5.13.26 School Board Meeting

001Mhm. >> Mhm. >> Turn my my screen on here. Oh. Okay. All right, we will now call to order the work session of uh Sauvie Island School District 97J. Um this is our um our 30 minute prior to our our regular meeting. Um this evening we'll be discussing the hiring of new superintendent with our consultants from McPherson & Jacobson. Um that is Doug, Heidi, and uh Dan. Um so but prior to to that um any anything quick from from anything we need to discuss for our organizational time. Okay, we don't take attendance at this meeting but uh six of us are here and one of us is joining via Zoom. Um so um we'll go right into a 1.2 then um with uh we'll go we'll turn it right over to I don't know if

002I'm turning it to Doug or to Heidi. Doug, I see your microphone got turned on so Doug, you're up. Okay, well thank you very much. Heidi and I are very pleased to be with you this evening. Um as you mentioned there's a third member of the team, Dan Forbus. Dan is new to McPherson & Jacobson. He's a uh uh in training. He is currently the interim superintendent for Riddle and they have a budget meeting tonight so he couldn't be here but he'll be working with Heidi and I learning the ropes and uh helping out um uh to to learn what it is to help school boards hire superintendent. So you'll meet him in the fall. Um we're pleased to uh uh go over tonight uh couple things. Just basically we want to review the calendar

003but more importantly we want to review the job description and I understand or the position description. I understand you have a copy in front of you. I will put my copy up uh so that we um and I hope we can share the screen. Uh I'm supposed to Can I share it? I can share my screen, I'd appreciate it. Yep, there we go. Here we go. I'm going to Um this is our standard format for a position description. I'm not going to go read it. You I think you've all seen it. Debbie told me that you've all taken a look at it. She didn't have a lot of questions. You might have a few more questions right now after you've had a chance to think about it. But just to review what's here, um just

004basic background. The district at just want to let note the district description that we put in here came from the Florence Chamber of Commerce. It sounded like a good description of the school district. It includes the the number of schools and assuming you pass your bond issue next week, we would add something about the bond issue passing. So just it and there's and we can add anything or take anything out that you would like, but this was gives people a sense who are looking at for the position of what about the a description of the district. But the most important part really gets into this qualities and qualifications and criteria. If you'll remember, we sent you a some material about what other districts have done for qualities and criteria. I received something back from all

005of you and we took that and combined it into these 12 items. There's and it's important to make sure that these represent you as a board, number one, but number two, understand how we use these qualifications and criteria. First of all, when people apply, we ask them to address each one. So, what it means to them. How do they represent leading within with integrity, humility, and professionalism. And so, each one of part of the application process, they would see you would see how they respond to these. Secondly, uh when Heidi and I and Dan will do reference checking, we will ask references um to respond for a candidate about these items. So, we want to know what's how what is their level of integrity, how they may how do they uh what's the center of

006their decision-making, how do they what about their financial and operational acumen, and so forth. So, we can present to you how those how the candidates then uh meet your criteria. And the third way we use these qualifications and criteria is when we help you set up the interview questions. We organize the interview questions around these criteria. So, we would have a question about integrity or communication or finances or working with community partners, and so forth. And so, these really form the the core and the backbone for the search. I don't know, Heidi would Please jump in here and add anything about these this that that I've obviously missed. No, I think you've covered it well, and I would just add if you see anything in here that you think is just off base, that's the

007best thing to let us know about. We know you've already reviewed it at a glance, but just if there's anything that resonates as like, "That's not quite what we're going for." Those are the things to be sure you please let us know right away so we can adapt them or change them accordingly because as Doug said we really do customize all of our reference check questions, all of our background research will be done looking for these types of specific skills and traits and so it's really important that we're looking for the right things for you. That's why this matters so much for us is to do the best job for you. And so I guess that our question now would be um do these seem to represent you? Are you have any questions about them?

008And um we can get a head shake or uh questions uh funneled back through Debbie if after you look at them one more time you say yeah, I think I'm I have a question about these but any comments or questions for us? Directors any anything? I mean I I looked through it and it seems pretty thorough to me. Yeah, we're we're getting head nods and and uh and then I think it's excellent. Right. Okay, all right. Um you all have one more chance to review it in the fall but we'll come back to that. The requirements um are something we do want to talk about because of a question that was raised by staff members. Um one of the requirements you have to have in the state of Oregon is to have a superintendent's license.

009Um and to be a uh an administrator in the state. And if they're from out of state they can be get licensed either by directly applying or get getting what's called a reciprocal license and um which means they're currently licensed in another state and that they can then go through the process with our teacher standards and practices to become uh an administrator in the state. Um and then the other things I think that we'd talked about previously we want to we'd like to have you'd like to see people that have been teachers and principals and had an a leadership role uh at across a district maybe not directly, but had responsibilities uh district-wide. The question that was raised by staff is that whether or not you want to require um uh your superintendents to have

010a teaching license. Um evidently that is part of the job description right now that we missed. And And I'm not sure if a staff member can speak to the reason why to have a teaching license um if it's been practice for the superintendent to teach or if it's been a practice that the superintendent has to substitute and to meet the jump in to be a substitute on a immediate emergency basis to meet the licensure requirement. And so it's really not in board policy, so it's really up to the board to decide do you want that to be a part of the requirement. The downside to this um is that people from out of state may be have may have a hard time getting a teaching license, which Oregon licensure is Heidi was chair of the

011teacher standard and practices, so she can speak to it more eloquently, but it our licensure process is a little cumbersome at times. So I don't know if any of the staff members want to explain why a teaching license might be a good requirement for you to have. Yeah. >> I think I think Andy has a response to that cuz he turned his microphone on, but real briefly before that what is the what is the process of of getting a superintendent's license? Is it also a cumbersome thing or is it simply filing and requesting? Depends on which state you're coming from. So there is reciprocity between states, and so for a period of a year, it's pretty traditional for someone to receive a reciprocal license in either teaching or superintendency. And if you have someone that

012has an active um teaching license in the state that they're coming from, it's not going to be a big deal to have a reciprocal license in both areas. Where you may have challenges, if you get someone who's a very experienced superintendent, they may have let their teaching license lapse in their state. If that's the case, Oregon requires that you get your teaching license re instated in the state that you're in to transfer it to Oregon. So, I'll use myself as a case in point. I had a library media um sciences endorsement and a reading specialty endorsement in the state of Washington when I left to come to Oregon. If I were to try to go back to Washington, I would have to add a whole bunch of things because I didn't transfer my library media

013science endorsement to Oregon. There was too many processes to add, so I just let it drop from there. So, I'd have to jump through all those hoops at the same time while trying to jump through the hoops to get the superintendent license. So, that's the concern. Traditionally, superintendent license just requires a law class in Oregon um practices, a finance class in Oregon practices. Those are easily done at various COSA conferences, and then they're good to go. Um but adding the teaching piece is the question. So, the reason that we're asking that question is if you have a desire to have them teach a class every day, well, then that teaching license makes sense. And we need to make sure they're aware of not only the license, but also the the requirement. If it's just that

014you're worried about them being able to sub on occasion if there's a severe shortage, you can do that limited sub license as an option, and that's not really a concern. So, that's where we were trying to get the clarification. Okay, Andy, what was your your answer from previous? So, uh when I was first hired, it was uh it was a consideration for me to continue teaching chemistry and physics at the high school um as well as substitute and that's been the practice all of our administrators maintain their teaching licenses. Mhm. Okay. Well, I will say that isn't something that I had put to any any kind of thought previously. Um directors, any other questions or thoughts on that? Just uh how how often is uh is it necessary, Andy? How how often do one of

015our administrators have to step into a into a classroom and and and teach class? Uh every day. Yeah. Um again, with our sub sort shortage, um again, it stay three to four days a week, but it quite quite often, especially at the elementary level, Uh-huh. we have a principal or vice principal in the classroom uh waiting for a substitute to arrive for last-minute coverage. And some days they they are the only person that is uh running a room for like state testing. So, they they are the de facto teacher for the day in many for many cases. And can they get away with that with a sub's license? They could. Yes. So, um I don't know. Tell me a little bit about uh the requirements between uh teaching license and a sub's license and whether

016or not it would really be necessary to to have have them keep a teaching license or or Tom, you got it. Yeah, our restricted substitute license is fairly easy to to get and maintain. Uh and again, it would allow them to do regular coverage, but if it were to become to a point where the superintendent was assigned back to a classroom, they would need a regular license and be endorsed in the area that they are teaching. Uh I'm I'm wondering if there's um to maintain the teaching license. Sorry, did you want to go first? All right. Um to maintain the teaching license, does that does that require then that you're keeping up to date with practices and requirements? Um and then would that doing so provide you with greater connection to the classroom and understanding

017of what the teachers are So yeah, again, we we renew our licenses like everybody else. Again, uh So yeah, again, it's Again, I haven't actually had to teach a class, but it was one of the first things I was asked if I would do, and there was a slot in the schedule and it got filled. Um But again, I occasionally I cover a class for a day, but somebody could do that with a substitute license. But all of our regular even building administrators maintain their uh their teaching license. Um and again, like the processes for uh both are the same, but uh again, if there's a situation where someone had a issue with licensure at the teaching level and didn't continue that, and there was a disciplinary file, that wouldn't necessarily flag with TSPC. But

018again, with our district requirement, we've discovered that if there was a prior incident on the teaching side that wasn't carried across Mhm. at the TSPC level. So again, it's also kind of a secondary background check for us. If there's been complete compliance with the ethical code for educators in Oregon. So hearing what you're saying from past experience, perhaps what we should put in there is underneath one, have a current administrative license or be eligible for the Oregon reciprocal license. We could put underneath that, have a current Oregon teaching license or be eligible for the Oregon reciprocal reciprocal license or limited substitute license. Would that, do you think, meet your needs? That would cover Um I'm getting a head nod that that would cover that that Yes, that would cover >> That would cover what you

019need from the administrative end. Okay. Perfect. We can do that. And you'll write that down, Heidi, and send it to me so I can add it [laughter] up to you. On my way. Okay. Um um all right. So so we'll add that. Doug, hang on 1 second. Go ahead. >> Between Andy and Heidi, my question was answered, so I think that's fine. Okay. All right. All right, Doug, back to you. I have I have something real quick. Would there be a Is there a time thing on that they have a full year to get it, or is there some kind of a a time restraint or requirement? By and then the limited sub license they can maintain over multiple years, so that's no problem. Yeah. Okay. Thank you. All right, Doug. Um I just want

020to double-check on number four. Um um that that still meets your needs about residency. Um partic- whether or not Does it You're not requiring they live in the district, but they be close enough. And to be engaged in the community. Just Those are some of those things you When we recruit, people want to know. The expectation is that visibility, and sometimes um some boards are saying you have to live in the district, so this one gives you a little wiggle room in terms of residency. I'm I'm directors, I'm comfortable with that wiggle room because I mean, our our district's not that big, so a little south, a little east, little north, you know, but but Bend, I don't I don't know I don't know about Bend. Tom, go ahead. >> I'm specifically thinking like Mapleton

