3-5-2026 NBSD Board Meeting

001a little bit after this is the time u goodness I got to get used to this uh the regular meeting of the Northmen school board um for March 5, 2006 in our new uh home away from home and it's looking very nice and uh so anyway um we have a few people here I think at least one person wants to talk um excuse me so we have uh Julie Hail here uh Anna Hwitt Deanna uh Weedman, Michelle uh Robert, excuse me, I just got a bit of a cold. Carol Yardley, Megan Kronsteiner Cahill, and myself, Nathan Mcccleintoch. And uh our next uh thing to do is do the pledge. So, let's all stand. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation

002under God, indivisible, with liberty and justice for all. >> All right. Uh, next is the approval of the agenda. I have two changes to the agenda. On the action consent agenda, we're going to change the resignation for the nurse to April 3rd. And then uh we need to add I don't know where you want to add it, but we need to add a conversation about read sports. >> Well, yeah. What about >> Why don't we put that down? Um >> okay, >> pardon me. could go under n wherever you want to put it. >> Yeah, let's just uh make it uh 6A. Why not? So, when we get the six, we'll finish reconfiguration progress and then we'll um put put the uh the new new item in there. >> Perfect. >> All right. Next on

003the agenda agenda is um >> well, >> oh, wait a minute. We got move to approve. We have a motion to approve. A second. >> I'll second. >> Got a second. Any discussion? Okay. All in favor say I. >> I. Any oppose? Uh motion carries 70. Next we have public participation. Um uh the board welcomes comments and questions from the public. If you wish to address the board, please fill out a public participation sheet. We have one right here available at the table. Uh the board secretary, Michelle. We ask that you limit your comments to three minutes. The board will not engage in discussions with members of the public during this time. It's for public comment only. The board has the direct the board chair myself has the discretion to limit the number of comments

004on a particular topic. Uh speakers may offer objective criticism of school operations and programs, but the board will not hear comments regarding individual school personnel board members. Um so we have one um request that's from Shelley. It's a Reese Shel, come on up, please. And you're going to be discussing the property sale between Bonavville Power and Northbend School District on Viking Lake. >> Yes, sir. >> Welcome. >> Thank you. >> And do we How do we keep the three minutes? >> We have timers. >> It's all done. All right. Just, you know, trying to sort this out. >> Go right ahead. Thank you. Good evening members of the board and thank you for the opportunity to speak. My name is Shelley Reese and I serve as the president of Valley Crest Homeowners Association. I am

005speaking on behalf of our community of 25 residential properties located directly adjacent to the parcel currently proposed for sale to Bonavville Power Administration in North Bend. First, I want to acknowledge that the school district has a responsibility to manage its assets wisely. We understand that the sale surplus property can be an appropriate way to support the district's broader mission and we appreciate the opportunity to participate in this decision. Our community's goal tonight is not to oppose the district or any potential buyer. Rather than we want to ensure that the concerns of our neighboring residential community are considered as the district evaluates and potentially finalizes a transaction involving this property. Based on what we understand, the proposed purchaser is Bonavville Power Administration, which we may intend which may intend a construction and maintenance facility site. Community

006issues. The primary concern for our community is that the facility of its nature would materially impact our neighborhood. Potential impacts include increased traffic along Viking Lane, proposing increased safety concerns both children and adults walking to and from the school, accelerated and tear wear and tear on the shared roadway over which the association holds an access easement. Commercial lighting and operational activity adjacent to the residential properties creating noise and disturbance. potential effects on neighborhood character and property values, increased exposure to trespassing, and theft similar to what has been experienced at the current Bonavville Power facility. Because of these potential impacts, we specifically ask that the district consider addressing these issues directly as a part of any final sale agreement with the purchaser. In particular, we encourage the district to consider provisions that ensure responsibility, responsible traffic

007use, appropriate lighting, and operational considerations for residential adjacent area and clear responsibility for long-term roadway maintenance and share access. At this stage, our goal is to ensure that the interest of Valley Crest homeowners are protected and that we clearly understand our legal possession position and rights as the community community regarding the proposed sale. We also expect all proper procedures, regulations, and guidelines are followed as the district moves forward in evaluating and completing any transaction involving this property. Our goal is simply to ensure that the residents who live immediately next to this property are considered as the decisions are made. We believe that with open communication and thoughtful planning, it is possible for the district and Bonavville Power to achieve their objectives while also protecting the character and safety of the surroundings of the neighborhood. Thank

008you for your consideration. >> Thank you. Appreciate you coming in to talk to us and it's not something we're not we're not a aware of or considering. So any of >> Thank you. Thank you. >> Uh next item of communications, board reports and communications. I do we have any board reports communications? Didn't think so. Move on to student representative. Do we have a student representative? >> Yeah, I asked Summer. >> I don't know. I have to ask my girls to come and talk as well. Um let's see. Uh Mr. Nichols, Hillrest Elementary steam program. >> Steam night at this point. >> Theme night. I'm sorry. Um, hi. Hey everybody. I just wanted to kind of do a really public shout out to a bunch of people that brought this together. So, on couple Thursdays ago,

009I don't have the exact date in my head, we had this a steam night at Hillrest. And of course, you know, we've got um I put together some flyers and things, but what I liked about that was it was a huge family engagement event. It was studentled explorations and it says community partnerships and we had a lot of hands-on learning. Can you go to the I don't know who's controlling the slides. So, what I really wanted to bring out of this was the partnership piece. Okay. We have up the top there Hillrest PTA. Um I'm not going to name everybody off. We can all read those. And it just without this or I I guess you got to turn around. Sorry. Oh, there it is. >> But without these these wonderful moms, none of this

010would have happened. And so our PTA worked really hard to pull together an event and I'll show you how many people came and what we did. >> The other piece of this was SWAK and Dr. Coiner over there brought the planetarium and a bunch of different materials for the kids to take home. So without the coiners at SWAK, this could not have happened. And of course, we had our Northb National High School National Honor Science Honor. Oh, that's a lot. The Science National Honor Society. My is going to kill me for getting that wrong. But all and you can see the list of students there that showed up. And there's actually one more that's not on the list, but I put it in the official notice. And these kids donated four to five hours of

011their night on a Thursday to come and make this a wonderful event for the students of Hillrest. And next >> and so what we're looking at attendance wise, we had over 120 students that walked through those doors. And I checked some of the slips. We had North Bay students there too, which was wonderful. That was great. inclusive event based off of that and the count from SWAK. We had 300 parents, siblings, and extended family members. 300 people on a Thursday night in our school. It was amazing. And I love to watch the the families stay there. I think a lot of families put their dad in line for the planetarium. The line goes really long if you've ever seen that. And the students got to run around the library. And we'll talk about activities in

012a few minutes, but really the engagement just went beyond everything. Parents were working side by side with their kids building rockets. They were testing designs. They were trying to get these robots to solve problems. Uh, next slide, J. And so here's a couple of the students there. If you look on the right side, we have Carson there with these little indie robots that are coded with colors. There's no screen involved. And so he was trying to solve getting the Mars rover over to the other rover to fix it. There was a there was a a problem and a solution that they had to work through, not knowing what those colors meant. So each one of those colors tells the robot to do a completely different activity. Um, on the left side we've got Orion there

013painting stars. And this is where our high school friends came in very handy, you know, paint and young children. So, we had to have a lot of moving pieces there. And I don't know why the picture showed up like that, but that's okay. Um, but we had many different stations from the planetarium to paper rockets. Mrs. Guy was there watching kids shoot paper rockets all over the the cafeteria, the screenless coding and a couple different simulations going on where again kids had to solve problems with their parents. And it was just a great night. And I just again I'm just here to thank everybody, all the high school students who showed up, thank SWAT, and thank all the parents and families. And there's probably one more slide on there. I went ahead and linked it

