3.11.26 School Board Meeting

001Mhm. >> Mhm. >> What is it really? All right. We uh we're going to go ahead and get started with our work session. Uh we have uh two of our directors uh Director Cole and Director Pimlott that will be joining us via Zoom or I don't know I don't know what program you use, but they apparently they're not here yet. But uh so we're opening the work session of the Siuslaw School District 97J March 11th uh 2026 6:00. Um we use [clears throat] this work session this 30 minutes prior to the to the regular session uh to uh discuss any any board member organizational items. Um and we've got an item to discuss today. Uh we had put out a survey to the district uh both to the staff and the parents um of whether

002or not a four or five-day or how what they thought about the four or five-day um school schedule. Uh so we have some Well, before we get to 1.2, let's address 1.1. Directors, anything to bring up in in our It's not a It's not a free-for-all organizational time, but anything to bring up? I just want to make sure I check it. We're going to we're going to go from this into talking about the survey. Yeah. Okay, that's that sounds great to me. Okay, so into the survey. Well, and and just so that we're on record, I I asked Maureen and Adrian here if they were surprised by the results of the survey and we all kind of nodded yes and we were we were surprised at the split and I'll confess I was surprised at

003the at the majority vote which would be to a four-day schedule. In my head I was thinking keep the status quo five days is working and taking into consideration what some of our admin said at the last meeting. But we've gotten numerous emails and numerous comments about this about the survey, but the superintendent I see you're scratching away on on some pie charts there and Chris did I hear that you have pie charts to put up on our on the screen here? The screen. Okay, Debbie. Well, and as that's being pulled up directors any any thoughts or comments cuz we've we've seen these results of the survey already. What are your thoughts or comments on these and they're in Andy's Andy's stuff. His his >> It's a regular report, yeah. Tom, I see you reaching

004for you and go first. >> also surprised. I wasn't here for that many discussion, but yeah um pretty strong support amongst especially among staff for four-day week. Um it's I mean Yeah, I agree with you. I'm like by default I feel like people just don't like change usually. Yeah, but we do have to keep in mind that that's the percent of of survey results that came in and definitely not every participant not every person participated. Sure. So, um I don't know how to I don't know how to think of that in the context like I don't think we should assume the people who didn't participate would necessarily all lean one way or the other. Um maybe maybe people who didn't participate I don't know. Yeah, I wouldn't be fair to even assume, I think. I

005agree. Adrian. Yeah, I think so uh not looking at the numbers, but looking at the comments from the surveys, the the one thing that jumped out at me that I that of course is going to make this more difficult is the I two people mentioned uh what happens for kids who may be food insecure and uh may not have food 5 days a week. Um what happens if they don't have that Friday lunch or that Friday breakfast? Um We're both Yeah, that was the one that was the one comment I feel like on the on the smaller side of the survey on the on the 5-day side of the survey that I'm like, well, how do we if we decide to go 4 days, um how do we deal with that? Is there a way

006for us to deal with that? And then if if that is a and whether or not that's a deal breaker. I I don't know. That that's that's my question. Like >> For for me personally, I'd say it is. I I can't I would not be okay with kids being hungry because of a change that we made. That would be really hard for me. And then on top of that, too, um there was a lot of feedback from parents who are just like what am I supposed to do with my kids? I like we both work 5 days and there's not there's not space in child care in town right now. Now, maybe things could change, but um that's that's pretty tough for me to get past. So, if if and I I called the um

007the Mapleton superintendent because they do have a 4-day week and um she she definitely made it clear that they she considers it absolutely necessary to have an option on the on the the day that is not Friday or Monday or whatever we land on if we do this. Um, and I I I I can't get past that. These these families and these kids that so desperately need somewhere to be. You know, that's that's tough for me. So. Yeah, both of those items are kind of in a similar vein for for me too to, you know, keep status quo, but Adrian, go ahead. I I'm just going to Tom, what uh what option do they use? Did did she say what they are doing for their Friday? I didn't get It was just over the phone

008and I I was watching my kids and cleaning cat poop. Sorry. [clears throat] Um Well, yeah, they again, they have some directed grant funds that they use to Friday. They have an expansion of their boys and girls club uh program on Friday. Uh boys and girls club here said they could expand on Friday. Uh but again, we also again, that wouldn't be everything for everybody, but we also again continue to run CACFP for boys and girls club for meals uh even on the days that we're not operating. So, a few things they they do have a in-house um care uh and I I haven't been to it, so I'm not going to like say exactly what it looks like. I know that they she said that they've funded with um the same grant that we're

009using for WCC in addition to What's the other one? The >> [snorts] >> student investment account. And then they also they're a little bit closer to Eugene. They they bus some kids in for Hope Factory, which I I haven't looked that up, but she said that was Oh, you know about Hope Factory? Okay, cool. Now, she she seemed to think we might be able to trans coordinate transportation with them, but that also is dependent on which day we land on if we do this because And that was another thing that she said it was nice to have Fridays off for other nearby districts that have Fridays off cuz then they can coordinate um professional development days. Uh which is she and she said overall four-day work weeks were pretty positive for staff retention. A lot

010of people really like the four-day work weeks. This is not an easy one. I don't know what the right answer is, but there's a lot to consider. The The other thing that I'll bring up is just, you know, I think there's been a lot of research into and and I think a a bit of verification of the fact that high school students do better when they start later as opposed to getting up >> Yeah. earlier. Um and I'm worried about attendance as far as starting earlier. Um I don't know. Personal experience, I couldn't get myself out of bed as a 17-year-old. Like I just wasn't very good at it and getting to school, well, that wasn't particularly the highest priority on my list. I was much more interested in taking a shower and looking good

011for the day, you know? So, I am I don't know. That That one's tough. I I I don't know. There's an element to me, too, of like to make this work in a way that's going to be really effective and that we can be proud of is going to take a lot of work. And it's not like we have a lot else going on this year. So, um I don't know. There's I mean, with the superintendent search, the bond, the charter school, there's there's a lot of things that we are of irons that we already have on the burner. Um so Yeah, I agree with that sentimental also. I I don't I wasn't crazy about seeing how the four-day weeks, some of those with the holiday weeks, would go down to three days. Also, right?

012Cuz some of that Yeah. Is gets a little complicated too and Yeah, well, and again, and Mapleton did uh a shift on those weeks, uh but then it backs people up. >> Exactly. Uh Cuz you're still doing your Right. And And so, there's only when you Again, there are four Fridays we have off during the year for first quarter, second quarter, third quarter grading, and then state in-service. And then during the school year, you've got Labor Day, MLK Day, Presidents' Day, Memorial Day are the Mondays, right? And so, if you shifted during those weeks, you're talking about probably picking up um again, like redistributing 4 days of time. Um And again, like right now the draft schedule has the high school starting at 8:00. High school schedule currently starts at 8:10. Um so, we're not

013making a huge change, but what it means we just go later in the afternoon. Instead of getting out at, you know, 3:20-ish, we're now getting out at 3:50. And if I can if I'm thinking about that, um I know that we can I know that you've done the work that we can still hit all the instructional hour goals. I when I'm thinking about our guiding principles, um I'm I worry I'm personally worried that moving these hours around are going We're going to have the same number of hours, but I worry about the quality of the learning hours. Um if we're making these kids get there earlier, stay later. Um I mean, I remember when I was subbing, the last 5 minutes of class were just like people throwing uh you know, uh I I and

