001My first grad school. School District Board of Directors meeting is called to order at 5.32 p.m. We'll start with a roll call of board members present. Oh my gosh. It's a rough start already. I'm here. Val is excused tonight. Mark? I'm here. Here. We'll come back to Mark. Kate is also excused tonight. His video is muted, so I don't know if he's there or not. Okay. I'll send him a chat. Okay. And then while we wait, we can all join in. No. No. What is that? Mark, can you hear us okay? Yes, I can. All right. Looking for approval for tonight's agenda. So moved. Okay. Bye. And we'll start with the student representative report from Paula. Welcome. Thank you. Good evening, everyone. So a couple of things that are going for that will happen this
002past weekend. So our dance team took first place in hip hop at their home competition this past weekend. And the girls basketball team made it to the second round of playoffs last Friday. Unfortunately, they faced a tough match against McMillanville and came up short. But still, congratulations to both of those teams. Some of the current projects going on in ASB, so the community care committee completed their first interview with No Clay Kitchen, which is a nonprofit out of Portland today. And I believe they still have a couple more interviews to go through, so they'll be interviewing more nonprofits. Also, the development of a Black Student Union on campus is going on right now as well, which is very exciting. I mentioned before that we want to work with LIA to do the Unity Week. And
003so today during the AAP block, they were able to come, some of their presidents were able to come down to our like class, which is the cafeteria, and work with us about that. So we set our goals for what we want the week to do for the community and just for timeline. Because they have their gathering and the event and the one that was pretty heavy for that in April, we kind of decided to do that in May. So I think my life, where are details, I will communicate that. This year is the election candidates, which the election form closed, so we have our final candidates and those are the first pair are rising seniors Maya Andrade and Dulceluna Cabrera and the second pair are also rising seniors Marie Colston and Chase Smith. And then
004in honor of Women's History Month on our Instagram account we have been making posts that honor women's accomplishments and also to highlight our female staff. So we've been going up to people around our school and just being like, hey, you're so pretty, can we take pictures of you to our fellow staff? Prom will be on April 5th from 7 to 10 p.m. This year's theme is A Dance of Fire and Ice, and that will be held in the main auditorium on Northwest Amendment and Environment in the House Road. And that is all I have for today. Thank you. For board reports tonight, I'm going to talk a little bit about LPC and legislative things, but first I'm going to turn it over to Brad, and he's going to introduce us. and talk to some very
005special guests we have to celebrate. that she brought with her tonight and they have a video that they'd like to share with you. How to show respect is to be kind to others and be respectful. I'm proud of my brothers, caring for myself, making sure that everybody stays awesome, being nice, being respectful, and being polite. Around the world, and so each year we try to do something with high school students, elementary students, that embodies that respect message. Our community classes went to elementary schools and presented them respect and our high schoolers made this video and did a couple other things at the high school. Horseshoe Miss, that's a great place for Unified and it doesn't, it wouldn't happen in any other place. The community is incredible, the teachers at the high school are incredible and
006really supporting inclusion. So our students here, I ask them why. Yeah. Carlos is going to be president someday, so. Very valid. Working on meeting everyone at the high school. Peace with each other. I've had so many awesome meetings. Everybody in the community is behind and being involved in implied activities and sports. because I care so much. I think it's important to me so much. My name's Brenna. Unified is super important to me because I've done it since I was so little and I've met so many people that, like Jill, that has inspired me to do so much and so many opportunities myself. And I just don't know what I would do without you. I really want to thank all of you. I think with Respect Week and especially in these times where we're reminded, this
007is a great reminder with not only the video but with you taking the time to come tonight. But I want to compliment your leadership skills. You know, Jill, Carrie, the impact you've had is really rad. We can't probably describe what you and all of you have done. all of your staff have done over the years, but for you, the students, to be able to take that leadership piece and not just creating the videos, but being able to speak so eloquently about it, I think the ripple effect that you all have as leaders is very encouraging to know that you're going into a greater community and that's gonna, well, Carlos will be the president someday. And he was talking about who his vice president will choice. but we encourage and are thankful for all of you
008moving forward and what you're going to do for our community. So the hands of hands are out and about for kids today, like working with kids, and are they the hot mess that some people think they are? When I see things like this and when I'm in classrooms around our school district, I feel inspired. Every one of you here tonight is inspiring. I am so excited to see what you do in the future. So, thank you for the effort that you have put into respect for me, but more importantly, thank you for showing us how to show up this year. The next board report piece is about legislative advocacy and bills in the Senate. So this might be for people who might not want to stay for that remainder of the meeting, a great chance
009to step out. Unless you're running for president. Right. Maybe next year. Thank you all again. Thank you, parents, for coming. Okay, so a few things. I did attend the belonging summit at NAMM this past week. And I was really impressed. That was the first time I'd been to it, but I really wanted to thank Juliana and the staff and all of the people that were there, especially at the tables, who had a really nice, I thought, great choices for different needs in our community. It was, the energy was great, people were glad to be there, I was able to have a great conversation with LIA, and actually I talked a little bit about that as well. I talked with Maya and the partnerships that they're building with ASB and a little bit more about what
010that class is offering for opportunities. But the really neat thing that happens at those events, whether they're hundreds of people or less than hundreds of people, are the connections that were made. And one of the connections that was really great to see is Oh, John, Mr. Morris was there previewing mechanics and the mechanical tracks for CTE. And a couple tables down from him was Dave David from Central Cultural. And David had just started last year, Central started a program for kids 17 up through 24. This is the second year they're doing it that offers an opportunity, a boot camp for a weekend, a paid stipend. for anyone to come and learn about those strands visit a business in the community and spend the weekend learning about those those classes that are offered and the really
011great thing is that davey had not really been connected yet with john and seeing like what the high school cte program was doing and that was great to see that conversation happening because john was going to promote this opportunity for kids and families really and adults who are looking to branch out and further their professional careers and then vice versa and being able to maybe do build that partnership. So, sort of those extra things that happen when we have those events at schools are very powerful and I wanted to thank the presenters for taking the time. I did have a chance to sit down with Susan McLean. as well and we actually spent the bulk of our time talking about senate bill 916. 916 i talked about it last board meeting is the is the
012afl cio's main bill this session about unemployment benefits being available to workers who are striking there's been quite a conversation around what that looks like and i was able to share with rep mclean from a public education standpoint What impacts have not been really played out when the legislators have talked about this bill? And I think we've seen that now being adjusted with some amendments and we were able to really specifically share numbers in Forthrow currently what this would cost us if these pieces weren't in place. And she had questions about whether we reimburse on the front end and who does the configurations of back pay and what that looks like and what we've done a really great job of I think in this district with our reps and our senators has been able to
013finally have that direct communication where they are Senator Solman is calling to ask what are the numerical impacts and I can call Dr. West and she was Director Klute to be able to get actual numbers back quickly so that people are starting to understand the impacts. So 916, there was a write-up in the Oregonian about both 916 and also the class size bill. I think that write-up really did a good job of explaining the place that schools are in. With 916 in particular, no other state in the nation has a bill like that. The two that do have put something into place so that public schools cannot strike. Because it's, oh, public, not service. Public, public. public servants, yes. Yes, and that was because that particular bill requires funding to support, which is what we've
014been trying to say is that we don't just have a giant... pot of money to reimburse on the front end and is the state planning that in place and so they're starting to the wheels are starting to turn and this has been the mantra we've been saying in general is no unfunded mandates this year we don't want new programs coming in we don't want we can't unless you are going to be providing funding to support the needs that we have And what we are hearing now, which has been another wrinkle, is that the $11.3 billion, which is the floor funding that the governor has approved, we are all saying, here's the floor, and here's extra needs that we have. We've just recently been hearing that there's even conversation about whether that floor is too high.
