ignored the property lines and everybody um as neighbors like developed it all together um it's a beautiful continuous piece of riparian restoration project right there that all burned and and so restoring it back to full function and then having a continuous ch trail that goes through the whole thing. I think that this is like the it's it's the catalyst to get the city to like move forward with their part and like they're going to see this and they're be like, "Well, we need to extend that trail and like bring that master plan of the parks up a little bit higher in the priority >> and and and make it go all the way down because it goes all the way down in the truck stop and

027then it connects in with um Lin Newbury Park." Yeah. >> So then you end up with this, you know, it's just part of the greenway at that point and it's got the we've got Wagner Creek coming in right there too. the Wagner Creek not on the prolific property but just downstream from that um is the is the confluence of Wagner Creek which is really important both historically and interesting thing about this piece of property too is like historically this was indigenous land right there and there's lots of you know potential artifacts in there and like arrowheads and all kinds of stuff that's in that space right there because it was heavily used right at the junction of Wagner and Bear Creek. >> Yep. Um, do you know the um I just want to say thank

028you for all the work and it's really exciting and and I think the property was kind of like halfhazard regrowth postfire and so has an opportunity to turn into something you know um eco-friendly fire resistant and um we have had some neighbors who are pretty shocked by the clear out that we did recently and So, I just and I I think that was mostly on our side with maintenance and things like that, but I'm just encouraging all of us as we think about this project to involve the neighbors as much as possible. I don't I'm not sure how much of that outreach you've done, you know, dropping materials or knocking on doors or anything, but I think that would be appreciated just to make sure there especially if there's still things we're deciding about the

029direction of the project to have their input I think will be really valuable. And I it seemed like there were a lot that weren't and people miss stuff and it's not always the organizer that people miss stuff. But um that's just something we've heard. Just want to put that out there for all of us to consider just to make sure to loop in the neighbors as much as possible. But very exciting. >> Yeah. No, I appreciate that feedback. I think that we know a few of the families that back up to the properties >> have heard their concerns mostly around safety >> and use and loud noises and >> but we always you know we come back to them with >> you know before the fire you had a beautiful visual screen between I5 that

030was also not just visual but also body auditory. So like now that those houses are rebuilt people move back in. >> It's like the freeway's right in your face right there. It's like wouldn't it be cool if we restored that and had this vegetative wall there again, >> right? >> And did it in a sustainable way that wasn't going to burn. >> Correct. >> And so when they come with concerns, the best way to like for us to deal with that is to be like if we don't take action and do it in a in an environmentally responsible, ecological way that incorporates education, right? >> Then you're gonna end up with a conflrated mess again that is like waiting to burn. It's not managed, right? You guys are taking this proactive step of like >>

031keeping this parcel of land >> better than it was prior to the fire. >> Correct. >> And I think you'll see that in the end. And we will be um if we move forward with this project, we will be doing door knockocking and door hangers. >> Appreciate that. Thank you. >> Yeah. >> Good. Anything else? >> Quick question. Outdoor education, is that still sixth grade mostly or is it is it >> Yeah, we do it with our fifth graders just because it's K5. So um um yeah, so it's our fifth graders that do that. >> But this would be for I mean all elementary, middle school. So we'd really want to get a number. I mean like you said with four class high school um when we talk pollinator gardens and get the Yeah. Yeah.

032Uh so I think that would be good. I think kind of the next step is we put this on a as a discussion item in in a board meeting and and see how we want to kind of move forward. But thank you. >> I think just getting sure on just making the the funding procurement side, just making sure we're all above board there is good. And but I love the partnership with the high school, too. And honestly, I mean, it cost us 1.1 million to build those tennis courts. So, this is this is a bargain. So, for what we're getting. >> So, thank you. >> I like the way you >> Yeah, >> we had some sticker shock on that. Still a good investment, but >> agree to read the narrative, too, if you get

033a chance. Yeah, this is really you guys are getting exciting grants. >> Yeah, thank you for bringing this. >> Megan knocked up. >> Yeah, very stand. >> Awesome. >> Thank you so much. >> Appreciate you. >> Have a good day. Thank my group. >> Thank you. >> You guys want to stick around? We're talking about superintendent evaluation planning. So, >> I need to stay around. [Music] All right. Um, okay. And with that not so subtle lead in, next item is board superintendent dividing planning. I kind of just wanted to for for um especially Diana's benefit. Um I it's just there's so much drinking from a fire hose when you're brand new on the school board. But but not just that, just to reacquaint ourselves with the rhythm of the year, especially because we've introduced a

034little different way of doing some of these things and we've introduced especially now this year with the um engaging OSBA with the um community feedback portion. Um so just wanted to orient on that and I didn't know a few more this s. >> Yeah I think I mean and part of this is really looking at um you know what the goals my goals are what the goals you have for me. Um I did attach this is in a draft form at our August uh board meeting. We will Jav and Javier and I will be going through this in more detail. Uh this is very preliminary numbers. Um so I wanted you to have this in front of you as well. Um there's there's some really good highlights in here that are some good gains and

035some some areas of growth that uh we might want to focus on as far as that I would like to focus on for my goals and what I can present those to you um as we uh approach that August meeting that lends well. >> Um but just just if you get on that PDF uh there everybody is on that >> um we you know, our our kind of strategic plan with the 10 school regularly, success in English, language arts and mathematics, really kind of uh looking at the determining factors in third grade reading and eighth grade math, uh credit attainment after your ninth grade year, and then high school graduation. Um those are essentially what the state judges on and judges our performance. Um and that's been our strategic plan. We are heading into the

036third year of a four-year strategic plan. Uh and again I think we have some good uh marks. If you go to the next one where it says journey to excellence for everyone on the top and it uh starts out with attendance and then academics in the middle and then eighth grade math. Uh attendance we went down. This is this is a number that could be modified because Oregon uh just does 9th and 10th grade attendance not all um 9th through 12 uh as far as the accountability. So, I need to make sure these are apples to apples on on those numbers. It's if we're just doing 9th and 10th grade and that to 2024 was 65, our percentage is 67 this year with just ninth and tth graders. So, we would have gone up um

037um because our high school, as you'll see later down the road, is pretty is had another significant dip. >> Uh as far as third grade English language arts, you'll see there's uh at this point with preliminary numbers is 7% increase. Brent, I'm sorry. Real quick on the attendance. This is regular attenders, right? >> Yeah. So, this is this is 90% above attendance throughout the year. So, this isn't average daily attendance. It's it's uh um a student that and it's it's about 15 or 16 days a year. If they missed less than that, they're a regular attender. >> Does that make sense, Diana? Oh, that. Okay, great. Um you will notice as we go through this um in a little bit I'll highlight the elementary uh but if you look at eighth grade math um it

038looks like eighth grade we are going to have an increase there but I want you to look at third grade up top there as far as math a good jump in mathematics at the lower grades and you look at fourth grade as well 24 to 38% that's a that's not necessarily a cohort um but that's just that overall fourth grade. If you look at 2024 third graders and then 2025 fourth graders, >> we could essentially say that's similar to a report. >> Um, and that was a 7% gain. So that >> um the next uh the next slide is will be adjusted. This was in June um late June. We've had summer school since then. We've already graduated, I think, almost eight students that did not graduate uh walk graduation that have earned their uh