014I was perfect at discipline, I promise. No, um no, it was hard to keep people focused throughout, and if that turns into 15 minutes of that, um I I worry about the impact on student success. Um Well, I think that's a valid concern. Maureen, any thoughts? Not really specific ones, because I'm hearing all kinds of different conversations that we've had with with admin and and and Lisa and all those and they're just all Any kind of change is hard and I'm I'm more I get this I'm really interested in knowing exactly like from Andy and how whoever how how it really will affect I mean I've heard positives like I think Lisa was like I hate to put words in your mouth but I think she was mentioning at one point having some time to

015do some extra training. I think we were talking about maybe having some time with um um working with kids who were behind in school. This is would be a time maybe on Fridays that they could make that up. So I I remember a lot of positive things um that that affect me I mean that makes seems like it's very strong but like Tom was saying it's change especially right now is going to be real difficult. So I'm kind of caught in the middle here. I I feel like there's nothing that says that even if we decide to do this it has to be done right now. And in fact if we made the decision at some point in this in this year that like okay, everyone's interested in this four-day week, right? We could push

016that off for a year, for two years and actually spend that time planning on how to how to make that work successfully. Welcome to our new superintendent. >> [laughter] >> I realize that I think the thing is that we have to set the calendar tonight for the next year, right? So Well, that's got Well, again setting the calendar is the beginning and the end of the year. That doesn't change while on a four-day week or a five-day week. Yeah. We can discuss it in April and and further if need be. Um you know, one of the other things that that that we of course need to consider is and I think one of the one of the origins of the consideration of the four-day work week is is budgetary. You know, that we save Andy

017correct me if I'm wrong but the numbers that were cited were between 100 and 120,000 which is essentially one teaching job. But then another thing to consider is where is that 100 and to 100 to 120 coming from? Well, it's coming from the paychecks of those who will not be working on Fridays. You know, and so so that's a that's that would be an ask that if I if I'm not mistaken, that would be an ask that we'd be making of some of the classified staff, you know, in food service, in transportation, where they would only be working four days a week, not five. Um you know, because with the teacher schedules, they they every other Friday, and and to my understanding, the aides would also be every other Friday. Is that am I understanding

018that correctly? Correct. Your your aides are fairly whole. The um again, working CACFP on Fridays, food service picks up. Again, I think the the biggest hits in transportation because they're tied to student attendance days. >> Yeah. Yeah, so that's that's just something else that that I don't know about anybody else, but that's been weighing on my mind. No, I I totally agree. I'm I worry that it's not I'm worried that it's just moving money around. Um if that makes sense, like we still if we're committed to making sure the students have the services they need on the on the fifth day, um and if the goal is to save money, I get that, and I definitely don't want to lose jobs, but there is a one step higher than staff, and that's students, and we

019have to be putting these students first, and if this is making >> [sighs] >> if this is impacting their education, if this is impacting their ability to get food and have a safe place to be, and not just be roaming the streets since there's not a lot for kids to do in Florence. Um I I think if we do this right, like the like Mapleton's been such a great example, but I don't think we should rush it. Um Did you want to talk? Well, again, you can look at um what's It's in other districts, and again, we had this kind of conversation the last time this came up. People talked about 4 days, and again, kind of again, what what's going to happen on Friday, right? That's always that was always the question, and again,

020there was all of these kind of catastrophic outcomes for not being here on Friday. Um but in other districts that went that went to a 4-day week, those things didn't realize themselves. They didn't that didn't come around. And if and I haven't I don't know of any district that went on a 4-day week that went back to a 5-day week. Mhm. Because it didn't work. Yeah, cuz it didn't work cuz they were unhappy with it. >> That's an interesting point. I think if I were to to over overly summarize where I'm feeling, I'm not opposed to the idea. I I just worry that maybe this might not be the exact right time with how much our board needs to get done this year. Um that's I think that's where I'm landing. Um I I brought

021it up 15 minutes ago. Um Debbie, do you have that that pie chart to since I referenced it earlier or mentioned it earlier, I didn't reference it, but I mentioned it earlier, just um just kind of the that shows the the split. It looks like a red and red and red and red and red >> parent and guardian multi-color at the bottom. Yeah. Yeah, so so let me see if I can read this with my my cheaters on. Um There's something in the way of saying what the Wait, I'll just look at the numbers. Okay, so that top one is the is the stat Excuse me, is the parent survey, correct? That's the results of the parent survey, which what, 68.4 to 31.6? So, you know, basically a 70/30 split. And then down with staff,

022uh That's the 4-day week preference down below staff with >> yeah, that's right. Oh, that's right. So, that's 5-day? No. What's the top one? The top one is just four day five day. So it's basically 70/30 four day versus five day. Then asking people again if it's a four day week uh again the blue end is uh Monday through Thursday. And then you have the red which is Tuesday through Friday and then you have the gold color which is I don't know. >> Whichever. And then we gave people again neither stick and so you wind up there with 25% coming back. >> So that's like a 75/25 which surprised me. Um I didn't I didn't figure they'd come out. If anything I'd figured it they'd be a lot closer to 50/50. Yeah. Um So Deb,

023you want to roll down to the next one? Next So again looking at different staff the the top graph here is distribution from schools. Um again so you've got um hm you know the high school in gold, you got the middle school in red, you got the um elementary in blue and you got district services as your green chunk but across all groups you see a basically a 75/25 split four day five day. Yeah. 140 is pretty healthy. Yeah like how >> Out of 200 yeah. Out of 200? Oh my gosh. Wow. And when we look at again like we had 200 and um uh you know 29 total like parent votes out of roughly 800 parents in the system. Um so again Yeah and again like some of those some of those are multiple

024kids in the same household and you have and most and most parents from the house from what from the household voted once. There's a couple people who again you had both parents vote. Um but when you look at multiple students across multiple buildings that number jumps to about 320. You know kind of total parent votes across the group. I think CC should decide. You get to make the call four or five days. So It's a huge decision. Well and again you you have a month again you're setting the calendar night is basically just setting the beginning and the end of the year and then again continuing this so people again really have a chance to again further comment think about it and come back to a decision to to squeeze it to four days in

025April is probably your better option. So speaking of I wonder if our admins have now that they've had a month to cook on it any difference of opinions. I really appreciate your insight last month. Yeah. I I can't think of a single issue that I've been more surprised by to be that wrong about it. I'm when it's hard for me not to see it from the teachers' perspective when it comes back it's 75 25 and that that's that's an impressive stat and I think it would be um it'd be foolish to to set aside that as at least a piece of input that we're considering. I think one of the big pieces people one of the big factors in that for the staff decision is just what it could do for professional development. Professional development

026on Friday afternoons is a a difficult chore and it it feels choppy and sporadic and lots of starts and stops with just over an hour each week. But if we had bigger blocks of time every two weeks I think a lot more could be done. um Mental health for staff is a a key thing. Yeah absolutely. um I do I'll I'll save that then for somebody else. Anybody else? I think one thing that um I think about when I think about this is um the change in routine for the students who have certain needs. Um it will impact, um, and may not be that big of an impact. What I always look to is what does the information tell me. So, if there's research out there about other districts that have experienced this and how

027it impacted them and they have actual real numbers for us to look at. And if they're apples to apples, they're similar districts to us, that would help me to kind of frame these like hypotheses that I have. I mean, I can make guesses about how it might impact our kids, but for me really, if I were to to to take the time to want to look at other special education departments, for example, and how they handled it. And we may need to make exceptions in terms of the ways that we do special education in terms of the the how many days of the week we go. Most definitely, we'd be looking at some of the things like what Maureen was talking about with Fridays being used for extra supports, tutoring time, time to have those