021or or Yachats are pretty close. Yeah. Okay. Uh Maureen. I kind of think I'm leaning towards having to live in the district just because if we have weather problems or some kind of an emergency thing. It seems living within the district. I know to be a city councilor, you have to live in the district. I would lean more towards that. I would be okay with anything, but I would lean more towards living in the district. I realize how difficult housing is. I understand that part. But but just emotionally, I would rather think I would rather have them in the district if it's possible, but it's not. And I think that's one thing when you hire the person, if that become that's something as you express your expectation, but it would be part of the conversation

022in the hiring process. Okay. One thing to keep in mind for that, if you have any bonds coming up, which I believe you're discussing, then it's important to consider there are voters who will question if a superintendent can't vote in an election for a bond for a school, what credibility. That's something will always come up. It doesn't mean it needs to be that they have to live there, but something you need to be ready to address if that's something that you think will be a community concern. Thank you. All right, we'll leave it like that. And the last thing is a total compensation, which is what we recommended based upon what we know now. Our recommendation is to leave it as is, and then we'll come back and review it in the fall once current

023superintendent contracts have been signed and they get data gathered. So, that's you know, I think that's it. Probably won't change much, but that does put you in the mid range of districts of your size. So, because you're right in the middle. So, it's about that would be our recommendation about compensation, and this allows for you, cuz we're saying up to it gives you a lot of flexibility in terms of what you negotiate that final contract to be. Okay. All right. So, the only other thing we want to talk a little bit about is the calendar. And let me get that up here. And as of uh um So, the planning calendar um that we have I don't know if that's sharing or not. Uh yeah, we can see it. Okay. Oh, that's the wrong one.

024Okay. All right. My computer keeps doing weird stuff with it. So, um what we're next the next really important thing doesn't happen until November when we start to advertise the position. And we probably need to meet again toward the end of September to make sure we're uh uh review everything at that point and then to uh finalize the position description. And then so, that's when we advertise. We're schedule We're right now looking at the week of November 16th to um set up the stakeholder groups and we'll work with Debbie to do that uh in terms of um uh and and Brian in terms of the administrator group, the uh um internal groups. But then in September, we'll want to work with you about the process to identify community members you want to be involved in

025these stakeholder group meetings. And we'll So, we'll be talking about that in at the end of September. Um toward the end of September. And I would think that um um we'll want to set a date um once you get kind of get back uh, going in the fall, but we'd want to spend a little bit of time reviewing everything at that point and then starting to talk about uh, the stakeholder meetings. We would then um, you can see we'll uh, be reviewing again November or December 14th. We're closing uh, early January. Uh, probably the 5th and then we'll bring to you candidates the week of January 18th with you to um, interview that last week um, uh, last either last week in January or first week in February. So, that's kind of the process just

026to remind you where we are. Um, I would ask that you uh, kind of take a look at September and um, see when we can put together a meeting at that time. Otherwise, that's where we are. Um, on track. Um, feeling good about it. Uh, you'll be the probably the if not the first district um, in the marketplace you'll be one of the first and that we found that that's been really good. We've had really good candidates come out of the uh, uh, step up at the very beginning. And I'd only add gratitude for those of you that I visited with on the phone. You've all been so wonderful and generous with your time. So, just kudos and thank you. That's same for me. Thank you. Doug, uh, on in your um, job description description

027under search timeline uh, and in the general board direction it says Board of Education. Can we change that to Board of Directors? Oh, sure. Yeah. That would be consistent with our local language. Yeah, no, absolutely. I'm sorry. Um, >> [laughter] >> every district does a little different, but we'll call it the Board of uh, Board of Directors. Okay. Um, will do. No problem at all. Anything else we can answer or um, anything else we need to clarify? Directors, we all good? Okay, I'm I'm getting head nods around the table that uh, that I think we're sitting pretty and um, and we'll coordinate uh, between you and Debbie and and us to uh, to get that meeting scheduled in September. Sounds good. Thank you very much. Best wishes and let's hope it goes really goes really

028well next Tuesday. Excellent. All right, well thank you thank you for your time this evening. Appreciate it. Thank you. Uh-huh. Bye-bye. Okay, I'm bye. All right, directors anything else or should we uh, have a little five five minutes between now and the regular session? And and the budget committee will join us up here at the at the tables. So, um, we'll go ahead and close the and let I did head nods for closing. Okay. So, um, we are now closing the work session. Adjourned. >> Mhm. >> So, we now call to order the regular session of the Sauvie Island School District 97J. Our mission statement is motivating and preparing all students to reach their greatest potential. Uh thank you for joining us here in the in the gallery. We're at the uh middle school again

029because we have a a budget meeting coming up uh another budget meeting coming up. Um Welcome to all the uh public and the press and the and the patrons of the district. We'll we'll move into the attendance, the roll call. Uh Mrs. Free, please. Chair Lacouture. >> Present. Vice Chair Miltenberger. Present. Director Paulette. Present. Director Cole. Present. Director Haberly. Present. Director Posegate. Present. Director Pembleton. Present. Student representative Emmanuel Ponce Zamora Student representative Lily Clements Student representative Grace Frank Budget chair Lisa Walter Sedlacek Present. Budget vice chair Katie Snedden Budget member Lindsey Phillips Present. Budget member Nora Kent Budget member Ivy Meadow Present. Budget member Sue Jones Present. Budget member Alex Ferguson Present. Thank you. Thank you. Uh we'll move into the pledge uh by Hunter McDaniel and Andy. Are you presenting, Hunter? Okay, fantastic. Um

030and come on up to the lectern here and there's there's the microphone. And Hunter, after that pledge I'll have you join me right over here by the flag cuz I have a little certificate for you. All right. Uh thank you, board and budget committee uh for having us. It's an honor uh to introduce to you Hunter McDaniel. Hunter is a seventh grade student this year. Um I I came about nominating Hunter actually um with the great story that I'm going to let Mrs. Ori share with you guys. Uh but when asking some of his other teachers about it, I can kind of summarize it this way. Hunter is one of those people that has natural integrity character and resilience. We have seen Hunter grow tremendously this year. He has become a leader in the class

031by developing strong work ethic that helps him uh both be patient and dedicated with his peers and academics. Additionally, Hunter is a wonderfully engaging person. He truly cares about others and his presence has helped to create a positive community that makes SMS a better place. Um next I'd like Miss Ori to share some thoughts. So I'm Mrs. Ori, I'm the middle school art and ceramics teacher here and I'm here to present Hunter McDaniel. I'm pretty sure Hunter has taken my class more than any other student ever and he's only a seventh grader. He just keeps coming back. And over the past couple of years we've gotten to know each other very well. I can honestly say it hasn't always been easy. Sometimes he talks back. He can be a bit saucy and he doesn't always

032follow directions the first time. So why is he being chosen to lead our flag salute? Well, because he also has one of the biggest, kindest and most generous hearts. Some examples. Recently Hunter brought in an entire box of hot glue guns that he had purchased with his own money because he thought the art room really needed them and he was correct. Our hot glue guns had seen better days. On Friday before Mother's Day weekend, he made a point to wish me a happy Mother's Day and on Monday he asked me how my Mother's Day was. In the art room, he's always willing to help out other students. He fixes something when it's not working. He helps them with their projects. Uh he's always willing to lead lend an extra hand. He is simply incredibly thoughtful.

033And these are just a few examples of how Hunter shows and cares and shows his consideration and care for the people around him. He is kind, cheerful and he loves making people laugh. He works hard in class. He brings a lot of creativity and energy to everything he does and he genuinely cares about others. So while Hunter could certainly be described as cheeky, he also radiates kindness and generosity. He keeps life interesting and I'm truly grateful for the energy and heart he brings to our our And even though he's already taken my class probably every semester that he possibly can, I truly hope he continues to come back and make art with us in the future. Thank you. I pledge allegiance to the flag and the United States of America. And to the republic for

034which it stands, one nation under God, indivisible, and liberty and justice for all. God bless America. Thank you, Hunter. So, let's have it this way. Hunter, join me right over here by the flag and anybody that you you brought with you. Stop. Keep it up. Good job. All right, thank you. Okay. Um we're stepping into our budget meeting, so the budget or excuse me, the meeting is turned over to No, we need to do Student liaison to the board. I'm skipping you. Austin, I was going to make you wait, man. It's okay. Austin, you're up. I was just so anxious for the budget, y'all. Of course. Okay, Austin, go ahead. I'm good. The mic up closer to you. >> Okay. Um so this time around I have something a little different. Last week we had

035our leadership election results and that means a new leadership class entirely for next year and also ASB and I wanted you guys to get introduced to them. So we have a few of them here and they're going to introduce themselves. Hi, I'm Charlie Johnson. I'll be your ASB president for the 2026 to 2027 school year and I look forward to working with you all. Hi, my name's Chloe Clark and I'm your ASB publicity manager. Hi, I'm Paige Bonsec and I'm your ASB treasurer. We also have two others that couldn't make it. We have Claire McNeal who's vice president and then also Haley Taylor that's secretary. Um I just want to say Charlie's going to be the one that's replacing me next year and I'm really excited for you guys to get to know her. Um

036since her freshman year we all knew she was going to be president and we were all very excited for that. I think she's going to be doing great things next year and I'm really excited. Thank you. Thank you. Austin, I see you're wearing a Linfield sweatshirt. Is that where you're headed? Yep. Attaboy. Okay, well done. Uh and thank you and look forward to working with all of the ASB um uh positions or what are they called? Elected people. Y'all. The three of you plus the other two. Okay. Now on to 3.0 um reconvening of the budget meeting. Lisa, you're up. Um I'd like to point out that uh budget member Katie Sneddon has joined us and have that on the record. Um now we're going to have is there any public input for tonight? I

037do not have any. So, having no public input, we'll move beyond that. We're going to close public comment. And now we'll move into the budget discussion. Uh I think the first thing to quickly review is we had a few questions at the end of last meeting uh regarding potential uh additional reductions and potential uh changes or add backs. Um you have a short um kind of truncated uh spreadsheet kind of with kind of mid-page. It was originally landscaped uh but we don't put them in the board packet that way. It Uh but on the very last page um we had a question about additional potential reductions. Um we currently budget on any given year 20 to 25,000 dollars for school board expenses for conferences and professional development. Uh we could probably reduce that by 15,000