039credits this summer. And in addition to uh 9th grade on track, um there's 35ish nth graders that have been earning credit this summer. So, those numbers will significantly go up and by August we will have those uh accurate numbers. And again, just so you know, and Diane especially is is these numbers aren't really solidified solidified until October. Um, but we can take some of our own data. Um, the OD and uh pushes it pushes it out in October for the solid numbers, but we're usually pretty good guesses on where we are. Um, the next page, you can look at the attendance. Again, we are are down overall, but that might not be apples to apples. We'll we'll take a look at that. Since this is a draft, I think especially if community is looking at

040this, I think >> putting regular attenders in the title would be good and maybe even an explanation somewhere, you know, this being, >> you know, hopefully communities looking at this too. >> It does say on the side of that one, >> does it? >> Percentage of students attending 90%. >> Oh, I see it. Okay. >> In a small print. And one of the things this will be and we'll have to um this will we we'll probably continue to put draft on this even at August because >> um data is essentially embargoed officially for until October. But um these are rough guesses on where we are. >> We can we can look at our own data, right? That's not that's allowed, isn't it? >> I I would think so. Yeah. But I just want I just

041want to put that out there because I know one school district a couple years ago >> threw everything out and they got a little bit of a slap on my hand. >> Oh, got it. >> But if you look at the by grade band, uh look at the elementarymentaries. I think that's our family engagement that we've engaged in over the last three years. Our attendance regular attenders have increased uh well 9% in the last two years, which is which is fantastic. >> So remind us again what that means to grade band. Uh just the elementary is K kindergarten through fifth grade. Then the middle school is our sixth through 8th grade and then uh high schools in 9th through 12. Middle school stayed about the same. You can see we've had a challenge with our

042uh high school and mainly those um juniors and seniors on attendance rates that we're going to we we uh partnered with P school on a new tool that they have uh to help uh inform families and kids about their regular attendance. and we're hoping to see some improvement on that this year. Um it just the next page is just some more data. We won't get into it, but you'll see the uh the red is the percent difference from the um from 23 to 25. And there's been some really good increases at the lower levels and we're hoping that'll carry through um for the um upper levels as well. M >> is that >> academics? I think third grade reading is a really good uh uh indicator of where we are. We've just finished our third

043year of our amplified um English language arts instruction and uh we saw a pretty good jump 37% of our third graders. And then if you turn the page you can see that the schools Phoenix Elementary dipped a little bit uh but we have a plan to kind of tackle that. But those improvements at Orchard Hill and Talent Elementary are really significant and we hope to improve on those. >> Yeah, that was those would be well above state average, right? >> Yeah. >> Did you have a question? >> Yeah. on the on the seniors that shows such a drop and that have to do with co >> you know they were they were middle schoolers when co hit and so to re-engage them that's been a class that has been um we knew this you know

044class of 2025 has struggled when they came in as freshman as far as credit attainment and attendance um so I think there's a little bit of a hangover from that for sure um I'm hoping as we see the the increase in numbers at the lower grades and we get further and further removed from that pandemic that we continue to see um a better attendance. Now we did some uh data analysis this reflected but people that have uh attended 80% to 90% they wouldn't have been a regular attended tender based on this data but they still were attending you know >> fairly decent at least 80 80% plus of a day and stuff. But you think about that, you're missing one day every week. That's that's impactful. So, >> good question, though. >> Um, and then

045if you just look at the cohort as far as uh from third grade in 2023 to fifth graders, again, it's not an exact science of a cohort, but the majority of those kids are the same. Mhm. >> And um that's a that's an 11% increase um in achievement >> uh over those two years. >> And we know in our district when we have two bilingual um two-way immersion schools in Phoenix Elementary and Talent Elementary, we know that fifth grade marker is a very important marker little as opposed to third grade. It's still important because we want data shows that if you're reading on grade level third grade, your success of graduating and being successful is much higher. We know when kids are learning two languages, it doesn't always happen right at third grade. And so

046that's why that fifth grade marker is so important. >> Um, without getting into the uh other data, there's some math data. As you get back uh into there in 8th grade, we increased a little bit. If you look at the grade bands in middle school math, you will notice the sixth grade made a big jump. Um, and so, you know, 24% on grade level. So, that's some work that we've been doing at the elementary that is kind of moving up into the u middle school stay fairly flat in the seventh grade and uh fairly flat up a little bit on uh 8th grade, but still a long way to go in mathematics. I think I shared or Javier shared with this group that um we went through last year a three-year strategic planning development in

047math for our district and then next year will be the first implementation year for that plan. We did the same thing two years ago in English language arts. Last year was the first year of the implementation and it I'm hopeful if we see the jumps in math as we did in English language arts this year we're we're well on our way to meeting some of our goals. Um yeah, and like I said, uh the graduation piece and the ninth grade on track will have uh uh numbers, uh clearer numbers in August and and Javier and our Javier and I look forward to kind of sharing that information. But overall, we were excited to see some of the successes and look forward to sharing that uh when we return with our staff in August. Um and

048then really kind of focus some areas to improve for next year. >> Great. >> So I share that just when we do board and uh superintendent evaluation that my goals are going to be really focused on some areas that we need to uh >> we need to address for next year. >> Yeah. Great thoughts, questions, some really encouraging things in here with I think a lot of intention are seeing some some really good improvement. So, it's really exciting. the attendance piece. Every school district is struggling with attendance and I don't I think there are I think there are a lot of external factors to that with how kids learn and what distracts time for any people of any age nowadays. But um so um there was an article today on the SBA newsletter about um

049you know Portland's targeted tutoring and things like that. I think that's you know it's important to measure attendance. It's important the kids have showed up to school but also the most important thing is how are we making sure kids have access to learning so we can meet them where they are get them caught up um if they're not showing up for school um you know. So yeah, stuff >> and not to be a total downer, but some of the things that have been proven to work with some of the federal funding >> challenges that we have, >> there's going to be some I mean whether it's after school programming, summer programming, um and I don't want this to be an excuse and it won't be an excuse because we'll still meet our kids where they

050are and provide as best we can, but those are going to we're going to have to be really strategic moving forward. We're even making some decision this summer about some of the supports that we have in place and how we can how we can pick that up in different areas. Um, and it's it's all a Tetris game on funding right now. So, >> um, I'm confident we'll get through it, but it's also um, unfortunately our our kids and our families may feel and it may look a little bit different on how we somehow >> don't want to get into that right now. I just wanted to echo it. It does relate to the strategic plan on the improvements we've made with the supports we put in place and some of those are are going to

051be a little more difficult to do as we move forward >> with um when I was at the law conference in December is it spice size >> yeah she did a workshop on attendance and her and some other guy and she was convinced it was one thing and she was wrong and she's amazing superintendent as we don't know, but she did that. If that's something we want to dig into, I would start with her report because she spends a year looking into stuff. So, I don't know if you've seen that. >> Um, I had it at one point, but I have no idea where it's at at this point, but I'm sure you could ask her if you want, but she cuz she wanted to change the law and was mad that that had taken

052away and was convinced that um if there was a punishment, it would help. and she found out that that's like the worst thing you could do. So, it was very interesting workshop she did if anyone wants >> data on that >> like finding what you're talking about. >> Yeah, cuz a lot of the things were things that we were doing like you know contacting families and making sure they had rides and all of that but she went into depth of a whole bunch of like statistics and and it was very interesting. I like you said I got it at the lock confers and at this point today it's been such a crazy day that I have no idea where it's at. I'm like >> well I think some of the things about family communication about

