Phoenix-Talent School Board meeting 04-03-2025

001We're going to call the meeting to order. Sorry, we're a few minutes behind here. Um, and we're going to start with accentuate positive. You go first, Casey. Good to be back at you. Um, good evening board. Casey Homestead, principal at Talent Middle School. Um, have a pretty quick report tonight, but just really wanted to give a shout out uh to some staff members. Um, and I know it's our first week back after break. And so for all of our staff to make it through break and get here. Um, but I want to shout out Julia Ponder. Uh, she's teaching our leadership class. Uh, we had a dance on the last day before break. Um, which I questioned timing, but it uh, ended up kids had a great time. Uh, multiple quotes of this was the

002best day ever. Um, I think us continuing to find ways for our kids to have fun and experience joy together outside of the classroom. Um, and a lot of staff that help volunteer, a lot of staff that show their dance moves as well. Um, not to point anyone out. Um, and then as part of the dance, uh, Vanessa, she's one of our staff and also is a DJ, which was not part of the interview or anything like that. Um, but she DJed the dance and added such a fun element to um added such a fun environment to the dance. Um uh shout out to Richard Bird and Lori Evans. We are uh kind of getting knee deep into the testing uh world for state testing and just their work and helping make making organized and

003running smoothly. Uh, and then last but not least, and uh, they are here in this room, but uh, Liz Fletcher and Brie Bates are counselors uh, here and I kind of talked about we had a training today that I got opportunity to be with this amazing crew, but just their courage and willingness to sit in the weight of the fullness of our students experiences. Um, it's heavy, it's uh, beautiful, it's hard, it's crazy all the things. And I think the amount that they carry at times in that um, is a lot. And so I just want to thank them for that. And then also just they're system thinkers and there are a lot of systems that I'm excited to improve here at this school and we'll be relying on them in that process and that

004journey and trying to impact all kids. So thank you. You're welcome. Hey, good evening board. It's good to see everybody. Shish life principal at elementary school. I want to give a big shout out to Laura Mallette and Ria Lee. We had a spring break camp over spring break for 22 of our students who are at PES both that Thursday, Friday, and then Tuesday through Friday from 8 I think they were 9 to 2:30. Um, and a big shout out to Talent Me City for providing really amazing just fun learning opportunities. The kids love it, the adults loved it. Um, want to also give a big shout out to our custodians because um, you know, EES is a hub. There's there's things happening there all of the time. And so our custodians work really work around

005and help keep our school clean despite having activity there quite often in the evening times on breaks when you know traditionally they have a little bit of an opportunity to kind of get caught up on some projects. But so big shout out to Andrew, Malcolm, Dustin, and then Jessica was a sub for us for a few weeks and she did a great job too. So I want to give her a shout out as well. Lastly, tomorrow is National Librarian Day. And so I want to um highlight Christy Dixon. She is Crafty Christie. She is our media manager. She handles all of our library, our Chromebook, and all that good stuff. But she's also a uh a caretaker for critters. We have um butterflies, snails, fish, all that stuff in the library. She just is willing

006to do anything and such an integral part of our school. So just want to um celebrate her tomorrow. Uh I have one other set of announcements. Heather is right now doing an orientation because she got accepted into a doctoral program. So today is her orientation for that. And so I will be uh speaking on her behalf for Talent Elementary. She shared that tomorrow is school appreciation or school library appreciation day and we want to share our deepest power, our incredible librarian at TVS who brings peer love and joy to our school. In addition to helping our students explore the wonderful world of literature, she exemplifies what it means to be a team player. She steps up and supports whenever and whatever is needed. And as a part of their community outreach work today, the second

007graders at TDS are knee deep in their service project where they doing a coin drive for POTUS, which is the friend of the animals um southern Oregon students have been assigned different jobs in the finance, marketing, and research departments are working hard to bring in money to support our friends. Thanks to their amazing teachers, Ashley Quay and Lia Morales for all their work on the project and send your spare change their way. And then finally yesterday with their leadership team meetings and the TDS leadership teams are amazing. Uh their efforts show that teamwork can make the dream work. The collaborative e efforts of our teams are what make our school a special place to work. So thank you for their staff for their dedication and hard work. That's it. Good evening everyone. Kent Fier uh

008unlike Dr. Lambert and Dr. low. They can close the door if I ever got near an institution for talking about that. Um I first I want to thank uh Sarah Gamestrom, Katie McCormick, and Brad Nelson who is our PTA president and we had a jogathon just before spring break and Orchard Hill raised over $12,000 which was a pretty decent number. So uh I really appreciate their hard work to accomplish that. Um, also I want to thank uh uh Dr. Lambert and Javier. Um, they both work with Eric Caseri and she is our special ed teacher. Um, earlier this week we had a really hard meeting with a family experienced some significant mental health challenges with their child. And wow, Erica is compassionate. She treats everybody with dignity. Uh, she knows her stuff. And just sitting

009there, it's it's really an honor to work beside Erica. I think it speaks well to obviously the Japanese department and I think Javier, you probably hired her to begin with some years ago, didn't you? Well, you're welcome. And lastly, like Mr. Santi, Mr. Sante came to our staff meeting yesterday and presented some data about uh reading and math achievement um and some trends from K through eight and some strategies that we could implement at the elementary school to try to bolster our students achievement. Um unfortunately as a principal sometimes I don't have the time to dig that deeply into the data. Uh but Erin did a super job. I'm just thankful that he's here doing that work. Um and our started some good conversation amongst our staff as well. So that's about it from Orchard

010Hill. Are you back, James? All right. Thank you. Thank you, James Joy, assistant principal at Gates High School. Um, just some quick shout outs. First of all, to Rene Hansen for completing the um trip over spring break to France. Um, I was in her room today and she seemed well rested and relaxed very well. Um, I'd also like to thank Jose Ball over here for constantly creating such great content um, not only for our school but for our whole district. Um, it's such he does it in such a positive way and I keep reading it and being jealous of his ability and his sportsman. So, thank you very much. Another shout out would be for our police department. Um, I'm amazed at how um quickly. They respond to some of our requests. Um, I was

011doing a a walk through on the track on Tuesday for our Wednesday meeting. Noticed that there was some trees overhanging one of the discus sectors that could come into play. And not critical, but I think you guys maybe trim these branches back a couple feet. And they were out there the next morning and got done I think before about nine o'clock. um which is certainly above and beyond um what I had expected. So, uh thank you B facilities for everything that they do for us. Um speaking of spring sports, they're underway now. Um we've had a couple track meets and we will have a few more. Um unfortunately, I can't figure out how to schedule them on days like today instead of scheduled on days like yesterday which was a little colder and wetter, but

012um we've still been able to get the track meets in. uh baseball and softball start conference play on Friday at Hidden Valley. And um just another thing of interest, the boys volleyball team, which is technically an emerging sport for OSAA in the state. Um I'm sure it will be coming the sanctioned sport very quickly. Um Road X, the facility in Medford is hosting a giant boys volleyball tournament on Saturday. Um, I believe there's 22 teams from all over the state that are coming to play volleyball and we are entered in that. So, stop by there if you're interested in watching some boys. Thank you, Paris. Thanks, Rising Academy. Just a couple items. U want to throw it back to before spring break. Several you guys got a chance to come check out math night. huge

013success. Um, besides the two iPads that we give away to descript and all the other prizes, T gave away 3,622 pieces of candy to three different children. That was a good spring break. Everybody came to the estimation station, had a great time. Uh, thanks to Joe a second shout out. Uh, put together a great video for the night. I'm sure you guys have seen that. Thanks to Charlene for putting all the things together that she did. Uh also on the testing side, uh our English language proficiency assessment, the OLA is just getting ready to close next week and I want to thank uh Maria Lee at the district office and all of our um ELD teachers around the district for um administering that. That's a ton of work. They have to track down kids all

014over the place, including at their homes sometimes to get those things done. So, um, those are required by the state and so I really appreciate the work they're doing to make that happen. And now we're turning our attention to third through eighth grade smart bounce assessments which opened up Monday. So, we're going to begin those assessments in schools starting I think next week. That's it for me. Thank you Amy Hunts food service and I just want to start with sharing some accentuate the positive uh results here and food service in the last month we got a 100% on our ecosure audits both in food safety and physical health safety. We just passed our NSLP admin review with one minor finding and zero financial impact. Um the auditor said, you know, people who get we just

015don't have people that get no findings or one finding. If you get one finding, you're a superstar. So apparently we're superstars. So very happy to have that done. And then we finished off the month of March with our future chef event. It was a lots of fun and I have to give a huge shout out to Chef John Barber. You know, he always comes through and helps me host that event. I I just I don't know what I would do with all nine kids in just the cafeteria. So, having the wonderful facility and having his help to split the kids up. Um it's always tons of fun. If you haven't ever been to one, we'll have it again. So, stop on by. Um but we had some wonderful recipes and really enjoyed working with the