014to our district priorities as well. I'm not going to read that out loud, but we did have some really good foundational skills that were taught that night. We invited people into our schools and we made it connected to our college and our high school as well. So, this was just a shout out to all those people. >> Awesome. Thank you. >> All right. Next is uh see association reports. North Bin Education report is Eva Eva Bark. There she is. >> Well, good evening. Um, I just want to compliment Ed on that amazing steam night. I wasn't able to go, but I just love the collaboration between the parents and the children and the the teachers that were involved as well as, you know, the um outreach to other community members like SWAK. And it's just

015an incredible experience for everybody involved and I'm really hoping that with the reconfiguration that we can continue to have um the steam night like become like a traditional thing that the kids look forward to. and I loved hearing that there were North Bay kids at Hillrest and in enjoying that. So that like makes me really happy. Um this week is Read Across America Week and so uh the schools are doing a lot of um thematic activities. I believe on Monday, which is coincidentally also um Dr. Seuss's birthday, um everybody dressed up as their favorite Seuss character. On Tuesday, they wore crazy socks in honor of the fox and socks. I didn't write down the book title, so that might be wrong. Um, on Wednesday, they wore their favorite color. Each of these days is coordinated

016with one of his Dr. Seuss's books. Um, and then today was uh wear either a red, black, and colored stripes or your favorite hat. And tomorrow is um to celebrate your your favorite school or team um and wearing a shirt. So just a lot of fun little activities. I know each of the classrooms are probably doing um activities in their room too and and reading um books to celebrate readers. Um similarly, can you go to the first slide after the word march? I told you all last week that I would bring you some OBO questions. So um although I've come to discover that the OBO questions are not necessarily in the style of like a traditional trivia question. So, we'll look at a couple traditional trivia questions for a book that I know you you

017may have read. So, um this one comes from the book Outsiders, and that I know the eighth graders have just recently read this book. So, um what is the name of the girl with red hair that Pony Boy meets at the drive-in? Anybody know? >> That's not a book I read. >> No. Okay, go to the next slide. Okay. is cherry balance. All right, >> gorgeous. >> One more outsiders question. Uh, what are Pony Boy and final words or excuse me, Johnny's final words to Pony Boy? Is it Stay Gold? >> Yes. >> Nice. >> Stay gold, Pony Boy. He says, right on, Julia. >> I've heard, be fair, I have not read that book, or at least I haven't in many years, but I've heard that quote many times. >> Right. It's a classic.

018It's a classic. >> Just to be honest, Perfect. So, the next couple of qu Don't show the slide yet, but the next couple of questions um are more in the style I understand of um the OBO style questions. So, for each grade level um there's a list of books that the students are supposed to read and I I've not been able to attend the competition. Um I'm just doing this um by you know my thinkers googling and learning how how it all works. But so the first question um is in which book I think that's how most of their questions start. In which book um is the sky always dark? If you don't know the list of books, that would be really hard. But go ahead. >> Oh, is it Oh, >> the next one.

019>> The City of Ember. >> All right. And one more. Um in which book is there a character named Two Shoes? >> Two Shoes. Go ahead to the next slide. Free water. So anyway, that's just an example of a couple of the questions that they're asked. So you can see how it's a little more challenging when it's like open-ended and you have to name the book and the and the author. Um >> she read the book, >> right? >> Yes. Yeah. Exactly. Um anyway, um other things that are happening, u Marathon Madness is going to be begin, I believe, on Monday at Hillrest and then at North Bay it'll be starting in April. So that's an exciting um fitness activity. Um the teachers I know are also uh looking ahead to reconfiguration tomorrow afternoon during

020the PLC uh meetings. Um this is an opportunity for the entire like um let's see third fourth and fifth grade teachers and staff educational assistants as well will all be going out to North Bay and the K through2 teachers will and educational assistants uh will all be coming into to Hillrest and meeting with staff as a as a group and doing some you know relationship building and getting to know their their new teams. Um but they're also going to be planning um for like a field trip on May 21st where the students will be be able to visit each of their schools. And so um lots of activities happening in relation to the reconfiguration and and those changes that are upcoming. Um before I get into the um extra mile recognition, I did want to

021bring to your attention um House Bill 4075A. And I think this is something that's important for everybody to know about. Um we never want to pit health care against education, right? These are two fundamentally important things in in our society. Um but this proposed bill um would grant a loan to Bay Area Hospital that's large enough to keep it open and it proposes to take the funds from unclaimed property and estate funds. Typically these monies would go to education and if Bay Area Hospital were to default on this loan it could cost our schools a loss of up upwards of $60 million. And this is really scary. Um, I don't know how much each year how much I'm sure Tim could talk more about the financing part of this, but it's just scary that and

022and I understand the need to fund the hospital, right? I mean, that's important. Um, but my hope is that we could be proactive. Perhaps I want to encourage everybody to write to their Congress person and ask them uh ask the legislature to take the monies from the reserve fund instead. Um that money is set aside. Let's use that to fund the hospital and and get them out of their situation so that way there's no danger of losing funds for education. Um my understanding is that today this this act or or bill uh passed the Ways and Means Committee with a vote of 20 to4 and so it now moves on to the House floor and it will then move on to the Senate floor. So it's just something that's really concerning and I think it's

023a a nonpartisan issue just something that I think we all need to be aware of. Anyway, extra mile we'll go to the next slide. Um we had one uh nomination this is uh Tracy Stapleton. She's a kindergarten educational assistant at North Bay. She was nominated by Jenny Brown who stated that Tracy is always willing to do whatever needs to be done to best support students and colleagues. She comes to work with a positive outlook every day, even on the tough days. Always finding the silver lining or bright spot in the day. She is always willing to take on any task thrown at her, even if it's new or challenging. She connects with students and gets to know them, their likes and dislikes, and truly makes them uh feel valued, seen, and respected. Tracy has taken

024on many responsibilities, including student assessments, uh small reading groups, managing multiple classroom schedules, and she always does so with flexibility, humor, and kindness. So, Tracy is an asset to our school as well as our district. Excuse me. And the next one, um, it's March 7th is maintenance worker appreciation day. So on the next slide, I have a group photo of our maintenance team, uh, Brett Claro, Travis Smith, Robbie Bogart, Thomas Hudman, and Mark Keel. So just wanted to celebrate and honor them for all the work that they do keeping our buildings looking amazing and um, wanted to celebrate them. So thank you. >> Thank you. appreciate it. And Jenny Brown is now Jenny Verde. Jenny Green. Yeah. Next, we have the Jenny was done with the brown. Went to the green. >> Was brown. >>

025Oh, nice. >> Yeah. >> Brown grows green. Is that what you said? >> Brown goes green. Brown goes green. How funny. >> Tim, superintendent report. Yes. Well, I think you know, Eva covered many of the things I was going to speak about. So, I think we're on the same wavelength in in many ways. Um, this isn't the first time this happened, but state revenue forecast. Um, but before I get there, actually, um, I did want to also thank the maintenance team. um not only for the hard work they do every single day, but also for all the hard work they they put into this building and for for getting this ready um to create a dedicated boardroom. >> Looks great. >> Yeah, they did a great job and also to Joe and the tech team

026who who did the work too and really got >> Thanks, Joe. >> together and um and um led me to wanting one of those 100inch TVs for my bedroom. But >> that's another story. Um, so we owe we owe Joe and the tech team a lunch. We we got pizzas for the maintenance team today. So >> Oh, good. Awesome. >> So, thank them. And I also wanted to um just, you know, publicly congratulate Ryan Gaul for being the appointed the football coach, the head football coach. Ryan's been a coach on the team for many, many years. Um, and he he showed a lot of enthusiasm in the final interview. And, you know, I think he said out of 20 years, he's missed one practice. and and um he he's a fourth generation bulldog, one of