053community partnerships about some of the things of those that's where we kind of got some of those ideas. >> Okay. >> Um and and she's an amazing advocate for kids and we're so h lucky to have her in our state. Um but yeah, she I I think some of those things that are the elementarymentaries are doing are working and as you get into the secondary level it it um you know through no fault of anybody that but family engagements gets a little bit tougher than in the elementary but there are still ways to engage families and and connect them to schools and and I know our middle school and high school are looking at taking the uh taking the leave from the elementaryaries and doing some of those things that they've been doing as far

054as attendance. >> Well, and I've heard at some conferences, I don't know which one, I apologize, but a lot when they got older, a lot of it, and I think I mentioned this before, a lot of it had to do with like being having like their friends and their teachers making them responsible and wanting them to be at school. So, I had these kids that were skipping school to come to my house because like one trespass, they came to say they're sorry. Anyways, I'm like, "Are you guys skipping school?" And they're like, "Uh, no. Is there a free period?" And I'm like, "Where are you at?" They were not in our district or I would have been calling somebody. And they said, "Yeah, but it's not a big deal from Skip." And I'm like, "No,

055I like in Phoenix Town, if you skip, someone is going to be calling you and knowing and I would be calling right now. Now, if you were being sal you before you got back to school, they would know you skipped and they're like, >> "Oh, like they I think it worked because they were like, "Oh my gosh, I don't know. I >> would like to go to Phoenix Town because people care apparently, but I wouldn't be able to get away with stuff." So, >> I think that um having those protocols in place of, you know, are you okay? And I think it helps with mental health, too, that someone knows that you were missing, >> right? And so, and also with helping with assignments and all of that kind of stuff. I think um there's

056some programs going out in high schools that are working really well. >> I think um at the middle school, they send out an email, but it they don't send out the email until after 2:30. >> So, if I mean, >> if your child hadn't been there all day and you weren't aware of it, you wouldn't know. They get out of the school in like 20 minutes. Yeah. >> Yeah. >> And doesn't P school does P schoolool still do that? I know when my kids there was some there were some issues with P school, but you get a text right away. Your kid's not. And it's like, >> yeah, there's a there's a tool that we're going to use at the high school and I don't know if we're going to do it at the uh

057middle school. I think we're going to pilot at the high school that does some of that texting and notifying and by period, not just by day. So, >> Oh, yeah. It was used to be by period. I would know if they were one minute late for class. So, >> did we need to figure anything out else in relation to the time frame or did we get that ironed out last meeting in terms of moving it up a little bit sooner than we had it listed >> last for the superintendent evaluation? >> Oh, the date for that >> the dates. Did we get that figured out? >> I didn't know we were going to move it. I just knew that we discussed that um sorry um that there were two meetings right um >> I can

058look at that again I'm sorry I didn't realize >> no no it's okay we can come back to that but um so in sorry I was thinking um so in August I think I'll have, you know, just just with this discussion have some drafts of goals that I I'm basing off kind of this strategic plan and then we can um certainly talk about those and then we can solidify those. Is that kind of something that >> makes sense to the board? >> Okay. Anything else on this one? Um okay. Thank you for that. That was good update. Um, next we have Culver Road property. >> Yeah, just a there's a a quick update in your uh packet on just just where we are with it. It continues to >> um move forward slowly though. Uh

059we've been really uh closely working with Boys and Girls Club and it's um I I we had a meeting a couple weeks ago and I thought kind of the city of talent plan was um to complete the requirements was going to really hinder Boys and Girls Club, but it turns out that it's actually okay cuz they their building campaign is um it's taking a little bit longer to launch and so it looks as if the timing will be good. Uh still needs to be annexed, partitioned, and then the easement, as you remember when we looked at the uh that property, the easement in the road went right behind the neighbors to the east, and we ended up moving that uh roadway, not quite in the middle of the property, but um just up from the

060railroad uh crossing for for a variety of reasons. I think that's what really um that's what the neighbors wanted. We did a lot of outreach, and that's what they wanted. um it wouldn't have been super safe with the railroad crossing and the turn there. So, it made sense overall to actually move that. That takes uh some um we they have to vacation that space and then move it uh to what the master plan says. So, all that takes a little bit of a time. I still think we're on pace for um I was hoping for June or August, but now it's probably September, October uh to get that stuff done. But um but really good communication. John and and our consultants have been meeting with the city of talent uh quite a bit and um

061once I know more and the timing I'll let you know but the partnerships have been really good. It's just a little bit it just takes time. So but I do think it's moving uh in a uh in a good direction. >> Ask another question. Um, not this is not the time, but I do want to have a discussion sometime this year about refinancing the bond or reing the bond. I know lack we save 18 cents per thousand. Um, in my previous experience with the city of talent, usually when you do that, you could you can get more money and not um pay more. It's can actually save the citizens money getting more money. I know that sounds crazy. Um, but then I had talked to John. I ran into John and Ben and he said

062if you do that then there's an awesome grant. So I would just kind of like to see different options of uh refinancing the bond. Uh if we went out I think we couldn't go out for a second bond until 5 years. So, if we went out for a second bond and calculated it and maybe did it, if we were going to save 18 cents per instance and only use 10 cents, the citizens could still save 8 cents and we could still have money for Culbert. I don't know. But I have a lot of questions about it and we can talk about it, but I would like to have like a our next work session or study session or something. I would like to have a conversation and more information just because I think that if

063we don't act now, there's a sweet spot and I think we're there. >> Yeah, >> I I think that and Diana, for your benefit, um when we first did the bond, we were expecting it to be a $1.49 for uh you know, many many years. I don't think it's ever hit that $149 per thousand. And and this next year, I think it was a $131. >> Yeah. uh per thousand. So, you know, based on what we advertise and based on what our citizens have been uh um you know, obligated as a taxpayer, it's been a lot less. And so, um so talking about, you know, trying to continue to refinance and when you refinance, you benefit the taxpayers anyway. Um when it's when it's in that favorable. And then um I think what Don's talking

064about is would we want to look at doing a you know 10 cents on the you know dollar bond or something like that to um continue to support this this co road. So >> yeah I would just like to look at the options because I think there's three or four and just make a decision or actually there's probably four or five. One could be do nothing but I I think that we it we should look at it especially with Coburn and some other things. I think that it would be bitten for us to look to look at those options. >> Yeah. And we can get Yasm mean to work with Piper Joffrey that one that we ask people are. >> Yeah. Because when this was a long time ago when we first before on the

065pre-bond committee, we talked about that as well, which was what, six, seven years ago. So, um, I can't remember exactly what Piper Jeffrey said at the time. I apologize. >> Okay. Yeah. No, that's a and and there's a sweet spot where you can even save money. >> Yeah. >> Even more than that. And but still be able to have access to more funds. So, yeah, I would like to I'm glad you brought that up. I would like to do that, too. Um, next is committee assignments. Nancy is not here. Um, >> she did say in her email that she wants to remain on the EDI committee today. That's what she said. >> What are the rules around that? >> So, this will be the first year that we are um required to have the committee

066and that what they did change the rule about now it's a superintendence committee not a board committee. So, the public uh public meeting laws don't apply, which is what we advocated for. >> The thing is, and we'll have to check, they did not I don't think they modified that if a board member could be on the committee because um technically a board member u can't officially be on that committee um based on that language of the law. Okay. Um Kelly's going to look into that. Um >> so, we might have to remove it off here and if she wanted to attend, she can. >> Yeah. AB not an official >> as a community. >> Yeah. Yeah. That's that's the way Kelly and I discussed that that she could still be involved but not as and

067I'll have to again we've been following this for the last couple years anyway. Um the letter of the law. So we just to you know to get out front of it. Um the superintendent appoints those committee members and presents it to the board. Um and so but you know Nancy can certainly just be a part of it without Yeah. Okay. Okay. And then we don't have negotiations this year, correct? >> No. Um because we won't even have a >> we won't have any financial agreement. Okay. Um >> so we have safe schools. I'm assuming you two would like to remain on safe schools. >> Okay. And then audit. Rick, are you good with being on the audit commission? Okay. Um >> that might be good, especially with the next agenda item. Um, and then overrode.