038and focus on um board members attending uh the annual convention. Typically, we have two or three that go. Uh we can do that with that level of budget. Um uh Look and meeting with the nurse and looking at what had been asked uh around last meeting um again uh moving the nurse from a 200-day contract to a school year 185-day contract um is in the list. Um I and I did not maybe I didn't understand or maybe I blended two things together in my head. Um but I did two scenarios for restoration of general extra duty for certified staff. I did all 51 positions at $500 and then created a spot cost of here's what it costs to run all 51 positions at full contracted rate. Um if all extra duty were restored and run

039at $500 um realistically that's a net zero change cuz we brought um 19 down and we brought 32 back up. Um from zero to 500 we brought again 19 from 1250 to 500. So net change is about $120 in there. Uh running all 51 of those extra duty positions is uh 12 it at 1250 contracted rate is 53,000 and then there's a question about uh what was the cost to restore uh the general ed aid at the middle school um and that salary is about 47,000 with benefits. Uh so restoring what is currently item 16 on your list above. Um so if we made no additional changes we've got 2.16 million in reductions with the potential for add backs. We have 2 million 115,000. So again, it's roughly $100,000 difference in what we kind of

040discussed or had questions about between last meeting and the next meeting. Do we have questions? Oh, please. No? Ivy, you have a question? Can you Are comments okay? Yeah, they're great. Can you move your microphone closer, please? I I read the letter from the nurse, Ian um Jarman and um I'm hoping that that position doesn't get cut by 15 days. I thought um you know, I used to work in healthcare myself and he really did a great job of articulating the compelling need to have the position remain as it is uh currently slated. So, in the I would say in the initial uh reduction plan uh he and other administrators had volunteered 5 to 7 days. Um he had volunteered seven as furlough days and kind of tightened up his schedule to do conferences online

041rather than travel to Portland or Salem. Um so, that would bring him from uh 185 back to 192 193 cuz he'd go from 200 to 1 200 to 193 with the with with the proposed current reduction. So, that would that would that would stay intact. Um again, if the board if the committee said, "No, keep it at uh the initial you know, voluntary furlough reduction." If there are specific questions I think people might have with the administrators about what the nurse does this would be time to ask the administrators. Um again, you've heard from me and you've read uh Mr. Jarman's uh letter that went out. Um but if there is other specific details I think those would be best articulated by building principals, special services director. I just want to get make sure I

042get a understanding of where we are right now. So, there was an initial volunteer of 7 days >> for a little days. >> Yes. Is that what's on the sheet right now? No, what is on the sheet is 15 days. Okay. That that's a full cut of 10%. That is bringing him to And what's the cost difference to just do the seven? Uh the cost difference um $7,000. Cuz we're currently at we'll call it 14,000 for a 0.9 at 15 days. Um so, roughly half of that would be $7,000 for 7 days. I'll just add I do appreciate the reduction to part-time hours, and I know Ian does a great job. Having an RN on campus is very valuable. Um but I do believe at this time a reduction in um hours is beneficial, particularly

043in light of redirecting some of that FTE back into the classroom. And also just wanted to make note that we reduced our counselor by 0.2 FTE. So, we have counselors at 0.8 right now. And that's also a very valued position. Mr. H I can give you a little more information on the counselor reduction. That wasn't so much budgetary as um uh again, I'd say personal in the in the request. >> It was a a cross of both, for sure for for that counselor role. Um Mr. Jarman, nurse Jarman has really made the position indispensable, and I think a reduction is going to take him away from the services he already provides is something that's going to be felt by teachers, by support staff, and by students and families. There's a there's a calm that parents

044have particularly with medically vulnerable students knowing that an RN is in charge of their health plans at school. Other things, I mean, he manages all those health plans. He provides training throughout the buildings. Maintaining the AEDs and the Narcan that we have stored across the building, which is two things that we did not have prior to having the nurse. Delegations for diabetic students alone is something that came at a cost to the district and we would have to pay a nurse and contract with the nurse to offer those delegations for us. And I don't think we had the the ability to go back for retraining and tutorials with the nurse when we had the private delegations done. Ian interfaces with the medical providers for communications. There's just a fluency that he has when he's speaking

045with care providers that he can get to a point much faster. He knows what follow-up questions to ask much more than a health aid would have and much more than a classroom teacher or administrator would have. We get a much better service from him for that. Maintaining the emergency and safety equipment for all athletics. Coordinating vision screenings, dental screenings, hearing screenings. Um, he even works with teachers to plan the stop the bleed lessons that took place in our health occupations classes here. Responding to real-time medical concerns is huge cuz they're not infrequent at schools or we have judgment calls that we non-medical staff are having to make about whether or not we call 911 for a student. We have Ian as an intermediary and he's got his radio on all day and he comes flying

046whenever needed. Maintaining all the health room supplies throughout the district seems like a small thing, but again, there's a fluency and an efficiency with him knowing what is needed and where the best deals can be purchased. Interfacing with WeLog and with the Safe Sausalito Safe Shelters and the Western Lane Crisis response team to make sure that their efforts are coordinated. He's really revolutionized our approach to concussion protocols, which is a new set of state laws and regulations that have come down that we as educators, we know what goes into a head, we know what goes into the brain, we don't know how the bell rings when the kids have a concussion or what those long-term effects are and having Ian on board to help us manage those and make sure we're doing what's right for

047kids is uh invaluable. Keeping all of the documentation that we need to have prior to the school nurse position, it was a hodgepodge of information kept in three-ring binders and information kept in synergy. He's got us all streamlined now and he oversees that documentation to make sure that we have it beyond just school prepared, but it's medically prepared documentation that can be translated if need be. His work in our life skills classes alone has been worth every penny. He's he we have some very complicated students and Ian can step in there in any situation and give advice that we need. Uh he handles the medications. This is one I just thought of on the way here. Handles our medications for field trips. Especially a big deal at the elementary school when teachers are planning all

048the million details of a field trip, they might forget I have forgotten when I was teaching to stop by the office and pick up any scripts that need to be dispensed at lunchtime. Ian's got to look out for those and make sure that our kids are safe when they're outside of our building, too. In short, I think this and countless this list and countless other items would be daily cuts against teacher efficiency, administrative efficiency, and operational efficiency not having Ian on board. So, Mike, uh when I flagged you up, I thought you were going to talk about the high school counselor cut. >> I'm sorry. Could you Yeah, I appreciate what you said about the nurse, but I thought you were coming up to talk about the cut in the counselor. Well, let me talk

049about that. >> real quick, Mike? >> Yes. So, we're not talking about cutting or removing the RN position. We were talking about reducing it by 0.1 FTE. Understood. And but I think much of the work particularly leading into the school year, the run-up with teachers who are unfamiliar with their students, especially in the health plans, that's a a very critically important time when we have 504s being transitioned to new teachers, medical plans being transitioned to new teachers, having Ian on board, preparing for those first days of school is huge. As for the counselor position, this was um this was me recognizing and offering um reluctantly at first because it's certainly a reduction in counseling is is a hit as well. Many of the same functions that Ian serves as nurse are they're similar lists that

050the counselors serve. But we have a position the count at the high school where I think a reduction might be mutually beneficial for a staff member um and still serve the needs of the students pretty well. So, I think redu- reducing by roughly a a day a week uh for Ms. Osborn would allow her to build a schedule that allows for some other obligations that she has. It might be Monday through Thursday, might be one week, it might be a Tuesday off the following week. It can be flexible and I think she's come around to the idea of how that could be uh helpful in her long-term time in the district as well. Thank you very much, Mike. Maureen? >> I have I have a couple questions. I have a statement which is I would

051really hate to see Ian's position cut back at all because I know um the s- some of the students that he works with, I know some of the situations he's been involved with and and I would just hate to see that in any any way. Um my question is what happens if we don't cut hours back at all with that position. What happens if we cut just instead of what did you say, 7 days, 3 days and cut Is there a way to manipulate so it's not we're not totally putting him back to 185? Is there Is there some manipulation we can do with with his and combination maybe some others? Sorry, I moved the mic on you a little early. Um I I think again, to provide some like pre-school year meetings is important

052especially with uh incoming students. Like if we split the difference and went to a 190-day contract, that provides I enough flexibility um to have time before and after school. Um so again, he [clears throat] had initially proposed a 7-day reduction to tighten the lineup. We can probably tighten it up a little more and go at 190. Um I would want to confer with him, I guess. I again, I this is a giveback of 5 days cuz the the budget right now is built at the 185 at the 10% reduction. So we'd be looking at roughly call it a point seven again like 0.7. It so again, it kind of splits the difference with what we originally looked at and uh what was again, that 10% reduction we talked about just putting him on a student

053contract. So this would give him time to meet with parents beforehand and I think again, like we can create a little more flexibility by saying it's a 190-day contract plus um again, non-contract as needed to make sure he cuts his needs cuz there would be some days during the school year where again, if he feels like again, like there's a couple of grading days in the middle where again, if he doesn't have paperwork or reports to do, he could take those off to push a day either forward or back in the schedule. I'm getting a head I'm getting one lonely head nod. If that if that works You go 190? Okay. 190. I Again, it's not make a deal, but that's kind of a for where we got. Um The the preschool conferences I I

054mean it's and as a parent like you want to be able to know there's somebody who understands your kids health need if you have a kid with diabetes or seizure risk or something like that is incredibly valuable. Um I would hate to see that go away. Andy Yes. Um are we not using Mr. Jarman for staff training in the first week? Oh, uh we are, but he does that during the in-service week, which is part of the 185 staff schedule. >> Okay. All right, thank you. >> This again, we run our student registration prior to that and that's the days that he would come in. >> Thank you. Um while I have you, I know we're on nurse things, but um and by the way, I would like to see 190's fine or or the

055original um 7-day cut that he had volunteered. Um the board expenses, is the school board still donating back a portion of what isn't used to a scholarship for the student liaisons? That was like I think one year we did it. I don't remember if it was No, did we just talk about it? No, we issued it um one $500 scholarship. We would do the same thing again for any senior that's completed their obligation as a student representative. >> Okay, great. Um can you tell me are we is that amount um you said it's originally 20,000? Is that being used in its entirety every year? I'll let CC answer that one. As far as that total there, yes, it it can be. Um when we present at at the board meeting, in the reduction, there will

056also be a reduction on on conferences or how many go to conferences or whether some trade off summer conference for winter conference just to make sure. I mean, we still want the board to have their professional development as well, but we'll need to limit it just like we have throughout the school. I guess what I'm wondering is if it's being used. Yes, it has been used. Uh-huh. Thank [clears throat] you. Absolutely. Yep. Sorry, CC. The 15 is being used, not the 25. No, the 25 is being used. We're reducing it by 15 to make it 10. >> it. We We're reducing that portion. I Thank you. Is there opportunity to reduce that further? I have actually already reduced it further. There are some items that won't be coming up. I I do need to allow