028certain kids that were falling behind come in and get extra time with really intense adult tutoring situation or something like that. I could see that being a huge benefit. So, you know, it's uh-oh, I did that. >> [laughter] >> Then me, too. Um, and I I know that, um, Sue from Mapleton said that, um, the teachers could request some students do come in on Fridays for additional tutoring and she said that has been really successful. So, again, it's to me it's just that we have to have something in place on that on that day and that's that's the make or break for me, I think. Hm. Listen. Sorry, one more thing that I would that I meant to say. To me, um, I understand the trying to save money and be budgetarily mindful. What's being

029passed around here to me doesn't make enough of a difference in the long run. What I would say is if we were to do a little bit more research and say in the ways that you frame your programming, if it did make a difference and did make an impact on the kids to have one day set aside for focused tutoring, maybe that is an it has to impact the kids in a positive way. To me, that ultimately. Mhm. I I'm not correcting you, but we'll say impact them in a positive way educationally because the students only come to school for 4 days, they're all going to give that a thumbs up. Right? So, that that's a that's it's positive in which through which lens? Yeah, their lens of 3-day weekend every weekend, they're all going

030to that's a good lens for them to be looking through, but but yes, to Tom's concerns and that that comment of yes, did we want positive effects on on the education outcomes. Um any other thoughts or should we uh recess before the the regular board meeting? Cuz this well, here not to I'll bring this up again at 6:00 I think it's 6:02, 6:03. Um tonight we do have to approve the calendar starting start start and stop dates. The beginning and end, I guess is a better way to say that. Um and then we'll have we can either discuss it more or we can reach out and have more discussions until until an April meeting. Um so, let's we'll we'll cross that bridge at 6:00 I think it's 6:03. 6:00 whatever it is. The one that

031talks about the calendar. So, any other thoughts before the close of the work session here? Okay. Then, work session adjourned for 6 m. >> Mhm. >> All right. Seeing it is now 6:30 according to that big old digital clock. We are going to go ahead and get started with the Board of Directors meeting of the Saugus School District 97 J March 11th, 2026. Um Welcome to to everybody here. Um and uh welcome to the public, the press, and patrons of the district. And as always, our mission statement is motivating and preparing all students to reach their greatest potential. I will go ahead and get started with the uh attendance. Uh Mrs. Free. Chair Lacouture. Present. Vice Chair Miltenberger. Present. Director Paulette. Here. Director Cole. Present. Director Haberly. Present. Director Posegay. Here. Director Pimlott. Present. Student

032Representative Emmanuel Ponce Zamora. Here. Student Representative Lily Clemens. Present. Student Representative Grace Frank. Thank you. Now, uh Mike, you're standing at the microphone. Are you Are you really the man, Jacob Mann? Can Can present himself. I'm introducing the man who's presenting Jacob Mann. All right. Okay. So, there's this There's a chain in this in this game. There's a little bit. Okay. Uh Please, Mike. And this is for the pledge. This is um This is kind of coming full circle cuz in fifth grade we'd had all There's a a group of seniors. Now, there's four of them. I counted, who are staff member kids. Uh Elliot Dotson, Micah Blankenship, Who else is there? There was four. Nix. Nix. Oh, my kid. Nix. Uh And there's one more. It's written down. Oh, that was That was bad.

033Are we live? Oops. That was rough. Oh, Jacob. Jacob's the fourth one. And And they all came in fifth grade. We had We had a a few more than some staff members who have done. And they let us in the flag salute. And then back in December, Mr. Lake nominated Jacob again, but Jacob had a wrestling meet that Wednesday night and wasn't able to do it. So it kind of put it on hold for the next time for the high school to come around. Mr. Lake, our senior government teacher, is here and he's going to be introducing Jacob. Mr. Lake. It is my supreme honor and pleasure to introduce Jacob Mann. To know Jacob Mann is to be impressed. Not only in the classroom, on the athletic field, or in in the gym. I [clears

034throat] think he's the hardest worker at the school. Um and it's not often that I remember the first time that I've met a student. I remember meeting Jacob because he was that impressive when I met him when he was a sophomore. Um he brings a positive energy that kind of boosts my day when sometimes I'm feeling weighted down. And he comes in with a great big smile and a fist bump. Um he he I taught him not just not just this year with government, but last year in our dual credit college US history class. He was one of those students enrolled in that challenging history class. And he works so hard and he asks good questions and he's super engaged with social studies. Um I wish everybody could learn how to work like he does.

035On the athletic field, I think it's rare to find someone who is so so powerful and strong and so quick and speedy. Uh he I don't know that you ever even came out on the football field because he plays both ways. Um but he So he's just an impressive all around person. And so it's a big pleasure to to introduce him for the pledge of allegiance. Well, I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Hey, Jake, I've got a certificate for you. It's going to This needs to be on the top of your trophy case, too, by the way. Nobody here understands what you just said, Marcus. So, let's do it. >>

036fair? No, you're just No, Jake's his own man. No. You hold on. Who's Jacob May? All right, thank you. Okay, thank you. Thank you so much. Yeah, and as part of that strength and quickness, I still can't turn my neck all the way around because of that strength and quickness. I got this one. Yeah. Thanks, Jake. Good job. Keep it up, man. Okay, uh we'll continue on uh with our student liaison to the board, Austin. Austin, you're up. Hi, everyone. Uh okay, starting with last week, last Monday, spring sports started with track, golf, and baseball. Also, last Wednesday, the forestry class went on a field trip to remove Scotch broom. Um this helped restore and clear local walking trails. Uh moving on to this week, the National Honor Society on Monday, they had their inauguration

037ceremony to welcome new members to their club. Um tonight, actually, the spring festival concert is happening from 7:00 to 8:00 p.m. Um and then throughout this week, the sophomores and juniors were taking tests. The sophomores were taking SAT preparation, while juniors were taking um state testing for graduation. Um and then to end this week, we have conferences on Thursday and Friday. Um and then some things happening next week, or not next week, throughout the rest of the month. Um on the 20th, we have our annual job fair in the gym. Um and then we have spring break from March 20th to the 27th, or 23rd to the 27th. Um and then March 28th, Interact is hosting their annual egg hunt at Miller Park. And then at the very end of March, the 30th, I believe,

038um the aquaculture students are visiting the elementary school to start their uh egg to fry program, where elementary kids will learn about raising fish and the assignment or salmon life cycle. Thank you. Thank you. Okay, um moving on to 2.6, approval of the agenda, Superintendent. Okay, uh item uh 031126-2.6, agenda approval of the agenda. Superintendent, board chair, vice chair meet to prepare the agenda 1 week prior to the board meeting. Items of business may be suggested by any board member, staff member, student, or citizen of the district by notifying superintendent at least 5 working days prior to the meeting. Any changes to the agenda must be approved by majority vote. Uh administration recommends approval of the agenda. Directors, any uh discussion or or uh changes you'd like to see to the agenda? Nope. Josh. Board