015So there's the best one standing. I walk on music. I'm going to keep talking. Anyway, I guess that conversation with Susan McClain was really great because she was going to follow up and then we're seeing some amendments being added to those bills to specifically allow us to be supportive of what is finally in place. The second thing we talked about was the, I didn't talk about this with Brett McClain, but Sunday night our LPC reps meet. So we have a rep from Tigard, Beaverton, Hillsborough, myself, and the PSD, and we had a meeting last night, and the conversation was around 916 and also the new class size bill, which sort of took the LPC members a little bit by surprise because it is moving forward. And again, our feedback on that is... I couldn't be
016wrong with numbers, but we talked about what it costs a district to reduce class size. Those conversations require support and funding for districts to enter into those conversations. And we are saying, again, if those are the things that our legislators want to vote for, they need to make sure that there's funding and support in place to be able to enable those conversations. And I'll stop there. Do you want to add anything to that? Yeah, the only, what I want to add is that I think what we're seeing at the legislative level, and certainly through advocacy by school board members, superintendents, is that we're finally having some conversations at the state level about legislation that has unintended impacts on the school district. So the two bills that you've talked about are good examples of how I
017believe in my core people who have advanced these bills are well intentioned but they have fights to school districts and administrative impacts and other impacts that they're not considering in the conversation. The accountability bill is a really good example of that as well. I don't think there's a superintendent in the state that is not wanting accountability by the public, accountability by our families, improving outcomes for kids is why we got into this business. and the way the legislation is currently written, there are many other things that have to be in place before they can actually implement the accountability measures that they want to implement across the state. So I'm encouraged that those conversations are taking place at the state level. It may not actually have the bill to your passing as they are, but at
018least the issues around financial impact, the administrative impact. accountability that's required at the state level as well at least those conversations. And I do want to again thank students and Dr. West because I know that the work being done to get those numbers is now happening and we have legislators and we have school board members from other districts asking us about our numbers so that they can work with their CFOs to also share numbers because legislators when they're seeing those are starting to understand wow okay actually we can see where this isn't going to work and and so that those communication pieces are have been really encouraging. I think was a lot but lots of conversation and again if people have questions or you hear things about those bills or read the Oregonian article I
019would I would encourage people to reach out to me and say what are you hearing what is OSPA saying what numbers does Forest Grove have and we would actually love to get those facts out and that's part of what our goal is too is to keep that communication flow going. So I'll stop there. oh yes we are gonna we are gonna move to superintendent report great thank you at the start of each month i have been bringing an enrollment update to the school board this is the most current one as of the 3rd of march you'll see circling red there that we are 122 students below our budget enrollment. This is consistent with the past several months. We have fluctuated between 120 and 130 students. As I said before, we're not picking up new students.
020We will have to tighten our belt for this project since we are going to have to make some reductions for the enrollment decline that we've seen over the past few years and which has created this coming year. 122 students that the next slide I want to highlight, I've had an opportunity to be in schools over the last couple of weeks. This is the best part of my job. I'm in the classrooms and visit with our school colleagues and our students. There's a couple of things that I've been able to see over the last couple of weeks that I want to highlight in terms of food driving and food outcomes. One of the things that I would consider is the 1% meeting. The 1% meeting is a component of the monthly benefits of support. Within that
021multi-level, 100% is where grade level teams or content level teams will look at fall students. And then it breaks down to 20% teams where educators and their funders are looking at those students who are not progressing at an expected rate and trying to identify where the gaps are in those students and progressing. They progress monitor students on specific skill gaps. visible measure. Then ensuring that students are receiving an intensification of instruction. Intensification for students could be an additional dose of instruction. It could be a small dose of instruction. It could be a different introduce to the students so that they have material for the content presented in a different way that might be easier for them to understand. So that intensification for students is that we measure to make sure that they are progressing at
022the rate we expect them to. If they don't, then we need an individual problem solver where we have conversations around individual students and what they might need and ultimately that could result in a referral for additional services. But the goal of that team, it was great to sit with this team as they looked at their progress monitoring data specific to literacy and how students were progressing in their literacy skills. They were having fantastic conversations around form and fluency and accuracy and whether or not students were progressing in a specific area, what they could do differently, moving students between groups to make sure that they were getting the right instruction at the right time, exactly what they needed. So I was really thrilled to see that conversation. It's a good example of how school leaders and
023our educators are working hard to make things kids. In addition to that, I had an opportunity to see the first portion of GLAD training for our preschool teachers. So GLAD is Guided Language Acquisition Design. It's a specific framework of strategy. There's one they're working with students who are learning English as a second or other language. Our preschool came together to develop their skills in this area and they had an opportunity to see a specific strategy in action. They were able to see a visual dictionary and how that was used, a classroom visual organizer, where preschool students, and then also try it. And that is one of the most important parts of improving practice as an educator. It's not just sitting and... learning a new concept or an idea, but it's then taking that concept or
024idea and having the time to practice it and implement it, that is what will improve ultimately. So I'm really excited about something we continue to advance our effort to improve outcomes for kids. That's it. Thank you. and Diana Smith, GEA union representative. And as you'll notice today, we brought some of our reps with us too today. We appreciate them showing up and standing up. At the bargaining table, there's eight of us, and there's a handful, and that's just a representative sample of our membership. We are 95% of our educators, which means we represent over 400 people when we sit at that bargaining table and we have those conversations. And certainly bargaining season is a time for us to think about what are our values, right? What do we stand for? Where do we come together?