057for board election costs that we do pay. I have to also allow that you pay for the auditors. So, those are in there. I have reduced um um supplies, things like that. The largest amount after that was fees for in travel for conferences. So, that that is where the the largest reduction I've looked at it up several times. I've already reduced it from years past but just because there's some things that don't account for. There's no camp, you know, large voter campaign. You also pay for um costs when it comes to our um lawyers. So, there is some legal costs in there. So, um I've reduced it about as much as I can, and I can give the 15,000 in. Um but I would also ask for um a reduction on on the conferences and

058PD that's attended. So, typically we have three board members that go to summer conference and three to four members that go to the annual convention. If we trim that number to 20,000, what we're really doing is we're saying we're limiting two people to be able to travel to annual conference, and that would be it. I'd like to see that reduced further. Okay. I'd really like to see it um to see if that there is a a virtual opportunity for education. Now, some of the fees, even if one goes, even if it's virtual, is still be closer to $300 apiece. Though it will reduce your overnight stay. If it's a two-day conference, it's usually a two-day overnight stay. It'll reduce that portion. But I've already reduced it everything down to 5,000. So, even if you did

059have some virtuals and others wanted to attend, they they don't tend to reduce too much the registration on virtuals. Maybe I've never seen anything really lower than like 300 or 250 per person. And next year's summer conference will be one day in Eugene. It will not It will no longer be two days in Salem. Um I think it would be beneficial to reduce it to no more than one per meeting, and that one board member can bring back to the remainder of the board important elements of the conference. Okay, so an additional lower than the 5,000 remaining. Okay. We can probably if you want to say we can look at it like a 2,500 reduction additional. I mean, I think that the proposed reduction is fine. Okay. >> good to me. But we'll cap to

060make sure we have some flexibility where we're going to we'll cap we'll say one board member for for summer conference and one for state convention. Right. Agreed to that, yes. Okay, that's one person. So Well, we would be Yeah, you can split that up however you want. There's been years where I And again, I'm going to go back 15 years in time where board members um only submitted for mileage and they paid for their own conference fees and overnight stays. Um so again, again, if we leave the 2500, you guys can divvy that up to cover up again, half of your expenses for the going up. That that would be in there. Um And that however you want to split it up is is up to you, but I think we can trim this back

061down a little bit what more. Well, we've heard that that's what Director Pinola wants, but we have a whole committee here, so happy to hear from anyone else. We we can leave I mean, it's important to leave a little bit of wiggle room in a budget because then it's then we're coming to you when with a supplemental a little bit more often than we normally would. Um we we probably still will just because we're in a transition period of um recovery. So, we probably still will have supplemental budgets. Um so, that's not an issue, but um The we left a little bit of wiggle room by having it at that amount just in case um those things can be transitioned in other ways um throughout the year. They can also be budget allocated by the

062um office as long as it doesn't um meet the limitations um of over the um 5% difference in the in the account. Um I can do that just to move it to to it needs to be if we make changes later. Um but anytime it goes um over that to 10% then it would need to come to the board if we make changes. So I do need a little bit of wiggle room if I do if I can change between the different functions like instruction, anything in the 1000s I can move accordingly as well as anything in the supporting which is the 2000s that could be moved accordingly. So that's where you you all are at. Um so I can move that between functions um throughout the year. So I do need a little bit

063of wiggle room um coming down to like the $100 or the 500 that that leaves me a little bit um too low in allocations. Um the main part of the budget committee is to allow enough in allocations with a reasonable amount of revenue estimates and as long as those expenditures and the revenues balance, those are our allowable allocations for the year meaning what we can spend. I know we're discussing a lot of different positions and where we're going to cut. I can tell you in that budget the cut is already reduced by more than 2 million because that's where we needed to be because realistically we don't have the revenue to state that we have 2 million. So um that's one other thing is to have a reasonable expectation of your revenues and that's what

064drives your expenditures. So reasonably um we are where we we can be and I have to meet that on the expenditure side and still operate the school. Um so as far as who we cut or what we remove, that is a board decision and that will happen prior to the finalization of the of it of where it actually occurs and I will make those changes and then we'll adopt in June. So that's kind of how tonight is more like we've come to understanding and and listening to everybody's input which is really appreciated. Um Andy's been able to formulate a complete um schedule for the um board members to review because it still gives you a little wiggle room on what we can put in and what we can take out and move around. We had

065a lot of input from our staff, which we truly appreciate, the unions, um great input, um creative, and really helped us out, so I appreciate that. Um so that's where we are tonight. So, the the as far as moving this to moving that, um it's more like the positions or the the amounts that were presented to the board or whether they agree on that and that we can go ahead and move forward with the budget. So, thank you. CC to the to the beginning of your statement there and thank you for all that information. Um when you're talking wiggle room in the in the school board expense, um by reducing by another 2,500, does that give you wiggle room or is the 5,000 your wiggle room? Because I'm I'm in favor of of bringing that

066>> I can switch you down. And so what what we're doing when we're talking about wiggle room is I can move that and then you're in the same function as maybe another supporting, like say, you know, um another supporting department. And so I can move that portion over and I don't have a problem moving that now. Um but throughout the year I will do um budget changes within each function, supporting and and um instruction, on a regular basis to kind of fit the budget cuz when I set a budget, it's like estimated on all of the meetings that I've attended to try to make sure that we have everything that we need or if there's a new um curriculum or all of those things. Um but sometimes things change and plans change and this is

067just a a step forward in the very first plan we will make um together. So that's kind of how it is and then over the year we will adjust and accordingly to um the board and um the administration. So, um yeah, so that if you would like that moved, I can do that now and and that and that's fine. It's still enough wiggle room if you were going to attend. It would limit um how many attend or who attends or whether it's virtual or not. Is there any further comments? Discussions? I guess my only question is looking at the add back list down below, uh does the committee want to proceed with restoration of extra duty at $500 or restoration of extra duty at 12:50? Uh I made it pretty clear how I felt like

068the last meeting, but I would uh reiterate that I'd like to see us keep it at the 12:50 um just even if that means it's only for this year so that it gives our staff a little extra time to plan for, you know, making that cut next year uh potentially cuz I know it will probably have to happen, but again, this is this is how some of our people make their ends meet um and I think it's crucially important and then I don't know if we're talking about the add back of the general ed aid uh here at the middle school as well, but hopefully I I'd love to see that stay as it is here um because it's the one that we have. So, that's my feedback. That would That would be my next

069question. If If we're going forward with the 12:50, are we also going forward with uh the educational aid for the middle school? I guess I have a question about the the 12:50 and I I know that no one has a has a crystal ball, but I I wonder uh does that change the sustainability of of keeping those 51 positions at that 1250 next year if we add them all back this year? Um do they is that you knowing that we're going to have reductions again next next year? >> Those would be some of the first things we look at again next year. Um Yeah, we we look at again it's not something that's going to carry forward, but again as a kind of a bridge step between this year and next year. It makes sense

070and um we also have contract negotiations next year as well. We can look at the entire extra duty schedule again. Um Any there's also a couple positions that are in there now even doesn't matter what level they're we're starting at. If they don't meet a minimum participation threshold, we'll cancel those contracts. And if if I'm understanding this correctly that that adding all these extra duties back at 1250, that is a $500 reduction. Because over over here it's calling them at 1750. Is that I'm seeing that correctly? Or is 1250 is 1250 the current rate? If so, what's the 1750 over on the other side? >> 1750 is with benefits. 1250 is the base salary rate. Got you. Is there any merit to doing halfway between the 500 and 1250? Since next year we have to

071support that again. It just means I go back to the union and ask for a new number. Uh they again they came back. I asked them 500, 750, 1,000. They said run run the numbers at 500. And that's what I did for the first batch and then corrected it for full restoration to 50. We can I have to get my calculator and split the difference but we we can ask. I bet again in the $2.5 million budget uh I So as you're doing that math taking all these extra duties down to that's a that's a net change of only $120. Correct. Cuz again in that scenario we restore uh 31 positions that originally cut and then we've got 19 that we reduced. The difference between running this at um full rate and uh halfway at

072like 625 uh is $9,000. It would bring the number from 43 from 53,000 to 44,625. Yeah. Correct. And is anything else we're talking about? Uh turn turn your mic on, Katie. You're Push it Push it It's right here. There we go. Um do you want me to repeat that? Okay. Uh the $53,000 at the bottom is 1250 a head which is fully funded as of now. That's their bring home. That's what we're talking about reducing to 500 or to 750. Um Uh yeah. I just wanted to clarify it. And that's for all 51 positions. Were we talking about reducing the positions or you That's part of the >> are some positions in there that again, like we have a couple of co-team leads where again, because we're also reducing staff in that area, we would

073not run a lead in that area. So, there's probably four or five positions that come off that list just because of natural attrition. CC, I apologize if I am misremembering. I feel like part of the discussion at the last week was what was it? Like 2.6 versus 2.4? And so, we had that wiggle room of like $200,000. And that was the question was the does the committee want to save that $200,000 or do we want to spend it, I guess, here? >> All right. The the already reduced by the 2.4. And I know that you guys are looking at the 2.5, so that's kind of your um wiggle room. We have a portion. We have it essentially this year, right? That we don't have to cut. >> Yeah. But, we will next year. And there

074there might be more. You got to remember everything increases over time. Yes. So, then the the 2.5 number we're kind of looking at is again that difference between the 2.6, the full savings, or 2.4, spending all of it, and we're just kind of cutting it in the middle. Yeah, in essence, we're spending $100,000 for extra duty and one educational aid. Okay. Any further discussion at this time? >> So, I think at this point we can either there is motion sheet there. We can look at the motions. Um Um no. Um No, it would just be the uh We we each have motions we can read it and this is just motion one would be to approve the CC's budget amendment of back to the $8 million number. And then two would be just to um

075to keep the tax rates the same as as they currently are. So, what I'm hearing from people is that there is um we have the option of doing the motion tonight, but if there is still questions and we want to revisit this one more time, we can. But, there's also what I'm hearing is that there's some possibility of you know, like discussing the uh nurse and adding the wiggle worm room thing. So, this could still be >> As far as the exact reductions, those things will be moved within that total that you approve tonight to move forward to the board. What you're approving is the actual total budget for the Saugus School District to move forward to the board. And as the board goes through and um takes your comments in and um chooses as

076far as the reduction is concerned, those things will be moved within that total. So, that's you know, they can choose to change that total before final adoption. But, for the most part what what we anticipate is that we will work within that list and um keep it at that total. So, what you're doing today is approving the allocation to move forward to the board and then the board will tell me where the cuts will actually happen. And and from a practical standpoint, we've been talking about this for a couple weeks and I need to give people some clarity and resolution. And like in essence, I will sit down with union leadership tomorrow and say based upon the budget, the actual number of positions being cut is four classified, five certified, and then we look at