068>> Yes, Paul, you you're still good. So, we need >> we can we have space for someone else to be on that one. >> Happy to do that. Good. >> Good with that. Okay, great. Um, and then wraps. I was on that committee. I don't think I attended a meeting. I'm sure there was a meeting. I don't know if I just didn't get an invite or uh he might not have actually. Okay. >> Um Christian Sakaros ran that and Aaron oversees that as well. >> Um >> I might quarterly kind of behavior. I think actually we changed it to two times a year. >> Okay. >> Essentially it's contract language where we review behavior data with our association in our in our district. Okay. >> And so we do that differently in the board meeting,

069but this is a um >> they have um representative from each school that come together two days ago. >> But I think that would be a valuable >> Yeah. I I'd like to if everyone's okay with it, I'd still like to do that. I'd just like to actually do it this time. So I think we just need to let whoever's organizing it know to just invite me. So >> yeah, it will be different. I think we'll uh Derek Rodman, our school psychologist, has ran that before. So I might see if he does that again or it'll be on TV. >> Okay. >> If you don't mind, could I piggyback on that? >> Sure you can. Yeah, absolutely. during negotiations, raps came up a lot and it also has come up um during advocacy and so

070>> um I'd like to just get more information if I plan on advocating uh next year. >> Yeah. And then Don I don't know where you're going to fill all your time next spring but um >> but I that's the only committee and then I'm just back up. >> Yeah. So >> I mean without having negotiations so >> twice a year. Yeah. >> So like that's the only one I've signed up for. I just mean because you're not on so >> keep on really busy still that little title. >> Still, let's keep you busy that time of year so you don't feel left out. I'm just kidding. Okay. Um are there any committees I'm missing? Anything new um that I'm that isn't on this list. >> Okay. >> What about that? What about what forestry

071was talking about >> coordinating >> the school district portion of that? H. Yeah. Do we need a >> should What's What's the name of that? I mean, should we just uh >> what's culpr >> we just do facility? >> I mean >> Oh, yeah. We could call it facility projects or capital projects or um >> Yeah, that's a good idea. Capital projects committee. >> I mean, that would put >> I mean, is that something you'd be interested in? Yeah. Okay. And then we can um I think it makes sense to just put that into one category. >> I like that that experience superintendent. >> And right now that'll be >> obviously Culver Road is a Bear Creek property. So >> great. >> You got that. Thank you. >> Yeah. So we're changing Culver Road to

072capital projects, correct? Yeah. >> Awesome. Um, so Rick um made a really good point about the auditor at the last meeting and I I learned something. I really should be asking before we approve the consent agenda if there's anything anyone wants to pull off. So I apologize for that. Um, so I'm going to be doing that in the future just to kind of be a trigger. There's, you know, and I think that would have helped you go, oh wait, I have a question about this or I want to talk about this. So just a note about that because um you mentioned you know very astutely Rick that the budget has increased a lot. I didn't know if you had a chance to talk to yes me if we understand why it's gone up. >> No

073I think it I mean Rick you you're in the business so um but I think with with our ESSER requirements and and if they're federal grants having to audit uh over $750,000 we had two ESSER awards that were over that. Um I know Gazsby has done additional requirements. >> Um Yasm mean uh also included um just with our title one and our ADI IDA and school nutrition the programs those federal programs just have a lot more intricacies. So but I agree that that cost per year is has gone up pretty significantly. Um I think if she hasn't already, she was Yasm mean was going to um talk to other districts kind of similar to our size and locally on what what they're paying for their uh audit fees. I'd like to see what um well,

074Ashley might be paying more because they've got some >> a few different things, but um but just, you know, really kind of getting uh an idea about where the ballpark is and then we can discuss if the board wants to go out for an RFP. Um I mean, I think it's I don't I think it's too late for this October one, but I think that's a fiscal year contract from January 1 to December 31st. So, um >> Oh, a calendar year. >> Yeah. Sorry. >> Okay. >> Yeah. I don't think it would hurt to >> Yeah. Sure. >> I I I don't think it would hurt to at least sit down and talk to the >> to the Katie >> Katie >> and and just tell you know >> Yeah. >> We We love the

075work they do, >> which we do. They do a fine job. What if we It seems like after our audit and I'll have to get with Yasm mean, but after our audit, we start looking at the next year um and looking at the contract and the finances and stuff and maybe that's something we bring the audit committee in as well just to say, "Hey, do we want to see about doing an RFP?" Or just have a conversation with them to say, "We're kind of past Esser. We we you know we um we got a lot of state grants as well recently and so those were um kind of additional kind of checks as well. Not that they were required to do some of those. Uh and may we just ask them to say hey is

076this going to does the price ever come down with the less requirements. >> Well and I'm curious about the procurement on that too. How does that do we have a multi-year contract with them or >> I think I'm pretty sure it is. Uh, we do it every year. Okay. >> Yeah. Does that brings up a good point about does that mean you're going out for RFP every year or Well, the dollar amount I don't know that you It is, is it? I don't know. Yeah, it's under the >> um But yeah. Okay. So, are you okay with So, we would What you're saying is we would proceed with KDP for this audit and then look at re-examine that next year. Yeah, I think we can I think as we get into the fall, we can

077have Yasm mean see what she finds out on kind of comparables a little bit with districts, not necessarily shopping around. Uh have a conversation with KDP and say what's it what does it mean in the future. I will I will say Yas mean talks to Don all the time throughout the year too because we don't want any surprises on how we how we code something or how we >> how we pay for I mean just especially after June 30th it was like hey what how do we do this on what year um and so that's a good service as well but I'm sure all auditors offer that service because when it comes to October we don't want any surprises >> so they're kind of serving in a consultatory role throughout the year Yeah, got it.