039chair, be it resolved that the Snoqualmie School District Board of Directors approve the agenda as presented, resolution number 031126-2.6, approve agenda. Second. Resolution 031126-2.6, approve agenda. Motion made by Director Haberly, seconded by Director Miltenberger. Any discussion on the motion? Those in favor? Aye. Aye. Also, Tamara and uh Diana, if um I don't look at the computer screen in front of me and the big screens behind me, so don't just raise your hand, just chime in if you if you if you want to participate, just just unmute yourself and interrupt whoever's talking. Well, maybe >> likely be me. No, I take that back, which will most likely be Tom. Okay. Okay, uh, moving on to a 3.0, uh, public comment. Um, we we received quite a few emails and just to reassure everybody that um, everybody

040that submits those emails, um, if those emails go to Debbie or to Andy, um, they do indeed get forwarded to the rest of the board members. Um, and so she just has one little note, uh, if an email is received, I I will reply to the sender confirming that she has received it and that it will be forwarded to the board. If a letter or document is delivered in person, um, she'll date stamp it, um, scan it and then forward it to us as well. Uh, so we're going to get started. Looks like we have eight total, um, and so I'm going to give you the kind of the batting order. Uh, Chuck Trent, uh, Katie Snedden is on deck and uh, I think that's Mr. Orr. Yes, uh, and Robert, uh, Bob, you're you're

041in the hole. And also, um, you know, kind of mind the mind the policy. We'll have about 3 minutes, you know, if you can wrap it up in 3:10, we won't we won't uh, trigger the trap door. Um, but uh, and then also, uh, criticisms of of programs, okay, but criticisms of staff by name, um, not okay in this venue, but that would be need to follow our our uh, our specific complaint process. So, Chuck. My name is Chuck Trent and I'm a board member and treasurer of the Sausalito Valley Charter School. More importantly, I have grandkids and great grandkids attending the Sausalito School District elementary, middle and high school. I got a bunch of kids. I'd like to offer public comment on two specific topics that are being addressed tonight. First, the school district

042keeps talking about the district has liability concerning the charter school curriculum. I've read the Oregon statute and clearly states the district does not bear liability for the actions of the charter school. I can't understand why he keeps saying that when it's not true. I'd like to encourage each board member to become familiar with the ORS 338.115 number seven. Then decide whether you think there's any liability or not. And I'd like to quote that particular section of 338.115. The sponsor members of the governing board of the sponsor acting in their official capacities and the employees of a sponsor acting in their official capacities are immune from civil liability with respect to all activities related to a charter school, a public charter school, within the scope of their duties or employment. Second, I'd also like to address

043the comments currently circulate circulating regarding the Whitmore Classical Academy core knowledge curriculum. So, right now there's over 300 schools across the country that are using this curriculum. Nationally, about 15% of these schools are charter schools. Another 70% are regular public schools, while the remaining 15% are a mixture of secular and religiously affiliated private schools. There is no truth whatsoever that Whitmore Classical Academy is using any religious curriculum or a religious school. I'd like to bring to your attention a working paper entitled a kindergarten lottery evaluation of core knowledge charter schools should building general knowledge have a central role in education social science research and policy, which was published by Brown University. And the article is dated April 2023. A team of researchers at the University of Virginia, University of Notre Dame, and Auburn University studied

044what happened when schools took this core knowledge approach and applied it. On average, the students in the schools that used the framework scored a statistically significant 16 percentile points higher on the year-end state test than a control group of students who did not after controlling for race, gender, free and reduced lunch eligibility. Across Oregon, California, and Washington, there are 16 public schools using core knowledge curriculum. Two of those schools are in Oregon, and they meet Division 22 standards, or they could not be using it and receiving public funds. The curriculum we're using is definitely not religious, and it is inclusive. We believe the core knowledge curriculum is at the evidence-based curriculum choice for the students attending Whitmore Classical Academy, well, along with hundreds of other public schools. I just like to encourage each district board

045member do your own review of the material. Take a look at the SAUSD district academic scores. If you don't know what those are, you should know what they are. And I'd encourage every parent or guardian to review these results and make your own determination. For me and my family, they're not acceptable. Every parent or guardian has the right to make that decision for their family. One size does not fit all. It's time to take a different approach. You know the old saying, doing the same thing over and over expecting a different result is insanity. So, thank you for allowing me this time. Thanks, Chuck. Katie. And then, uh Bob, you're on deck, and uh Donna, you're in the hole. Good evening, uh Chair Lacatour and directors. Uh my name is Katie Snedden. I have served

046for the past 2 years on the facility advisory committee and I now serve on the committee seeking to pass a bond for the district improvement project. Last month and the month prior, you all at this table agreed to language allowing us to pursue this endeavor on the May ballot. While that vote was obviously instrumental in our success, we are hoping for more as everybody is. I'm asking each of you individually to write a testimonial or letter of support for the passage of measure 379. If you'd like to include your family and a photo, that would be icing on the cake. You can submit your testimonials and photos by replying to the email that I'm sending you all this evening. Testimonials and photos will be used on our website, which is savesaschoolbond.com, social media pages, and

047possibly in promotional materials. Additionally, there's more. There are volunteer opportunities available to you to join us in our door-to-door campaign, information booths at public events, and phone trees. As ambassadors of the district mission statement to motivate and prepare all students to reach their highest potential, I'm sure that you understand the weight that your public support holds for the successful passage of measure 379 and we look very forward to that public support. Thank you very much. Thank you. Okay, Bob, then Donna, and then Abby Kimball. Oh. Wait, I hear it. Hold on. Are we ready? No. No. You only get You only get Katie's remaining time, so make it quick. >> [laughter] >> Tell me what? It'll beep at you. Debbie, just let it run. Okay, she got it. Okay. Okay. Good evening. >> [clears throat]

048>> I'd like to briefly address two issues this evening. Both have been discussed. I'd like to add to those discussions. Thank you very much, first of all. my first issue is the four-day week and thank you all for your thoughtful discussion from 6:00 to 6:25. While I understand there are positive features to this possibility, there are also significant concerns. Will students spend their Fridays productively? How will working parents handle daycare? How do we feed kids when they need it? How will special ed kids >> [clears throat] >> fare? I fear that oh Yeah, I fear that four-day week could disproportionately hit hardest on our less fortunate families, thereby widening the economic gap. Sports practices and games will be starting later in the afternoons. Teens are not at their best in the mornings. We certainly do

049see that. And [snorts] this would get them to school even earlier. Attention spans are short and um we will be holding a longer classes. A student who misses two days of school would miss 50% of the week rather than currently 40%. Students need after-school jobs and our local employers need those students, but longer school days would negatively impact both groups. A change of this magnitude would be unfortunate at this time. We have a bond measure pending. Furthermore, a charter school will soon launch. The bond measure is of great importance to the entire community and right now that is where our focus should be between now and May 19th. It would be a shame if we move the back burner if we move that issue to the back burner due to another big issue in the

050spotlight. Second, the campaign for the bond measure is proceeding well and I believe it can pass. Although there were some delays after the board voted in January to authorize the bond measure, it is now it is now been certified by the county and the political action committee citizens for schools and community has been formed. We have terrific people, adults and students, working toward passage of the bond measure. We are working with an excellent consulting firm. Lawn signs are ordered. Radio announcements have been airing. Um >> [clears throat] >> mailers and flyers are being developed. We are receiving many endorsements uh and written material for the voter pamphlet is being submitted this evening. Now, the community needs to hear from you, the elected officials. We need you to write testimonials, record interviews, talk with your friends

051and neighbors, make telephone calls, and walk door-to-door when the time comes, and be visible presences in support of the bond. We hold meetings regularly. Please join us and learn more about what you can do. You are all on my email list, but I have heard that some of you have not been receiving the emails. I need to check all of the emails that I have and make sure that those are accurate um because we have been sending out uh notices of meetings. Our next meeting will be tomorrow evening at 6:00 at the high school library. Please join us. Your involvement is vitally important. Thank you. Bob, I've not been getting the emails, so we'll need to join. I didn't see after you left. Put in the email for you. Hopefully, it will work. Okay. Okay.