027our teachers, and uh the first alumni in 30 years to lead our football program. So, we're excited to see to see him out there doing that. Um so, state revenue forecast, March revenue forecast was released. Um and Oregon's budget outlook um is looking better than it was. Um the net uh I I've got a lot of statistics in here if you read your report. Um without going too much into that um essentially decoupling from the federal tax system um the the tax code has essentially brought the state shortfall down to about 291 million um projected state short budget shortfall. Um so or leaving it about about 200 sorry it was about 500. They brought it down to it reduced it by another 291. So there's about a 200 million shortfall they're projecting. However, there's no

028budget cuts that we're seeing that are going to come directly to education in this bianium. So that's a really good thing. Um we won't we won't be impacted by that right now. That doesn't mean there's extra money. It means that the money we budgeted for is still coming. So, but we're happy to to hear hear that. And um I also had mentioned House Bill 4075 in here. Um as a school district, we're not we're not um public I mean we are publicly now talking about it, but we're not getting necessarily involved either way. KOSA, um, Oregon Education Association, um, OSBA, they're they're they're doing some work on this because it's it's not that it just helps the Bay Area Hospital, it's setting a precedent in that money that's been earmarked for education can now be

029used to pay other deficits is is the is the thing that is most worrisome about this. And so that's something that um everybody should be aware of because it it could lead to future decisions where there's a deficit in one sector that then they're pulling money away from education and our students to pay to to help pay that deficit. >> Do you know how much money is becomes available from that that not necessarily globally in the state and then if we know from us? Yeah, that's correct. >> Yeah, the common school fund. Um Eva, you had the number for the the larger state number. or I didn't what was that? Okay, >> so that comes from that particular fund every year funds the schools. Okay, >> it it funds the common school fund. Yeah. So,

030us as a district, I think last year we were about 250,000. I mean, you know, it's it's a significant amount of money. It's it's a couple positions. So, we just got our first payment >> for this year in January, which was 133,000. So that's kind of the long-term concern around um but as you know budget situations unfold I'll keep the board >> up to date on those. Um but again we're we're very encouraged by the fact we're not going to see any budget cuts this bianium and the I wanted to address the EP epidemic. Dr. Bartal has been acting as a self-appointed watchman and guardian of schools children's health health and in the matter of sanitation he was a real bulldog with epidemics of smallpox whooping cough and measles running concurrently in spring he was

031instrumental in gaining a temporary school closure and in having the board fumigate central school twice a week until the diseases had run their courses. What is that? >> Just central. >> Oh, okay. >> One of our old schools. >> We repurposed the building. >> A vaccine has been developed for the control of smallpox, but it has not been mand mandatory made mandatory by the state for preschool children to be vaccinated before going to school. The school board was proactive in 1914 and passed um a resolution that stated students would be vaccinated before attending school. So going quite a ways back in Northbend school district history. OSAA 3A state basketball tournament um is going on now March 5th, 6th and 7th. So, we have um teams from across the state competing in both Northbend High School

032and Marshfield High School, bringing in a lot of business activity to the area. So, we're excited to see that and grateful for the continued community support to make the tournament highlight each year. Again, thankful for our athletic department, for our technology department, and maintenance department for also setting the facilities up for these visitors. It is officially classified appreciation week March 2nd through the 6th. While we will celebrate all of our staff together during a staff appreciation week on April 6th through the 12th, I'd like to take a moment to recognize our classified employees for the important work they do each day. From supporting students in classrooms, feeding students, maintaining safe and welcoming facilities to keeping our offices running smoothly, their contributions are essential to the success of our district and we are grateful for their

033dedication and care they show to our students and our schools. Broadway property. Um this is the house next to Clyde Allen baseball field and we do have a signed agreement in place um that is scheduled to close on April 30th. So we were grateful to get a signed agreement to be able to proceed with that purchase which will create a safer environment for our students. Pacific House update um which was right across the street. They have new residents have moved in. So that sale has been finalized. Um we we had um on April no November 13th, the board had authorized me to continue to list the property, appraise it um and with the board chair's approval agreed to a sale. So we had received an offer and of 270,000 um which was really close to

034the appraised value. And so we accepted that offer and it has now closed and been finalized. I signed all the documents, picked up the check last week. So, that final check after all repairs, all the different fees were paid and whatnot was $257,000 for the school district. And just for a point of reference, that was purchased in 2021 for $179,000. And um we will I do have an actual reconfiguration update coming up here, so we'll talk about that a little more. We do have the transportation um requests for proposals that'll be scored March 16th and we have one board member um Megan Kronsteiner Cahillo will join us on that day and um a team of administrators um if somebody else is interested they may join us too just let Michelle know. Um it I received

035the first proposal and I've never seen anything quite like it. It's over 400 pages. It is. It is. It's It's gonna be fun. So, >> Thank you, Megan. Yeah. >> It's quite comprehensive. Um, so one of the other proposals propose potential proposers also um let us know that they won't be submitting proposal because of a inability to acquire the buses necessary for them to to offer something. Okay. >> And we also have spring break coming up. So, just a reminder that March 23rd through the 27th, our students and staff will get to enjoy their last major break of the school year. 12-month employees will be working. However, Friday, March 27th is a day off the whole for the whole district. District is closed. So, that's it. Good deal. Thank you. >> All right. What do

036we got here now? All right, we have action consent item um that has our minutes, the new hires and the annual contract renewals outlined. Any wish to proceed? >> I have a question really quick on the minutes, Michelle. >> I know I should have looked at them before, but um we didn't put the questions that we asked ESD that didn't get answered. Do you have those somewhere in case we want to still try to push for them to give us an answer? the everything's recorded, but we do have that. >> Okay. >> And and we have the notes of the meeting. Yeah. >> Okay. Thank you. >> So, we have a motion to approve the agenda. >> Um I I have a motion to approve the agenda um with the change that Anna made at

037the beginning of our meeting. >> I'll second that. >> First time. And any discussion about that? >> Let's call for the question. All in favor say I. >> I. I. >> I. Any opposed? No. No opposition. So it passes. Um next we have um reconfiguration progress update. >> So we wanted to provide updates at board meetings regarding the progress of the reconfiguration. Um the reconfiguration in and of itself is a major part of our strategic plan goals. Obviously this kind of stemmed a lot of it from those planning sessions we had. Um so this ties directly to our our goal one profound for success. It ties to goal two safe supported connected and present and goal three continuous academic growth and achievement. So um all the work around reconfiguration is tied and a major part

038of our plan to improve student outcomes and meet the goals of our strategic plan. Staff assignments for next year have been finalized. employees have been notified. Um, we've also been gathering staff feedback on preferences should additional openings arise. Um, so we have that information collected which which we've asked them to give us a first, second, and third choice. Um, the the teachers are assigned though to their current grade level. So wherever building that is, that is their assignment. So, um, we will have a a nice mix of teachers at each building teaching the grade levels that they're most familiar with. Um, as or if there's some openings, you know, if somebody decides not to come back or something take a position somewhere else in the district, then we'll look to the preference sheet and decide

039um based on the district needs um and their preferences who would be best to fill those positions. On Tuesday, um three board members toured um North Bay Elementary School with a team of administrators and um Michelle and and we took notes on um some of the um different ideas about the the way the school looks like right when you just walk. Um what is you know, is it welcoming? How do you feel about it? Are there things we should fix right off the bat? So, we identified a nice list of things that that I think we can we can work on right away. Um, and and I think that'll I mean it's already a very welcoming school when you walk into it. It's got lovely murals. It's got a lot of space. It's a it's

040a well-kept facility. And there were just some different ideas, you know, we noticed things like um that that I wouldn't have noticed. Just you walk in one bathroom and okay, some of the ceiling tiles are missing and you walk in the bathroom next door and all the ceiling tiles were moved and it was just painted really nice and it just made such a big difference when you really noticed that. Um that would, you know, be a very simple fix. Removing the lockers was another thing we talked about getting done and and um maintenance team is going to start working on that pretty soon here. Um and and that's something that they the lockers just they don't really serve a purpose for elementary students. They're so large. A lot of students throughout the years have they