016kids. Thank you. Thank you. Anything from the board? Um before spring break, I went to the elementary school, the town elementary school, and had lunch with my daughter. Um and it was delicious. Everybody was very nice and kind. Um it was raining that day, so I had recess with them. And if you haven't went and had recess with the kids, I highly recommend it. It was raining, pouring rain, and we were playing four square. They're very serious about their horse women. So, yeah, it was it was a good time and um just thank you to your crew. Thank you. Anything else? Great. Thank you all so much. Um next is student representative report. We have Aubrey here with us. Just me, I guess. Just you. Um, so the first big things is we have a

017talent show uh tomorrow at 6 for our sparrow and it's a $3 entry fee and all the proceeds go to our sparrow. So I think there's also like last year they had a box that you put money in to vote for the person that you wanted to win. So there's like a box for each act and then you put money in the box you wanted to win which was just like an interesting little way to get people to do that. And then on the 10th, we have a student versus staff basketball game that also has all proceeds going to the Sparrow. And it's a $2 entry fee. So, I think that's that's another fun way to donate to our Sparrow. What time on the 10th do you know? I think it's going to be six,

018but I'm not totally sure on that. And then um the teachers are really just helping us get through the last week of the quarter. that's kind of been um a struggle but and also helping make sure that all the seniors have their pirate points because those are due very very soon and I think that's the support that getting has been really beneficial and making plan if you don't have everything you need done and that's just it's all I have. Thank you so much. Okay, next is citizens comments. Do we have anyone in the audience who wishes to address the board? Is there anyone online? Okay, moving right along. Superintendent report. Chair Campbell. I just want to kind of reiterate just my appreciation for this crew out here and just um you know what they carry

019and what they how they lead their buildings and um so many activities and and just our partners that have fun activities for our kids and just uh um it's it can be an exhausting and a challenging and um obviously a time consuming job but so rewarding and um really appreciate this team. So thank you all. Um, want to mention the marching band color guard, speaking of activities, are going to be traveling to Disneyland at the end of May, May 23rd through 26th. Um, looking at taking 47 students between Phoenix High School and Talent Middle School uh with three staff members in seven chapters. So, uh, we'll be looking to hear uh how that trip goes. I want to share you um sent you some updates. The ADM security bill is miraculously alive still. uh House

020Bill um 3149 has been amended to a one-year uh ADM support um and has passed through the House committee and uh is looking at going to Ways and Means for funding. We will have an opportunity to kind of advocate for that and I will make sure that our board and our team knows um when that happens. And then finally, as many of you know, um really any room Tiffany Lambert is in the fact that she's probably the smartest person in that room. Uh and now she has official credential. And so I do want to introduce Dr. Tiffany Pamford working for two years and uh completed her dissertation and just uh she's such a valuable team member and just really appreciate it's a huge honor. So congratulations. Yeah, congratul I thought Ken was just being Kent.

021So I'm glad you actually it's April. Yeah, want to make a goat out of them. That's all. Okay, very good. All right. Next, I'm very excited about this and thank you all for being here. We have a program report on comprehensive counseling. I don't know who's in charge. You're okay. You're in all of our time to focus on our amazing team members here. Get a mic. Good evening. Oh, yeah. Let's get It's over there. You might have to come second. Okay, perfect. All right, so I'm going to talk back. Some of this is a repeat and um some of it might be uh just a refresher, but really excited just to kind of lay the foundation and introduce our team members here. So, we're here to talk about comprehensive school counseling. You can click I'm

022just going to give you a quick overview. If you remember, it's a division 22 standard. So follow the the guidelines around comprehensive school counseling program. Oregon has adopted the ASKA national model. That's the American um school counselor association. We'll talk a little bit more about that, but we're pleased about that. That's been that's been the Oregon model, and that's a really good thing for strong counseling programs. Um you can click the American Association for School Counseling has national standards. So our counselors just like other teachers and in other areas have standards. These national standards you'll hear about tonight when you hear a little bit about about our counseling programs at each level. You'll hear them mention a standard that they um address in one of their lessons. And you'll also hear them about talk a

023little bit about how they measure student outcomes in attitudes, skills, and behaviors. So, I just wanted to reference that for you and this is um the standards that our counselors are implementing through our comprehensive program. Um not only do we have our ASA standards and the things that we cover in that way, but Oregon wouldn't be Oregon without additional things that we want to make sure we cover in our schools, right? So, um Add's act as you know is comprehensive suicide prevention and awareness. it um it also falls under the the counseling realm and our counselors are really involved in in providing that support and also providing instruction around suicide prevention and awareness. We have new social emotional standards. That's not exclusively a role of a school counselor, but it does fall in the realm

024of one of our domains in school counseling. And our elementary specialists are here tonight also or Christian is here tonight to talk a little bit about what that looks like at the elementary level. And then as you know, there's also college and career graduation requirement coming soon that obviously will involve school counselors. Um let's see our team. um our team is going to introduce themselves and really we have our licensed school counselors here tonight but we also have an enormous benefit in Phoenix talent to really have a team of resources. So here on this slide you'll also see for example our elementary behavior specialists that are doing a lot of work of of social emotional learning in our elementary schools and how that feeds into our social or into our comprehensive program. Also our student

025services department at the high school right that's a a team of folks. So I just wanted to shout out all of those people. I also want to shout out and say thank you. The national ask them A asks national model really recommends at least one counselor for every 250 students. It's incredibly hard to do and most schools can't do that. And we put a school counselor into a situation with 600 kids and they can't possibly implement a comprehensive program. We have two licensed school counselors at the middle school. We have three and and that note that doesn't even include our student services team. We have three at the high school. So, not only are we meeting that standard, we're exceeding it. And that's really something we want to say thank you for that investment in.

026I want to introduce Hatching Results. So, tonight we have with us Becky Love. She is a professional learning specialist with Hatching Results. Hatching Results is an organization that is lead that are leaders in this work. Their their function is to support schools and districts in implementing strong comprehensive counseling programs. We have been um fortunate to be introduced into the world of hatching results with different school counseling programs and resources and we finished today our third session with um with Becky and with Hatching Results this year. One of the reasons that our team is going to highlight some stuff for you. So I wanted to to introduce you to that and I want you to hear just a really quick three minutes from Dr. Trish Hatch. She's the founder of Hatching Results and she's one of

027the original authors of that ASKA national model that is the gold standard of school counseling. Okay. So, this is the magic that we have been working on with Becky and with Hatching Results and with our team. So, I'm just going to go through real quick. This is just we've been working on this overall system. Some examples of tier one lessons that our team is either already implementing or refining lessons that every kiddo is getting. You can go ahead forward. Um the plan is they're either getting it or we're working on making making that part of the plan. Some examples of our tier 2 um lessons. Next slide. And this is again where we some kids need this. We're going to dig into the data. This is really where our grad pack coaches do a lot

028of the magic. And again, fortunate that we have control to be able to do that. Where and when counseling happens is a bit of a puzzle, not a surprise when we're seeking additional time all over the place. So, you'll see it happens lots of different ways. Small group, one-on-one, whole group, seminar, classrooms. It's really kind of the puzzle to make it happen. Just shouting out Dr. Hatch again about how uh just like any other school program really allowing counselors to dig into the data and become move from helpers to leaders really ensures that we have a guaranteed valuable not just random and happen stance who gets what but all kiddos get this before they leave. shouting out some of the investments. Lee, um I mentioned this when I talked about the um the um ratio

029for school counselors, but I just want to point out all the different ways, some direct and some indirect ways that we're supporting school counseling programs, K12. That includes our licensed elementary behavior specialists, community care specialists, the investment in people, and our professional development work and our curriculum resources that allow us to have high quality resources to deliver lessons and then the technical assistance that helps us with the the nitty-gritty so that we can get the work done. So that investment has made a huge difference in the work we've made, the progress we've made this year. And then without further ado, we are going to hear from each level a little flashlight. They're going to shine a light on a lesson that they may have delivered in uh in their classroom or in their school buildings

030and share with you some of the standards and how they measured it and just shine a light on their work so that you can hear from them. So without further ado, I think TMS is going to kick us off. All right. Uh, my name is Brie Bates. Can you hear me? Yeah. Okay. My name is Brie Bates and this is Liz Fletcher and we are your talent middle school counseling department. And today the data that we have prepared to show you stems from a tier one lesson that we did um on signs of suicide. And signs of suicide is an evidence-based suicide prevention curriculum that the Phoenix school district adopted this year. And so we are in compliance with the addis act that mentioned and this was actually our first year um was first year