078Okay, Brink, what other your thoughts, questions? Are you okay with that plan >> or do you want the district to pursue finding a different auditor? Was that >> No, I don't want to cause any problems here. >> Well, I mean, >> but it's a valid concern. just a friendly conversation or something. >> I I don't want to go out. >> Get out of the bed or anything like that. It just said, "Hey guys, it's jump from yesterday to this." >> Yeah. >> Made me think I want to I might want to get become a CPA. >> Get into auditing. >> Well, I'm wondering if we do that too and just say it's gone from this to this to this. And if they say, "Hey, that's because of this, this, and this. If we don't have

079this, this, and this anymore, what is it?" Right. Right. >> An itemization. >> Yeah. Yeah. That was my first when you raised the concern, that was my first thought is how do we structure >> Yeah. >> pricing of this and is itemized and Yeah. >> And we can maybe we can even just get the last three years, you know, >> contracts and what they they do a pretty good proposal for that and and say, "Hey, these are the difference. Is this what uh Gatsby, right? That doesn't sound right. Is that right, Gatsby? Okay. Um, you know, those come out. Mhm. I don't know how often, but there's all sorts of requirements for that, too. So, >> yeah. >> Well, I remember this last year they said our work this next year is going to be

080less. >> Our prices are going up. [Music] >> Very good. Okay. Um, next is board guiding principles. Um, this might kind of mesh in with the next item too and that's okay. So, I think we'll probably just spend the balance of our time on on these two items combined um because just in case there's any robust discussion that needs to happen with the guiding principles. But um yeah, so um hopefully you had a chance to review those and I welcome any thoughts or questions. This is kind of our annual opportunity to re-examine these and see if we want to make any. So I warns you, not warned you, but let you know that I >> I know I may have factored that into my preamble I just gave dive into the guiding principles and had

081um lots of questions or conversations I wanted to have with the rest of board. So yeah, if I may, could I suggest we go from from bullet to bullet and um everyone can talk about >> uh if they I have three pages of notes. >> Wow. I apologize, but we can go we can go from bullet to bullet and then we can have a robust conversation about them. >> Okay, that sounds good. >> Do you want me to >> Yeah, go for it. >> Go for it. >> Okay, so the first one So the first one in the past and it was mostly I think it was mostly Sarah, but in the past um the word feel was a conversation because it isn't how do you measure it? And so I kind of went through

082used AI kind of looked at things and um I don't know if it's something we want to try to tackle but from what I came up with um I would it says I would do the board is committed to fostering a diverse and inclusive environment school environment in which all students families and staff members and this is where the change would be experience a sense of being valued, respected, and welcomed. So that experience is a little bit more, I don't know, measurable. But it but this is not this is not one that I'm willing that I'm really there's some other ones I have more feelings towards. is what I don't have as much >> but it does it does make it measurable in terms of the affected feeling with a simple question. >> I feel

083like it's sort of the same >> because everybody's experience is going to be different. We can try to make them experience respect and welcomeness and value. But even if like every student is getting the same opportunity like um sort of the same like immeasurable I thought that too but then I I thought about it when someone asked me how do you feel I'm usually thinking of right then but they say have you ever experienced this and then I'm like thinking further. So >> I again this is something that I just kind of spent a little bit of time on and left like I said this one isn't I could go either way. I I talk communication and I like what you're saying about experience because then you know have you experienced this? Can you give

084me an example? It's very measurable rather than do you feel valued? Can you give an example of that? It's more >> Can you read that again? Do the >> Yeah, let me see if I can um The board is committed to fostering a diverse and inclusive school environment in which all students, families, and staff members experience a sense of being valued, respected, and welcomed. And it doesn't have to be that. That was just a suggest by the way. >> I'm fine with that. For me, the operative word um or sort of direction of this bullet point is the very is what our commitment is. It's more about what our commitment is rather than the other part of it. And so that's why I was always okay with >> the kind of fluffy feeling part because

085it's more about the board saying this is what we're committed to. Um, but I like the idea of having something that feels more measurable and we have taken the district, I give Brent and his team credit, has taken very explicit steps to try to measure this with the survey stuff that they've been doing the last few years. So, um, I feel good about that. I don't I think it's fine if we want to change it to that. I think it's fine if we want to leave it because to me it's this is more about what our commitment is. So, how does it work? If we want to make changes to this, we just >> you just tell me. >> We just tell you and then do we adopt them at the And do we take

086action on them? >> Seems like we took action. >> I think we did, especially if they're not all board members are here. >> Yeah, but this might be something that Nancy has sense about. >> In the past, we have done >> because I know when I first was on the board, there was a big robust kind of discussion um and there was some disagreement. And so what we've done is discussed them and then put it on the agenda. Information and discussion. So those missing or sometimes if you think of something and then just treat it like you would a regular a regular thing. Have an information discussion and then vote. >> So that way we can get input for those missing and then we can get input for the public if someone decides to read

087our minutes. >> Yeah. Nancy can watch us back. Yeah. Yeah. So, how do we feel about the suggested change of that first? Like, do we want to we consensus on that change? I think I like it >> to put it on information discussion again. >> Yeah, she can highlight it in red too. Changes and strike through. >> And I'm Don, you can send the exact words. >> You have I can send that. I can send you. Yeah. >> Okay. >> All right. Next one. >> I don't have anything on the next one. >> Okay. Any anybody else? >> Second bullet point. Okay. >> Third one. >> I do. And this one I I do have some strong opinions. Um my my concern is the word um minimum for class sizes. During um during negotiations, we

088had a robust long talk about um class sizes and how budgets affects class sizes. But also we have different programs that would ex um do class sizes as well like um two-way immersion or you know if there's an AP class and that year the AP class is a little bit bigger like in um English AP or something then the teacher and principal may come up with something. So on negotiations, we ended up with the the district wanted to get rid of minimum. The the association did not. So we compromised with ideal minimum, but I personally would like to change minimum to to ideal in that sentence. >> Um just so I'm clear, you're talking about language in the CBA. >> Yes. that you didn't you didn't dis you didn't discuss we didn't negotiate over the

089board's >> no operating a reflection of what's happened I got you I'm just making sure >> so I was very passionate and so was the district on the stance of class size and how the district needed to have some um flexibility in certain situations and that the word minimum sometimes didn't give us the flexibility we wanted and I came up with a lot of examples and so did the other district staff. And so I feel like I was so passionate and so was the other the other members of the team about minimum that I feel like it should be discussed here because I think that I I don't want to have our goals not reflect what I'm saying in public or what the district is saying in public. Agreed. My daughter's class size last year

090was started out as 35 students in a fourth grade classroom. So, >> oh my gosh. >> And continued to stay mostly that way with a little bit of fluctuation, but that wasn't a minimum like class size, you know. So, I do think that that >> It wasn't ideal. Nobody wanted that, especially the teacher. >> Um, but yeah, I do agree on that that particular word what you're saying. >> And it depends on the class, right? If you have a whole, if you are, you know, teaching honors English and have 40 kids, they're probably it's probably easier than maybe a kindergarten class or something. So, so ideal changes depending on the situation. >> Yeah. >> Yep. I like it. Everybody good with that one? >> Yes. >> Got that, Denise? >> Cool. All right. Next one.

091>> Don. Yeah, you go just lead us. It's okay. Go for it. This one I kind of made changes because currently we are um recognizing lots of people and I feel like the board really wants to um have students focused and um the community and and family engagement. So I thought maybe adding kind of that piece and I can read it and I can copy this to you for you Denise. The board shall encourage and support the superintendent and staff in effic effectively managing district resources in deliberating quality education while regularly recognizing the outstanding attributions of students, families, staff, and community members to the district success. Now, it doesn't have to be those words, but that is um something that I just came up with. >> I like it. >> Yeah. Links it to the

092money. >> Yeah. >> And it makes it because we really pride ourselves on being community based. We know that we're one piece of the puzzle and then this adds to all the pieces. Okay. I like it. Um, next one. Balanced decisions. >> I was totally fine with that. >> Yep. >> Me, too. Good. >> Everybody good with that one? >> Okay. Um, next one about evaluating programs. >> That one I did, I think, have changed. >> Okay. So, this one I'm worried that if we have budget cuts or there's um money is not funded from that the way it's worded, it kind it kind of could be a conflict of what the um community sees. So, and I'm not sure I love these words, but I wrote the board should periodically evaluate the programs to