052Thank you, Bob. Um uh also uh directors uh uh Donna will be referencing some some um some um I forget exactly what it is. Um and she asked Debbie earlier, and I know that we discussed at one of our last work sessions that to not accept things, but I think to have it in front of us, and this also is a work session, would be appropriate to be able to see what she is referencing. We all okay with that? It's just It's just >> specific. I I don't know if I forget exactly what it is. Um Debbie, what is that again? It's It's part of the It's It's referencing part of the the Whitmore um application, right? Yes. Yeah. Yeah. So, I think it appropriate that we have that in front of us so we

053can we know what what Donna is referencing, but I don't make all the decisions. So, you've brought a you've brought a visual aid for your comments, is that correct? Yes, I did. >> Okay, I'm fine with a piece of paper. I'm fine with that. Yeah. Okay. So, um so um when Debbie gets back to her desk and can start that ominous large timer to your left, we'll uh Yeah. That daunting just just big countdown right right out of your periphery. I I will say though this is a great example of why it's it's great to get these in ahead of time because we do have two directors that are not going to be able to see this. So, if possible, get them in early. Yeah. Valid point. Okay. Donna. directors and superintendent. My name is

054Donna Heinan and I have lived in Florence for 5 years. I was one of the original board members of Whitmore Classical Academy and I continue to serve on the board today. I have stayed involved and continue to work hard to get our school open because I believe in it so much for the children and for our community. I saw classical education in action in my grandchildren's school in Manhattan and I brought classical education to our early discussions about a concept for a charter school in Florence. I want to reassure you that we are certainly continuing to pursue the classical education that we first presented in our charter application. I I part of all the original discussions and have stayed on this board to ensure that we do not veer from that original excellent vision. Classical

055education is logocentric, which is a diagnostic term to describe words, logic, and irrational nature. Also meaning it assumes that the world is orderly and knowable. And education should help students discover and understand this order. It emphasizes virtue and character formation, teaching students to for to emulate a great great historical figures and cultivate qualities like humility, and courage, and temperance. The approach encourages lifelong learning, critical thinking, and the ability to make connections across many disciplines. We presented it as a concept, and it has now involved it has evolved to implementation with the classical education premise we began with still intact. You can see in the charter application that you were handed that we described the scope and sequence of teaching core knowledge and Singapore math, and it is the very same scope and sequence that we

056will be using this fall when we open. Please, do not be manipulated into thinking it is something different than what we have said and shown from the beginning. I'm counting on this board to do the right thing. Thank you for your time. Thank you. Um our following order will be Abby Kimball and then Spencer Lake and then Lori Olson. Yeah. You just get to stare it for 15 seconds, Abby. I can do that. Okay. >> And while you're staring at that, we're all staring at you. Perfect. How do I Okay. Uh my name's Abby Kimball and hello everybody. I'm here to show my support for the charter school. I have lived in Mapleton mostly my entire life and I'm third generation Mapletonian. Um I have three kids ages eight, six, and five. So right now

057they're uh third first and preschool. Um I have been a stay-at-home mom for almost seven years and I'm and I now homeschool all of my kids. I never ever thought those words would ever come out of my mouth, but I'm so glad they do now. I taste it I take such pride in my kids' schooling and take it very seriously. Not because I hope for my kids to attend an Ivy League school or obtain prestigious degrees, but because I want to raise kids that are well-rounded, conducive to society, and critical thinkers. Now that I've homeschooled for a few years, I never ever thought I would consider my kids going back to any type of school, but the more curriculum review that I've done about and learned about Whitmore, the more I am inclined to send

058my daughters. The idea of a classical education, little to no computers, small class sizes, structure, and kids learning how to behave correctly and learning consequences makes me feel as though if I don't send them, they could be potentially missing out on something great. I currently use a classical based curriculum with my kids and it's evident that it works and it's very efficient. I believe in school choice. I believe that not one size fits all. I think that more school choice can greatly impact our community and so many families can benefit from Whitmore. For the ones who feel that homeschool is their only way right now, we are we are having to sacrifice a lot. In today's economy, it means financial sacrifice. It is next to impossible to live as a single income family. For me

059and my family though, it is worth the sacrifice to stay home with my kids and school them myself because we want to be engaged in our kids' education. I feel as though through Whitmore we can keep this engagement. I am excited for this new chapter in our lives to see where Whitmore takes my kids and how much they will grow from this opportunity. I think that it's uh it will be a great experience for our family and kids and kids wouldn't have um this opportunity if it weren't for a charter school option. Thank you for all the work that you've um put into making this an option for families just like mine. Thank you, Abby. Okay, uh Spencer. Uh I'd like to speak to the four-day week proposal. Um I wanted to emphasize that teachers

060um it's that it's daunting. Personally, it's daunting to stay up on top of all of the planning and the grading and the preparations and the organiza- organ- organizing that it within the school hours. Um and to have that extra Friday, every other Friday, to be able to come in and stay on top of that would be life-changing. And um I this past Saturday Mr. Harkleroad he's he would not toot his own horn, but he came in to offer stu- we offered students who had not completed the major project that we started this term a chance to get still a passing score despite it being very late if they came in on a Saturday and got it done. Um there were 23 students out of all my the the all the senior class that still needed

061that. 10 of them showed up, but it also that could have been me on a Friday, one of those inter- as an intervention day, rather than Mr. Harkleroad working on a Saturday. And um I crave that time to be able to help seniors succeed on every other Friday. And then the the Fridays where I I am not working, it would be amazing to have that time just to breathe. I had a detached retina twice last year. I could have had my doctor's appointments on Fridays without having to take work off and plan for a sub. Um I teach the college US history classes I mentioned earlier. It it it is very uh time-consuming to grade the midterm and final exam essays and their five to seven-page research papers that I'm required to give for the

062Oregon Tech program. And I came in on Sunday and I felt like this is not fair, but it but I owe it to my students. I have to grade these essays and there's not time to do that within the regular school day. I could do that on a Friday. I could grade those essays and those research papers. Um so, um I uh Everybody I've talked to who and I've been paying attention to this four-day proposal from for years before it came up here at Siuslaw. And everybody I've talked to has found it has has has been in favor of it and haven't gone back. Um so, uh I wanted to say that we miss out on opportunities when we ask what could go wrong if we do something different. Um it's also worth asking what

063could go right. Change carries risks. It we might fail. We might but sticking to the status quo also brings risk and we might fail to grow. We might fail to improve in a lot of different ways. And so, I think it's better to test and learn than to never test at all and ask what could go right by genuinely having this this extra It's an opportunity um if we switch to the four-day proposal. Thank you. Thank you. Okay, um Lori Olsen and then Emma Mule and that would wrap up our eight. Oh, you missed it. Good evening. Evening. >> of the board. Um, I'm here for the uh in support of the Whitmore Academy. My name is Lori Olson. I'm the owner of Darling's Resort. I'm here tonight as both a local business owner and