077how this shuffles through by seniority, and then next Monday we start contacting people about where they are in terms of reduction in force layoff or they're reassigned to an open position already within the district. As far as the second motion where the taxes are, those are our permanent rates and are already our local option levy, so those will not change. It's just a formality to move forward with the same tax rates that we currently have with the assessor. So, I'm just clarifying with what Andy just said. So, so we pass a budget tonight and then he brings information from staff and whatever which could change the overall budget perhaps at the board So, the board could change that based on could change what you guys came up with tonight based on what the staff says

078that if that we couldn't make a decision, we wanted to raise it, we could or no? Where's Where would that come Well, here here you you could. The The problem is I've got to move on staff and we're at a reasonable number with what we need to reduce over the three-year period. And quite honestly, if there were further changes to be made, we would be talking about laying off people in June after the June 10th board meeting. Like, I cannot in good conscience do that to people. We need to move forward. So, that way we can at least give people some level of certainty as to are they looking for another job or they reassign within the district. Thank you, Andy, for clarifying that. Um if there aren't any more questions, I'd like to entertain

079um someone to make the motions. I'll do it. I move that the Sauvie Island School District 97J budget committee approve the proposed 26 2026-2027 budget in the amount of 28 million 254,989 as presented and directs the business manager to reflect any changes therein prior to its presentation to the Sauvie Island School District 97J Board of Directors for any further discussion, adjustment, and adoption. And move and read the second one, too? Uh not yet. It's a It'll be a separate one. Second. Second. I second the second one. Wasn't I'm sorry. I believe it's motion one and motion two are one vote. Continue to vote. Okay. Well, I move that the Sauvie Island School District 97J budget committee approve taxes for the 2026-2027 fiscal year as follows. Number one, at the permanent rate of three $3. >>

080[laughter] >> And eight, let's see. I knew how to used to do this. Um, 88,928 hundredths or how >> Nora, that's 3.89. I just say that 3.8928 per thousand 1,000 of assessed value for operating purposes in the general fund. At the rate of 75 cents per 1,000 of assessed value for local option tax for operating purpose in the general fund. And I'll move this. I'll second it. It was moved by Nora and seconded by Ivy. Do we have any discussion? And misled by Brian. Pending no further discussion, do we do a roll call vote? I don't believe you need to as long as um I mean, I will have record of everybody that's in attendance that voted tonight, but if you want to do a roll call, we certainly can. No, that's fine. Um, all

081those in favor, please say I. I. >> I. Opposed? The motion passes. Great. Thank you. So, with that, we will conclude the budget meeting and thank you everyone for all your hard work and especially to CC and um Andy G for their hard work and answering all our questions and um and especially for the input from the staff and the help we've all had. Thank you so much. Thank you and the the we're going to do a little bit of shuffling with with tech and tables. Um so let's take a 10 minute 10 minute? A quick 10 minute recess. Um and budget committees, thank you for your time this evening and um recess. >> Mhm. >> Okay. We're I don't know 20 seconds shy of of 10 minutes somewhere in there. But we're going to

082go ahead and get going back to our our regular meeting. Moving on to 4.0 approval of the agenda superintendent police. Item 051326-4.0 agenda approval of the agenda the superintendent board chair vice chair meet to prepare the agenda one week prior to the board meeting on this business may be suggested by any board member staff member student or citizen of the district by notifying the superintendent at least five working days prior to the meeting. Any changes to the agenda must be approved by majority vote. Administration recommends approval of the agenda. Thank you, directors. Any discussion on the item? If not, a motion would be appropriate. Uh chair, be it resolved that the Siuslaw School District Board of Directors approve the agenda as presented, resolution number 051326-4.0 approve agenda. Second. Who? I I That goes to Maureen.

083Okay, resolution 051326-4.0 [clears throat] approve agenda. Motion made by Director Pallet, seconded by Director Miltonberger. Um any discussion on the motion? Those in favor? I. >> I. Okay, um on to public comment. Debbie, do we have Looks like we have a little little stack there, three or four. Um just a quick reminder about our uh our civility policy and, you know, we can critique uh programs, but not the not people specifically. Um and those any specific uh complaints, we do have a complaint uh policy. So, uh looks like we just have a couple. Uh we'll start with uh uh it says general comment, so Justin Ludwig, and then after that would be uh Carlin Washburn. You have about 3 minutes, and you'll have a visible timer. Thank you, Debbie. Good evening. My name is Justin

084Ludwig. I'm a resident and voter in the Siuslaw School District. I'm also a citizen member of the superintendent's policy review committee. I'm speaking tonight because I'm deeply concerned that the public charter school, the Whitmore Classical Academy, may still be affiliated with the Hillsdale College despite Oregon law prohibiting charter schools from being affiliated with religious institutions. This matters because public schools are funded by taxpayers and are legally required to remain independent from religious control or influence. Oregon statutes are explicit on this issue. Whitmore's own early materials describe the school as part of the Hillsdale network. Public documents indicated Hillsdale reviewed the charter and influenced curriculum and governance. Whitmore was also listed on Hillsdale's own website. The same time, Whitmore's charter contract incorporates Oregon law and prohibits religious affiliation. Yet, there has been no clear public statement

085or documented termination of the Hillsdale relationship. That contradiction matters. And I honestly don't know what to believe. I'm also concerned that the district has been aware of these issues for some time without providing a clear resolution to the public. If the state determines there is a substantial basis for religious entanglement, both the charter school and the district could place state school funds distributions at risk. This is not about attacking individual families, students, teachers, or community members. It is about legal compliance, public accountability, and maintaining the constitutional boundaries required for public education in Oregon. School choice already exists for parents and students who live in this district. Let's not further risk our school budget by turning a blind eye to a public charter school's religious affiliation. Thank you. Carlin Washburne. Hi. I hate public speaking. Good

086evening. My name is Carlin Washburne, and I'm a Florence resident. I have a question for this board. Whitmore's original application was rejected because of its affiliation with a religious institution. This school board was advised by its own attorney that the Hillsdale affiliation was a prohibited relationship under Oregon law. And that this school district could lose all school funding if Whitmore was allowed to go forward with that affiliation. >> [clears throat] >> And that's not just losing funding for Whitmore. That means losing funding for every child in this community at the public schools. So, what did Whitmore do? They publicly disavowed that affiliation in order to receive approval and taxpayer funding. But insisted on continuing to use the same curriculum from that same religious institution at least in part. At the school board meeting on March

08711th, 2026, original Whitmore board member Donna Hinman stated on the record, "We are certainly continuing to pursue the classical education that we first presented in our original application." And that she had stayed on Whitmore's board to ensure that we do not veer from that original excellent vision." End quote. She then redistributed the original Whitmore application back to this board. I was emailed a copy of the findings from the curriculum review committee. The committee found religious content in the curriculum. One example noted is the first grade three world religions unit where the Exodus narrative is presented as straightforward fact to first graders. Including God sending plagues, God killing the firstborns, and the statement, "I am the God of the Jews." My question is this. Whitmore told Siuslaw School District Board what it needed to hear to

088get approved and get taxpayer funding. A Whitmore board member has now publicly confirmed that their original intentions for this school have not changed. And the curriculum has been found to contain religious content. On what basis is the Siuslaw School District Board still funding this school with taxpayer dollars? Why are we jeopardizing the funding of every student in this district? Thank you. Moving to our 6.0 special presentations program highlights. Uh, this is our community of practice team. Uh, Ms. Visor Sarang, third grade teacher, and uh, Kate Klein from Lane ESD. You're up. And uh, directors we have this very colorful sheet um, on our tables that that we can reference. Good evening. There we go. Okay. I got a presentation there. All right. So, good evening board members. I'm Faiza Sarang. I've been teaching at Siuslaw

089Elementary School for the past 4 years as a third grade teacher and I'm happy to share with you and have this opportunity to talk about our community of practice and it's a Siuslaw REN project and it's educator led and educator driven. I think we're at the fun part of the night. Just saying. I'm Kate Klein. I am I work at Lane Education Service District. I work for the REN, which is the Western Regional Educator Network and my title I'm a Continuous Improvement Specialist. So, I coach teams across the region in Lane, Linn, Benton, and Lincoln Counties on educational improvement. Oh, actually, I can talk about this next slide while you figure that out. >> Okay. Um So, I just wanted to sort of set the frame because I've been working with this Siuslaw team of

090educators now since 2021. Um you probably remember Amanda Sarrels who was an elementary music teacher here who made a big move up to Washington and she led the Siuslaw REN project for a number of years and now Faiza has been so wonderful to kind of take that position as a lead. Um so, when Amanda was lead, we did a lot of teacher interviews. Um really tried to understand what teachers wanted and needed as far as having support in best supporting students. And through her work, she then before she left this last school year, really devised an idea of this project, which is a district-wide communities of practice that were led by teachers across the district. Um, she came up with a an initial uh list of ideas around what those communities of practice could be

091about based on what we learned from educators around the district. And then over the summer, suit the superintendent along with the administrative team sort of narrowed that list and aligned it to other district initiatives so that we were sure that the the professional learning that educators were getting across the district really aligned with both district goals and what teachers said that they wanted and needed. Um, that led to Faiza starting off this launch of this project this year in this iteration, um, where she really worked a lot with Andy G to um get this project off the ground. Thank Yeah. All right. And to start off, uh we had planned and scheduled six communities of practice for the school year for teachers to meet and collaborate. Um, with that, there's some that are done um

092with middle school, high school, so it kind of speaks to their student population that they work with and then an elementary set of topics that could be chosen. And then prior to every um meeting with the teachers, I'm kind of a little nervous here. Sorry. We had six collaborative facilitator planning meetings where I I was there to facilitate and share strategies and ways to work through those meetings and give them tools and um different strategies to share with their participants as and also help them feel supported that they're in this with us Yeah. as the project lead and Wren as well. And we were intentional also by having all certified and classified staff included in a community of practice. So, it was a time for everyone to come together and collaborate diving deeper to a

093topic of interest. And so, that's kind of where we're at there. Yeah. I think important framing probably is that um the REN is really a state-funded, it's a statewide organization that really wants to retain teachers and also provide teachers with support and professional development from the beginning of their career to their retirement. Um also, we want to elevate teacher leaders so that um leadership of districts is collaborative and teachers feel like they have a stake in the work. And this project elevates all of those policy goals at the state level. So, it really is an opportunity for teacher leadership. It's a way to elevate and recognize the expertise of the educators across the district. It's really designing professional development that reflects the unique needs of the of the teachers in this district, the staff of

094this district, and this community. Um and also empowers these teacher leaders to lead these communities of practice in areas that they're passionate about. So, it it does a lot for um what we know to be true about retaining and elevating teachers as leaders in districts. So, I I will say for the the next part, like my role in this was primarily to ask two questions. A, what do you need and what about snacks? And for the most part, Pfizer ran everything else and I did some logistics in the background. And we had a couple groups that morphed and were led by administrators cuz we we're talking about high school transition, not necessarily a topic that was on our initial list, but again, trying to get teachers into an area that they were interested in that