025How do we all unite, right? What do we believe in? And that's certainly the contract. We also certainly care deeply, right? We stand strong, we adapt and grow. We really do as educators in this district. That's why we're here. That's why we stay. That's why we come back every year. And then we have the union. We spent a couple years ago really talking what are our values as an association. We teach, we inspire, we nurture, we advocate, we join, we organize, and we lead. and we take that responsibility really seriously and certainly every time we have a bargain every time we open the contract that is really an opportunity for us to look at our values and strengthen our contract and make sure that our contract reflects who we are as a district who we
026are as educators and then recenter our values and really talk about those and come together and have those conversations. So we are happy to be in bargaining season and we appreciate all of you being at the table and having those conversations with us. And in conclusion, just as much as you know, you're there in a room talking amongst a small group. You know conversations are also held with the building reps and we share those conversations with our union members and so it is pretty well rounded and everybody's listening and we do appreciate that we're all working. None tonight. The consent agenda, the consent agenda is made up of routine non-conferential items to be voted in. Are there any items within the consent agenda that the superintendent wishes to discuss separately? Seeing and hearing none. We
027need a motion. I move to... the consent agenda as written all second all in favor say aye aye So there were 232 calls to school locations. Of those calls, the SRO took 122 of those police officers other than myself to 110 of those calls. So if I'm not available working on another case, for example, would be a reason that another take the initial. So that's what that 100. Me as the SRO, I've been handling 3% of school-related calls. The majority of the calls taken by other officers, they're receiving after hours. NAMS. You can see that it's made use of possible neglects occurring at home. Explanatory on that. The communities and stuff for service. The A4 Incident 30 work, so that's their DHS investigations, criminal mischief, property, the sex abuse, social media, peer phone. My job
028and my role is to be a resource. And those are going to be responding to calls, there's a lengthy process, so I'm leading to, requires this. I imagine there's going to be, so doing my new dealer, interviewed if they're, so those are like the meetings. So these are things that I've been able to career day. So those drills, their courses, sporting events, other school activities. 30 and the oxycodone oxy but the only way that i laser and will screen on it is $30,000 upcoming events that i'll be doing a team driver 20th it's going to be is it's just about some of the things that we've been seeing in terms of permit this is just education challenges and then just obviously the observancy is generating the same number of calls and there are a lot
029of this i will say that in letting me know what the limitations and challenges policy and some of the things policy that is a challenge for me is if there's so many incidents of policing that is the case in the most part. My department takes me back. Do I have any questions? No, I did pick up on the graph that NAMS is earlier that NAMS is I think it's about half the size and almost the same as a high school in terms of calls. So I did pick that up. Was that not the same as last year about this time? I'd have to look at the data, but I feel like it's always kind of been that way. I think so. Yeah. Right. And I'm wondering why the dip in February. I don't know. I'm
030not sure, but I'd like more of that. Yeah. That's right. water in February. I guess I'll ask one. Last time you were here, I think it was Dr. Lord was here and also Dr. Kelly with you talking about how you guys were all working together to figure out how to streamline communication. You spoke a little bit about that here. Have you felt like that has been able to happen in a way that alleviates some of the challenges that you're facing? Frankly, no. It's not, but it's not because of lack of. I just think that it's just so much. We are up to our Assistant Superintendent and Director of Human Resources, John O'Neill, with climate survey data. Thank you. So the District of Midway conducts an annual district climate survey of key stakeholders in our district.
031Tonight I will share key results with you. The stakeholders that we survey are students, parents, classified, and licensed staff. Highlight areas of strength and areas of improvement. Tonight we're also going to review how principals and districts use this feedback to identify how we share results with stakeholders. Participation rate this year was good. We had 76% of the students enrolled participate overall for seven years. of the school climate and district overall was positive. School climate percentage result by school is here for you. Elementary, for example, grades three and four, 87% of the responses were positive of the questions that we surveyed and participation rate level was 87%. High school, nine, 12, I see it was 53%. The reason for that is they had to do their survey Much earlier than our other schools because of accreditation
032they needed that information to be turned in for the accreditation visit this year Elementary student summary reports these are the top seven questions with the highest percent positive And you can take a look at that all of them are above 90% which is awesome getting any group of people degree at 90 level these days seems almost impossible but my teacher believes all students can learn 94 the teachers and staff care about my school my success in school 94 the school's preparing me for the next grade level 93 i like my school 91 My teachers are excited about teaching and enjoy what they teach, 95%. I feel welcome in my school, 91%. I see my principal, 92%. Seven lowest questions for elementary students. Students treat other students well at this school 73% that's up from 69%
033last year so our efforts are paying off I like math 75% I feel challenged academically 79% of that those percentages aren't bad But those are our lowest I like reading I'm good at math, 81%. My culture and identity are represented in the classroom content that I'm learning, 85%. And I'm good at reading, 87%. Elementary student feedback, 5-6. This is 26th grade ed. Teachers and staff believe all students can learn, 92%. Teachers care about my success in school, 91%. My teachers are excited about teaching and enjoy what they do, 90%. I have at least one adult I can go to at my school if I have a problem, 89%. I know I need to attend school every day to do well in class, 87%. The message on the importance of attendance is taking effect. We're seeing
034that number and percentage grow post-pandemic. This school is preparing me to be career and college ready, 86%. And my culture and identity are represented in classroom content. I am learning 80%. The lowest seven, I know exactly how many days of school I've missed. Only 46% of the students knew that. 58%, I'm good at math. Students treat other students well at the school, 64%, that's like bump up. I like reading, 65%. There are multiple opportunities for parent involvement, 77%. And the principal is visible and accessible on campus, 78%. Middle school, these are the top seven responses from middle school students. My teacher knows my name, 97%. During passing time, I see teachers standing in the hall or the doorway, 92%. I know how to get help in the classroom when I need it, 89%. My teachers
035respect me, 87%. I know I need to attend school every day to do well in my class. You see that jump up, 86%. Oh, that's good. The teachers and staff believe all students can learn, 86%. And I know how to read. Students treat other students well at this school, 49%. We continue to work on that. middle school administration along with the attendance priority in their school improvement planning. I know exactly how many days of school I miss 54%. Complete assignments for my class on time 63%. Our SRO is accessible and approachable 68%. I feel emotionally safe at school 69% and our SRO helps students feel safe 76%. And this school is preparing me to be career and college ready by the time I graduate, 76%. That's the seven lowest response from middle school students. Top
036seven. My teacher expects me to participate in class 96%. I care about learning and getting good education 95%. Forest Grove High School has a variety of classes that challenge students to grow in learning growth 94% and tonight we're even looking at expanding those up. My teachers welcome questions 94% My teachers encourage me to do my best 93% I feel physically safe in my class at the high school 92% and I have an adult my life is helping and guiding me 91% that's all over. These are the And this first one's tricky. Cell phones are a distraction to my learning in my classroom. 19%. That's not necessarily a bad response because 81% are saying they aren't a distraction at my class, at the high school. Discipline practices are fair at Forest Grove High School. That's interesting.