064a grandmother of four boys who will grow up in this community. Like many families here, I believe it's past time to get back to basics in education. As a business owner, I see the broader picture. Successful schools strengthen communities. They attract families, support local businesses, and help build the next generation of responsible citizens and workers. A charter school doesn't take away from public education. It expands opportunity and gives families another option that will better fit their children. Uh, I was involved in the charter school at the inception. Um, there was never any mention of religion or persuasion. It's a classical education model focused on strong academics, critical thinking, history, literature, and civic responsibility. A strong foundation many of us want for our children and grandchildren. What I want for my grandsons and is simple. Rigorous

065academics, an understanding of their civic responsibilities, and a school culture where parents are actively involved. These are goals of Whitmore Academy. I would respectfully ask board members to stop approaching this conversation defensively and start looking at the potential benefits for the kids, for the families, and for the community. At the end of the day, the decision shouldn't be about protecting systems. It should be about doing what's best for the children. Thank you for your time. Thank you. Uh Emma Muel. Am I pronouncing her last name correctly? Meely, okay. Meely. Meely? Meely, okay. >> Yes. Uh I mean, technically it's German, so it would be like Muela, but it got Americanized along somewhere else. Yes, Meely. Emma, please. Absolutely. Um I'd like to echo just a few of the comments that I've already heard um from

066the supporters of Whitmore Academy. One is civic uh duty and responsibility, and I know that you're all aware of your civic duty and responsibility as board members to follow the law and obligations that you have as board members. Um I know that uh you were told that you don't bear liability for what is under WCA's jurisdiction, which is true, but you do have jurisdiction in the oversight of the curriculum and making sure that it does adhere to the law. Um um that is that is fully within um the scope of what you guys have. So, um you've been invited by by Chuck to also look at the curriculum, so I invite you to take him up on that and and um so I'd like to >> support item 6.5, which is the independent curriculum review.

067Um under the charter contract, the school's curriculum was supposed to be reviewed before it opened by June of 2025. That didn't happen. I believe not because anyone refused, but because the curriculum wasn't finished yet. Um crosswalks were still being built through the fall, and most materials only became available to the public this winter. So, really, now is the first realistic time to carry out the review that the contract already required. Um I also want to clarify that the curriculum review and the affiliation issue are two different things. The affiliation question is with ODE. But the source of the curriculum matters for understanding what's in it. According to the February 17th work session minutes, which are being approved tonight, SVCS said, "We are using Hillsdale's scope and sequence and have access to their online teaching library

068as a Hillsdale curriculum school." The district's own summary from that same meeting confirmed that the charter school can't officially affiliate or become a member school. Whether that official official affiliation of uh is ever approved or not, the curriculum built on that framework still needs to be reviewed to make sure it complies with Oregon standards, SB 13, and division 22. And that's exactly what item 6.5 would do. Finally, a curriculum review doesn't prejudice anything. It just determines whether materials stay as is, um get limited use, or need to be replaced. That's standard procedure under policy 2A AR2. I respectfully ask the board to support it. Thank you. Thank you. Okay. And uh I'm quite impressed. Other than Chuck, everybody stayed to their time. Chuck. I think way over my time. Yeah. Well, I I I would

069have gone back to that trap door had I known there was only going to be be be the one. Okay. Uh thank you for all of those those comments. Um gives us gives us more information to consider with the numerous things that are that are on the the board's plate and agenda. Um so, moving forward with our agenda, uh we move to 5.0, the consent agenda. Superintendent. Okay. Uh item 031126-5.0, consent agenda consent business. This month's consent agenda contains the following items February 11th, 2026 board meeting minutes February 17th, 2026 work session meeting minutes February 2026 financial statement enrollment update for the month and renewal non-renewal extension non-extension of licensed staff and administrators. Administration recommends approval of the consent agenda as presented but there's a specific item of the board would like to review it

070can be made as an independent item. Directors, we still all okay with what we had sent to the consent agenda? Board chair, be it resolved that the Saydel School District Board approves the consent agenda as presented resolution number 0 31126-5.0 consent agenda. Second. Thank you. Resolution 031126-5.0 consent agenda resolution made by Director Haberly seconded by Director Postgate any discussion on the motion? Those in favor? I. Thank you. Okay, into our action and discussion items. First is this is now a third read and this was our conversation during the work session. So at the very least what we need to do this evening because this is March is the the deadline to have this calendar well to have a calendar it may not be this one but after our discussion but to have a calendar approved

071but I'm stealing superintendent's thunder superintendent item 6.1. 031126-6.1 2026-2027 student calendar school board needs to to a next year student calendar prior to April board meeting. Uh this draft of the 2026 student school meets all requirements for instructional time. The winter and spring break holidays follow the schedules of the public universities in Oregon. Uh also presented is your draft outline for 2027-8. Is the recommendation of administration to adopt the 2026-27 student calendar version one as presented. Do you want to highlight any more of those those what is on version one seeing as we've had discussed this numerous times. This is starting before Labor Day etc. but go ahead. >> Yeah. So again, in in version one, uh we start uh before Labor Day. Uh we go a four-day week with a with an off day

072on Friday uh to give uh kids that are working the ability to work the long holiday weekend. Uh and what this does is it brings the end of the school year uh back to June 10th. Um if we again started after Labor Day with Labor Day being 7th, uh school would end June 17th or June 18th. Um we have done that in the past and the third week of June it's really really long for everybody. It's like those last five minutes of class for a week. Yeah, in some in some degree, yeah. Um uh and again I again this kind of strikes a bit of a compromise between giving kids the long weekend um that still need to work uh coming into the uh Labor Day holiday. Uh it puts our kids on campus uh

073during the first official week of the fall uh scholastic or uh athletic season. Um when we've started uh after Labor Day and the um OSA calendar begins before that, uh it's been really hard to get kids here uh and engage and start everything on time. We wind up having a kind of a dead week first week and we don't have a full uh uh full teams and full schedules until second week. Um And so again, the the difference between uh again like uh version one and version two is where we have um one curriculum day. Uh last year we started with five days of um teacher in-service week and staff development. Version one continues that with um one additional day in August instead of during the middle of the year. Um And so again, so

074version two uh kind of has the same uh feel to it. Um But again, there's only four days in August instead of five uh for teacher in-service. And then your after Labor Days um again, same again, a four-day, five-day uh in-service August, but again, we talk about moving now the school year to June uh 16th and um June 17th for the end of the year. Uh again, and that's Again, just it just winds up being very very long. This uh again, we only have to do it once every decade or so to make this decision. Um uh Overall in the county, um we have eight districts that have already declared that they're starting after Labor Day. We've got six that are starting before Labor Day. Gets to 50/50 split. Basically. So, um I like I

075like version one. I can't speak for everybody else. I like version one, too. Yep. Um Both Leon and Emanuel, you'll both be gone after Labor Day, so they have to go to school longer. Would that be your vote? Um I was kind of siding with um beforehand cuz I think the point of everyone's kind of be done with school. Yeah, but we'll be gone. You'll You just get We're supposed to represent all the schools. Oh, okay. Yeah. That past Not well, well, present and future. That's that's good. Uh Yes. Yes. Emanuel, have a seat now. Yeah, manual. And I know too some employers do they want like um students that are working before or like at least early June because that's kind of when the the rush starts for like Summer starts for everybody else.