095they could develop and work on on their own without any um it kind of administrative ne- It's not wasn't a standard staff meeting. They had six to do as they pleased, and then they they've been reporting back to their respective buildings. Hey, Peter. The list of the offerings is there. Um and also on the back is more of the data that we collected so far. And um now speaking to the slide, our collaborative partnerships, definitely this couldn't have gone as well as it has without that. And for me especially, I kind of hit the ground running. Kind of like, "Hey." At first I was going to lead one of the um communities of practice, but then it came up where Amanda moved, and so I said, "All right, I'll I'd love to take a leadership

096role." And so thankfully with Mr. Andy G, he was able to give me a lot of guidance and support, and I felt completely like backed up 100%. So, I had the team of support behind me, and um basically, they carved out times on the PD calendar prior to the school year starting. And then with the educators, they had a survey of different choices, and they could pick which one they would want to commit to learning on that topic throughout the school year. Um then admin also for each building, they've been very supportive at making sure to create space for all the teachers to learn. And it was great cuz even though we did have a few administrators leading a community of practice, we did want to make sure that it was going to be a

097time where teachers could speak openly about their experience and share what's been working, but also to be open and courageous enough to share vulnerable things that are happening within their classroom so they can talk and troubleshoot solutions with one another. So, um that's been great, and we're continuing to go with that. That's right. Okay. So, the REN role um in this partnership is really supporting Faiza so that Faiza can best support the leads across the communities of practice. So, I in my role provide a lot of technical assistance and capacity building so that she has what she needs to support educators so they can best support students. Um we also provide data and so pre and post surveys to see growth over time, also facilitator surveys, and then session feedback. Our REN team will also

098do some interviews with some of the facilitators and with Faiza to really understand their experience. And then that really allows us to understand how it went so that we can um continue what's working and also make changes to improve upon this next year. Um the other piece that the REN provides is a small grant and that grant allows the district to pay these facilitators who are dedicating extra time outside of their regular work um to provide professional learning for the educators in their um COP, their community of practice, and then also to pay Faiza for the extra work that she's doing um to launch this project. Which was very nice. Um part of the data collection piece is that we like to hear from teachers directly on how it's impacted them and their teaching practice.

099And so um oops, we do have some quotes. Um one of our participants, she shared that the COP with REN gave me the opportunity to connect deeply with my peers, reflect on my personal wellness routines, and learn new ways to support my mental and physical health. Through the COP, I realized that teacher wellness is essential to sustaining passion, balance, and joy in education, helping create a longer, healthier, and more fulfilling career. And so in that sense, too, for her, it's definitely that work-life balance, but also when you are a part of the community, you feel like we're all in this together. And so you don't feel like you're in those silos alone, kind of working through what you need to. And she was in the teacher and student well-being >> Yes. community of practice. Mhm.

100And then this next participant shared, "Being a part of the COP has been a really positive experience for me. It opened my eyes for even more to the fact that there's always more to learn and ways to grow as a teacher. It also reignited my passion for equity and for making sure all cultures are meaningfully included in the curriculum. I really value the chance to collaborate with others who think in similar ways and are excited about improving their teaching. And I do know that she's was in the Tribal History Shared History Community of Practice. So I think, you know, it's great to hear it from their perspective in their own words. And so when they're feeling empowered and supported, that impact can go directly to the students and they can better serve their students as

101well. Yeah, I I went to a couple of those and they were great. We had We had people from the Sisseton Wahpeton Oyate come in and and talk to the teachers. It was a It was really >> Bears. Yeah. He's He's amazing. Uh the snacks are really good, too. >> [laughter] >> Okay, I got it. I got it. No problem. So here's a picture of some of our facilitators. Bravo. Some of them are here. Well done. Um really we're um looking for changes in teacher practice and teachers' behaviors and beliefs about their work. Teaching is a craft and we need to provide spaces for teachers to talk to other teachers and and classified certified both the REM looks at that as all educators. We We consider all of those people educators. Needs to need time

102to share their craft and interact with others. Um some of the things that we were hoping to see out of these communities of practice was a better sense of teacher belonging and community within the school district. And so that has been in the data we've collected so far in session feedback surveys, has been one of the strongest findings so far, just that creation of space for authentic conversation and meaningful connection among staff. Um also just some great um data around inclusivity of classified staff and how that has improved morale and also created meaningful more meaningful interaction, particularly in the special education settings. Um and then creating safe learning spaces. So educators also need safe learning spaces where they um can shift their practice and feel comfortable about being transparent about professional challenges. Uh and so

103we've seen that come back in the data so far as well. Um Faisa's going to talk about looking ahead. Uh we have one final community of practice which is coming up May 22nd and after that um all the participants will be taking a post survey to see what they've gained and how things have changed throughout the course of this year in their learning. Um we'll compile and synthesize feedback into a shared document and communicate it out. And we also put in a piece to um like open response where teachers can share and classified staff um what are some topics of interest for them, would they be willing to lead a a community of practice. Uh we also found that with our classified staff um several of the facilitators shared that at first it they are

104support role, but what's was really great to hear is that as the year went along their voice kind of started to build up and they felt as equals sitting side by side, which you want us to all feel like we're doing this together. We're working alongside one another and helping all of our students succeed. So, we're excited about that and we're looking forward to next year. So, yeah. Thank you. Don't walk away yet. >> [laughter] >> Um because of the work you did, tell them what you get to do in June. Well, we are so Kate, myself, and Mr. G, I never know. >> [laughter] >> To Anyways, we're going to be going to the COSA Well, Yeah, it's a it's an administrative leadership conference in Seaside. So, we put in application and all three

105of us will be going and presenting on behalf of Siuslaw School District. So, yeah. >> [laughter] >> Great. Thank you. All right. >> Directors, any questions before they step away? Nope. Okay. Um uh proceeding to 7.0 our consent agenda, Superintendent. Uh consent agenda consent business item 051326-7.0. Uh this month's consent agenda contains the following items, the April 8th board meeting minutes, the April 22nd budget committee meeting minutes, the April 26th financial statement, the monthly enrollment update, organizational requirements for 2026-2027, and the updated version of the professional growth and evaluation handbook. Administration recommends approval of the consent agenda as presented. If there's an individual item, it can be pulled and put on the individual agenda. Directors, any questions on the item or anything to to pull? Nope. And a motion. Chair, be it resolved the Siuslaw

106School District Board approves the consent agenda as presented, resolution number 051326-7.0 consent agenda. Second. Resolution 051326-7.0 consent agenda motion made by Director Pollet seconded by Director Cole. Any discussion on the motion? Those in favor? I. I. Okay, moving on to our second read of a textbook adoption. Super. Intendant. Uh I am uh 0513268.1 textbook adoption second reading. Uh every 7 years uh new subject area is selected and adopt for new core materials. Social studies is this year's uh subject area uh up for the 26-33 cycle. Uh the materials have been selected by local building committees and presented to the Board of Directors. Uh your list of titles are there for the publishers. Uh public review materials uh have been open for April 13th uh through in essence uh tomorrow. Um and uh this will be

107an action item in June uh and I will tell you at this point in time there has been no public review no people coming in for public review. There's been no additional no >> Nobody likes history. Come on. But these are good books and again I think they're like the song. >> History. So uh with that that last little bit there says this will be an action item in June. Um cuz typically that's when that's when it's approved and again because we have one more day of public review. Okay. Um with new policy technically we don't need to have a full 30-day review. Have there with there I'll be honest with you I don't think anybody's coming in tomorrow to say that these are bad books. You could you could move this to the consent

108agenda I think without an issue. Okay. Got you. Well, the directors prior to head nods for consent agenda, um, any uh any questions or comments on this item? I just like to comment like I do every time and just thank everybody for all the hard work. You go through all that and see how much work and and thought goes into um choosing the curriculum and writing all those things up. I just want to say thanks again cuz it's really is a huge effort. Thank you. No further comments? Ready for that motion. Or we Consent agenda. >> Oh, yeah. That. See? It's still a motion. Thank you. It's not a Is it? >> Appreciate that. No, I don't know what I don't know what it is. Yeah. Or we're moving it, so there's motion. We're moving

109this to the consent agenda. Trying to salvage something, then. Okay, other than just being wrong with every item I'm reading tonight. Okay. Um Can I just comment real quick? >> Please. We We do technically still have one day. Yes. Yeah, I just worry that we're moving it to consent when we really do technically have one more day. And you'd have it just on the regular agenda for next for next month. But But if if something comes up, we can pull it off the consent agenda. Yeah. If I get somebody that comes in that pushes this to secondary review, I'll let the board know. Yeah, then we'll pull it off for next month. Um, I would would be voting no. I think that if we're saying it's open, it should be open. Okay. Okay, so just

110a regular agenda item for next month. I'm all right with that. Yeah. Boom. Okay. Thank you. I see you writing a note about it. Um, 8.2, uh review of admission of non-resident students. Okay, so uh review of uh policy annual requirement uh 0513268.2. Uh the number of students uh allowed to enter or leave the district on an interdistrict transfer is reviewed uh periodically with the board. Uh again, we initially started this with 10 students in 10 students out. Uh and again, it was revised to 15. Uh we've been comfortably operating under 20 students in and 20 students out for the last 2 years. We have about 18 students in and about 10 out this year uh for interdistrict transfer to uh neighboring districts. So, uh administration recommends that the board of directors maintain the interdistrict

111transfer limits at 20 students in and 20 students out for the upcoming school year. So, this reason and action item here, it's just listed as a review. Um these next couple are just reviews. So, are these um are these are we do we need a resolution and a uh a vote on these? No, we don't. Just no they just maintain. Um but it does does it need to be sent to the consent agenda or are we done? Tom. Um Does does the charter school fit into this this 20 and >> No, it does not. Oh, then never mind. Question doesn't matter then. District to district. So, does this need to put to consent agenda or are we done? There's a resolution listed. Let's put it to consent agenda. Okay. Diana. Yeah, I Okay. Okay. So,

112unless there's other any further comments on A2. Nope. Okay. A3, also also a review. Okay. So, uh results of independent uh uh curriculum review pursuant to policy IIAAR2 051326-8.3. Uh uh board of directors received uh multiple letters of concern regarding the proposed curriculum. Uh Uh two of these were also noted in formal complaints that have been filed with the Department of Education. Uh a review by the committee a review by the committee would help overall viability. Committee has presented a final report to the board. Uh administration recommends the Board of Directors reviews the committee report that provides for continued use of subject area curriculums with noted modifications that will ensure compliance with all state curriculum and public school standards. So, I'll confess I did not read every single word on every single page. Um But