03745% when you dig into that. I often need help with my schoolwork, 45%. I have been able to meet our SRO 55%. The majority of the students treat one another with respect 66%. And again, my culture and my identity are represented in the classroom content that I am learning 68%. And I've been able to meet our SRO 70%. This is our licensed staff summer. The top seven questions. I believe I can impact. all students become better learners 94% now that is a question that is part of our superintendent's evaluation. I'm just calling that out for our school board 94% my student my school supports staff in learning about discussing and confronting issues of equity 94% get all the asterisks Student learning outcomes are tied to our school improvement plan. 90% of our teachers say yes,
038it is. Staff at my school welcome individuals' cultures and beliefs, 90%. Our school's preparing students to be ready academically for the next level of instruction, 83%. And there are multiple opportunities for parent involvement in the school, 74%. One of the things that we dug into, and board chair, he was a part of the district survey committee we wanted to see With my current supports and resources I'm able to meet the needs of my students who are eligible for the following services IEPs 74% said yes, I have my current supports and resources I'm able to meet the needs of my students on IEPs 504 65% TAG 34% ELD 63% and Dyslexia 15% so we can see where we need areas of work in terms of professional development. The seven questions with the lowest percent for licensed
039staff and this was a question only pre-k language arts teachers filled out. I feel the training and support I have received on how to implement the language arts instructional materials has prepared me to teach my students. That was 63 percent. We offered some new training. We wanted to see what the impact was anonymously from our pre-k teachers. And again, that's initial work. Given the expectations to my position, I'm able to set the work and life boundaries 63%. Obviously, that's an area we want to support. And is improving my ability to enhance learning in the classroom, 72%. Another asterisk, opportunities for parent tools, 74%. And my administrators in my building communicate in a clear and timely manner, 77%. and the principal administration is visible and accessible on campus. That's K-12, 70, pre-K-12, 78 percent. Doc, seven
040questions responses. Our school respects and honors the identity safety of all students and staff. Every single classified staff member that took the survey answered affirmatively. I believe I can impact all students to become better learners, 94 percent. I like my school 94%. I feel welcome in about 2%. The principal administration is visible and accessible on campus, 91%. The school's preparing students to be readily ready academically for the next level of instruction, 88%. And high expectations are held for student learning outcomes that are tied to our school improvement plan and to our district interest. The seven lowest percentage, and now this is another one of those, this is a good. Find my job boring. This is one that the OSEA union leadership definitely wanted to put in there to survey their members. Only 2%, 98% did
041not find their job boring or tedious. Another asterisk, there are multiple opportunities for parental involvement at this school, 58%. I can meet my job responsibilities within my work hours, 63%. I feel my voice is heard and valued in the school, 67%. This is... important with our Grow Your Own program. Our new program, Teacher Connect, has the largest participating current classified staff members, bigger than Beaverton. And each in this district, I know how to further my education 70%. Many classified staff. Students treat other students well at the school 71%, and I have enough time in my schedule to prepare for my students 73%. Here's our parent responses, top seven. Do you have access to a computer or smartphone to check email regularly? 99% of our parents said yes they do. I receive district messages in my
042preferred language, 98%. The teachers and staff believe all students can learn, 92%. My student needs to attend school each day to make academic progress, 90%. The parents have the message. post-COVID. We just got to work with our students, get them up to that level. Within last year, I've attended an event at my child's school, 90%. My child's identity and culture are represented at my child's school, 84%. I feel welcomed at school, 88%. I feel I get information I need from the district, 82%. And the school views parents as important partners in my student's education, 79%. The lowest parent responses, first one, within the last year I volunteered at my student school, 37%. If you do that, more than doubles with the next question and those following. There are multiple opportunities for parental involvement in the
043school, 73%. Schools preparing my child to be career and college ready by the time they graduate, 73%. My child is challenged academically, 75%. The district provides enough opportunities for parents to engage with the district. School leadership 75% three out of every four parents. I feel my child is able to get the help from school When they are struggling 78% and my child's identity and culture represented at my child's school 84% so how schools and the district using this feedback to inform their improvement plans. Upcoming meetings with each principal and myself or Suzanne, we will review their school's results with the principal. We'll identify areas of strength and priority areas of improvement. Principals will share their results with staff and they will also discuss this with their building site council and leadership teams at their school
044at the secondary level. Data informs our school improvement plan goals and how all stakeholders tonight's board meeting the results will be posted on each school's website. Each school we have that information and we'll post that information for each of the stakeholders on each school's website and then the district climate results survey the summary will be posted on the district. And is there any questions? question about the parent breakdown you have that broken down by parents how many parents answered for school was it mostly did you have that and I can get that information yeah I'm interested to see that um we absolutely have my other question was about the communication back to the survey and potentially what that looks like I think one of the things in that and there are people in this room
045that were part of that survey rework and some of the comments were about Making people saying if I'm not going to take this survey what happens to it? And so if you're a parent you took this survey I know I can appreciate it's on the webpage But if there potentially could be communication back to those parents to say These are the results and this is how this is impacting your school I think that's helpful and maybe encourages more parents to take it. I also did want to comment on the question from Kent about the mic drop this boring and tedious but what I loved about us adding some of those questions we did here from him specifically we would like some of those questions at least for classified he said our union is like write
046these questions in plain words that we can just answer and so the questions for the classified survey did change a little bit and I liked that we that we have the flexibility to offer that I also think at some point maybe if that group comes back together to look at where those questions now after a couple years have happened and which of those are getting data that aren't useful for district leaders and what you know what we might want to add or change but I really appreciate the honesty on the presentation and I think there's we can even see I didn't remember from the last presentation you could see where there's been some growth already in some of those areas I still and it's we won't be a surprise I'm sure to elementary teachers in
047high school to see the map you know, the little loving liking that we know as we get older and school gets a little more challenging, that equating challenge with liking maybe shifts a little bit. And I think it just, it's great for thinking about the conversations, but the presentation and the thoroughness and all the people that work on those questions and getting them out. It's a really good turnout too for percentage-wise, I think. Thank you. No, no questions. No, I don't have any questions. Thanks. Thank you. She's trying to influence the cell phone vote at the high school. Okay. Number three, we are up to presentation three, winter benchmark data with our assistant superintendent. Well, assistant superintendent now. Good evening. We are here tonight, the director of teaching and learning. Elena and I are here
048to share some high level. local benchmark updates specifically as you might recall we assess students in the fall winter end of the year we come to you regularly provide you some updates to give you a sense of how we're progressing specifically around literacy math and today we'll be able to share some some new ELD data as well with some of our new tools that we've adopted as a district so I'm going to keep it high level I want to refer back to this document. This is the key academic achievement indicators. And if you recall in October, we had a work session as a board and we talked quite extensively about the difference between local benchmark assessments, statewide assessment, and overwhelming in our conversation, we walked away feeling like we really want to put our muscles
049behind our benchmark assessments. Right and so this is an ongoing ELA benchmarks, SLA benchmarks, math benchmarks and again I'll talk to you a little bit tonight about ELA benchmarks as well. So our purpose for tonight is to provide you with an update in terms of this school year, fall to winter, what does some of that achievement data look like and we are also going to provide you some new data around on cohort achievement from last winter to this one. So that we can compare last year's kindergarteners to how they're doing this year's first graders. last year as first graders how they're doing as second graders because we think that provides a different story right we also um often talk about our growth data we could come to you um on many occasions to talk about
050that we decided for tonight to just focus on these two areas we'll provide you some more growth data in other in other ways and other updates but we're going to hone in on these two items tonight okay so i'm going to turn it over to Alaina, get us through some of these first slides. Okay, so in Alaina is trying to stay consistent with what we looked at in the fall. We're going to be looking at groups of kids who assess at or above. That's kind of our purpose point for tonight to keep the data focused. So the first data set you'll see here is this year's M class. So this is English literacy. These are kids showing fall. and then winter assessment, kids who achieved at or above grade level benchmarks. So you can see
051the breakdown of kinder for second, third, fourth, and fifth. And so what we see is that the fall is our blue line. We see our winter is our red line. So we have some dips in kinder in first, and then we see some increases in the later grades, and we have some good growth that we're seeing also in the later grades. questions about that data set, so percentage of students in that grade level that fell at or above. Start, so looking at our English literacy assessment for 7th through 11th grade. Again, our fall and winter benchmark. 11th grade, I talked to administrators of high school. I asked them, shout-outs to them, like, can you tell me more context around possibly why that did. And I know I talked with Brian today even a little bit.