076>> Yeah, and so if they're like a week late and they're still in school then it's kind of hard for like people if they still need training or more time. Good points, good points. Thank you. Um Director Cole, Director Pimlott, any comments? I'll take that as a no comment. Um go ahead. I was just going to say I'm I think I like version one just because of the fact they do get out earlier than having to go later. I think that last week's not going to be very productive. Yeah. Yeah, amen. Tom. Um That's my choice as well. Version one. >> Diana. Thank you. We have some teachers still in the house. Do you guys No. Sorry. We do that too often. We we we reach out to the gallery too often. This is this

077is a a board Okay. a board board business. I do have one more question. Yeah, go ahead. Um if the four-day school week goes into effect, will the would we be voting on the same We would just be Yeah, if if if after further discussion either this evening or or between now and and and and gathering more information for discussion in April and Andy correct me here if I'm wrong, but that would the start and stop the start to excuse me, the begin beginning and end dates would not change. It would just be a a modified weekly schedule. That That's correct? >> Correct. We would again, if the board is going with version one, first day of school will be August 31st. Um and then your last day of school winds up again being uh

078June 10th. And again, we just talk about the length of the school day and Fridays. Yeah. And yeah, so the beginning and stay the same. It is what happens Monday through Thursday versus Monday through Friday in that time frame that changes. Yeah, and so Tamara, that that brings up a decent segue as well into directors after our work session commentary and discussion. Any further thoughts to share now on a four-day or do we want to each do kind of our own reconnaissance of looking at other districts and and bring this up again in April? Yeah, it's worthy of research. Okay. Yeah. Okay. So, that would be that would be a charge to each of us then um is to to look into that but as far as this evening a motion would be in order

079for for version one if that's what if that's the direction we're leaning. Board chair. Be it resolved that the Issaquah School District Board of Directors approve version one of the student school year calendar for the upcoming 2026-2027 school year resolution number 031126-6.1 2026-2027 student school year calendar. Second. Resolution number 031126-6.1 2026-2027 school year calendar. Motion made by Director Miltenberger for version one seconded by Director Haberly. Any discussion on the motion? Those in favor. Aye. Aye. Aye. Okay, I think I heard two separate ayes on the computer and I'll take a a non mic opening from the computer as a yes vote. Okay, um 6-2 um and directors on your on your desks was a blue sheet. This is the superintendent evaluation summary. Um turn [clears throat] to be on the right page. Um and I'll

080I'll be Josh, I won't put you on the on the hook for reading this one in its entirety out loud. That's we'll save that for the multi-page reports that we have. Um so the background here is this is well, item number 031126-6.2, the annual um the the superintendent's annual evaluation summary. The annual evaluation of the superintendent has been conducted by the Board of Directors. This is the presentation of the executive summary for the public record. Myself, um I will read the summary to the public. The summary of the annual evaluation of the superintendent will be released to the media after this board meeting. Uh the Siuslaw excuse me, the Siuslaw School District uh Superintendent Evaluation 25-26 Superintendent Evaluation Summary. The Board of Directors of Siuslaw School District 97J has completed Superintendent Andrew Grasky's annual evaluation

081for the year ending 2-28-26. Superintendent Superintendent Grasky is reaching the completion of 10 years as Superintendent of the Siuslaw School District with excellent evaluations that have that consistently have shown improvement in all areas. The Board has used COSA OSBA evaluation processes over the last several years. We rated the areas of cultural culturally responsive instructional leadership and improvement, effective financial management and policy, governance and advocacy, ethics and professional norms, and communications and community relations. He's maintained and accomplished the highest rating or effective the second highest rating in all of those areas. In addition, over the past several months he has been making a concerted effort to increase engagement in the community, whether it be attendance at service clubs, City Council meetings, or other local events, he has continued to be the face of the school district.

082The Board values and appreciates his dedication to our district over the past 31 years of employment in all of his capacities including including science teacher, coach, athletic director, high school vice principal, middle school principal, and superintendent. We're grateful that he has extended his service through the 26-27 school year. And that will be signed a different copy will be signed by myself and the superintendent after this meeting and released to the media. So, boom, that's 6.2. Moving on to 6.3. 6.3, um, policy IKF graduation requirements. Superintendent. Okay, IKF 031126-6.3 first reading. Uh, this policy was adopted, uh, during the >> Any, may I interrupt? >> Yes. That was a very abrupt ending to that summary. Let me do at least this. Yes. Yeah, congratulations. Thank you. I'm just streamlining today. >> Okay. Streamline. >> So, my

083apologies for excessive streamlining. Quick is okay. Quick is good. Uh, again, so uh, policy IKF graduation requirements. Uh, we adopted the policy, um, February 11th, uh, board meeting uh, with additional review to address the elective credit requirements for 12th graders that transfer in during their last year of high school. These students would be held to the Oregon graduation standard with respect to five elective credits rather than the unique requirement of six elective credits. Administration recommends the board of directors adopts policy IKF graduation requirements. >> [clears throat] >> Uh, su- directors, any any questions or comments on this? I mean, this one's pretty straightforward in in my reading of it. Yeah. And it's I I don't I can't imagine it's even going to have effect very often. We've got three kids this year. Um, again, have

084come in, yeah, that have come in. Again, they're on track to graduate, but again, coming in in their senior year, they would have to pick up an eighth class to get to again pick up our other elective. They already have um advisory credits coming in from other schools. And so, this is they're just cuz we have the we have additional credits within social studies that other districts don't have. And so, that's that's what kind of where the rub's at. So, we don't want to hang those kids up. Mike? Trickier is still with the government being a full year course requirement now for seniors. If a student comes in after the first semester of government it's completely they don't even have a chance to go back for that first Sure. There's part of it is even

085within the senior year Okay. We appreciate consideration of this change. Thank you. Any other thoughts, Adrian? Nope. See you want a motion. Please do. Yeah. Uh be it resolved or chair. Be it resolved that the Sauk Rapids School District Board adopt policy IKF graduation requirements as presented resolution number 031126-6.3 policy IKF graduation requirements. Second. Resolution number 031126-6.3 policy IKF graduation requirements. Motion made by Director Pollett, seconded by Director Miltenberger. Any discussion on the motion? Those in favor? Aye. >> Aye. 64 policy IKFB graduation exercises. Okay. Yes. >> And and it's accompanying AR. Okay. Uh 031126-6.4 policy IKFB graduation exercises and IKFB AR participation in graduation exercises. Uh to allow students that are concurrently enrolled in home school or private school programs that complete courses and participate in extracurricular activities at Sauk Rapids High School to

086participate in commencement graduation exercises. Administration recommends that the Board of had dot policy IKFB graduation requirement graduation exercises and IKFEAR participation in graduation exercises. Okay, real quick Tom before I before I get to you. Apparently I'm not very good at streamlining because I did not point out that the last six six three was a first read so we didn't have to vote on it. But this one seeing as it's it's AR means in this first read that we should vote on this one as well because what what happens with the one happens with the with the other to make Debbie's life easier because I could feel her staring at my brain over there saying you're about to do it again. But only so only halfway. Tom. Uh uh sure. Um uh so to make make

087this clear this is not change this this AR is not changing anything about who receives our diploma. Uh it is extending the graduation ceremony exclusively to students who are not Siuslaw students but are participating in the Siuslaw uh culture and uh and and school and uh and want to participate in the graduation and then they are concurrently graduating from home school or uh virtual charter school some other program. It's it's again it's not watering down our diploma because it's not changing who receives the diploma. It's only opening the ceremony to to the wider community and I'm I'm pretty and strongly in support of it. I just wanted to say that when we were at the policy committee um there was a very lively and very positive discussion about this. It was everyone was very excited