093ensure a broad-based education prioritizing students needs and fiscal substantiability while continually modifying or phasing out disciplines and as resources allow. I'm not 100% on those words, but um I did think that we should have it I didn't like the words before. >> You didn't like the word? >> I didn't like the word. >> Does that combine Sorry. Does that combine a little bit of the second to last bullet point? I mean, is there something you could >> It might You could take it away. I just Yeah, I kind of >> Yeah. To me, this is See, and this kind of We could have probably a threehour philosophical, but we won't because people have places to be. Uh but we won't. So, we won't do that. But we could have a philosophical discussion about the effect

094of these guiding principles, right? Because to me, they're somewhat aspirational. >> Yeah. >> And I think Don is wisely kind of looking at this from a >> I love it because she's a policy. >> She is the policy wonk. And I love that about her. >> She is a nerd about that. >> Right. And and and an insurance wonk too, which I very much appreciate. Oh my god. I And I just came from PACE and policy meeting. So my my brain was the key. >> Yeah, that's good. But what to me, Don, I always think of something you always talk about is that if we can find a way to do something for one kid that that that kid's interested in. So that's what I think about with this one. Um, so to me I

095think this is kind of an important part of our culture of Phoenix talent of of um, so I I definitely understand the concern, but I I think this is a good aspiration for us to and we could certainly reward it. I wouldn't necessarily worry about connecting it to >> I mean those things if those things have to happen they're going to happen. That's part of our role. Well, like Brent said, maybe combining it with that was about I don't I'm not in love with what the part where >> it's kind of cancelling where it said I don't know what I can repeat what you said, but at the end they just allow. >> Yeah. Yeah. >> Well, we already have that in the one down when warranted and resources are available. >> That's fine. >>

096I'm fine with >> a good thought though. I Yeah, I appreciate the thought. I think it's good to have these aspirational, you know, >> well, I guess the part that the part and I might have skipped a bullet point, but the part on the board show about uh the part that um kind of concerned me was modify or restore as many disciplines as pra practical to provide broad-based education for all students. If we're in the middle of a funding crisis, >> how are we going to do that? I mean I mean we're gonna try, right? But >> yeah, >> I think the language could be cleaned up for sure. Sorry, what were you gonna say? I like the word practical like just as practical. It's not practical. >> Yeah, I think this one gohead. >>

097Would you say you like >> if the the word practical if it's not practical due to like budget cuts or something like that, then obviously we won't be able to do something like that. Mhm. >> I'm fine with keeping it. >> Yeah. >> I think I skipped a bullet point, too, by the way. So, I might >> This seems like this maybe came about either during or post a budget cut season maybe. >> Um I'm sure. I mean, like 2008, 2009. That's probably that's probably so so the idea was um you know we need to restore and bring back programs which is a good to me I think this is a great place to to make space for what we're really saying is we want to have a diverse offering of programs that are meaningful

098to kids >> um and provide a broad education and I think I would if we make a change to this, I would like us see us go in that direction to kind of clean up the language a little bit that says in Phoenix talent, you know, I I I was talking to somebody who teaches in a in another district in southern Oregon and he was talking about how the high school has three electives. It's like art, band, and shop or something like that, you know. And um I was thinking about all the different programs we have and you know that we've worked hard to try to build and protect and um that hopefully we can continue to do. Um but that to me is what that bullet should say. >> Well, and I think to

099your point too, I think I mean some sort of rather than just status quo, >> right? >> Has to be like innovative. >> Yes. You know, >> what if what if Denise and I kind of work on word smithing? >> If you can share that uh Don. Okay. >> And we could word smith this bullet and try to come up with step better actually. But yeah, >> I like the idea of using innovative. >> I do. >> Yeah, that's good. >> And diverse. >> Uhhuh. >> Yeah. >> Yep. >> Yeah. Because you don't It's not always about just bringing back something we had before just because we had it before. It's it's about meeting the diverse needs of our students with a broad programmatic offering. >> So, Don, we'll you know, we'll kind of uh

100modify that bullet point and bring it back. You're good with that. >> Thank you. I like Oh, I like your guys's idea way better than mine. I just I appreciate you just bringing these to have a discussion about this because this is the first time in my five years on the board we've actually really did a deep dive on these. So, it's good. It's much needed. Um, okay. Um, okay. Next is the board shall increase and monitor educational opportunities for student success through appropriate curriculum with classroom flexibility on an indiv. What does this mean? What are we talking about? I just I almost think what we just discussed and combined something in there to what be one bullet point. >> Yeah. >> Does that make sense? >> It's basically it covers >> if a kid's

101going to learn something on a job. >> Yeah. >> You know, on the job training or apprenticeship or internship or job follow, whatever. >> Yeah. >> It would allow for that. >> Yeah. >> Okay. I guess that that is what it's trying to say, isn't it? Okay. >> I don't know. You know, if it's not clear, it probably needs >> individual needs as well as as a whole. Yeah, I feel like that's what it's saying. >> That could Yeah, that definitely could be probably combined. >> The ad I had to this one and kind of I'm just throwing it out there was mentioning data data driven curriculum >> and data data or data driven um decisions because that's something our board talks about a lot, but it isn't in any of our priorities. And I

102thought that might be a good spot to but it doesn't need to be there. That was just what popped in my mind. >> Is this really about differentiation? >> Okay. I I feel like we could say this a little more plainly or combine it. >> Do you guys want to work on that one too? Yeah. >> It may quite Yeah. It may not fit to one bullet point, but yeah, but we got the gist, I think. >> Okay. >> Did you have for the next one though? >> I think I was okay with this one. >> I think are we on the board that'll be knowledgeable on that one? >> Yep. >> I think um we don't have very many listening sessions. >> Yeah. >> So, it kind of seems I don't know. We either

103need to have more listening sessions or take that out of there. Yeah. [Music] I'd like to leave in there and make us do it. But >> yeah, >> we do have those community groups of me, you know. >> Well, and I look at it as a tool, right? So like when the stuff happened with ODP, we >> we deployed a listening session effectively to >> help give space for that. and it was a, you know, so so I agree it would be good to do a little bit more regular outreach. Um, but I think we should leave it in there and strive to do that, but also recognize that it's >> it's a tool, you know, that was >> I was proud of us for doing that. That's not something a lot of boards just

104stick to their regular schedule program and, you know, >> it was good. I I also think just from staffwise and the board is certainly willing to attend too. We have built-in listening sessions throughout you know the year with our migra [Music] >> you know and when we're gathering that SIA data. So yeah. Yeah. >> And I think we put this in there when during CO and stuff when we were having a lot of people wanting to have input. But I mean, I'm just piggybacking on the city of Phoenix, like they're having a hard time having >> participation. And so, which I think it's great and I want as much the community to have as much input as possible, but I don't want staff to be spending, you know, 40 hours and have 20 parents show

105up. >> Yeah. So, I I want to make sure we have a balance as well. >> Yeah. I'm not sure if this is a wine or not, but it's so that we get in the football dance for free. >> Oh, >> wants that still. >> Let you came up. >> Oh. Uhuh. >> Have language like this. >> Yeah. To to uh meet the requirement. Yeah. Yeah. >> Otherwise, you're getting a benefit. >> Yeah. Yeah. >> I think they've changed that recently on the ethics commission. Yeah, I think so. >> I'm 99% sure >> cuz I just went through ethics two days ago, >> but we're going to change it to >> um that if you're if you're on that board and that benefits your board work, then it doesn't count as a contribution. So, you