052So some new assessment practices junior and senior year trying to prioritize STAR and how we use the data and the purpose of that but also recognizing the juniors and we also have Smarter Balanced and some other things. And so some practices I think are impacting that and we're going to dig a little bit deeper but for example their junior year they take the assessment in the fall and if they exceed it they don't take it again and so when you're looking at these two different groups of kids these are not necessarily the same kids does that make sense okay so if they exceeded then they're not taking it the second time but that second group is possibly kids that did not exceed the first time or did not take it at all the first time
053i'm just going to ask too that is the percentage well so that answers my question a little bit the percentage of kids taken the fall to winter pretty consistently the same in his data points or is it not specifically with 11 but in general in general absolutely we have seen very successful high percentage 95 plus yeah we've been wrestling with this so we've been really working on analyzing what are our best practices with star especially at the high school level and so that was a shift in practice this year And then here we have this year's fall and winter assessment for those who scored at or above. And this is specifically to lectoress, our Spanish literacy assessment. You can see we have some really positive growth here for kids. And that's a trend at the
054Virginia-Canada conference. We have some really good growth in our Spanish literacy this year. So then this is our cohort data. And so it's a little confusing to wrap your mind around it, but basically when you're looking at 23-24, right, and then comparing it to 24-25, this is all kids, but they're cohort by last year to this year, like Artro was explaining. So if we're looking at kinder, that's actually this year's 24-25 first graders. So as you can see, this group of kids, we have an increase in percentage of students. that are achieving or above grade level benchmarks. This is starting with Amplify and now we're in, is that embedded in this cohort? Yes. Yeah, let's see. Let's think back there. So we started Amplify three years ago, technically two and a half, but three years
055ago. So this would definitely include. And then somewhere in that we pulled in additional intervention pieces to bring into Amplify. So kind of mixed in along the way, right? But we're not really yet. Yeah, I would say every year. So last year we piloted the assessment suite, brought it on full board. Well, I should say the year before we piloted, brought it on full board last year. So then this year is the first year we're really feeling like we are actually kind of understanding the assessments, understanding how to use the assessments. We still have some work, though, in just kind of being able then to respond to the assessments. And we did also bring an amplify. intervention and that's being used in small group reading intervention and that is showing on that but kids are
056showing a lot of growth with that intervention program it's been really successful yeah so obviously grade eight is the current ninth graders so on and so forth the data here as far as percentage of students grades nine ten and eleven who are scoring at or above and then the same cohort data for to take off. The achievement data, we're still, we have some big, not big, but we have kids that are right on the tip, and so they're not showing up when you look at achievement data, necessarily, how much they've grown. When you look at the growth data, actually, they're doing quite phenomenal, some teachers are doing a great job. And you guys did show that the last time we saw that, that was some of the data we were able to see, is that
057the growth piece that was really helpful to see. Yeah, and that's that's one where again we're wrestling with how much time to take but we do want to show you that because we'll be in an update soon is Elena had some meetings. I'll let you speak to us about some of the growth that we're seeing but not necessarily meeting vaginal. Yeah, I had a meeting with a patient specialist at Amplify and she gave me some really interesting data. I wasn't expecting it but they told some growth zones of growth data for us and it compared it by district but then comparable districts national norm data and then they compared it by building and by grade level teams and we have overwhelming that students are performing above the national norm if not 20-30 percent above the
058national norm for growth So even though it's not quite showing yet in achievement, our kids are growing in many areas at the same rate, if not considerably more than the national norm. We'll cover that tonight. We see pockets of that as well now. We're watching growth. It's exciting. We want to look at that and say, what is it that's happening? We're working very hard. So just to transition to math, similarly, this is our math fall to winter benchmark. In the red is is winter and the blue there is fall and so I'll just highlight here we know we're seeing trending the right direction in all grades except in this case first grade is a as a point of where we're digging in a little bit trying to understand what's going on in the first grade
059because later on what you'll see is a pretty significant dip in that cohort's progress as well. So seeking to understand, asking questions, working with principals in data meetings, really trying to understand first grade and what's happening there. I think pretty closely mirrors that self-perception that students have as themselves as mathematicians. So there's something there for us to work with. And we're really excited about our adoption. What we're hearing fifth through twelfth grade remember they have moved forward with the full adoption. Those materials are challenging, no doubt, but very rigorous, but make that relevancy. So we've heard we've slow rolled that at K-4. because of the literacy adoption as well. We have some teachers piloting it and that's been generally positive as well. Same feedback though, that it's hard. That it's hard and our students don't
060have the skills yet to access some of that information, some of that content, but that we feel good about the curriculum and it provides teachers some tools to address mindsets, to address relevancy, to make project kind of oriented as well. So there's a lot of tools, not all. 7-11 here, again, some were pretty much stable or above in terms of winter benchmarks. I also want to mention, and we might have shared this last year, that the winter benchmarks are more rigorous than the fall benchmark because fall is kind of baseline data and the spike happens in the winter. So the fact that we're not trending the opposite direction is also a good thing. because it is it becomes more challenging and then similar cohort data this is where i mentioned uh first grade that as
061if you see here again a little the the kinder and 23 24 they were kindred now they're first graders there on the very first dot um significantly lower um than they were a winner in that last year so again this as a system should cause us to ask questions and not because We just wanna dive deep, right? We wanna dive deeper, seek to understand how do we support our teachers? How do we support our building administration in these areas? And seven through 11, you see that as well, generally progressing pretty well. The current 11th graders who were 10th graders, that's that other dip that we see there. So again, seeking to understand that they do have new curriculum. that has been implemented at that level. I will show that it's great to see the eighth
062grade piece here. So current seventh graders, I want to point that out. So if you see on the very top, the second dot, current ninth graders performing when they did as eighth graders, that's a great sign because ninth grade math is one of those hotspots. If we can help students be successful in ninth grade math, it's a great predictor of future success. And so I was glad to see that. I just wanted to highlight that. What are benchmarks? This is exciting and this is fun. This is really great news. If you recall, Flashlight 360 was an investment that we made this year to help progress monitor our English language learners. We didn't have this tool in the past, so this data wasn't as easily accessible and it wasn't as focused so that we could really
063analyze, in this case, speaking from fall to winter. And so this was a great win across our system and I appreciate all of our TOSAs and the leadership of... our departments and um schools and our teachers so many people behind being able to implement this and and this felt good for our system to be honest um that all that hard work we're able to see some progress that we were able to measure that all of our students that in each of these grades students show growth from um from fall to winter and it's a it's it's a it's a first step right we've got a lot more data to collect but it's a good start, feels good, right? And so along with that, in our writing, also showed some modest improvements across in our ELL