113terrible. [laughter] Thanks. I agree. Um So, part of this review it showed a few little gaps or gaps I I don't need to preface that with with other adjectives. It showed some gaps and it has some recommend recommendations for filling those gaps. Correct. >> With with pointing out those gaps is the are we as we present this to the charter school are we saying this is the only way those gaps can be filled? No. Okay. >> We're saying that there's a gap. That was my question. >> Here is the way to Here is a way to fill it. If they go with a different variant of it, that is fine. Uh It's just the gap needs filled. The gap needs filled. And again, so two nuances in this, okay? Is there an observed gap, yes

114or no? Okay, so put the standard in place. And then if a standard is present but not all of the detailed points are demonstrated in the curriculum how do you address those points? So, all those suggestions are made along those lines. Um and like when it gets to um the history curriculum like we were able to review physical copies of the K-2 curriculum. Uh again, third grade is a kind of a late addition for the charter school. They did not have available if they were to continue using the Core Knowledge materials. Mhm. From third grade on, that would meet standard. Okay. If they chose a different curriculum at third grade for history, that would be problematic because it would it would trigger an entirely new review. All right. And and our only notes in the

115history presentation is that the language is important. How it is presented. When you say this is the truth versus this historical group believed this to be true. And then using multiple examples from different cultural groups to give kids a full breadth of knowledge. If you leave that out and just say this is the truth, it becomes fact, and it may not be historically accurate. So, when you say that this community that settled in Pennsylvania and this community that settled in Ohio believed these things to be true, that's that would be acceptable. But if you just say this is true and you strip that context of it and it and and it's most times that is accidental in how it is presented in the classroom. Specific notes are made to say this is how it should

116be presented to avoid confusion. Because many of those topics we talk about in our regular curriculum, but it's very specific to the fact that this is the viewpoint of this historical group. And as long as that is maintained, I think we're in good stead. And I think that's what we needed to have clarified. And if again, if the Core Knowledge Foundation materials are continued forward, that's that will be fine. And we actually used their online materials to bulk this out to do grades four and five at the same time, so that we don't have to do a curriculum review every single year a new grade levels added. This will give the district and the charter school some breathing room to get operational. And it and again, so all review is completed with Core Foundation through

117grade five. So, until we get to the point where we're adding out to grade six, there's no need for supplementary review. So, question, as a part of this review, are we asking or can we ask for them to to show us what they're doing with some of the areas that weren't quite up to to speed? >> You you could. And again, they have a lot of those Many of those things are partially addressed in what they originally presented. And I think what again, like this is kind of a user's manual of how do you fill the gaps? And >> [clears throat] >> and I believe that they would be taking this and then looking at what they've had and said, "This is This is the spice that finishes this unit. This is And again, just

118kind of blending the two." And adopted once there's So, so there's a curric- there's curriculums and lesson plans. Right. >> And so, so we're taking this core curriculum and as as the lesson plan is developed and then we see the results of that with testings. Yes. So, this is going to This is going to work from the large scope down to the granular. We talk about here's a standard needs to be plugged. Here are the detail points that support the standard. Here's how it could be applied in a lesson plan. So, we've stepped it down three layers Okay. for them. So, and again, it's saying, "Hey, and also this is the point of the year where it should fit." Um and again, the the only piece that I I think again is going to be

119difficult to manage is actually in math. Because math, they have certain second grade standards that are presented in the first grade, certain first grade standards that are presented in the second grade. Not a problem if a kid continues all the way through the sequence. But, we know that our community has about an 18% mobility rate. You need to be able to address kids that are coming in earlier or coming in late. They will either get the same content twice or they will miss all of those overlapping content depending on where they come in in the order. And so, we made a note as to be ready for a transfer. If a kid transfers in and they're coming from out of district or in district, this is how you can address the gap. Cuz you covered

120this early or this was covered at a later point in time cuz they're going to need some either remediation or they're going to be ahead, but they still missed a piece. It's just stinking sinking up really first and second grade math. Got you. Thank you. Any other comments, directors? A humongous thanks to many, many hours that were put into this document. This is Agreed. I mean, if I'm putting myself in the shoes of a new teacher trying to do a new curriculum in a new school and I get this guidebook that's amazingly helpful to meet the specific needs of Oregon from very qualified people who spent many years teaching. I was going to say something similar. Um and just the the level of detail that you know, you went over and above, I think, in

121in really providing detail and and support and and help and guidance with this with this document. And um I think it's great. Okay. He's dotted eyes, crossed or something like that. Good. She got it. Okay. Okay. Um so, directors, uh if no further comments, we're uh jumping, moving, proceeding to 8.4. Um this is a first read. Okay, so first read policy GBN, JBA, and JBA GBN sexual harassment 051326-8.4. Policies were originally adopted in 2006 and revised most recently as of November 24. These are parallel policies. They have the exact same language. The G series points to staff, the J series points There is one primary change that is requirement to provide notice to the person that initiated a complaint when the investigation is concluded and a statement whether or not any pilot violation of policy

122was found to have occurred. That was somehow missed. Typically, we do communicate back with someone that has filed a complaint to let them know that it has been resolved. It is now specifically called out in law. Excellent. Directors, any questions on this item? Or we can push it to next month, or we can push it to the consent agenda. Consent? We're all happy with that. I'm envisioning Josh nodding his head right now as well. Okay. So >> You would be right. Okay, 8.5. Really, that was you passed the test. I was just seeing if you had nodded off or were nodding. So, you passed. Well done. Thank you. 8.5 GBA. Okay, policy GBA equal employment opportunity and policy GBAAR veteran and state service member preference item 051326-8.5. Again, language is changed to reflect expansion of

123qualifications for persons whether veteran or state service member designation with the use of state service member in policy, there should be no confusion as to the status of of other person that served in branches of the military. Administration recommends the board adopt policy as presented. Thank you. Any questions on this one, directors? This is also a first read, so we can push this one to consent. Everybody happy with that? Okay. Also moving 8.5 moving to consent. Um Let's Let's get that as occupied as we can. 8.6 also first read. Uh policy EBB integrated pest management item 051326-8.6. Uh changes specific uh details about pesticide applications and a public review of the integrated pest management plan with the board at least once every 5 years. Uh current IPM is posted on the district's uh website under

124the healthy and safe schools plan. Um This was last reviewed with the board in 2023. We are currently up to date. Um Administration recommends the policy be adopted as presented. Also is a first read, so right here um with these three applications notices low impact, is that is that IMP supposed to be IPM? Yes. >> Okay. I I don't think it would matter, but In low impact, no. Yeah. Okay. Um so other than that, that's that's my only comment on that one. Uh directors, we okay sending this one to consent if there's no comment on it? Well, even if there is comment on it. Good to go? Okay. 8.6 to consent. Um moving on 8.7 GB CBG. Okay. Yeah, policy CBG evaluation of the superintendent item 0513 1326-8.7. Policy is presented for review due to

125changes in public meeting laws over the last several years, there are now greater restrictions on what could be discussed during an executive session of the board under ORS 192660 and superintendent must be provided with a written notice of evaluation of the meeting at least 24 hours prior. Administration recommends Board of Directors adopt policy CBG evaluation superintendent has presented. Directors, any comments on this one or questions? And Andy, correct me if I'm wrong, but as we discussed at board planning, this is this is more this is policy to say we can't say, "Hey, I'm adding an item and we're evaluating right now in this moment." So so you're not you're not you or other superintendents in the state are not blindsided. There there have been a few let's call them snap evaluations. Pop quizzes, man. >>

126Pop quizzes, yes. Um and then again, in part of the evaluation process, you can see the one gray line in the middle where it says, "Or of any directive personnel concerning district goals, objectives, operations, and programs." That specific is there to avoid drift of executive session. Um Got you. Thank you. Push this one to consent as well, directors? Okay. So 8.7.2 consent for next month. Um moving on to 8.8. GBEA policy GBEA workplace harassment item 051326-8.8. The initial policy contains an error, an incorrect citation was incorporated into the text. To ensure that consistent reporting procedures any harassment will be documented using administration review GBNA-AR hazing harassment intimidation bullying cyber bullying report reporting procedures staff. Administration recommends the board directors adopt policy GBEA workplace harassment. So, as I look through this, this just looks more like

127one of those clerical things that we just needed to to cross those eyes. It is harassment is harassment. The fact that happens in the workplace would be irrelevant. We already have a harassment reporting policy. We've just linked the two together. >> Got you. Directors It does It It does condense some It does some paperwork. Yeah, which is always good. Rare Yeah. but good. Okay. So, uh directors I'll speak for all of us. Consent? Okay. Um 8.9 Okay. Uh update 2026-2027 school year calendar for executive order item 051326-8.9. Uh by executive order of the governor EO 2606, allocations for conferences and professional development will no longer be part of the instructional time calculation for division 22 standards. Adjustments to the instructional day calendar are required to ensure that all students meet the criteria stated in EO

1282606. Uh the primary changes that we'll be making from the adopted calendar from March uh orientation days, elementary middle school, the first day of school um is reset um to August 31st. Uh we have two curriculum instruction days that are reduced to instructional days. Parent-teacher conferences will be run as one day in the fall and one day in the spring. Uh in essence, with the change in calculations, we lose 60 hours of what is considered instructional time. Uh and the changes that we've made here um make sure that our seniors and our kindergarteners are fully compliant and getting all the educational time they need by Division 22 standards. I think that this one should go to further discussion next meeting because one can never talk about the budget count or excuse me, the calendar more

129than we've already talked about it. So, I I want to ask is this going to interfere with the the rent COP times? No, what will what will interfere with the rent COP time is one of the teacher administrative budget reduction things where they take furlough Fridays. Yeah. Uh but we will still be able to carve out a few days of what we have for remaining Fridays. And then realistically what I teachers will need hours for licensure restoration, licensure continuation. If they choose to meet on those furlough Fridays after 2:30 to continue their group work and group discussion, I will sign off on all those hours for their advancement with TSPC. So, again, some of the days will be technically regular structured days and some of them will be to the teacher's device, but if they

130keep their group records, I will sign off on those for licensure and continuation. Any other thoughts or hopefully y'all read through what I was actually saying and I'm fine with this calendar going to the consent agenda as well. And we'll see just how many things that we spend a lot of time on and then just get changed from Salem yet again. Okay. So, consent agenda for 8/9 as well. Um which would bring us to the end of our action discussion action items. Um so, into our admin reports, um we'll start with the superintendent. And then I'm sure I'll do it out of order from there. Okay. Uh again, uh personnel report for May 13th uh 2026. Um Again, uh classified and paraprofessional staff, uh Kate Gibson is returning from leave of absence. She'll be uh