106going to a football game since you're on the board And that's, you know, it would help you with your board work, then it wouldn't count as a contribution to like your $50. >> Okay. Maybe we'll get you an all access pass, right? But I'm saying, >> but you just have to you have a minimum commitment of 50/50 tickets. >> There was one event I think I bought >> 80% of the 5050 tickets >> and and I won. Yeah, I wanted and I donated that. Yeah. Yeah. >> I was like, I'm buying all the tickets. I'm like, I'm definitely going to win this. >> Okay. Um, so are we good with that one? I think this one's great. >> Yeah. >> Okay. Um, and then the next one on communication. >> Um, oh, I thought we

107the last one. >> Pretty good. Communication pathways and code of ethics. >> I think that one was good. with that one. So, >> speaking for Nancy, I think it's good. It says parents, guardians, and there's some other places that have parents that doesn't have slashguardians. Might be good. >> Yeah, maybe maybe we can make that change to say families. That's I think a change we've made in our >> other vernacular. Um, okay. Next one. Conservative use of resources. >> This was towards the end. >> You were getting tired. >> 12 points. And >> oh, >> um, this one's like a few years old and I just don't know. I I I played with AI. I played with words. I couldn't think of anything that was even better. But I but I'm wondering if those words

108that we have are maybe a little outdated, but I'm fine with it. M. Mhm. >> But I think it's really important having come from a city meeting where they ordered 3,000 pieces of plastic or maybe 150 people. >> Oh my gosh. >> And you know, I called them on it and got told that I was anti-Christian. >> Oh, so it was kind of interesting. It was me grade hunt but you know yeah I I agree that it's important just the words of like it just seem the words just seemed odd to me but maybe again I might have been tired. We can try to word smmith that >> encourage conservative use of all resources both natural and man-made. I mean I just kind of seemed like I don't know like it kind of like >>

109kind of weird. >> Yeah. It kind of like didn't come out and say it like we're going to be responsible with the things we purchase and we're going to try to do the best for the environment and the community. But >> that was it. But I don't know. That's how I mean that's it. >> How about uh the board is committed to the responsible and efficient use of all resources natural and man-made. >> Strategic decisions shall reflect a commitment to longterm sustainability, fiscal stewardship, and enduring value. >> Great. Thank you. >> Thank you. >> I'll send you. I agree that some of these are just a little bit funky. Um >> just could use >> before we had other tools. >> Yes. I I think just language should be clear and accessible. Um you know

110um and so any opportunity we have to do that on these we should. So um and then um and then this last one kind of like a was this added during the bond time? Okay. >> And I do have a suggestion for this one. Okay, great. >> Cuz we still do have bond monies. But I was wondering if we would say something something like this. The board shall affirm its commitment to the community by leveraging bond funds, grants, and donations to sub sustain and enhance a premium educational environment through strategic property and building improvements. >> Very nice. >> My problem. Yeah, >> because I feel like we're gonna continue doing that and especially if we do >> for another bond or something. >> Well, just like we talked about today with that project, right? Right.

111And look at what John's doing with >> solar and maybe so we don't have to change it um when the bond funds are done. I mean it could be I don't know how fair but capital improvement funds and grants because we will have c uh tax money coming from the cities and municipalities. We will have grants and incentives maybe. So, >> yeah, you could just say leveraging um different resources or I mean I don't you guys can wordsmith it. >> Why don't you why don't you send that too and we'll uh we'll get something cuz I think that should be when the bond's gone it still should be a yes it still should be >> that's what I thought too. It's solar and it's battery backup. It's it's a community space. It's Culver Road. It's

112a tennis courts. It's you know, all of those things are, you know, creating a premium environment for the kids in our community um by being creative and strategic and innovative. Yeah, you could add that that those words creative and strategic and innovative. I'm fine with that. I just wanted to add >> my mind was more >> Yeah, I think that's good. >> That's really good, Don. >> Now, did you come up with new ones? >> No. >> Oh, wow. >> I thought about it, but I think that everything we have was great >> and I didn't think we needed new ones, but someone else might. I think that that's great. If you have a new ones you want to add. >> Yeah, you guys have to go, right? >> Um, yeah, I don't have I

113mean, I was just thinking about I think I think these are good. >> Well, if we have it on information and discussion something up, >> we can probably add something as well. But um and like I added a couple things too points >> just to make it look like >> you send those to Denise and then I can work through and >> um get a draft uh ready for August. >> Denise, I have it I have all these notes in um Google Docs. I'll just send it to you and if you need help understanding where my brain was, you can contact me. Perfect. Um, okay. So, next one. I know, and I know you guys have totally fine. Um, I really just wanted to orient ourselves and and for Diana's benefit on the rhythm of

114evaluations and um the relationship of that to the strategic plan and um so um and then operating agreements. So, um hopefully you had a chance to read through those. Um, did you have any questions about anything that you read through that we can kind of walk through? >> After I got past figuring out what the rating system was one through four on my computer, it's cut off. I'm found the blue and the yellow like what is this? It's good. It's bad. You know, >> are you talking about the self evaluation or superintendent? Okay. >> And I went back to the superintendent to look at that and it was printed out. So figured that out. >> Okay, great. Okay, good. Yeah, so we, you know, one of the changes that we made is we we we

115changed we changed the superintendent evaluation. Um not necessarily the process, but the the actual evaluation itself. um last year was the first year that we used that and um we we kind of adopted OSBA's model as a template and then um and we did that really in a way to connect the strategic work that we're doing with the evaluation. Um there was definitely a disconnect there. Um we also changed a little bit of the manner that we did it. So it used to be we used to average a rating scale for the superintendent which is not best practice. Um, and so a change that we made and it takes some trust on on Superintendent Barry's part to allow us to meet without him where we go so we all individually go through the evaluation and

116then we we meet as a board in executive session and we arrive at a consensus score for each item and it really facilitates a robust discussion. Um and and then it it is best practice in that we're not averaging scores which don't really mean anything. Um so >> yeah, exactly. So that's that's a change that we made. And then I what I love about this board is that we we adopted a self evaluation process too um to really kind of you know continue to improve the work that we're doing and also signal to our superintendent and our staff that we are you know it's important to us to improve as well. It's not just an expectation we have for you. Um and and it's very much a relationship. Um, the other thing with the superintendent

117evaluation is um, we instituted quarterly check-ins as part of that too, so that it's not just everything all at once. It's we're really in sync throughout the year about what's going on. Um, and then, um, Mr. Barry's been really great about meeting with board members individually as well and just, you know, getting to know and and having those one-on-one type of interactions. Um, so I don't know if you want to speak to anything, but um, I think it's um, going >> I think where we are with our strategic plan and it was good timing to really look at the overall evaluation with the superintendent. I've been in this district for a long time and going on my ninth year as superintendent. This really was the most meaningful evaluation process in my time as superintendent because

118it really connected our work and and you know we're data making data driven uh decisions and uh you know really opened the lines of communication on what where we are the good the bad the ugly where we need to improve. So, um it was it was a kind of trial. Uh but I I really think this is the way to go and and to add on the the board self-evaluation and then now the community involvement too. I just think it makes it a much more enriching process. So, that's something we're adding this year is is a um is a is OSBA is facilitating this to actually go out and and engage members of the school community through the superintendent evaluation process for the board to consider us part of that whole process which is um