064classes and with our English language learners across all grades, except for kinder. You recall kinders don't necessarily write yet, so you know, they're typing and it's a little more challenging, but to see that progression is good. I will wrap up this by saying Flashlight 360 has really, folks are really hopeful in our system that it's really going to help prepare our students for HALPA so that they're not experiencing it for the first time when they take that test or once a year. And it's giving them practice and it's also providing our teachers with valuable data. I think they are really honing and drilling down for each other. That is our big picture. Yeah, I think we were all in the ELD team presentation to board about the need for that and her individual tutorials with
065board members about how that can be utilized in the classroom. And you can tell then there was a real awareness of what the need was and it was and it's I think what I like about our district is yes, we see the data points, but the data points we all feel are not the end goal. However, when they match the passion of the team and the theory of action, it is great to recognize. I wanted to thank you for that because that presentation last year really was kind of a game changer, at least for me. I also, the piece that eventually would be nice to see is originally we heard from the Amplify teachers the first year it was coming out. They came and did a virtual work session and talked about their experience in
066the TOSA, just what it was like rolling it out. It would be great to hear from them now, just their response to this data and a little bit of just how they're feeling. There were a couple kindergarten teachers that talked about what it was like to try starting teaching that and be new. And so it would be nice to give them a chance to. celebrate I think so and again a shout out to all working so hard many teachers who have been teaching a certain way for a long time and had to go work to shift to something that I think you can see is showing progress. So and one of the things we requested but we are in budget deficit time is a button where you can push the button and like some confetti
067not a lot some would fall and so if if we get that this would be you know a cause for celebration not because of the data but just I think because of how hard people are working at a time it's really hard to do good work. I just, I was just thinking, because some of those moments you feel like just kind of going, yeah, you know. Celebrate our wins. Right, right, and the work, so thank you. And that's a nice presentation of just the right money. Okay, thank you. Yeah, thank you. Okay, we're up to action items. One more. Oh wait, I'm sorry. Arturo. Arturo. It's okay. It's okay. Brian, we're good. Of course, proposals. Approved. We're good. it was something we'll keep it moving we'll keep it moving we are also here to talk
068to you about new courses so our purpose tonight to share new courses that are being proposed for the secondary level for next year if you recall we come to you each year with these with an update or proposal for new courses we present the information we answer some questions we don't approve them until our next meeting Okay, so it gives us time if you have additional questions or wondering or want to have other conversation we can certainly do that. But tonight we do want to present to you some initial course proposals and I would also caveat it just because we have these proposals it doesn't necessarily mean and we approve these courses that each one of them are going to make next year. So we wanted to come with you with that information. And just
069in terms of process, and I'm going to turn it over to Brian to talk about the classes. This is the process that we go through. administration works at the building level to provide guidance on how to propose new courses those come from either students teachers or the Oregon Department of Education those new courses go through a process at the building level to get approval then they come to review at teaching and learning and ultimately we come to the board for approval for review and approval All right, and so I'm going to have Brian take the clicker and share some some new course. All right, so Dr. West, school board and my president. I'm here to propose our NAMS and high school courses for next year. Dr. Kelly couldn't be here tonight, so I'm going to
070go ahead and cover the NAMS ones as well. So next year, the new course proposals for NAMS revolve around our work with our district DLP. and trying to align not only just K-6 but also K-12 and in this instance grades 7 through 12. And so the new course proposals involve Spanish language arts for seventh graders and possibly a DLP math or PE health for next year for seventh graders. And these additions are based on FTE, having the staff that can speak Spanish but also have the licensure in those areas. But we do want to move forward with the approval of the courses so we can find the staff to teach those classes. We have the FTE we can offer those courses for and that means some of the barriers we have in the dual language
071program. And then the 8th grade classes that are not new, it just shows you this is the track for students who are in the DLP program. It allows them a path through 7 through 12. We had some work to do to align that and clean that up. And so you can see 8th graders who are in the DLP program can take Spanish for Speakers. Spanish for Speakers 1, Spanish for Speakers 2, AP Spanish Lang or Intro to AP Spanish Lit. And then based on those courses, they can go to high school. And we were making some changes on our high school courses and pathway, which I'll cover in the next slides. But the changes here are based on trying to strengthen our DLP programs, specifically seventh grade through 12th grade. So high school course proposals,
072there's a lot of new course proposals. It doesn't mean that these are courses that will actually take up a full slot in the schedule. I'll explain that. But the first two courses involve our DLP pathway, world language. Our World Language Department specifically, well actually, World Language Department in general has been almost completely replaced with new staff. And so we had a great team that went to the dual language conference. Some of the work that we worked on was aligning the pathways. So we want to offer a pre-AP Spanish language class. In the past, the high school has no barriers to AP classes. So what happened a lot of times is you had incoming freshmen who signed up for AP Spanish Lang that maybe it wasn't the best choice for them at that time. And so
073we're going to work on identifying with the 8th graders the stamp test, which Spanish class they should take. So what we saw is we had kids take the AP Spanish Lang test. and they may not have scored high enough to earn as much college credit as they could or also earn those sealed by literacy. And so we really want those kids to earn a four or five on the AP test. A three is good, it's passing, but a four gets you two years of college in some colleges. A five gets you, in some places, three years of Spanish in college. And also the sealed by literacy gives you, you have to have a four or a five. If you earn that, then you've met the Spanish side. the seal biliteracy. So we really want to
074make sure we are putting our kids in the right spot. So pre-AP Spanish LANG is a new course. It would replace what we used to call Spanish speakers 2 and then we'll have a Spanish speakers Spanish for Spanish speakers class which would just replace Spanish speakers 1. It used to be 1, 2 and then AP LANG and AP LIT. We want to put the kids in one of those three pathways so they can then move on through AP Spanish LIT. Next classes are involved in our performing arts departments. We offered beginning band for Mr. Schlaeser, Leslie Nunez, realized there were a lot of students who had not been able to pick up an instrument in the Fort Squibb School District and wanted to try it in high school. So they offered beginning band. He wants
075to make that year long, so that's the only addition to this. I will say that these changes are not... They're FTN neutral, unless I say otherwise. So making beginning band a year-long course, offering beginning strings for those who want to learn violin or other string instrument is FTN neutral because it would replace making guitar sections. And so Leslie's trying to grow her strings program, and Stuart's trying to grow his band program. Musical theater is already a class we have. The directors in theater want to make it a year-long course. And then theater showcase would be a new course. It is FT neutral because it's at the expense of one of the English language arts sections. Our theater teacher is supposed to be .5 theater and .5 language arts. She's currently .6 language arts, .3 theater.