041hide in the lockers. They lock themselves in the lockers and then they have panic attacks. You know, first they think they're pulling on us. Next thing you know, the their whole day is ruined and so is everybody else is around them and and um you know they they're also um percussion instruments when students get mad. So they they scare other kids in the classrooms and we talked about that too. So we're going to go ahead and pull those lockers out. I did I did and we'll have to touch base with Mark and his team again that this cannot happen during testing during state testing. that'll really be a an upsetting thing for staff members, but I think pulling them out is a is an upgrade that's been needed for a long time. So, little things

042like that. Um, talked about some, you know, maybe replacing all the curtains um in all the rooms so that you can not only see it from the front of the school, but that also makes them nicer in the rooms and it also keep them cool, the rooms that are on the the sunny side of the building. Um, and we will continue to generate ideas. We will continue to um get feedback from staff as we proceed with this with this reconfiguration. Um Friday, tomorrow, grade level teams will meet as as Eva had stated in their assigned buildings to start planning this scheduled field trip for May 21st. And that we what um Dana and I had a call with Wavefinder and Wavefinder's been putting on those Saturday family engagement days. Well, we we thought it might

043be best to take the last Saturday re family engagement day and instead repurpose that as a May 21st day out at North Bay to bring the students together and do some activities that'll help unite them as they join um forces at North Bay together. And so um I think it'll be a really exciting day. Okay. And that same day, we'll have the kindergarteners and first graders will go to Hillrest and they'll have a an activ some activities there that they'll do as well. And one of the exciting ideas I think that we had out of that was just everybody maybe doing their handprints and paint on a big banner and then putting their name. So that way that can be up on the first day of school at both the buildings. So when the kids

044walk in, they'll they'll see their hand and their name on there and they'll remember the field trip and coming over to that. Love that. We're excited to >> So is May 21st a Saturday that you would do both. What day? >> No, it's actually um we moved it to a Thursday, I think it was. >> So a Thursday, so it's a school day field trip. >> Yeah. >> Got it. Okay. >> That's awesome. I love that. >> And then and and we'll try to do something for the fifth graders that same day. So because that they'll they'll need a tour of the middle school. So hopefully we can have that be part of their day and have them out of the building while these other field trips are taking place. We've been having um regular

045meetings with the administrative the the principles too. We'll continue that. We'll have one next week as well. Um kind of outlining some of the stuff and I think Heather might be working on a Google form so people can start. Wonderful. So, we're going to have just a common place where people can put in ideas they have like staff members or concerns or questions they want answered um related to whether it be moving things from one building to the next or do they get to keep their favorite chair or things like that or what supplies will be there, what should they plan for, things like that. So, we can start addressing those as well. >> Reconfiguration update. >> Thank you. >> Good. on to uh item number 6A. Uh I'll read the summary. Uh Reed Sport

046School District is now offering a high school soft is not excuse me not offering a high school softball program for its students in 2026 season. At least one student has expressed interest in participating in softball at Northbend High School while remaining enrolled at Reedsport. You know, under OSAA rules and regulations, students may participate in athletics at another school when that resident district does not offer that sport, provided both schools approve. Uh the arrangement board consideration and approval of this request would allow the student to an opportunity to participate in softball for upcoming season while maintaining enrollment in Reed Sports. Uh I have two girls that play softball on the uh on the team and uh you know there's always room for another player and I I would it would be sad to see someone who's

047interested in playing as a particular sport not able to do it because their school is not able for whatever reason to to be able to field the team. I know there's other schools that do that. Pokeil, Myrtle Point, I think Empower. And there are some schools that I I know do that kind of thing with other sports. So, uh anyway, that that's my thinking on that. And uh I don't know if anybody else wants to comment or Okay. I'll move to approve the request to allow a student enrolled in the Reedsport School District to participate in the softball program at Northbend High School in accordance with Oregon School Activities Association rules and regulations. >> I'll second. >> Any further discussion? I'm hoping she pitches. >> I say kudos. What what determination and you know to

048be able to drive down here and do practice like >> Oh yeah, >> that's dedication. >> Yeah, I think that's great. >> All right. All in favor? I >> I Any opposed? Motion passes. Thank you. >> She's not a pitcher. >> No, I don't think she >> I don't know. I'm totally kidding with you. >> I I've had she's a good player, but I don't think she's a pitcher. >> Maybe first base or second base. We need need that. Anyway, resolution uh for classified employee appreciation. Um okay, >> we usually somebody would read the text of the res. >> That's why someone want to do it. The last one >> I can do it. I don't mind. >> Whereas the education of youth is essential to the future of our community, state, country, and world.

049And whereas classified employees are the backbone of our public education system. And whereas classified employees work directly with students, educators, parents, volunteers, business partners, partners, and community members. Whereas classified employees support the smooth operation of offices, the safety and maintenance of buildings of property, and the safe transportation, healthy nutrition, and direct instruction of students. And whereas our community depends upon and trust classified employees to serve students. And whereas classified employees with their diverse talents and true dedication nurture students throughout their school years. Now, therefore, be it resolved that the Northbend School District Board of Directors proclaims March 2nd through 6, 2026 to be classified employee appreciation week. And be it further resolved that the Northbend School District School Board of Directors strongly encourages all members of our community to join in this observance recognizing the

050dedication and hard work of these individuals adopted this 5th day of March, 2026. We need a motion. >> Um, I will move to approve uh the classified employee recognition resolution to proclaim March 2nd through 6, 2026 as classified employee appreciation week for the North Bend School District. >> That's a motion. Anybody want to second that? >> I second. >> We got a second. Any discussion? >> Well, I say it wouldn't work without them. >> Yeah. No, >> we need to. So, uh, definitely definitely >> all in favor say I. >> I. >> Any oppose? None oppose at passes 70. >> All right. Okay. My agenda again. I'll get it. Next is U. Oh, uh, response to instructions of Richie Robot. Reboot. Reboot. So, excuse me. >> All right. We're ready to go. I'm going to

051give you a quick introduction, then I'm going to have the real presenters come up here in just a minute. Um, tonight you're going to hear about early literacy and you're going to hear about our journey along that road, the foundational skills of reading. >> I just want to say that's another one of our strategic plan goals. Tonight, you've heard three different presentations that focus on a strategic plan. That is fantastic. In all the years that I've been in the district, I can't remember coming to a meeting where we focused on the strategic plan consistently. And it's nice to see us doing that because it does make a difference for kids. Tonight we're going to talk about Oregon RTI, Oregon response to intervention that was started in 2006. Here the foundation was laid well before that.

052Uh but we started the actual cohort with Oregon RTI in 2006. I think we were either the second or third group to go through there. they're still onboarding people um for their first time through the RTI process. So, we were early adopters in that. Um I think right now it's like the 18th cohort going through. They didn't they don't do a new cohort every year. Sometimes it's every other year that they do that. Um but we were an early adopter on that. There's been a lot of changes. It was Oregon response to intervention when it started. Now, it's Oregon response to instruction and intervention because instruction needs to happen before intervention does. And you're going to hear about that in just a minute. Tonight, you have two fantastic ambassadors of an early literacy program that

053are going to present to you. Heather Fleming and Leah Johnson are going to come up and they're going to talk to you about that journey. and I can't tell you that enough about how well they do um presenting professional development, getting people excited and aligned with their their reading instruction in the buildings. So, Le >> Hello. >> Hi. So, just in case you don't know, I'm Heather Fleming and I am technically the K12 instructional coach. And this is Leah Johnston. She is our early literacy instructional coach. And we're just going to fly by at a 10,000 foot level about K5 literacy and a RTI update. So, our first slide here is just an overview of our literacy journey that we've taken um in the district. And we're going to start um kind of far back