031of delivering the signs of suicide. Last year we did a different um curriculum and as you'll learn later on in the presentation we learned that the science of suicide was really effective for our students. So our smart goal for this particular lesson was at least three out of four students will be able to appropriately identify and apply the science of suicide act model given a hypothetical um situation. and act stands for acknowledge care and tell of residential. This is the second year that the Phoenix talent school district has reinvested in the school counselors at Talent Middle School. um three years ago Jordan was there and um then after that there was a gap year and the last two years um they have reinvested in having two school counselors which we are super grateful for. Um

032so there are several reasons why we delivered the lesson on signs of suicide and um so as you can see from the graph last year in the 23 24 school year um Liz and I completed 25 risk to self assessments and this year year to date we have completed only three um so I just want to acknowledge that the 25 from last year was already number um and we can't definitively say why we are seeing the increase this year. Um you know ane anecdotally we have talked with other schools in the area other counselors in the area and they are also seeing an increase in um risk to self assessments and nationally we know that um many of our youth um who are middle school age are really going through a lot when it comes

033to their mental health needs. Um and also we might be seeing an increase because um as our second year at the um middle school um we're you know hopefully having students who are you know we're building those relationships and those connections and having kids who are now feeling more comfortable to come to counselor um with whether they're concerned with a friend or um they are they themselves are having suicidal ideation. Can I ask a question about the graph? Oh, maybe you address them here. Um I'm just curious if are those 43 unique students, individual students, or are you seeing the same student multiple times? Yeah. Um they're not 43 um individual, but there are some in there that we've maybe um done two or three times. Okay. Yeah. Thank you. Yeah. Okay. Um another reason

034why we and I apologize one over here can't see. Uh uh another reason why we decided to do um well we went into all of the classrooms. So sixth grade, seventh grade, and eighth grade students received um this lesson. But we wanted to highlight in our um data for you tonight of the sixth grade students. And when we prepared this presentation, the sixth graders had the most um suicide or risk of self assessments completed. Um as of today, we're seeing um sixth and seventh grade both have 15 completed. Another reason is because this is the first time in their um school experience that our sixth grade students are having access to that um suicide prevention curriculum. Um and lastly, um research shows that suicide is the second leading cause of death for people ages 10

035to 14. And obviously those are the students that we are working with at the middle school, ages 10 to 14. Okay. Okay. So, as Kelly mentioned, um ASA or the American School Counselor Association um guides the work that we do as school counselors really heavily. And we have standards that we must meet similar to teachers. And so, with this lesson in particular, uh these were the three uh mindsets and behavior standards that this lesson met or aligned with. Um so a belief in the development of the full self including the healthy balance of mental, social, emotional and physical well-being, positive relationships with adults to support success and then advocacy skills self and others and ability to assert self when necessary. Okay. So um with the process data, we implemented the signs of suicide curriculum with

036a heavy emphasis on the addict model. And like I said, we did this across the board for the entire school. Um, but our data focuses on our sixth grade health classes where we delivered this to 135 sixth graders. So all of those who were present. And we went in on one silver day and one blue day. So January 22nd and 23rd. So, one of the things that we really appreciated about signs of suicide was that the videos there was a video and then um a discussion for the entire class and the videos were middle school age students who were talking about and having these discussions around suicide and helpseeking behaviors. There was also again a heavy emphasis on the ACT model. And Liz and I created and administered pre and post assessments to measure attitudes,

037knowledge, and skills. All right. And now Liz is going to go over the results for the data. Thank you. All right. So, um this is the first question that we asked in our pre in the post. The pre and the post was three questions. It was the same before and after. Um we administered it using a tool called flickers in which students could hold up uh basically like QR codes and we could scan them. Uh we did that because we had 55 minutes to deliver this really high quality lesson and also assess a pre and post and so it saved us a little bit time. Um so the first question was designed to measure their attitudes or beliefs around connecting with the trusted adult. That's a key component of a lot of suicide prevention programs.

038Thank you. um including signs of suicide. So the first question is I believe the best thing I can do for friends struggling with depression or thoughts of suicide and connect them with the trusted adult. Uh so our pre assessment um showed us that 85% of our students either strongly agreed or agreed with that. This was administered using a light group scale. So it was strongly disagree all the way up to strongly agree. So 85% of students identified agree or dis or agree or strongly agree for the pretest. um that went up to 96% for our host tests. That represented a 13% improvement. Um and before showing more data, you may be thinking, wait a second, this math isn't mapping 85 to 96. Isn't that 11%? Um if you could go to the next slide, please.

039Um we really wanted to show you the percent change accurately in terms of the improvement or the reduction depending on the data that we got. The best way to do that is think of if you had one quarter and then you were lucky enough to find another quarter that increased by 25 cents but it improved 100% because the total amount of your money doubled. So you're going to see this in our presentation and also our colleagues presentation. Rather than increase or decrease, which is the actual percentage increase or decrease from before the lesson to after the lesson, we want really want to show you the improvement or the reduction, which is the percentage calculated in relationship to the average original average score. Um, so it may seem like our math is a math and we

040were not math majors, but we did have a math. Well, we're trying to improve our math districtwide. I appreciate that. Appreciate the aside with the mini map. That's important. That's good. Thank you. Yeah. Told middle school me, I wouldn't have. Um, so our next question measured their knowledge. We really wanted to see a key piece of this program is having students be able to identify warning signs of suicide um or signs of depression in their friends with their loved ones. Um, so this question was multiple choice. The question was, what are some warning signs that a person might be thinking of suicide? We wanted to make sure because there are also some signs of warning signs of suicide or signs of depression that often go under the radar not only for youth but for adults

041as well. Um so the correct answer was D. All of the above because we wanted to make sure they understood that warning signs could be sudden anger or intense sadness, major behavior changes. It could be sounding hopeless or feeling like a burden. So um on our pre-EST, 68% of students were able to correctly choose D, which was the correct answer. um after the receiving the content 83% were able to identify the correct answer which is a 28% to get student um and our last question was designed uh it was a skill based question we wanted them to apply that acknowledgement or tell model that Bri mentioned um basically it's a way to intervene when you are with someone who seems like they might be struggling with um thoughts of suicide or depression and basically what

042it entails is you acknowledge that you see some sort of change in them. You show them or tell them that you care and then you try to connect them. You tell a trusted adult. That's the act. Um, so we gave them a hypothetical scenario in which to apply that. And I'll read that question now. You notice that your friend Paul has been withdrawing from friends and activities. Recently, Paul has been posting vague concerning messages on social media about feeling hopeless and not wanting to be around anymore. You're concerned for Paul and want to help. What should you do? So, the correct answer was B. Acknowledge that Paul's going through a tough time and tell him that you care. Then tell a trusted adult like a teacher or counselor so Paul can get the help that

043he needs. In our pre-EST, 61% of students were able to frankly apply that skill. After receiving the curriculum, 78% were able to identify that, which is an improvement of 28%. So that was the data from our pre and post. And um our next slide hearkens back to our smart goal um which if you remember when we talked about that we were hoping that three out of four students could be able to apply that ACT model. Um so that's what this first graph represents is we were hoping for 75%. Uh we met and exceeded our goal a little bit because 70 to 80% of our students were able to do that. So some of our findings and implications from trying out signs of suicide for us for the first time is that students were really really

044engaged in this material and we were a little bit concerned about that. Um SOS is great in that it does have um students that are their age sharing their experience, but we were worried it might be a little formulaic because it is video discussion video discussion for 55 minutes since middle schoolers are known for their attention span. Um however, we found that they were highly engaged. The discussion was really rich. It was actually a little bit tricky to even, you know, cut them off to keep moving through the content. Um, we also discovered that we have a really strong culture of helpseeking at TMS. Even before receiving the curriculum, 85% of students endorsed going to a trusted adult if they had a friend who was exhibiting those warning signs. After receiving the curriculum, that was

04596%. So, that's very heartening for us to see. Uh, we also found something that was just amazing to hear from students. Part of this lesson entails asking students who at their school might be a trusted adult. Our students named so many staff staff from all positions, all levels. It was such a wide variety and it was another really amazing, heartening thing to see that our staff are really prioritizing relationships and that it's really making a difference in students lives. Um, and that was a really beautiful piece of this lesson. Some of our limitations that we found by doing this is that this is a one-time intervention. So, while it is great and we saw some good data, it happens in no time. And if we're doing 43 risk assessments in a year, then it really

046does behoove us to think of what else do we need to do to support our students and their kids. Um, another thing that we noticed um is that it does not have a parent or guardian component, but we did send home resources. We sent it out in our newsletter. We send out open emails. However, we recognize that sending an email is not the best way to engage families. Um, so next year we think that maybe we want to do some sort of interactive parent um family piece, maybe like a caregiver night, something like that, so that we can also get this information into the hands of the people that you know are with the child most of the time. Um, we also found, like I mentioned, it's really tough to cover in 55 minutes. The