076So that's the change we've made there. In the CT area, mechatronics inventions, Mr. Wurst would like to offer mechatronics inventions. It's FTU neutral, which would take it to the place of one of the other mechatronics design classes or whatever, based on the numbers. He knows there's some movement that would happen there. He also wants to offer mechatronics women in tech. The class is open to all students, but it does, it is similar to mechatronics one, but it does focus on women in technology. Mr. Wurst has been trying to to increase the numbers of females in the CT program and did some empathy interviews with students to find out why they didn't continue in the program. We realized a lot of it was there were few girls in classes. They were kind of isolated. We tried
077to cluster them this year so there was five or six in a class. This is the next attempt to try and just provide a little more focus on that area. The fisheries and wildlife is FTU neutral. Ms. Shappapur wants to offer that for agricultural science pathway. It would replace intro to forestry. Talking to her students, there's more of an interest in the fishery industry and wildlife, and she can also include forestry in that class. That's a new class, FTU neutral. World of animals. Ms. Checofford offers intro to animal science and vet science and companion animals. Those are all dual credit. She was looking for something that was kind of in between. We realized that a lot of ninth and tenth graders jumping right into the dual credit pathway. And she wanted to offer some kind
078of a semester long elective that wasn't necessarily tied to college credit to try and give kids a kind of a soft intro into that area. And so it would be at the expense of one of her animal science sections or she teaches a section of culinary right now that she could not teach. The graphic design special projects does not take up any other room in the schedule. We have graphic design one, we have graphic design two. Mrs. Kirkman wanted to, she has some students who want to go further and so they would just be added to one of her sections of graphic design one or two and they'd be working on independent projects no different than what we have in art classes and some other areas. So a lot of some of these classes they're
079just additions on the schedule but not with that you know tag with another class kind of like our medals two three and four are all offered at the same time the business changes i asked miss miller if she likes to move her furniture around a lot because i was concerned about that a number of changes but she did have a good reason she uh these these class titles align with becca which is the national business education group that she works with so student-based enterprise is the official name of when a student runs a student store and she had it called business management So she switched that to student-based enterprise one and two, FTU neutral. She also has business project management similar to the graphic design, which allows her leaders to have time to work on
080business projects. And then the same thing with DECA leadership. So these are all They're all small groups of students running our student store throughout the day but also working on DECA and business leadership positions. So all team neutral. The class that goes away is business management because it didn't align with the DECA system. She would also like to offer computer application systems. There's no way we will do that next year but she wanted to go to the board because she feels like it's a skill that kids need to have. So we're not offering it, we don't have the FT to teach it, but she was seeking approval just so I think there's a hope that if there is any FT that does come available, we'd be able to offer that with Microsoft Excel and programs
081that kids need to continue in the industry or in the world. These new course proposals are not, they are not new FT neutral and they are not, well. Child development 2 is part of our education pathway. It is not neutral. It is a result of the bond measure. We don't, that bond as far as I know does not pay for that FTE. We don't have that FTE. But it is of course we have to offer for the preschool. So that is a new course proposal. Child and those of the students that would work in the preschool at the high school just said don't go next year Child development three would not start next year, but in the following year We're just running in there with running together with child development to Crystal fans is not
082a new course. We already have it, but it is a graduation requirement for this year's sophomores So we sort of bring that up to it is not fte neutral as well. More kids who need to take that class That's a mandate from the state. And then the last one is also a mandate from the state. Higher education career pathway skills is a class that has to be offered. We will not offer it next year unless we have a student who's trying to graduate early. They do have to have it. But we are working on the plan of how we will implement that into our program. And we just need that approved as well. And that has the plan for statement too. I believe those are our 19 new classes. Questions and I went through several
083things fast. So fast brand so tell explain the bond thing again FTE and how that and So that will be an additional FTE not out of the box that what you said great So the bond is able to cut Billy building out the planning equipment for the space those things that ultimately we've got to be able to fund the staff So we need we have to teach that course So there has to be an additional FTE, that's what we're saying? Yep. Okay. Or rather than an additional FTE, to find room in the schedule to fund the FTE. Somehow we need to make it happen. Correct. And my question was about the personal finances. There have been ongoing conversations even now at the state about realizing the mandate and maybe there's more conversations I can bring
084back to around that. something like and what needs schools really have on that? There's a work group looking at maybe making some amendments. We did, there's two of us at the end of the last webinar and it does seem like there's some movement where you can meet the higher education career path skills without offering it, which is a change. So we just have a group at our school that are working on how can we possibly meet that, what's the best way to meet that. And so there's been talk about trying to embed that in. career pathways as I think the capstone course or an R out of 12 does a lot of that work as well. So with that flexibility that's been recently given, we see some hope for maybe being able to take care
085of those skills in other ways than offering just the class, but we want to make sure we do it right as well. Personal finance, I don't see a real way around it. different plans in our economics unit, which we require as a district for an essential studies credits. So there's some talk there, but we are really bored. Like our software's gonna need that class. Do you have any questions? No, I don't have any questions. I just, it's a lot of courses, like Brian said, he went through them fast and I guess it'll be interesting to see, you know, what shakes out with those. those courses either replace a course or they're just tag-ons to a course so the impact isn't great until you get to the last slide or so. The instruments for the strengths,
086are those, how are those provided for the new learning? Teaching and learning. Okay, alright. I'm just kidding. You heard it here first. No, I don't actually know. And also the beginning band, the beginning driver in high school. Yeah, Stuart ran a beginning band this year that he tried to place the kids in his next level band. It's a little bit tougher, so they feel the need. And when I saw those courses, I'm so thankful that we have teachers who are willing to do that. Right. Right? Those are gateway opportunities that not every band teacher wants to invest in. beginners hadn't touched an instrument before is really a testament to those teachers that they're providing that access and opportunity. So we will find a way to support that. I spent some time in the middle school