054because I think it's important to talk about the foundations that have been laid um in this district. And also um we're just so proud of how long we have focused on literacy and best practice in our district. So um on this little first point here, it's where we started with um SO which is science of reading and um literacy alignment which goes with our strategic plan just staying aligned. Um we're going to start in 2004 when Banger closed and merged in with Hillcrest. Um and Bruce became the principal at that time and he saw a need for alignment between classrooms um and also a way to um assess the health the literacy health of students um where they were at. And so he did some research and then adopted our dibbles program that we still

055use today. Um it's the universal screener that measures the um literacy health in our schools and it's really important. um it drives a lot of what we do. And um then you know with that came the um let's see it's called let me get this right I'm going to read it here the Oregon reading first which I believe is kind of a precursor to RTI and then like the big five ideas of um reading. So under Bruce's leadership, there was really a strong commitment to um literacy practices with researchbased actually literacy practices, which that's what the science of reading is. That's kind of a new like educational coined term, but it really just means that body of work that has been researched that informs like the curriculum we select and the practices that we want

056our teachers to be doing. Um, so in 2006, as Bruce said, we joined um, Oregon RTI, organ response to intervention for the first time. Um, and in 2007, we adopted a new ELA curriculum. Um, and so it was a good time for us to use that RTI system with our new reading curriculum. Um, and that kind of became the focus. In 2010, Common Core came around, which aligned the state and the nation and our classrooms even further with standards that we could refer to when teaching students. Um, also in 2010, we adopted Ashlock lesson maps, um, which is just really explicit phonics reading instruction, and it literally changed the way we teach kids to read in our district. Um, so way back in 2010, we were doing the science of reading and really focused on

057best practices for reading instruction. Um, in 2014, um, it brought a new need for reconfiguration between Hillrest and North Bay and it brought the fifth grade back into elementary, which was really important because now we're K5 aligned in our reading um, in our reading literacy journey here. And then came >> and COVID hit and it kind of just changed it. It just really kind of shook us up. A lot of misalignment happened. A lot of teachers, you know, we have a lot of turnover. Um, a lot of our staff was not necessarily being trained. Trainings were hard to accomplish. We couldn't really walk to read the way we wanted to. Things just kind of got shook up. So, we decided it was time for a reboot and get everyone back on the same page. And

058in 2023, we made the decision to join or like reboot with um organ response to intervention, which is now at this time um changed to organ response to instruction and intervention, which is just so perfect with what we want to be doing, just focusing on that core classroom instruction first. Um, so if you look here, we we are now in 2023 with our new reboot and a tier one focus, which that's the supports we give everybody in our core. Um, and then we've moved um the next year into implementation. Uh, we also adopted um we had Ashlock which changed the way we teach reading. Well, now they've sold themselves. Well, I think it was always ECRI, which is enhanced core reading instruction. So, now we have this ECRI and we've implemented that in 2024, 2025,

059K2. >> Um, we started there. Um, and that kind of brought us back to that science of reading, importance of phonics, strong phonics, strong vocabulary, strong um all of that reading instruction. um in 2025 2026 this year we really are looking at our tier 2. We're really trying to align our title trying to talk about walk to read a little deeper. We've um solidified some things in our handbook and we're really working on getting that finalized. Um and then where are we going? Well um we're really going to work on tier 2 and tier three. We're going to refine those systems and with our reconfiguration um it really gives us such a positive opportunity to get teach all in one building in the same grade level and really focus on that alignment in literacy instruction.

060So what is Oregon RTI? um they are based out of the Portland area out of the Northwest Regional ESD out and so by partnering with Oregon RTI it is all grant funded if um us participating it does not cost the district additional funds um and we get teamed with a coach who guides us kind of through the process and they provide us with the researchbased practices to implement and kind of a road map of how to implement all of these things that Leah was talking about and also um she will come down from Portland area and provide professional development to our teachers as well. We we do some of it, she does some of it. It's a team effort and um we also then have the opportunity to attend some real robust professional development. They

061bring in leaders in in in the education realm and we can we attend a lot of those virtually. They host them right on their website. You can go watch from previous years and then there are the in-person ones as well and then they have their big spring conference in next month and we are sending eight classroom teachers, six of which are fully paid to attend this conference through that grant. So we have an opportunity to really continue to grow our teachers here in Northbend. Um, so as part of the reboot process, we've updated our um, RTI literacy vision for the district. Um, and I'll just read it here for you. We envision a responsive system grounded in highquality core instruction and timely effective interventions where collaboration, assessment, and datadriven teaching ensure every learner experiences continuous

062literacy growth and achieves proficiency on district and state standards. So why does it matter? Why does why is literacy so important? Well, as this quote here states, illiteracy is the pipeline to prison. It's also the pipeline to homelessness and the pipeline to unemployment and depression. That's not the life we want for our Northland students. Thankfully, the opposite is true. So, literacy is the p is the ticket out of prison, out of homelessness, out of unemployment and depression. So, an example I have is from a real life student in fifth grade might have been two years back. um came in reading three words per minute as a fifth grader, which is a scary number to be reading as a fifth grader. They left in the spring reading 90 words per minute. They weren't quote unquote benchmark

063by the end of the year, but that is lifechanging growth. That student is reading words, comprehending. They're going to grow up and have a job. They're going to grow up to be a successful member of society. they're going to maybe change their family tree and it's it matters a lot what we're doing here in Northbend. Um we don't have a clicker on this. Um so here's a a graphic you've seen many times from the strategic plan and um it's absolutely my favorite thing to continue to share. And on the left side, we have all the arrows going in all the different directions. And no, nothing is necessarily bad or wrong about the directions these arrows are going, but they're not working together towards a common goal in a common way. And so when I think

064of our students, I used to think of this is my year. I only have this year. I'm going to run this race for the year with these students. In reality, we have a 13-year race with these students. It is my job to take one lap with that student. And if we're not all moving in the same direction towards the same goal, there's no way we're going to get those kids to the finish line or across that graduation stage. Um, so we understand the high impact of alignment. Um, and here are some of the things that we've done to support all of those arrows going in the right direction with RTI. Um, we've done district um, grade level scope and sequences. Um, so every classroom in the grade level is on the same page and there's

065some vertical alignment even knowing where people are from the previous year to the next year. Um, we've now implemented K5 ECRE, which is that enhanced core reading instruction, knowing that older students need to be working on morphology, and um, when it's aligned vertically, it's just so much more impactful for students. We've done some highquality professional development in the science of reading, explicit vocabulary instruction, the writing rope, and tier one lesson planning. Um, we've also, um, updated our core review meeting processes and aligned them between the two schools. That's our title. Um, well, our title like supports it, but it's really the core teachers getting together and talking about the 100% of the students in the classroom. It's the core instruction. Um and then we've also um we also now have a district implementation leadership team

066which we call the Dilt and a building implementation leadership team which we call the built and those are just um teams that we'll get to in a second. I think their names are on the next slide. >> So the it is not just the Heather and Leah show or the Bruce and Dana show. Um, it is really a team effort and essentially every teacher is involved in this process, but these are the leaders that help with driving the bus. We have on our district team, we have all of our administrators, the coaches, our title one reading specialists, and our special education teachers. And at the building level, we have representation from primary and intermediate teachers as well as from both buildings. Um, we couldn't do it without all of them. So some celebrations just in

067the short time we have been in the reboot. Um Leah has touched a lot on our K5 alignment and how strong that alignment has been. Um we have seen huge growth in the strengthening of our core instruction and which has led to huge growth in our data. Um we ended so with K like Leah said we implemented ECRI K2 the first year and at the end of that year Hillrest and North Bay finished the year within five percentage points across K2 um percent at benchmark or percent proficient. Um the magic I think was the fall data. We did not see a summer dip in those students. those incoming first through third graders came in at or above where they left in the spring and then we saw North Bay's incoming data at or above where