047complex topic, students were really engaged. it was a lot to to fit in there with it being the post. Uh we also offered this as Bri pointed out in January. We would like to do it in the fall um to get it in earlier. The reason why we did it in the winter is we partnered with our health teachers because health is only offered second quarter at TMS. So and with our other professional duties that's when we could make it happen, but we'd really like to move that up earlier. So, our next steps would be some of those that I already mentioned, trying to move that up earlier in the fall. Um, creating some like a parent night or some sort of component where we're more actively engaging caregivers. We also want to increase our

048sources of strength program. Sources of strength is a program that Bri and I um started at TMS that is also a suicide prevention program that focuses on hope, help, strength, and connection to trusted adults. So, it works really, really well with signs of suicide. It's also peer- living and that is so important because it taps into two of the most developmentally important milestones at this age, purpose and pure connection. So to have that message delivered throughout the year by students and then Bri and I come in and augmented would just be like such a beautiful way of spreading more hope, help and strength um throughout the school. So to that end, we are partnering with our administration to see if it's possible to make a sources of strength class that would really give our students

049the chance to hone their leadership skills by also running they're called campaigns and sources of strength. Um and it's not suicide specific. They don't really talk about suicide as peer leaders. They focus on hope, help, and strength and what gets us through hard times. Then that will lead Bri and I to do the work of actually naming suicide, talking more about it, but it'll be more effective intervention because they've already laid this beautiful groundwork that hope helps in strength for school. Um, and we'll also continue to deliver signs of suicide. That's also both sources of strength and signs of suicide are part of what we've written into our Addis Act. Um, students who receive this lesson this year will just get a dip lesson next year and so on. All right. And so as we

050wrap up, we just like to thank you for your time. Thank you for having us here. We want to thank our TMS staff, especially our health teachers who were so accommodating and flexible. Um, thank you to our admin for supporting us and helping us get this out. Um, thank you to Becky for all your support and help. Um, thank you to our service staff foring our middle schoolers because be lost without. Um, and to all of our families for all the contributions they give to our our kids and our program. Okay. Oh, changes. Awesome. All right. Thank you. Hola. We are your Phoenix High School school counselors. My name is Anelica Mendoza. We got Jordan Ree and then we got Michelle Carlson. So, first we like to give a shout out to our talent middle

051school school counselors for the amazing work that they're doing at the middle school. We see that impact that they are making when we see our freshmen. They are building that foundation for the social emotional work that we continue to do at the high school when we get to see them. Okay. The presentation that we're going to be going over highlights the school counseling domain under career college and readiness which also aligns with the T the PTS strategic plan. But working collaboratively is really important to us and this is how we're going to be demonstrating that by providing personalized learning using comprehensive school counseling practices practices and also focusing on students strength. All right. Um, in addition to aligning our um, our goals and our lessons with the district goals, we also had a Phoenix High

052School student needs assessment that showed how many students did not have an understanding of jobs and careers that would fit their personalities and they also and the students also indicated that they needed help completing a career in interest survey. This is when we took the opportunity as a team to implement a use achievement work personality assessment one of the tools um through Navian which was provided by you all. So thank you so much for that re research shows that when it comes to learning motivation goal and strategy is in some way related to each personality trait. So this is also research. So um proving that the work that we do and the assessments that we use are important for work. As Kelly mentioned in her presentation, school counselors have um standards that they have to

053meet. And in our presentation that we're going to be giving, these are the three that align with the lesson plan. And then we got to Hi, Jordan Ruiz. Uh I'm going to be going over some of our data that we got from our lesson. Uh we gave a an assessment personality assessment to 100 uh 407 different students from 9th through 11th grade and we had some seniors that were in there as well. Um we had did this over three days in our science classroom um classroom sorry um in between our ESPback testing so we uh could help out our teachers build some time there. And what we did was in as far as the lesson what it covered, we had an introduction to Mauvian itself. Um it's a new platform that we have been gifted

054this year and we're really excited about. Um so we gave a brief introduction about what it was, all the tools it had, the resources, the different um kind of uh programs that are going to aid our different seniors from 8th grade all the way through senior year. Of course, creating a profile for themselves. We then used um we created a pre-est so we can gather data. Um after the pre-est we then initiated kind of um a use of the dashboard as salv. So we kind of walked them through the usage of it, how it works, what there is and then as we got through it we had um them go straight to our uh achieve works personality assessment which is technically a MyersBriggs type indicator. gave them a real front brief rundown of what that

055is, the pieces and components of their personality assessment that they would get. Didn't go too deep into that because we wanted them to kind of experience and learn it for themselves. So after they completed their assessment, we had uh created a worksheet that then they recorded and um wrote down different aspects of their results which included uh not only their personality type with introversion, extroversion, so on and so forth but also strengths that they possess within that areas for growth and then it also provided different uh how do you say um strategies or recommendations to be more successful in certain areas whether it was in the learning environment ments work or like with the relationships and communication different things like that. So they were able to record those and talk about that with us kind

056of brief discussion kind of going around and sharing this is what I had this is what I had what we all had and uh different strategies that they intended to use themselves and then we followed up with a post test to see some different results which we then see um in some of our data. Uh so when when students were confronted with this statement uh an attitude uh question or statement I believe understanding your personality can impact education uh communication and work. We learned a couple of things. One um at Phoenix High School we already have a really strong culture around this attitude of understanding ourselves can impact the way we are educated, communicate and work. We already have a strong belief that this is a true statement. um with 96% of students agreeing in

057some form or another on a likely scale that they agree or strongly agree that this is true. After the post test we saw that there was a 21% um improvement in uh this um belief going not just from so this is technically actually shows not just an increase but increase in I strongly so we had a number of people say they generally agreed but then afterwards we saw a 21% increase that they strongly agreed that this was a true statement. Uh the next piece was a knowledge question. Um and it has a statement there. I understand which careers align with my personality type. Um this was going back to the needs assessment. There's I don't really know. So this was a question we followed up with. In this we saw that initially in the pre-est

058we had um 70% saying yeah we agree in some form or fashion that uh we have some understanding maybe. And then after the fact we saw that this is where the big jump was. we saw a big shift to strongly agree. Um so they're well 50% reach there saying not only do we understand but we really do feel that we had a good grasp on this. We know our personality more and more than that we know careers that align with it in some way or another whether they liked it or not but that's great. And then last piece as far as the skills go, um, initially none of our students had ever taken this before or participated with the Naviance platform, but you see that afterwards of the 47 students who took it, 97% completed

059to fruition and in that the skill that was really utilized in that is assessment taking itself. um taking an assessment using the self-reflection to ask yourself what do I think or what would I do in that situation etc. isn't necessarily something we all just have. And then beyond that, being able to kind of intake and use different strategies um around those um areas of strength and growth um not always an easy skill to do. So that was also something else they practice within that. And I'll toss it off to Thanks, Jordan. Uh so to summarize um we saw a pretty immediate positive impact um through the data from our pre and post test uh results um and we are expecting to see um the outcome of this show in our um student need assessment that

060we will be giving students next year. um which not only guides the direction that we go as school counselors and the um curriculum that we offer um but we get to use this to also help us measure our impact um as we um support the district strategic plan um and the outcome of all of our students being prepared for college and careers. Um overall we felt like the appearance of the question was pretty positive. Um the a significant portion of our student body um had the opportunity to access the Navian platform some of them for the first time um and not only complete the assessment um but kind of get to explore the um whole gamut of resources that are available within uh the platform. um all three of us had an opportunity to um

061kind of take turns pushing into classrooms um and delivering the lesson. Um we felt that um overall our student engagement was pretty strong. I think that's probably especially true for our upper classmen um high school graduation is right around the corner and so being able to talk about um college entrepreneurs just feels can feel really relevant. um our future planning center staff um has seen an increase in um students especially underassmen um just kind of walking in and saying I want to talk about the results of the assessment and wanting to find out more about the resources that we have available for them. Um so overall um just a really positive um kind of we're getting that buzz around Naviant um in conversations that we're having with students and that's been a great experience. Um

062some challenges we encountered along the way um not all but some of our freshmen um were maybe not as engaged in the lesson as we saw in comparison to our upper classmen. Um, for some of our ninth graders, they're still getting settled in at high school and kind of wrapping their head around that experience. Uh, and so maybe thinking that far down the road. Um, not everyone is quite at that quite ready for that right now. Um, so we're going to take uh take some not learning from that and maybe change the way that we deliver this lesson in the future and who we're targeting. Um, as any teacher knows, um, kind of managing time and the time constraints of, um, working within, um, a bell schedule, um, was something that we always have to

063work around. Um, different students work at different speeds and so for some of our students being able to fully complete the assessment and really get to dig into the results um, was a lot to try to do in one class period. Um, so we may look at in future years kind of seeing how we can stretch this out into multiple um, lessons for students and then anytime we're using a new program um, always just some small hiccups here and there trying to get get started. Um, on the whole though I would say um, we were pretty pleased with how easy to navigate and access was for our students. uh where we go from here. Um as we as a high school team and a district team continue to develop our um tier one comprehensive school