119again requires trust and you know in the relationship and and um having you know we had great conversations about just the change that we made in the last year and how that how staff, you know, Superintendent Barry's staff felt about that, how that showed up for them and um just really good conversations that things to work through. But that's that's another element that we've added that I think will kind of just bring some overall richness and authenticity to the process. So yeah, so that's that's a new that's a new thing. And then we have, is this still accurate, um, Denise, that we still have not adopted >> the board superintendent operating agreement? >> Is that an accurate note or >> see her? Sorry. >> I thought we ended up >> Yeah, we have not. It's

120>> Oh, >> yeah, we have not. >> Should probably do that. I mean, thankfully we do a good job, I think, following these, but um if we haven't >> I went back through my minutes notes. Okay. >> We never officially adopted the agreement. >> Okay. >> So, we I mean, we've discussed it I feel like a lot. We probably put it on for action next time. >> Yeah, I would agree. >> Yeah, because this I just >> I mean, if that Yeah, >> just reading through this. I mean, all of this is good. I just don't think we have to do an information and discussion. >> Yeah. >> And then adopt it next time. >> I I agree. >> Yes. I I know Sarah and I we met with you and we you know we

121made changes and we talked to the board about it. So just we never took the official step of >> well adopted. >> I didn't find anything where we did. So you and Sarah actually did meet with them. >> I remember. Yep. I remember meeting with with Brent. I don't think it would hurt to read them. >> Yeah. >> Um, are there any I mean I think they're good as is. I didn't I don't have any I mean it might be just good every two years that we do that in case we need to have new board member. I mean just the onboarding. So >> yeah, good point. Yeah. Yeah. Are you talking about >> just the board >> board superintendent? It says draft on. >> Yeah, the one that says draft >> Michael. The other

122one says that it was adopted. >> Yeah. >> And I think that was my first year as chair. So it's absolutely my fault. You're looking for someone to blame. >> Yeah. Let's blame you. >> Okay. I would like to just add I've been listening to other boards um meetings just because um I need to do better than podcast some days and um another they were talking about their board operating agreements and it was referenced on page 18 and I thought holy smokes you have a board operating agreement that has page 18 >> and I could there's no way I could I would probably >> like be able to follow all the operating agreements miss there with 18 pages. So, and also and later in that meeting, the superintendent never did a did reports. They didn't

123have superintendent reports during their board meetings and they decided to to add them um this year. And I thought, holy smokes. So, I appreciate that we are to the point. They had a big discussion about their board operating agreement um having to do with cell phones and I I was just appreciate that ours was short that I could read it and not have to reread it again because I forgot what was on page two. And I'm thankful that we heard from our superintendent at every meeting. And so um I'm glad of that. >> Yes. One thing we didn't do, do we have it on for next the next meeting to um I feel like maybe we just did it last year, but the agenda double checking that we're good with how the agenda is structured.

124>> We did just do that last year and we did that last year. >> Are we do we need to bring that back? >> It's pro It's not a bad idea, right? Can we just bring that back as a item for we can just put it as information and discussion there >> agenda structure? Sure. >> Yeah. Just just to check in just to provide an official place if anyone has any feedback on >> I've seen other boards doing their agenda structures as well as >> Yeah, it's probably we probably should have worked at it but organizing that's okay. Um and then um the selfie vow I feel like there was some goal setting that we were going to do um as part of that. >> That's what I thought this meeting was supposed to be

125for. >> Well, I I think it probably would be a good time, but we are half down. >> So, um >> Yeah. Okay. Well, yeah. And I want to be respectful of our finish time today, too. But, um, >> I am trying. Does it Does it make sense if And I don't know. I mean, we're still kind of through this new process, but does it make sense for me to have my goals in August and then the board discuss how they're going to support >> their employee? that or >> is that the board goals you're talking about or >> Yeah, it's that but it's also like we did our self evaluation. Yeah. >> You know, and and so it's >> here's the what, but then the now what, you know, and so it's it's that's

126definitely part of it, but it's also just building on just to just to keep into that work that we did to do the self-evaluation. I think it's important for us to have um so um and I'm trying to remember where we left that with Kristen because I know that's something we talked about is is >> that's why I added the um the Phoenix Talent BSAS presentation >> because in at the very end there she what you guys's answers were and said these were some of the goals you could come up with. >> Okay. Okay. Well, why don't we bring that piece just those goals? Why don't we bring those back as well for information and discussion? Just so we're real clear on that. And >> um that can either be that can be August or

127September depending on time. >> When's our next work session? >> Don't Oh, it is November. >> It is November. >> That would actually be a good time to do it, right? It's >> I don't I don't know how robust that conversation is going to be >> um >> in August and September. >> No, just the whole the how much you know we're we're looking at the evaluation. The longer we go from it, the longer we forget and >> um >> but I don't know how robust it was going to be. I think that we wanted to the things that we agreed that we were weak on we wanted to fix. But maybe since we have a new board member, we should wait and a little while before we do that and kind of get the

128feel of >> able to give us our input after OSBA in November. >> Yeah. >> But when did we do the border self? When's the next one due? >> April. Okay. April, I think. I mean, honestly, we've already kind of started. So yeah, we've started doing a lot of these or we've or we've we've been doing these and we want to continue. Um I mean disagregated data, we just reviewed that. Um we've still doing the self-evaluation, goal setting, um community engagement, we talked about that today. Um >> board self evaluation is scheduled for March. >> Okay. >> Mhm. I did notice that standard four was the worst that you got rated or you rated yourselves and that was on the board regularly establishes performance goals for itself >> and there were three that were >>

129it was three to three >> on that >> um in not being established and I wondered what regularly meant annual by annual Um, and I that's a good thing because when we, if I remember correctly, when we had our self-evaluation and even our superintendent evaluation, different ones of us had different >> uh perspectives, especially me, I'd be like, I thought that word meant this. And um and so I think that that's a good example. And and again, maybe we aren't at as far off as we thought we were, but you I thought regular meant one thing and somebody else thought it meant something else. >> So I think I think maybe that's a good point. Thank you. That just defining what things mean. So we >> know. >> Yeah. And it's kind of related if

130you look Diana on the the presentation that Denise included in that. Um >> is it the back of the >> It's it's like a it's black background. Um it's like a PowerPoint. Um it was the it was essentially the Kristen's culmination of >> it was kind of her synthesizing the results of the self-evaluation. on the very last slide of that, >> she suggests some possible goal areas >> based on things that we were kind of all on the same page about. And so I think what you're talking about can probably fit into that accountability, data, progress on goals. Maybe we can talk a little bit more about There we go. regularly. This is called reviewing your detailed report. So she >> um >> no it says possible goal areas with a green line and then

131four >> five dots. It's the very last slide. It looks like this. >> Okay. >> And the file is called Phoenix Talent BSAS >> board self um >> presentation. Yeah. So, I don't know. Should we should we continue this? Should we have this on for August just to do a quick check in? >> Sure. >> We'll just do like a five minute. Hey, we talked about this. Three people were missing. >> Would you add it to August? >> Yeah. And I don't know if we want to I mean I don't know if we want to engage her in like an official goal setting thing or I think I like your idea of incorporating like that makes sense too of how we can support you especially as it pertains to those generic those are that's what

132we're looking for community and >> you know >> yeah accountability and Yeah. But yeah, it's it I think we need everyone to be part of that. So any other thoughts give we are ajourned.