068Hillrest incoming data was for those grade levels. So we have we are closing the gap between the two schools through this process and um on the next slide people are taking note across the state of what's happening here in Northbend. Um, the Oregon Department of Education, Angela Cruz, the director of literacy, had sent an email to Tim back in December highlighting that we here at OD have noticed your districts saw significant increase in ELA achievement and we'd love to learn more about it. And so I believe Tim participated in um some collaboration with that with other districts and um he also is quoted you can't intervene your way out of a core instructional problem. This is this funding which is the early literacy grant funds allowed us to finally focus on strengthening the core. And

069so that quote has been included in a report to the legislature. >> Wow. Um and other also um at the state level, Oregon RTI, the whole state level has invited Northbend to come and present at their spring conference to highlight the success here in Northbend. And so like we said, we're driving right by in the 10,000 foot level. So if you ever wanted to know more, we would be happy to share with you. We will take you all the way down to the weeds if you want. Um, we both love talking literacy and so set aside a good chunk of time. Uh, so if you don't have any questions, um, that's what we have for you tonight. >> And, uh, >> that's awesome. Thank you, >> Bruce. And Dana and I were meeting with Oregon

070Department of Education and really talking about the program and the successes of it. And we're just so proud of our instructional coaches and the work they're doing and the teachers um that are also stepping up to lead this process alongside the coaches and administrators. It it really does show and we're seeing it in the data and and there'll be other meetings where we'll bring data to you and share it with you, but really this is the heart of of of it. is the the piece that you know these are the things we wanted to bring to you all year and share with you and we've had so many other big topics that kind of have taken precedent where this is really the actual work that we love doing and want to stay focused on >>

071it actually helps me make sense of things a little bit because going from Idaho to here especially my younger three children cuz Levi he was half of fourth grade and fifth grade at North Bay or or something like that. Um, but I saw especially my boys who were in the middle grades who didn't start kindergarten in Northbend like Nora did, their reading uh massively jumped and Nora has not had the same struggles that my older three did. And so I didn't I never I just clicked just now that I'm like this must be the big difference. and and they all have different needs like you know some of them have to go get um extra help in like you know the life skills room or whatever for certain things and so they're all over the

072map but that was consistent as far as what I saw from them especially with their reading so I just had a little aha >> so that's amazing you guys are clearly doing some amazing work so thank you so much >> I absolutely love the fact when they leave school and they come back >> yes >> there was not a gap That's huge. That's Yeah. >> Yeah. Do they still have like the library reading program in the summer? >> Um yeah, both PB and Northbend run different programs so kids can actually participate in both programs and get prizes at both. >> I was just wondering if that >> done that. >> I was just going to say a lot of kids do that. >> Did it depends on the families and how accessible it is for

073them and getting to the library and yeah, >> keep it up. >> Yes. >> Thank you. >> Thanks a lot. appreciate it. >> And there's you hear a lot of terms being used and and I mean we like Heather said, I mean we can teach you all about that stuff as time goes on, but you know, like Bruce always said, uh teaching a student reading is rocket science and he is 100% right. It is it is not something that just easily happens. >> All right, next item is K12 health curriculum update. >> Excited to hear myself here on this kind of get used to this. >> It's a little different. Well, um, we've talked a lot about the strategic plan and I wanted to before I jump into this update on this K12 health curriculum,

074I wanted to mention that when we were building our strategic plan, curricular alignment and cohesion through curriculum was really one of those driving factors as well and it is also very evident in the strategic plan. So with that, I won't necessarily read the board update. do have access to that. But I do want to just highlight that when we look at adopting curriculum, there's typically on seven-year cycles. We have not adopted health curriculum, I think, in seven or eight years. And uh we are now looking at adopting K12 health curriculum. There's two directions you can go. You can look at state of state of state board of education adopted materials. And what that means is that that process is um at a state level, the curricular materials that companies create are submitted to the state.

075And it's not just a board, it's actually a a large group of educators, policy makers, other people that come together to review those curricular materials in relation to state standards. And then they use a tool called the IMAT tool that they gauge. it's the curriculum's um viability in meeting state standards, cultural responsiveness. There's a few other areas that they're looking through that lens. And so when we talk about high quality instructional materials, really one of the things that we are looking at is was this a state adopted and approved curriculum. When we look at the options in health, they are incredibly limited. They're typically broken up. Uh curriculum materials are typically broken up like in an elementary, middle school, high school. And when we look at say a math adoption, an ELA adoption, we usually

076have a variety of options. Health, there was one at the elementary that met all of the state standards and all of the different areas. There was one at middle school and there is one at high school. So K8, the one program that meets at an exemplary level at a state level is called the Great Body Shop. The Great Body Shop is used in 140 districts out of 197 districts in the state of Oregon. The middle school has already reviewed those materials and they are very comfortable moving forward with an adoption of the great body shop. elementary. I don't want to speak for them, but u we do meet on March 17th with representatives from each of the grade level teams to review the great body shop. We have effectively two different routes we could go

077looking at adopting the great body shop or looking at an independent adoption. And an independent adoption is where we would need to come together, be able to identify what materials are used, and then we would need to be able to effectively um say prove it to you all about how we're meeting some of those state standards. At the high school level, I know I'm jumping around a bit. At the high school level, there's one material called live well. It's a comprehensive high school health curriculum. And we just met with the high school team this morning. they've had opportunity to review that material and they've also agreed that looking at adopting that material which is adopted at the state level would be the way that they are interested in going. So we have an intention of

078bringing back the actual adoption process to you in the month of May the at the board meeting in May. The most important thing that I wanted to make clear tonight, not only to our board members, but to our families and public at large, is that we will have a public preview opportunity at the district office in the month of April. That'll start on April 6th. It'll go till the 23rd. We will be advertising that to families so that they have the opportunity to come in preview health curriculum, preview standards if they would like to be able to ask any questions. And I simply wanted to give an update because um even with um you know when we think about some of the the big areas of instruction, health may not necessarily uh come to mind,

079but it is still an important area that we would like there to be cohesion through our district. And I wanted to give an update before we brought any of the adoption process to you in the month of May. I'm happy to answer any questions that you have about this health adoption. >> What are you currently using? What are we >> We have >> is it these exact ones or >> That's a great question. Um at the high school, we have a Glenco product. When we adopted seven years ago, it was on the state adopted list. It's no longer on the state adopted list. In 2023, there was a new set of comprehensive health standards adopted at the state level and that curriculum no longer met all of those areas. So, we have a curriculum that

080met at that time. At middle school, we have another Glenco product which is called teen health. And at elementary, oh, you're stretching my Bruce, you may have to help me out here. Um, you remember the >> it's a McGraill product. And so all of those products when we did do adoption with them at that time were also on the state adopted >> And now they're not >> interesting. >> Why? >> Well, I was just going to say so we really have no other option unless we just piece together >> which is really hard to do. >> That sounds really >> nicely and there can be a lack of cohesion in doing that. But there's also um there can be some difficulty for the educator when on Monday you the lesson that you need to be

081pulling is from this supplemental resource and on Tuesday you need to go remember to go to this website to pull this and on Wednesday you had to go to this resource. So >> okay >> there are but it is very limited um at the state level because of um >> Oregon has some of the most comprehensive health standards in the nation and because of that some of these national publishers they will write sort of a base curriculum and then they will add other pieces to their curriculum in order to meet the full scope of where of what Oregon's health curriculums are. >> Okay. >> Well, why is there only one? Yeah, that's doesn't seem right that you can only have one option. >> That is that I that is a sentiment >> that is a

082sentiment that I've heard many people share >> and in speaking with OD you are not the only people that have also shared that same sentiment. There's a few different factors as to why that is. I would say that the primary reason that is is because again when those teams go come to meet to do those curricular reviews they are using an IMAT tool. I'd be happy to provide you this information because I don't have it to display today. That's fine. >> But they use a tool and there's multiple areas that they're looking through. >> When each of these products that are submitted at a state level go through that tool, they actually give reports as to why they meet or why they do not. So you any one of these particular curricular products, you could