064counseling program um we will be adding in additional lessons using the Navian platform especially as we're focusing in on the career and college domain um to build out that scope and sequence. We are looking forward to increasing awareness of this platform and this resource not just with our students um but also with our families and our staff. Um and again as we're building out that scope and sequence um looking at how we can also use this resource and align these lessons um with the state standards for Oregon's new higher education and career path skills diploma. Um, thank you all for giving us a time and a space um to be able to share the work that we're doing. Um, I do want to give a shout out to our science department for graciously hosting us

065in their classrooms. Um, our administration has been so incredibly supportive of us as we um are um working to build this comprehensive school counseling program and we wouldn't be able to do it without their support. Um, and I do also need to shout out the rest of our student resources team um, Tammy Anderson, Skyler Binds, and Husma. We wouldn't be able to put in the time and the energy uh, to um, create this um, comprehensive program without their support behind the scenes kind of keeping everything else together for us. Um, so thank you Park Elementary. All right, last but not least, elementary. I'm Christianos. I'm the behavior specialist over at BX Elementary School. And we also have Richard Bumbleen over at Orin Hill Elementary School and Zach White Health Talent Elementary School. So they are

066also our social emotional learning and behavior specialists at those elementary schools. And I'm excited to share with you guys about an approach where what tier 2 could look like as well. So we've uh shared about tier one approaches, but this is an example of what a tier 2 uh lesson could look like at the elementary level. And so this is an example of one of the goals that that we did over at Phoenix Elementary School. So this is a tier 2 lesson that was delivered at one of the elementary schools at Phoenix Elementary in which it was in a fifth grade classroom. And so the goal is to demonstrate an improvement in their attitudes, knowledge, and skills related to the kindness lesson that will be delivered. and students will show a 10% increase in their

067knowledge and skills using pre and post assessments. And so we targeted a specific fifth grade group like I mentioned. And so when we looked over at our data specifically at Phoenix Elementary School, uh we noticed that 35% of behaviors occurred in fifth grade. Those are the majority of the behaviors. So this is an example where as social emotional learning behavior specialists we look at the data and we see where where is it that we need to support the most. And so this is an an example where uh we decided over at PX Elementary that this is where we could deliver a lesson at this fifth grade classroom in particular. And so that's the difference between tier one and tier 2. This this lesson wasn't delivered for all fifth grade classrooms that we had at BXL

068school. is only delivered for one classroom as we saw with the need. So that's the focus here. And here's a quote that shares research that fostering kindness in the classroom improves peer relationships, reduces bullying, and increases students students overall sense of belonging and well-being. And so I'll be sharing a little bit more about what this kindness lesson look like. And then these were the standards that as we've been discussing with the ASA standard, but we focused on students being able to demonstrate acts of kindness towards themselves and others. And as I mentioned, uh, when we're diving into our, uh, data with 35% being in fifth grade, it focused on our behavior notifications, which is our, uh, our behavior, uh, documentation system at the elementary level, where behavior notifications focus on major behaviors that occur and

069where there is administration follow-up or follow up with our behavior specialists. And so we used Wavefinder. So this has been our our new curriculum that we've been piloting and have been implementing. And so we implemented a tier one classroom lesson from Wayfinder. Uh and we delivered a kindness lesson to this fifth grade classroom that was a 7day challenge lesson and it impacted 23 fifth grade students. And the lesson was delivered in October. And then what this lesson specifically looked like, uh, basically we had these students create a list of acts of kindness that they would do for themselves, for a peer, a teacher, family. It just relates to a variety of different people. And so by by doing this, the hope is that they would be able to learn just about kindness, definition of kindness,

070building on their skills. Uh, and so it for me it was just an exciting opportunity to be able to share this lesson and engage our students into this lesson and focusing on building their skills on kindness. And so when it comes to the pre-EST and the post test when this is an example of what a question look like in attitudes and so we asked them when giving them the pretest uh a question that shares I believe it is important to be kind. We had 95% of students that agreed about that uh for themselves that yeah that they believe it's important to be kind and in the post test after delivering the lesson we're able to get 100% of students to believe that for themselves and so that's a that's a key point that it is

071a very high percentage in both sides and I'll share more later and then another question would be that we would give on the knowledge side is what is kindness and so they would be able to they would learn the definition of kindness and then be able to answer correctly what that definition was. And so the pre-EST the students scored 71% and then after delivering the lesson they scored 81%. And so this is our improvement of 14%. Just like what Tal Middle School shared with that calculator, this is the improvement of 14%. Even though you might be thinking 10% as well. And then for skills, this is an example of what a question would look like for skills at the elementary level. When thinking about kindness, your friend looks upset during lunch. What should you do?

072So this is a scenario based. So the students that answered correctly on the pre-EST was 90%. And the post test it was 90%. So they end up getting the same score. So when it comes to our data outcomes, as you can see, the the scores are pretty high. And so when you're thinking about what is the data showing us, the data is showing us that this classroom in particular needs support. But what we're seeing is that the data is showing us one thing, but then delivering the lesson and the pre-EST and post- test, we're seeing that uh when it comes to uh the behaviors and kindness in particular, it's simply showing us that the behaviors that are occurring are by choice and not so much to build on the the lack of skills. And so

073although there are students in particular that we do need to build skills on, uh we're seeing that it simply was a choice. they're choosing to be unkind and that documentation that we're getting with the behaviors that that we're seeing. And so that's one outcome. But one thing about the lesson though and we know with with Wayfinder, it's nothing new this year. And but I would say a win has been when delivering this lesson, the students were engaged, they were focused. Um it's a tough it's a tough classroom, but it was great to see that they were engaged in the lesson. Um, and they were able to work together to build this list on acts of kindness and being able to hear their feedback seven days after was really great. Just sharing the things that they

074did for their their family, whether it was washing dishes without being asked to. And so to me, I think that's a that's a big win be able to hear about how how it went for them during the seven-day challenge. And then some lessons learned and and next steps. Not all students were present the date of the lesson. And so we did get the majority of the pre-EST and post- tests from our students, but we were missing a few. And so I feel like that could impact could have impacted the the data. And then when it comes to implementing more Wavefinder lessons, uh that's one thing that we're really focusing on at the elementary level. As we know, this is a a piloted year with Wavefinder. Our big focus when it comes to tier one supports

075is supporting teachers to be able to implement wayfinder lessons to teach lessons as we have our newcl standards coming through. Um and so one thing just throughout this process is we believe it supports tier 2 and tier three interventions. And so those are just a couple highlights from that. And just again just want to thank the event administrators for your guys' support um and the staff that were able to allow us to to teach this lesson. So and then also a shout out to the school board. Really appreciate all that you guys do and just thank you for for all that you guys do for our district as well. question. Any questions? I love seeing how it um it's being implemented at the different levels and the examples that you're giving and and bringing that

076out. I really appreciate seeing kind of the hands-on work and the impact that it's having on students. So no, not really a question, just appreciation for your work. I have Did you have something? No, I'll give you credit. Oh, yeah. Um, thank you for being here. By the way, I I have a I have a note of appreciation and then I have a couple questions. I know we're over on time, but this was this was one of the best presentations I've seen in my five years on the board. Um, so thank you all. I um I know that um this took a lot just doing the work itself was a lot of work but then putting it together in a package to share with us um was really awesome and then especially what I loved

077you know there's we talk about a lot of buzzwords and we work on a lot of different things and it's so cool to see things like looking at data to determine what interventions you want to do and then and then within that as you're doing these lessons sons looking at pre- data and you know using data to measure the impact of of the work that you're doing is really apparent and impressive. So thank you. I really wanted to especially call out thank you for mentioning um involving our families and caretakers in important lessons that we're giving um to kids especially around suicide prevention. Um so really really appreciate that. Um, couple questions. Um, on the MT MDESS, can you give me an idea of where where we're at with that in our district? if you

078if you could put a percentage of implementation on it, where are we at and and whether we still um and in particular, one of the things I'm thinking about is our student information system and whether or not we have the, you know, we have the means to be able to effectively track this data to know, you know, where our kids are at with all the with respect to the tears and everything. That's probably a you question. Yeah. Yeah, I'd say a short answer is a lot of the work is happening. It's not all cohesively planned out. Um and and so we're really the the focus a lot of tier two a lot of time like anything is spent on crisis management and tier 2 tier three um what's coming up in the in the the

079crisis of the day the moment. And in order to to use the phrase, you know, stop the babies in the bathwater or stop the babies at the river. I'm not gonna get phrases, but you know what I'm saying that one, right? We have to really build a strong foundation of tier one. So that has been our focus and getting those tier one lessons I'd say is we're in the in the beginning stages of that so that we have that mapped out for what does that look like for every grade level. It's actually how we finish our day today. Really mapping out K5 or K5 and then 612. What are guaranteed lessons that we'll provide across every domain for every kid? And the goal is that we have that for next year. Yeah. I'm thinking about