087strings. In the middle school strings we were in there for something. Oh it's amazing. Well amazing is one word and also you have just a reminder. I'm reminded of your appreciation for a strings teacher with a whole bunch of strings instrument people learning. So I love that that opportunity is expanding. If you have an opportunity to go watch strings at Tom McCall as well, it fits the sixth graders pretty well. All right, thank you. Thank you. OK, now we are at action items. We welcome back John O'Neill, superintendent, HR director, and Sarah O'Neill, FDA president. for district calendar proposal. Excellent. Thank you. Okay, Sarah and I are going to share the recommendation for the 25-26 school year. Nope. But we did provide handouts before. Yep. Last year, this year the committee met and reviewed past
088priority parameters, ongoing bond construction constraints, and created this proposal before you this evening for approval tonight. This proposal also represents the calendar received the most support from the FGEA licensed staff members. Do you want to share a little bit of those? Correct. So we voted two options, option A and option B. So option A was pretty typical. Growth Team, Sarah Mastrianni, And the one idea that we heard loud and clear from our elementary staff is that. after labor day they really go right into having students run away whereas at middle school and high school there is some kind of seventh grade orientation or freshman orientation that gives staff a little bit of a buffer before they're full on with students and we also heard laughing clear that there are some initiatives that people would like
089some time for extra training and also our IAs and other support staff could use extra training. So we really had to think about where is that day come from. We can't wave a magic wand and have an extra day up here. And so we looked at the end of the school year where there are two and a half days for our elementary folks and of course the secondary has traded one of those two and a half days to mid-school year after semester. And so they currently have one and a half days. And so I put it to our members, what would you prefer? And overwhelmingly, all of our members... it was over 88%, almost 89% preferred the calendar option where we would basically trade a day from the end of the school year to give
090those people an extra prep day at the beginning of the school year in our elementary, for our elementary folks. But if you look at the elementary, they were like 95% that would have wanted that option too. And actually I measure the calendar after doing this. so many years with John by how many complaints I get and how many complaint letters and text phone calls I get and this year I only have one and overwhelmingly I had a lot of compliments and thank yous from staff that were saying this is one of the best calendars that they've seen in a long time and they are going to appreciate it. contact days by the statewide union service we kept that as a student contact day again this year and this calendar provides no i don't have any
091questions do i have a motion to approve the proposed calendar as presented so moved and all second any discussion seeing hearing none all in favor oh roll close just say aye aye aye aye motion passes thank you thank you both for the presentation Number two for action item is Director Kluth, Director of Finance and Operations, Ferg Mill CMGC RFP Authority. So tonight I have a couple of action items for you. The first one is Front Hill Elementary School's FON Construction CMGC RFP award. And this one, we went through the RFP process. We had nine proposals, all from very highly qualified firms. The selection committee interviewed three of them, five surf builders, inline construction, and Robinson Construction. And after the interviews and evaluation, the committee is recommending to move forward with Robinson Construction for the award
092of the RFP. Questions? Do I have a motion to award the RFP, please? 2025-02-19, Fernhill Elementary School, CMGC to Robinson Construction. So moved. All second? Any discussion? Okay. Barnes second. You got it. All in favor, say aye. Aye. All right, motion passes. The next one tonight is the general obligation bond sale resolution. This is for the second of our bond sales associated to the 22 bond campaign. The first one was the $90 million bond sale. It was done in the spring of 2023. This is for the remaining $31.9 million of the bond. The resolution that you have tonight is to allow us to designate authorized representatives to act on behalf of the bond sale, to authorize us to prepare the official statements and disclosures, set the interest rates and maturity date schedules, negotiate the terms,
093establish the debt service accounts and capital service capital projects funds, and then finally affirm Hawkins Delfield. And would as our bond counselor and hyper samar as our underwriters for the process. Questions and we we've used them before, right? Yes, no questions. Do I have a motion to approve the resolution 2425 R01 to authorize the sale of general obligation bonds associated with the FGST bond election on November 8th, 2022. So move part second any discussion all in favor. The last one tonight for me is the Taylor way smoke hatch replacement. The smoke hatches are actually the skylines that open in case of a fire at Taylor Way. There's 15 of them total. They right now don't have the OSHA compliance safety around them if you're on the roof and they're starting to leak. And so as
094part of the bond projects, it's replacing all 15 of them using the Omnia purchasing agreement. So when there's a right now they're not opening or they would? They're leaking. Sorry Mark. Thank you. Three words or less. They're leaking. They are. They have a fusible wing that heat builds up. So, and the OSHA part is they're supposed to have a net under them. That wasn't a code back then, but several firefighters will access from the roof, and they have fallen there down before. We can bring this up and fix it. That's a good idea. Thank you, Mark. Any questions, Mark? Mark? No, I don't have any questions. Thanks. All right. Wow, vision of that is stuck in my brain. Thanks for that. All right. I'm okay, here we go. Do I have a motion to approve
095the Taylor way smoke hatch procurement for $103,420 with Garland utilizing bond funds? So moved. Second. Any discussion? All in favor say aye. Aye. Aye. Aye. All right, thank you. And finally, technology manager Enrique Pinon with our classroom technology upgrade request out of the bond. Hi. The action item for you tonight is to approve the next projects that are being performed by the contractor that the board already previously approved that we selected through an RFMP process, which is Port Management Construction. The next projects and their sequence is looking through the district upgrading all the old audio video equipment and all the classrooms are at NAMS, Fern Hill, Joseph Gale, Tom McCall, and Horseshoe Grove High School. So this action act for you is basically to approve those projects for them to continue on with their work.
096So the recommendation is for the board to approve Port and Lining Construction to perform the classroom technology upgrade projects at the proposed district sites at a total cost of $328,636. Enrique, what do we do with all the old equipment? Where does that go? Most of the equipment was installed at the last bond. Yeah, I remember. It's what's termed P-O-L, or end of life. So the manufacturer doesn't need the support of it, or even provide parts. So we have an electronics recycler that, for a lot of that equipment, goes to recycling. If there is bar devices that could be used as kind of backup devices, we do keep those. So that's all the cameras and the white vectors and all the boards and things like that, yeah. So what we can salvage and reuse or repurpose,
097we do. Otherwise, if it's not supported anymore, then we use an electronics recycler, or we typically come to the board at a certain time and collect it to be fair. That's a lot of stuff. Okay, thanks. Any questions, Mark? No, I don't have any. All right, do I have a motion to approve Portland electric construction to perform the classroom technology upgrade projects of the proposed district sites at a total cost of 328,636 dollars utilizing bond funds. Don't move. Second. Any discussion? All in favor say aye. Aye. Thank you. And I think. we'll say 728 but it says 7 40 adjourn but let's let's be crazy okay we're gonna adjourn at 7 28 p.m thank you everybody that stayed in the audience