083go in and say, "Oh, look, they met all the standards, but maybe they didn't have accessibility tools for students with um with accommodations. Maybe they were very strong in accommodations, but some of the cultural responsiveness pieces weren't were quite weren't quite, you know, up to par." And then the other part of this that I also want to bring up is and this is changing in in uh legislation is that there was a fee at required for publishers to submit to the state of Oregon at one point. And am I accurate that that fee they're looking to to decouple that fee because that was a barrier sometimes for particular publishers to be able to even submit at a state level. >> So I think that that's some of the reasons that we see such a limited

084uh number of curriculums in the area of health. >> Fair enough. >> What what grade is health taught as like a standalone subject? >> Uh six and up. >> Sixth and up. Okay. With other subjects, have you gone with independent adoptions or do you guys usually go with the state? >> In my history, I've seen you state adopted materials. Bruce, do you want to speak about the history of the >> We have one that I'm I'm aware of right now. That's a science curriculum at the high school been an adoption there. We did that last year. >> Oh, thank you. That's right. And that was in our uh that was in a specific science class. And so instead of um at at at high school um you know like in sixth grade you have sixth

085grade science, seventh grade science, but at high school you get more standalone uh classes. And so there was an independent adoption done for one of those specific classes based on the instructor need. Um that particular class also has some alignment that they do with the college and so there are standards that that particular class is also meeting. So that's kind of like the backs stop in their their their alignment. >> Okay. >> Well, thank you very much information. >> Yes. Oh, I meant to Oh, one last thing. If any of you would like to come and review the curriculum, please, please do let us know. We'd be happy to set up a time. >> Okay. Dana, what happens >> Okay. Okay. Okay. >> Dana, what happens if parents because you said you're putting this out

086to parents. What if they all come and they look at it and they're like, "Ah, this is horrible." Like, do you guys Does their opinion change anything? I think that's something that we would want to also inform you of, but we would want to hear back their specific concerns so that we could address them. I think that that is the the primary function of the uh public review is is the opportunity to look at materials. Now, I will say that that isn't like a closed opportunity. parents at any point can request to be looking over curricular materials, but we do want to have an opportunity to open them up and then if there are concerns, be able to know those concerns in advance so that we have an opportunity to address them. >> And there's

087also times here and there where there will be permission slips sent home informing the parent to make sure they're comfortable with it, whether it is to sign so they can attend or whether it is signed so they can be excused. So I assume that will still >> the opt out process yes >> is always there. >> Yes, correct. You're absolutely right about that. And there are specific areas of the health curriculum that our state or there's u Oregon uh revised statute around that in or before any of those lessons be taught there are certain lessons that we need to inform families and that they do have the opt out processing. Mhm. >> And I think the reason you really see only the the very minimal number of curriculums out there is because Oregon standards are

088so comprehensive and the textbook publishers are in it to make money. They write them for Texas and California, the big states and New York for adoption and then they modify them a little bit for the other states, but Oregon's was so extensive that it was tough to meet those requirements as they went through. >> I can appreciate >> that's good or bad. >> Come and review. Come and review, please. Yeah, that's but let's have a conversation. >> Yeah, you can tell us. >> And ultimately, it'll come back to the board >> for adoption. Okay. >> So, it'll be the board's decision. >> Fair enough. >> I guess I guess my concern is though. I mean, >> it doesn't seem like we have much of an option. >> Yeah, >> that's that's where I had >>

089we were concerned about that too, Michelle, when we looked at it. We looked at the curriculums, but we were really impressed with a great body shop because it's put in together in a format that I think will engage kids and families and it's it's in a little a weekly reader type of format that goes home with kids uh that they could take home and have conversations uh with their family about some of the topics they're learning in school. the middle school science or the middle school health teachers, they were enthusiastic about. They looked at that and said, "Where has this been? Why haven't we seen this before?" They spend one day a week prepping for their health class over there and trying to pull together materials from all kinds of different sources out there and

090they can't find them. and it's a it's too much time for them to spend to get those materials ready and they're not readily available for them. With the materials here, they looked at them and said, "These are the topics we need to be teaching and the materials are here to do it." So, they were excited about it. Very excited about >> that. Makes me feel better that the instructors were that enthusiastic >> because they're they would know, right? They would know what's needed and what's not just helpful for the students, but helpful for them. So, >> and the amount of time they spend uh prepping is going to be reduced a lot and I think the quality of instruction going to the kids is going to improve just because they have materials that are aligned

091to the standards. >> Okay. I have one more question. Is is there any flexibility with teachers if is there is there like more curriculum than you can actually teach where they can kind of decide what they teach? Like if they wanted to not teach something but teach something else. >> There is so much in the standards that you could never even teach. You couldn't even begin to teach at all. >> Okay. So, they do have flexibility. There's some >> discretion. They focus more on certain things and >> as long as they cover the standards and there they get through them. Yes. And there is flexibility in there. >> Okay. >> Anything further? Well, thank you. Thank you very much. Appreciate your time. >> And next we have postponement of social studies curriculum. So, I think

092this ties you're not going anywhere. >> No, this ties directly to the the health adoption. Remember last year we came to you and said we'd like to postpone the help adoption for one year because we were right in the midst of adopting the science. The state adopted material schedule is kind of difficult to always follow in there. Um they backtoback some big adoptions together. They put ELA adoption one year and then the next year you roll into the math adopt. Two biggest adoptions we have and they take a lot of time to implement and a lot of time to get through. But they also give you multiple years to do an adoption. Just because it's social studies adoption this year doesn't mean we have to adopt it this year. We have three years to adopt

093it and implement it. So this fall was the first or excuse me, next fall is the first year of adoption uh for social studies. We won't be ready for social studies adoption next year. We will be implementing our health curriculum at that time. So, we need to come before you to meet our division 22 standards and ask for a postponement in adoption of that social studies curriculum for one year. We fully anticipate being back on schedule next year to adopt the social studies curriculum. And it's fine. They give you that three-year time frame. I believe it was if I look at it social sciences uh 26 the fall of 26 was when it had to be uh the it was first available to be implemented in there and it has to be implemented in the

094classroom by the fall of 28. We have we have three years to do that and next year is the first year and then we have the following two years but we'll be online in that second year. There's some advantages to doing that. uh by being in that second year, you get to see what other people have adopted and you get to find out what's out there and how it works and that's what we found out from our science curriculum that helped us there and it also helped us with the the health curriculum as we're looking at that and the feedback we're getting from other districts. So, it's not always bad to be um in that second year of adoption as we go through. The other thing I'd say is that the the state is taking

095a hard look at their uh instructional materials adoption schedule and they know they've got some problems with it and they're looking at doing some things differently. I think one of the things we heard is they're looking at limiting the number of of options you have to adopt in there. When we got to adopt reading curriculums, I think there were 15 curriculum you had to go through to try to pick the best one in there. Well, imagine that when you get to the state level and trying to provide pro provide professional development and and align uh strategies that you're going through and alignment with other programs that tie into it. I think you're going to see an adoption schedule that's not going to be quite as often and I think you're going to see less materials

096on still good quality materials on there, but it will be less options to choose from, which I think having gone through that Dane and I going through that with the the reading and the math. I don't think that'll be bad at all. I think that'll be a benefit for us as long as they pick those high quality materials. >> Bruce, has curriculum adoption always been like this? like this time inensive where you guys have so much work to do >> it to get a good quality curriculum. Yes. And as the standards come in and the standards change um it has become more and more uh time inensive to go through >> like how how many hours do you think staff at the admin office spent on like health for example >> as a guest? >>

097Why? >> Well, health probably not as much since there's not that many options. what you know um >> I between us between us um let's see I would say that I have probably spent 10 hours a week for the probably the last five to six weeks kind of looking over standards updating notebooks in communication trying to get little questions answered from from various um publishers or OD um trying to find some of the research as to where the standards came from. Again, health um is has been an interesting adoption because there are very limited options at a state level, but the standards are very comprehensive. And so trying to find sometimes even a through line with the the standards, trying to see, okay, they're introducing this set of standards in third grade. Where does this