080building collaboration, right? Um do our teachers know the work that you're doing? Do our classified staff know the work that you're doing so that it can be holistic support? Are we providing time for pro professional development to so that everyone knows that we're on the same page in support of our students? Yes and yes and yes we'll be doing more. Okay. It looks a little different K5 and 612 but our our 612 um definitely our counselors are are leaders in our buildings and have an opportunity to share those services and supports and we can always do more. Um really helping people understand the role of a school counselor. there's still a lot of misconception around around the role of the school counselor and how they can support. So the more we can get in front

081of that, the better we can provide a strong support for that, right? And we can be doing a similar fashion in the elementary behavior specialists and how they may be doing more tier 2 and tier three, but they also can provide a really critical role for tier one and what happens in the classroom. Yeah. Um unrelated your question about our school. What's that? I Oh, yes, please. I'd love to. Yeah. So that's really a critical that is a critical component, right? like our you know being able to really dig into that. Um we do have that capability in power school. it is right now it's different reports right as we've heard in from different in different ways it's sort of like go to this place for this report go to this place that's where the

082data dashboard helps a lot and how we can uh you know get all that data in one place and actually they have a a a project they're working on us right working for us on right now which is really meant for the grad coaches to try to pull all this data around attendance grades behavior on track parties into one place so that we could pull that report regularly and get it in one place whereas right now that is something that we have to do individually in power school. Yeah. Okay. Thank you. Um I had another question. Um oh unrelated somewhat to your presentations but um since I have you all here I'm curious um you know we talked about tier two and three how is it going being able to refer for mental health supports?

083Do you feel like the access is there for our students when they need it? Do you feel like um you know the the support is robust enough to where if you've got a student in crisis um you can refer them and they can get support as quickly and as um cohesively as we need to. We obviously we have like clinic at the high school which we love and appreciate them a lot. Um I think I would like to bring up the um the need for bilingual bicultural mental health therapists. Um that is very um needed at the high school level. Um so just wanted to bring that up because that was very important. Yes. Thank you. And I think to I completely agree with that. Um, also right now, um, in our partnership with the

084clinic at the high school, we have, um, kind of the equivalent of two full-time therapists, um, it's three to four people kind of splitting time. Um, we have had a weight list of students looking to receive services through probably since October. Um and we have students who are still on the weight list who likely won't be able to be seen by um clinic therapist this year. Um they've been a great partner in that even these students that are on the wait list they are still as much as they can trying to connect with them and get them to other resources at least some time. Um so I so appreciate that resource and it's that alone is noticient. Yeah. Thank you. I want to say thank you. I feel like um we're in unprecedented times. Um

085I don't think we've ever seen the amount of um assistance that's needed for our students as we do right now. And I feel like this is such a key component to impact our graduation rate. And um I I am so grateful for the many hours that people spend um even in their off time they come and help. And I'm just so grateful that we have now these new tools. And I can't wait to see in four years where we're at data wise um in helping those students um in these struggles that they have. And I love that we are addressing this at the elementary level and all up through high school especially. Um, and I'm excited about those two new programs that we have that they can utilize. It sounds like they they are great

086tools for help helping them become interested in those things and also connecting them with a career field and giving them some passion about something while they're there to see what's going to happen after they leave the building. Um, you know, I I love CTE and I love that we have other options, but I really feel like this can help that transition for them to be successful when they leave us. Um that's our that's our goal is to make sure that when they leave our building after 12th grade that they can function. Um so anyway, I just I'm really excited about this and I was excited about when we first heard about this comprehensive from here but a while ago um in our schoolboard meetings and it's exciting to see it come to fruition for sure.

087Yeah. I was just gonna share on the elementary side because I would want to hear from middle school. But same thing just with Latina. It's great to have that as a resource to be able to get extra counseling services for students that that really need that. And so we have a referral system for that. It's also been great just having our community care specialists to be able to to connect with about the extra resources that we have available as well. Um, and it was awesome just the other day during a staff meeting having the Maslo Project come in and share with our elementary staff just about some of the extra resources that we have around with the community. And if and if for some reason Maslo project can't uh if they can't receive services through

088the Maslo project and able to have them refer a specific case that case scenario of a student to a different nonprofit organization such as access and so it's just great to see as a community just the different options that we do have. So that was really great to see just the other day. We may have taken a little bit more. It's okay. It's an important topic. Yeah. No, thank you. It's good. I think we would echo what our colleagues shared and that clinic is an amazing partner. We have a huge need for providers and that's in our area. Yeah. Um I will say um because of our high level risk assessment the previous um high school where I worked at for a long time we also had a high level of need in that area

089and it was not as fluid as it is. Um oftent times we would send kids to Jackson County mental health which really you know there's a transportation barrier. It can also become difficult because Jackson County Mental Health will screen for the crisis in the moment, but they are not a long-term care provider. And LA Clinic has been really amazing with us with if we have a student who really needs to see like a degree of student that we think is high risk or moderate risk and really needs to see a provider within 24 hours, they will make that happen, which is really amazing. And that's something I've experienced before counselor. So I am really grateful that they provide that. Um we do all you know there's one wait list there's nothing needed. Um but I

090do really appreciate because it feels very much more trauma informed to have them able to stay on site to see the provider that screen them on their long-term care providers. It's just a really amazing piece and I haven't seen that work so well. I am so grateful for that. Very good. Thank you. Yeah. Thank you. And it's just it's important for us to hear what's going well and and you know I'm sure you hear some of these things but I hope this is stuff that we can take back in our conversations with Clinica and advocate continue to advocate and not just for our own district but for the reg region so that our kids have the supports that they need. So thank you all very very much. Um, okay. We're going to do the consent

091agenda and then we'll take a recess here. Um, do I have a motion to approve the consent agenda? Move to approve the consent agenda as presented. I'll second. Thank you, Rebecca. Thank you, Sarah. Do I have any objections? Hearing none, the consent agenda is approved. We're going to take a recess. Let's be back here within 7 to 10 minutes. Discussion up to the first item. This Amy's kind of waiting for us to talk about that. So, she didn't bring it up. Brent recommended it. So, okay. Um, so we're going to start with um I7 food service contract. Um, so do you wanna and Yas mean not able to be here tonight. um she she really set us up for success in this whole process and having the RFP process is yes fairly prescribed from OD

092but there's also a lot of logistics that need to happen for um us to really do the walkthroughs have uh uh people um submit RFP RFPs and then putting a group together to score and review. Uh we did ended up interviewing all three of them as well which was not necessarily a requirement but we felt like we uh wanted to have had some additional questions going through the RFP. Um, Sedexo was the uh, winning bid for us and that we uh, I'll turn it over to Paulie to share her experience and kind of some of the um, highlights of of why Sedexo kind of rose to the top on that and then this will come back for action next meeting. Great. Thank you. So, um, I want to reiterate what Bren said about Yas mean.

093Without her, we would have never been able to um have apples to apples in this process because even though there's like a prescribed um submission that's supposed to happen um especially in the numbers that are presented for the quotes, they did not match up. So, she was able to get more information and make that so it we could compare them to each other. Um and so that that was huge because I don't know that I I mean, yeah, I've had a counting class, but you know, it's been a hot minute. So, I don't think I would ever be able to catch all I'm just so grateful for her to watch out for that. And also her dialogue with the state and knowing what what the process was, what what we could do because we never

094want to do things inside of a box in this district. I don't think we want to do things that are over and above. So, um I feel like she uh allowed us to work with that parameter and it was a lot of prep for all the participants who were making a decision to get ready like three huge uh volumes of information to get through. And um so I I felt like for me personally that experience like I would totally do that again in a heartbeat. Like I really enjoyed that RFP process even though it kind of seemed daunting at first. Um it was really a worthwhile experience for my own personal um viewpoint. Um I want to say thank you that I I don't I don't Brent I don't remember before but we have this

095is the most we've had. Oh yeah. Yeah. So we had three people uh three different companies bid and that's the most we've ever had in the district. And so I love that because then it shows kind of what other places are doing. And also during that time, Yasm mean was really proactive at reaching out to not only who you know you you have a resume when you go for a job and you have these people that you're supposed to contact for reference. Well, we also went outside of that and talked to other people who are using these different companies and what their experience had been, which was really useful information for me to make my decision based on what other districts were saying about all those all three companies that um applied. And um I

096feel like we I was really grateful to have Farm to School kind of represented in our process. That was huge for me because I didn't D brought some really great things to the table that no one would have known in our group for sure, which was that was really helpful. Um, and so we did get a lot of outside input from other school, excuse me, other schools who like were with Sigexo and then went with another company or vice versa where they were at and what their experience was like. Um, so that was really helpful. And then I think what I feel the most passionate about is like I don't even understand why we have to have this conversation but um is that local food we're using local food and having it in our schools