131uh staffing the student center at elementary school. Uh Allison Carter has been hired as the temporary behavior attendance aid at the high school. Uh Josh Walker is coming on as half-time custodian at the high school. Uh Jeff Geyer is our new uh driver trainer coordinator with the transportation department. And uh Robin Ledwig will be the technology specialist for the district uh next year. Confidential hires, uh this may or may not be in your board packet cuz we settled this uh I I think Tuesday morning. Uh Patrick Looney, director of technology information, Siuslaw School District. Um uh Dan Rankin is helping us out to finish out the baseball season as head coach. Uh and then we've got resignations coming up at the end of the year. Uh Lindsey Ulrich, special education aid. Mason Carnahan, special education

132life skills aid. Mary Cruz Amador, uh multilingual multilingual language aid. Uh Derek Wells, health uh head baseball coach. And Sean Walker, custodian, Siuslaw High School. Uh we've also picked up another classified substitute. Um some of you may have seen some action going on over behind the uh middle school parking lot. Um again, as part of uh Department of Human Resources Coastal Resilience Project, uh our district nurse uh applied for a grant program help create some a series of resilience hubs going on the coast. Um uh we were selected as to be in essence a resource depot for the community. Um and we will be getting three 40-ft connex boxes of emergency supplies. Um what is unique about these items is that um they will have uh satellite um internet communication and radio communication. Uh if

133there is a large earthquake um in the area a lot of the coast will be a series of little islands. This is going to be able to allow us to talk back and communicate um kind of with the rest of the state until regular travel and utilities are restored. Um and so you got a complete list of everything that's in there. Uh David Spencer, our uh maintenance director, is working on the last of the site prep. And uh again, so the we'll get final delivery in August. Um and then we'll be ready. Again, we'll we'll we'll put together um interagency agreement uh cuz City of Florence emergency staff, police, county sheriff will have access to these as well. Uh especially for an event that happens after hours or in the summer. We do the same

134thing with um fire department right now is that in essence they have legal authority and access to commandeer buses in the event of a mass casualty event so they can transport. It's It'll be the same type of arrangement. Got you. Uh and again, we've got some uh other uh state change reporting requirements coming up. Part of this will be for uh interim assessments. Um next year we need to do uh three reports a year especially on literacy scores. Uh last year we started off with two. We were we were reporting a kind of the fall and winter baseline tests together. Um and then we're wrapping up uh the spring test and we'll do our annual report uh in June or July. Our June or August, sorry. Um uh but again, we've this is kind of

135a tale of how well our teachers manage um, a lot of student traffic and getting kids up to speed uh, in, uh, reading. Um, so we've had 583 students enrolled across the year at the elementary school. Reality is that's 520 kids, but 60 of them have rotated seats in and out of the district. Um, again, uh, we've had 11 entered after the second week of school. 30 started the year and exited after second week. Uh, one student has entered, exited, and re-enrolled. And we got 43 students that have entered after week two week two and are current students. Um, and so this does impact classroom instruction especially with literacy. In kindergarten, we have 72 students. Eight in high dosage tutoring. All eight have demonstrated growth. Uh, first grade, we have 88 students. We've got 12

136students in the high dosage tutoring. Um, we have 11 have demonstrated growth. We have one that only has one assessment. Uh, second grade, uh, and this is a lot of this is mobility uh, issues. Uh, we have 83 students, 12 in high dosage tutoring. Four have demonstrated growth. Four have consistent marks. Three decline in score by about five points here or there. And one student has one assessment. Uh, third grade, uh, 88 students, 11 students in high dosage tutoring, and all 11 has demonstrated growth. Uh, fourth grade, 101 students, 12 students in high dosage tutoring. Six have demonstrated growth. One a kind of flat with consistent marks. Four have had that five-point score decline. And then we got one student that, um, hasn't yet to make an assessment. In fifth grade, we've got 83 students.

137Eight students in high dosage tutoring. Four demonstrating growth. Three having consistent ones, and one having a five-point slide. Uh, so when we We up and do our annual assessment in the next 2 weeks. We'll then put this together and give a overall view of growth in high doses tutoring as well as all gen ed students from grade to grade. Uh and then you've got calendar of events coming up. Um I would say the big things for the board coming up are May 8th 18th, evening of excellence 6:00 p.m. Florence Events Center. Uh scholarship night will be the 20th and of course June 5th graduation. So, and then we've got our Vikings of the month for April um for elementary, middle, and high school across the board. Excellent. Thank you. [clears throat] Directors, any questions for

138the superintendent? Okay. Um moving on to 9.2 CC. Um I I don't have too much to add for this month. Um we'll be rolling into we're getting really close to the end of the year, so we're going to have a lot to do as far as the tax anticipation loan and we'll talk more about that at the next board meeting. So, I do have a quite a bit besides the budget for the next board meeting um to discuss. So, as of yet, I don't have anything additional. Our uh reimbursements on grants are up to date. Um we try to keep the cash flow even, so we're right on time with most of our um special revenue funds. So, um that's always a good goal and um we're managing currently um our cash flow as well

139as um we're coming into the part where we start to shut down purchasing for um for the year, not with the um maintenance and transportation, but um overall for the buildings um and uh so that'll assist in keeping our um cash flow as even and liquid as we can as we ease into June. So. Thank you. Directors, any questions for Cece? Okay. Moving into the admin reports that we all had occasion to look through. Um the any questions or concerns from from the admin reports and thank you for compiling all of those as as usual. Um Of course, pictures are the easiest part to to look at and look through. So, thank you for that. Directors, any any comments or questions for for admin? Okay. Uh Lilly, anything from you? No, nothing in particular. Okay.

140Well, thank you for all of your time this year and for all of your vociferous opinions that you render so readily. We like that. Thank you. I enjoy being here. And am I Is it my understanding that you applied again for next year cuz you're only a junior? Yes, I did. Sweet. Okay. [laughter] Um so, thank you for your time this evening and and all year long. Um so board board chair communications So, here's our future meeting dates. First and I'm willing to go to the go to the mat for this one. Which directors will be present at graduation to help hand out diplomas? I will readily volunteer and fight for that cuz my daughter's there and she's awesome. So, all in favor Okay. Thank you. Cuz I would take you out. >> [laughter] >>

141Um the question is who wants to assist Brian with handing out diplomas? Hey. I I don't I you know, she she's an L, so so I can step up just for that one and step back down. Is what All right. Diana, you're on. Perfect. Thank you. Okay. There we go. Simple as that. Okay. Cuz I will fight you. Okay. >> [laughter] >> So, our June meeting date um, June meeting date is June 10th. Um, and so this will this will that's when we will be presented the final budget and and okay that. Um, no meeting in July. Um, student representatives for next we do have the two candidates and uh, maybe I put the cart before the horse in announcing one of them. Um, but um, who would like to participate in that? And even

142though even though we just have the two and we have two positions to fill, part of this whole process is to sit down, go through that interview, and learn and and experience that. So, um, who would who would like to be on that interview committee? Oh, sure. Adrian. Thank you. Josh isn't here to say no. >> I don't mind doing it again. Okay, Tamara. I can still say no. Threatening to fight people. So, Josh would say no. The the voice said I could still say no. Yeah, the the voice from the heavens. I can mute you. I don't know how to do that, but I bet Patrick could. Okay, um, uh, the summer uh, board meeting dates uh, no nothing in June um, be or nothing in July cuz it isn't off off-cycle election year.

143The OSBA summer school is July 16th Lane Community College in Eugene due to budget Maureen, Andy, and would be the only ones attending the summer conference to save money this year. Look, it's like we it's like we had some foreknowledge or something. I put in a I put in for a scholarship through um the Royal Caucus, and I can defer that to I'll probably defer that to you guys if I get it. Okay. It's like it's 500. Sweet. Thank you. Okay. Board member acknowledgements. I'm going to start with Adrian. tonight. >> Okay. Tamara. We had um the rody coronation on Saturday, which went very well. The kids did an amazing job, and I'm so proud of all of them. Um Yeah, they did great. I don't know everybody got to go see them, but I

144was proud of them all. That Does that mean rody weekend is this weekend? Yes, it is. I got to I got to stop. I got to I got to start getting some sleep. Diana. I don't have anything to add, but I I do want to say thank you for all the work hard work that you put out for the rody um court for the kids that are involved, and um certainly just from my my own experience with Hunter having participated in the rody court, these kids gain so much confidence and assuredness and um you know, from participating on the court throughout that time frame. It's it's um it's really a wonderful opportunity for them, and I'm so glad that we're continuing to offer that. And just again, thank you cuz it's a huge amount of

145work. Josh. Uh I would just say um thanks to the people on the budget committee and everybody within the school district employees and everybody who's trying to contribute to find ways to make the budget work with a tough cuts coming. Just want to thank all those folks. That's it. Thanks and and thanks for joining us via Zoom and we we appreciate that. Tom I'm going to echo Josh um when I'm looking at what's happening with this budget if I were to overly overly simplify it the the staff is taking the hit to protect the kids and they are losing so much less than they could have because of the sacrifices that our staff is making and reduced reduced pay for the same or more work between the reductions to coaches and the furlough Fridays um

146and and the um the clubs as well and what that means is that we we're looking at still offering the same amount of sports all the all the same programs um and it's just I think it's just really noble of our staff to offer to do this and put the kids first. It's really That's that's really tough. I want to thank our volunteers for our committees. You know, we have the the budget committee. We have the people that put in all that work on the curriculum review and then we have a there's a community group that's supporting our our decision to put a bond onto the ballot. So I really appreciate the work that all of the community that's been volunteering to advocate for our school. And yeah and then like the PTA color run

147was super fun. You guys I don't know if anybody else went. That was pretty cool too. And I know PTA has been uh participating like staff appreciation. It's cool to see and then I feel like Rowdy Days and the Rowdy Court in in particular [clears throat] is such a great example of our our town celebrating our amazing students and graduates. So, it's just really cool this time of year to see us all kind of rally to support our students. So, I really appreciate that. Maureen. Okay, along the line of of um staff cuts, I guess it sort of goes into the fact that I've been doing a lot of volunteering at the elementary school and it's just super. It's really fun. So, I would highly encourage anyone to start volunteering or think about volunteering for

148next year because they're they're truly needed and as we get cutbacks, there's going to be even more volunteers needed. So, anybody out there that has a minute to um sign up to do that, please do cuz it's just really important stuff and the kids love it. So, and also we had um the I'm in a first grade class and Amy Tregoning brought her little eggs. I don't know what the terminology the first graders learned the terminology. I can't remember the terminology, but they brought little eggs and they had the little aquariums and they watched them grow and then I got to go on the bus with the first graders to watch them put it put them in the lake and the kids were just thrilled except one little boy just said no, he was not

149going to let that those fish go. He'd been watching them all that time and there's no way he was going to let those go. So, it it was it was sad, but everybody else was very pleased and it was a really fun day. So, that's it. Thank you. Um be safe this weekend. Go Vikes. Meeting adjourned.