098where does this go? Where does this spiral? Trying to help myself understand that, see that? Um that's been very time inensive. And then um any one of these curriculums that you get into, there is a learning curve with um online curriculum, how to access where you would find specific specific things. I've got an email chain with the great the a gal from the great body shop that is like 27 back and forths like what about this, what about this? Um and so that it is incredibly time intensive and um there's a big learning curve with every one of these adoptions that happens. What I will say is that we have already been prepping and meeting with some of the social studies publishers to get some of that information and I've got stacks and stacks of

099boxes of social studies curriculum in my office so that we can start getting some of that information out to the social studies teams um early into next year and uh just really to be able to wrap our heads around what that looks like. It's very important that we have cohesion and through lines in our district that we can see where our curriculums where they're where they're going and where they've been. I think that that's um one of the things also that we're very interested in vested in right now is updating our curriculum maps so that we can display not only to our board but to our community the curriculums that students are being exposed to at different ages and at different different grades throughout the district. So years ago when your position wasn't at the

100district office, who did this work? >> The previous directors? >> Yeah, there was a previous person in my role which is Tiffany Rush and she was the person that was uh doing heading up the primary primarily heading up curriculum adoption. >> Just seems like so much work. >> It's a lot. It >> is a lot of work. Can I the other thing that makes it health is a tricky one because there is very few people left in the district that was here when they adopted the previous version of health especially at the middle school and the high school level. They've all gone on to teach something different maybe change departments in there and it you've only got one or two people doing it in a building. So it's it's changed a lot as you've gone

101through and then the standards came in in the middle of an adoption period and you had to kind of match the standards to the old material and they didn't work. So you had to go out and find other resources in there because it wasn't an adoption year for health and there was no new materials that met those standards in there. >> So health is kind of the the one that's a little bit irregular in there. when you get to reading and you get to math and some of those those more core content area type of courses, it's a little bit easier to stay on top of it. >> How often do they change standards? Like if if if we if they if you adopt if if you have to adopt a curriculum in a certain

102year and then and then in the middle of your >> It's not that often. It's not that when they >> standards in the middle of it. >> Yeah. When you have a common core standards, that's when things kind of began to change. off cycle from our curriculum adoption. >> Then you have to modify. >> Well, they usually give you an implementation time period, but but you try to get ahead of it because sometimes it changes the courses that you offer in there and you want to make sure you're on track at the high school level >> as you go through. >> And then talking about time, it's like this is all the backend work. I mean once we get to the point when the board approves a curriculum now there's a whole another set of

103hours a lot of them that they're going to be putting into coordinating getting the materials like Dana mentioned the technology pieces of it coaches becoming familiar with it and and to a certain extent experts with it at all the different grade levels and then trying to teach the teachers how to then access it and use it and then the teachers have to put all that time into it too. So I mean it's a huge effort and it is all required by law that we do it on these on this rotation cycle >> and we want to buy a curriculum that meets the needs of the kids and of the staff in there and it's not something we buy and we put on a shelf somewhere and don't use. We want something that is effective. And

104there have been curriculums that have been purchased that have not been used as effectively as they they could have been or didn't meet the needs of of what we were doing uh or what instructors wanted to do at that time to meet the standards. >> Well, we find some of that old curriculum in the lockers at North Bay when we take them >> probably the building, >> hiding them in there. Tim uh on the on the topic of hours, Tim just uh made me think of something that so not only ordering the materials takes quite a bit of time and making sure that we get the correct number of materials per grade and rollup numbers, but also once those physical materials are delivered, there is a massive process that happens at through the maintenance department.

105And uh that I really want to give a shout out to if they are physical materials and if they're uh like Bruce was mentioning about this great Body Shop product, it's a consumable, meaning it goes home with the students. But all of our textbooks, our teachers editions, and then even some of the actual physical materials are barcoded with Northbend School District barcodes. And that all happens at the maintenance department. And then it takes maintenance uh department to actually physically get those materials to the schools that can that can then again rely on the custodial staff and oftentimes the teachers to be getting those materials into classrooms, unpacking, getting put away in the shelves. So there are a lot of unseen hours, not only these hours, but really there are a lot of people that are

106vested in making sure that it takes a lot to get a textbook into a shelf or a lot into right in front of a student. There's a lot of people involved in the in the in the curriculum and moving into this role, I can really attest to that, how many hours people are spending just to make sure that materials are getting where they need to be. Well, and to be honest with you, Dana, the reason I asked is because I'm a newer board member and I'm learning a lot about the admin, but we had a public comment last week and I don't know about the rest of the board members, but I've heard often that we have too many admin. So, as I'm learning what you guys do, it's kind of overwhelming. Like, that's a

107lot. So, that's why I was kind of asking. >> Absolutely. Yeah. And I appreciate the question. Yeah. >> You have to imagine them getting rid of the old materials when they're implementing the new materials. I can imagine that's another whole hassle on its own. Deian, that is another big process that is truly a top. >> I mean, you've already got books on the shelves. You can't put more books in them. You have to get >> been partially helped by the way that textbooks are moving now. Very few textbooks are hard textbooks. Most of them are expendable now that you see our reading book is expendable. Goes home with the kids when they're done or they get to they actually get to write in it. our math textbook at the elementary level, middle school, too, I

108believe, is the same way. And same thing with our science materials that we just bought. They're all expendable materials now. They don't produce a hard copy uh for you like a textbook used to be a hardbound book, but textbooks with the brown paper bags. >> There's still some of it, not near as much. >> We do have some of our health textbook at the the high school level will be that one. It is a hard coverver book in there, but it's also available and we will be purchasing some electronic versions for those kids so that they could take them home and access them that way. >> Everything's there. But we do need a motion on this one. >> Yes, we do. >> The action requested is uh recommend uh the board approve uh the postponement

109of the adoption of the K12 social studies curriculum. I move to approve the postponement of the adoption of the K through 12 social studies curriculum. >> I'll second. >> Okay, we got a motion and a second. Any further discussion? >> Okay, all in favor say I. >> I. >> Any opposed? No one opposed? The motion carries. >> All right. Um, >> thank you. Thank you. >> Thank you. Appreciate the information, >> updates. Uh, board comments. >> I want to share something. So, I joined a two-year program for board. What did they call it, Michelle? Like to teach us board members how to be board members. Is it a boot camp? >> I don't know. But it's two years. And I started, >> what is it? It's called Level Up. >> Level Up. That's what it

110is. Two years to learn how to be uh a more involved, educated board member. So, I went to my first one and I I just want to point this out. Uh they they do breakouts and like there's there's a lot of work that goes on. It was two and a half hours, I think. the first one. Uh I am appreciative of our superintendent because we heard a lot about how boards have to fight to to do things, how it's how there's this like fracture. A lot of a lot of people are like learning how to work with their superintendent. And so I just wanted to give some kudos because I feel like we could ask any question. He might tell us like we don't know or you know he might educate us, but I don't

111feel like I've ever not been able to ask a question of Tim. And I appreciate that. >> Well, I think working with a sweet potato is like working with any relationship, you have to have communications and good communications. >> Absolutely. >> And not be afraid to disagree and politely have >> disagree, but you know, >> said before, we make a decision, >> he goes for it. >> Yep. It's it's been really nice to be able to do this work and have the answers and the data and not have any fractures. >> Yeah. >> Well, I heard about the 3A tournament. I don't want people to forget that the girls um basketball teams playing in the uh playoffs uh on Saturday up at St. Mount St. at St. Helens. So >> uh I will be up

112there and and hoping that they do well and and move on to the rest of the state tournament the following week. We'll see. >> Right. Uh the rest we just haveformational information and I think at that point we can adjourn. Anything else from the All right. I got my hammer. Yeah. Up. Right.