097like that should be a given. I know we have are governed by USD regulations and all these different things, but um I feel like this is such a great opportunity for us to support local farms that are here. And in this process, local meant like hundreds of miles like from somewhere else. It's not even local to me. Um so we're like supporting our local community and the farmers that are here and that's such an important piece I feel like. um when Sedexo came so we met once and then we met again where each company came with their representatives and they could bring whoever um and Sedexo came to the table with um a person you'll have to help me what what her name is from Lincoln County Patty Patty from Link Lincoln County and she

098actually talked about what they're doing with the farmtoschool program and they are actually contracting with local farmers getting their local beef and bringing into the schools and making that happen. And I would love to see us do that. I mean, I I came from my dad was a truck driver, but his side hustle was raising cattle and I would love to see us have, you know, um that as an option in our schools. And Sedexo's already paving the way doing this. And I love that they're thinking outside the box and doing that. Um, we have a board member that Yeah, I was thinking of Don when they're saying this like I miss her. She totally for this like yip yip and all those guys out in her field, you know. Um, so anyway, I was

099I was really excited about I was really grateful that I had this opportunity to be on that and to better understand this process because I had no idea what that entailed and I felt like um it was very interesting to see um the different ideas and also you know I'm going to say just bluntly cut through the marketing of it of their proposal but getting to the nitty-gritty of what's going to come to the table and we have had such a longstanding relationship with Sedexo and we do have employees that have been here in in Sedexo for a long time. Um so anyway, that's my two cents about it. What were the other two companies? So we had um Chartwells Sedexo and then I can never remember SF and they're based out of Arizona and

100they they don't have a district in Oregon. Oh yeah. Yeah. So they I think the closest is to Idaho where they are. So yeah, it was really interesting to see it was um and and I'll just be honest with you, you can see how the performance in the U evaluation summary came out of uh all those that scored and and Sedexo um definitely was a winning bid for for nearly everybody on that or pretty much everybody. And what set uh Sedexo apart was really the commitment to locally sourced food and the commitment to spend grant dollars that are free to us. um some of the uh just the and that's where Rebecca from um Farm to School came in to say hey this is this is some of the data that you know Sedexo companies

101and and especially us uh with the support of them are utilizing these funds for locally sourced and supporting our farmers locally. Um, and to be honest, it wasn't the lowest price per meal um out of the three. Sedexo uh wasn't necessarily the lowest, but we had the ability with all the other stuff uh and criteria locally sourced food was has been a priority for us and that was a commitment. So, um really excited to continue to partner with Sedexo and um all that they uh provide. I mean, I know future chef, um, you know, all the opportunities, the innovation that's happening in Lincoln County and Amy's commitment to really kind of um supporting um our locally sourced food farms is is it's exciting. So, does the um does the proposal outline like the terms of

102the contract or do you still negotiate a contract? Yeah, I still negotiate. It's a one-year contract with the ability to extend for up to five years. Okay. And so yeah, we'll we'll negotiate that contract in those terms as well. And that'll be we'll have that approved. Yeah. Okay. Got it. Any other questions? I I believe I heard the recommendation and that all that dialogue. Yeah, we'll be taking action on it uh April 17th. I'm actually thankful that it's not I mean this may sound horrible Yasm mean but I'm actually thankful it's not the lowest price per meal because that really does show a commitment to using high quality and locally sourced which we know um it just it just costs more to to do that and so um I'm thankful that that's that wasn't part

103of a compromise that we as district tax. They didn't they I think they used to make a rule that you had to go with the lowest one. Okay. And part of the reason why it wasn't lowest one is a commitment to additional staffing to get contracted locally sourced. So, um that's what set it apart. And really when you have RFPs, it is it is a lot of marketing. I mean, if you're Amy will agree it's a it's a hundreds and hundreds of page packet. Uh, and so, you know, between those, everybody had looks and feels a little bit the same, but when we really brought the teams in, um, it was just an exo really shining star. So, thank you all for your work. I wanted to say something real quick. Um, I came from

104a charter school, a Walder charter school, and we didn't have a hot food cafeteria. We got cold lunches delivered to the kids who couldn't afford their parents couldn't afford to pack them lunch, either because they didn't have time or they didn't have the money for their groceries. And it made such a difference to have hot lunch. And like for me, I'm so passionate about just food in general because food insecurity is such a big issue in our still in our country in a developed nation. It's a huge issue for so many students and they're too ashamed to talk about it. And not only that, but using locally sourced ingredients, you're also contributing to making our world a better place with climate change. And that is like so huge. My family owns a farm and it

105is like small farming practices are so much better for our world, for our environment, and our community. It's just like overall a better choice. Well said. Well said. Thank you. Do you have to graduate? I know. Yeah. If you want to work in education, come back to the school. Go do learn grow on that. Awesome. Good. Good stuff. Thank you. Thank you, Amy. Thank you, Amy. Have a good night. Yes. Have a great night. Um, okay. Legislative OSBA update. We're gonna So, I shared the report so this could be a short just little um update for you guys. And just really thankful that the legislators all gave us additional time. I did not realize when Greg set up the meetings for us that it was a 15 minutee meeting and we really only had one

106to two 15 minutee meetings. They very gracious 30 to 45 minutes almost an hour with Representative Mlan. We had long conversations and then also a privilege to be in the room when Representative Marsh and Senator presented um House Bill 3149. And it's been a while since I've heard um fire impacted stories. We we've lived and we hear and we're working towards um results in in overcoming some of those things, but then to go back and hear what happened was very poignant and yeah, so we're really privileged to um you know when that wasn't have that support. So do we have a long way to go still? I don't think so. I think that the support for it um is pretty strong and Brett Neuron um who's the chair of House Ed caught us in the

107hallway. We didn't get to meet with her. We met well we met with her chief of staff and she came in really quick while we were in there and then we were leaving and she said Phoenix talent I want to talk to you. So, she wanted to talk about our um um pest um integration integrated pest um policy. And so, we had a 30-minute conversation with her in the hallway at the end of the day, and she stopped us. Very cool. Let me just tell you, it was an amazing day. And um she said, you know, I think uh the dash two or three amendment that really is what we're looking at for this bill. Um she said I think year by year is really kind of how addressing this versus four years kind of

108one year at a time kind of see. Got it. And um there is one district that's really in limbo with legislative things and not being able to rebuild. Um so based on some legislative things. So, a great day and um we're hopeful that you got our survey email if anyone's interested in taking a bus up on April 24th. One long day. We're we're we've heard back from three um three representatives from um some surrounding districts that are interested. So, we're hoping to if we 13 school boards in our region, it would be really great if we had 13 representatives, one from every region. Awesome. Um, one from every board in our region go for the day for that um, advocacy day. Um, so if that's something you're interested in, fill out form that. Very good

109stuff. Show revenue. Hey, you get this passed for us, we'll tell you about our pest. You know, there was limited testimony on it. They really wanted to get it through and came to deadlines. So there was no it was it was a great day. Thank you for all the time and energy and effort you spent advocating for our school and for our region and I'm just so appreciative and we're going to miss you so much. So okay um I just want to add grade three portal report which was very comprehensive and if you haven't read through it I suggest you read through it. um uh and then where we are and a lot of good news in here because some of the things that we're advocating for and are promoting are still still alive. And

110I just want to echo uh Chair Campbell's about Sarah and Don taking the time to go up there. I was on a call with legislators on Wednesday. Pam really me mentioned that was great to see Sarah and Don in the building and having been conversations. So, um I don't know if they see that all the time, but you definitely made your mark up there. So, thank you. Surprise. Awesome. Um, okay. Do we have any committee updates? Just quickly on Culver Road facility continue to work through uh what we talked about the work session. Have a meeting next week with Boys and Girls Club to continue to uh work out some of those details and uh the city of Talon is still processing through u all the work that um TSA and CCS are going through.

111So hopefully we hear from that in the next month or two. Awesome. Uh next is the superintendent evaluation summary. Um that's in there for your Am I supposed to read it? Yes. Okay, I'll read it. I wanted to, but I didn't know if we wanted to say. Yes, I'm happy to read it. Okay. Uh Phoenix Town School Board Superintendent Evaluation Summary 2425 school year. Dear Mr. Barry, on behalf of the Phoenix Town School Board, thank you for your continued leadership and commitment to our students, staff, and community. Following a thorough review of your self assessment, board observations, and performance across the eight professional standards, the board affirms that your performance has been consistently effective or accomplished in all areas. We especially want to highlight your strengths in aligning the district's strategic plan with budgetary priorities,

112maintaining high ethical standards and engaging effectively with community partners and statewide leaders. Your advocacy both locally and regionally continues to elevate our district's voice and impact. Areas identified for continued focus include strengthening internal communication, supporting consistent curriculum implementation, and deepening equity work across all schools. The board also looks forward to further collaboration around long-term financial planning and staff development. Thank you again for your exemplary leadership and the deep commitment you bring to this work. Your ability to lead with both clarity and compassion has been instrumental in shaping a district culture focused on equity, innovation, and student success. We are proud to partner with you and look forward to continuing the important work ahead together. Sincerely, Phoenix Talent School Board. Thank you, Mr. Barry. Congratulations. Appreciate you. Hey, just I just want to appreciate um just

113offer a word of appreciation for this board and for you, Mr. Barry, in in taking on a new evaluation process. Um I love this board so much that we're not afraid to do new um hard things like policy rewrites and um board self-evaluation and new superintendent evaluation. So that takes a team effort. It requires a lot of trust. um between us and between us. So, thank you all for that and thank you for your willingness to do that. And I think that resulted in a a really thorough good process that's driving the word forward here. So, awesome. Amen. Yeah. Thank you, Rick. Okay. Um SRO contracts discussion uh for your review there. Each of the SRO contracts are in there. If there is a discussion or some things that you have questions on, um, we

114please let us know. We have not submitted these to the municipalities yet, but we will change and update the dates and any language that we may want to change. Okay? Um, probably towards the end of the month. So, if there's something that you would like to see in there, uh, we can bring it back for discussion. And if there's not, we'll send it on to those municipalities and go from there. Awesome. How does it differ from fire? it. This is the same exact one and we I'm recommending no changes. Uh but if there's something in there that you see that that um we can ask cities to do or or for our partnership, let me know. Appreciate that. And again, as you know, it's been a long time coming to have two full-time SRO's, one

115full-time at the middle school, one full-time at the high school. Um and over the last couple years, we've been able to have that with the addition of the full-time at the middle school. and uh um they just do a lot more than police. They are they are a staff member, a family member, a support to our kids and our staff. Um so I'm very very appreciative of the support from the board and I know our city um municipalities are appreciate the partnership too. Do they both overlap to the grade school, the elementary school? Yeah. So when we do especially here I mean I mean our SRO is out there during pickup and drop offs of the elementary and same same thing with the uh Phoenix elementary. It's a little more difficult because Orchard Hills in

116the city of Bedford but we do uh both our SRO's at Talent Middle School and Phoenix High School go over there and support the drills um that they have. So okay. Uh representative process for 2526. Um that's okay. So um Denise says her notes indicate we want to get involved in advertising the positions. um want to review the applications during the first meeting in May and then interview the applicants at the second meeting in May. Um have you talked to her? Is this are we going to be able to pull this off? Okay. That she knows that it's pretty okay. And are we all feeling good about that line? Do you know about the timing? The timing should be close in with um leadership and ASB type of elections. So having this be another leadership

117opportunity that's available to students kind of in the spring and they would begin the next they would begin the next school year and that personally is a lot better because you miss out on those first few meetings and it gives an opportunity over the summer to really connect potentially or right before starts or maybe that to help lay the groundwork a little bit. I 100% agree and um Sarah was a chief advocate for this chase. Well, especially because you know seniors aren't doing it again. It's kind of when things in a few ways calm down a little bit and so there's a little more time to like shoot for the stars with something. I think might get a little busier for seniors in some way. So, and I also think it's helpful too that then

118anyone in high school we're not saying, "Oh, as a freshman, this isn't something available for you at this time. everyone. Yeah, you're not having to say, "Oh, not this group." So, it kind of just I'm still all for it. I know. You have totally convinced me. Yeah. Always been on the train and also as you're planning your next year too. Yes, I agree because I didn't know I was going for it junior year and then I also joined a new sport junior year and so I was kind of juggling all the things. Yeah. and that's a busy area. So, well, and I think it'll be helpful too to have be able to have some conversations with those who have done it that are still around and see the process. Anyway, I'll get off my little

119There's a long list. Yeah. Okay, cool. Awesome. I don't think we need to do anything. I think Brent will come down with Kaitlin and Yeah, that sounds good, girls. Yeah. Um, okay. Next is a weight list or I'm sorry, yeah, interdistent transfer slots. Yeah, this is uh um I wanted to put this on because we continue to get requests in or out so much earlier than we ever have. Uh and so this is we pumped this up I think a full month. Um and so this is just for information and discussion. it'll be for action next time and then we can start processing and work on these which will help all our offices will help you know other families making decisions as well. Um again this proposes no outsots unless it actually is a hardship

120request and uh we do have early or child care um especially at the kindergarten which are a lot of the the hardship requests. Um, but we do we do deny some. They do uh every once in a while there's an appeal process and sometimes it goes as far as a board. Um, but yeah, that's where we are. I'm curious on requests. I mean, a hardship is a hardship, but I'm thinking of just, you know, the run-of-the-mill requests that we get. What can you put stipulations on those? Like you got to come to the high school and tour the school and meet the staff. So that is something that we we have done and will do especially if they haven't stepped foot on our campus. Um and and they're requesting say some of these incoming freshmen.

121So um if they haven't stepped foot on our campus I mean we've turned people around to say hey this is a good spot for me because of the size because of the programming walking the hallway seeing uh what it feels like when kids are there. So yeah we that's that's something that we do. We we don't do it every case, but if they if it doesn't meet a hardship Yeah. we either deny it or if it's a question on a hardship or not, we we try to get them in front. Yeah. I wonder if there could be some sort of crossover with this with the student, you know, because especially if it was like a link crew leader potentially or someone who has been at the high school who could join the prospective student throughout

122the tour throughout the day or maybe lunch or something and just kind of like sit there and have conversations and questions about because there's lots of things you don't see on a tour about like just how a school works and like the schedule because South has a very different type of schedule than we or you know things like that and I just wonder if maybe having a student or a peer to be there as well would be another factor that's a safe space for them to ask questions too involved in and it's a good point definitely if it's happening in the spring but some of these happen in the summer but it's nice to identify some students that are willing to do that to come in when we have those meetings that are yeah that

123our uh admin can call and say hey we have student absolutely that's a great Great idea. Love that. Yeah. Middle school specifically too. Isn't there a leadership group at the middle school civil? They have their leadership or their sources of strength. Awesome. Um, okay. We already did food service board meeting calendar. Any thoughts or questions on that? Shannet does. If there was anything weird, I I count on you. I know the reason, but I was thinking cash. Um, November, we're good with OSBA. Doesn't doesn't conflict with Okay, cool. Uh, actually is that a Thursday? Yeah, that Yeah, we might want to look at that November 6 and OSA. Yeah, I feel like OSA um it's usually around the 8th or the 10th. Oh, it is the sixth through the 8th. So, we're gonna have to

124figure that out. I think that's because it's the same thing. Did we just did we cancel it or did we move it the next week or we moved it? We did. We moved it to the next week. Yeah. Um because Yeah. Yes. Because it gave us a chance to debrief OSBA the very next week rather than wait till December, right? So we could move it to the 13th. It would just be back toback weeks. Yeah. I think that felt pretty good. I don't know. It was fun. whatever is board month for us. We just do all the board stuff. Well, I thought that we had the debrief more at the work session the next week. So, we even I felt like we had the the debrief more at the board work session because it gave

125us a little bit more time the discussion and less on the agenda and really talk about. So I think we still had a board meeting on the 13th and then our work session the 20th which was more focused on but still have those back to back brief during the work session. Yes, that's what we did. Last year we had it on the 7th and the 21st. Yeah. So, we were Can you just put just put maybe just an option for us to talk more about um between the like Tuesday the 4th and or Thursday the 21st. That way when Dawn and we were here, they could Yeah. Michael, I apologize. What did you just say? Oh, can we just put for discussion um deciding between November 4th or the 13th so Don and Nancy can

126weigh in on that? Sarah doesn't get to say I will say that sometimes it's hard to move it to different days of the week even further like this just for kind of everyone's schedule. Yeah, it's a good point. It's a good point. Um, okay. Yes. To know if sometimes we move the work sessions to 5:00. Do you want to change any of those times? I think I think by rule we probably should for work sessions have to be five o'clock and that way it's just built in. That's my thought. What do you all think? That way we're not changing the time on the fly. We always are session as well, right? Yeah. Let's do that. Yep. Good call. Good. Good work. Look at us. Okay. There was one here that got moved to a Wednesday

127um because of June. Is that one in June going to be okay? Yeah, that'll be okay this year. Yeah, I think this year it is on Wednesday. Okay. Yeah, we have no action items, right? I know. It's so weird. I don't think I've ever seen that. It's the longest meeting without action. We will have action items next meeting. Um, which good transition the 26y old has never seen it. No action items. Okay, we need action items next time. No, this meeting has no Oh, I know this one, but next time does. So, we only have one. We should commemorate that. We have not had That's first time this millennia according to Rick. Okay. All right, the next meeting's agenda is there for your review. Let me know if you have any questions or comments on

128that.