088that we were allowing that very clearly. Yeah, I will also toss in I was in I was part of that discussion. It felt it felt awesome to be able to do it. I will say that this is a wonderful way to build community with our kids who are Vikings but just don't spend their whole day here. Yeah. Good. So uh sorry I know I already spoke. Um the what we did talk about at the policy committee um and it's tough because we have such a the the graduating student who is kind of a poster child for this is such an excep- exceptional example where she's so involved in the school, but we wanted to future proof it, so we did add then um a little uh if you go to number six, um the requirements

089are four more credits completed or two credits with participation in two extracurricular activity. Just to put into to codify, you know, what are the guidelines for someone who's participating in the school culture. >> Sure. Thanks for pointing that out. Okay. So, any uh Tamara Diana, any thoughts on that? Silence I'll take as a no. 1,001. >> Fully in support of it. Okay. All right. Well, then a motion would be in order, directors. Board. Go ahead, Tom. Can I just one? Thank you. Uh chair, be it resolved that the Sausalito School District Board adopt policy IKFB graduation exercises and IKFB AR participation in graduation exercises as presented. Resolution number 031126-6.4 policy IKFB graduation exercises and IKFB AR participation in graduation exercises. Second. Resolution number 031126-6.4 policy IKFB graduation exercises and IKFB AR participation in graduation exercises.

090Motion made by Director Postgate, seconded by Director Haberly. Any discussion on the motion? Those in favor? Aye. Okay. Um moving on to um a a board discussion here um of 6.6.5 um superintendent. This is the request for independent curriculum review pursuant to policy um what is that? Are those eyes? Yes. I I A A R two. So again, what I would say again considering some of the discussions here, the the scope and sequence has never been the issue. Again, the classical uh education methodology never been the issue. This is a bit of a bit of a materials issue. Um again, there are some things that with these books coming out a little late in the cycle that um again need some additional supplementation and just some quick review. Uh I would compare it to this

091is that um about three cycles ago we bought a biology book that stated that the human eye, the cornea is plastic. It's and people jump to the conclusion they think plastic. Right? As a physical substance, as a chemical substance, but not in the physical state where it is moldable under pressure. So it gave us an opportunity to write the lesson that needed to correct those, right? Um and so again, this is not about negating the charter school or negating the philosophy of classical education. It is to go through and do the fine tooth piece. Right? Because even the charter school said their their their crosswalks weren't built when they had the physical text in front of them. Right? So that's where some of this is. There are some things I found that are again need

092clarification and question and that's it. Um and again, like we have a couple of we have like an ODE complaint in this kind of tangentially tied up. Going through this process answers that question for the district, answers that question for the charter school. Again, so it's this idea that this is about negating the charter school is incorrect. So So would this Well, I'm I'm pretty split here personally. I'll I'll talk for myself here. I'm pretty split here because I do I do believe that there's been substantial due diligence on on on the charter school side of of choosing a curriculum and and finding those crosswalks and and yes, before you had a chosen curriculum, you couldn't establish correctly those those crosswalks. So but real quick before I lose this out of my streamlined brain here,

093um like having that correction in that biology book, that that just came down to those teaching biology adapted their lesson plan and pointed out, "Hey, look, the book says plastic. Do we know what plastic means? Is that how like that scenario was represented?" >> Yeah. Okay. Um All right, then the uh cuz when you look at the list of what >> what the outcomes are, people are focused on either removal or continuation without restriction. It's number two. It's modified use. It's additional supplementation. Yeah. So one of my concerns with a with a committee, this is this is my personal concern, is that that that committee review this through the appropriate lens. And that lens of division 22 standards and now I just forgot the other one. Uh something 13. SB 13? >> Yeah, SB. There

094you go. That should be easy. School board 13. I don't know what that has to do with anything. But that that would be my concern as opposed to as opposed to a review lens that would be do I like it or not. And seeing as we are all biased humans, biased by our own experiences or or whatever, being able to look at it simply through that lens would be that's a concern that I have that I haven't remedied in or come to my own conclusion on. Uh Maureen. I just like to ask uh cuz we're talking about referring it to committee. Can I have the superintendent re- review what that committee would be committee committee would be made of? Uh well again, the the committee is going to be an elementary administrator, uh a librarian,

095uh two or three teachers, four people from the community, a student from the leadership group. In that in that same vein, what would what would a timeline for this be? Again, it can run concurrently with other processes, probably. And again, I'm looking at having a meeting time to review and a follow-up meeting. Probably have it wrapped up in 6 weeks. Mhm. Probably four if they hustled. Spring's just busy, that's all. Mhm. Yeah, I'm I think this is a pretty clear continuation of policy in my mind. Um we had the public review and thank you to the people here who helped with that. Um and then we had some community members come in and say they had some concerns. And I think it's our job now to address those concerns. And I think the best way

096to do that is to get an independent committee to So, I came in and looked at the books, um the first and second version of it, but then the third version when there was all of books, I was like, I can't do this all by myself. So, I think I would love some help from a committee to go through and make sure I mean, I know that um I know that this curriculum has been used in other states, but Oregon has some truly unique quirks to its education. Um we have lawmakers love to put in little laws about teachers have to teach this now. And having professional educators who are already versed in this uh take a look at it, I think would be a massive boon and a great show of of us doing

097our duty to the community. Well, and again, I again, staying away from the term cuz again, people are confusing curriculum review with concept and not materials. Concept, scope and sequence, perfectly fine. Test it, rigorous. We know what's going on. It's again going through the again, the physical books to go through to make sure that those items that have that need clarity have those let have that noted and input. That's all. Tamara, Diana, do you have any uh any comments or and additional thoughts for us here? Um I do. Um it to me with the committee, it's it sounds like it's going to be their opinions on what they see or or feel about the curriculum. And it's to me it's going to go back it's I'm going to bring up something that was in the

098past that happened it when it was the book removal from the library. We had the committee and it was their opinion um that they provided to us on that book and it's kind to me it's kind of the same thing. It's going to be their opinion on the curriculum that they're reviewing. Well, I again, there are some things that are observable facts that are wrong. There's a list of terms that show again that there's singular and possessive items and it just needs to be clarified in that directive that these are singular, these are plural, these are collective. Some are some are listed as again, typically male, he, him. Some are female, he, her, but again, we also have I, which assumes the gender of the speaker and if you don't know that, it's without gender.

099So, that's the clarification needs to go in. It's just that there's a broad kind of mix of some of those statements that just Hey, when we talk about this, these items are separate and unique. Wouldn't that fall to the to the the the teachers similar to to the the example of the biology book that that would be part of the teachers lesson plan? Because the teacher would know that hey, it refers to the gender of the speaker and this is how you determine that the Not necessarily because again, it's written in the in the text as all of these things are male or female, okay? Again, there's also some other again, just and I didn't spend a lot of time going through, but I picked like again, a couple of random passages, opened them up

100and again, we've got a list of spelling words that are supposed to be all three-syllable words. Some of them are not three-syllable words. Again, they need to be consolidated into a different unit. That's all. Maureen. I just I kind of feel like we've we've kind of discussed this over and over again and there's just lots of things to bring it up and it seems to me like like instead of just having the same discussion over and over to refer it to another body that would maybe have a widen a wider or different perspective. Maybe where we need to be right now just because we have eyes from the community that are looking at a little bit differently than maybe we have or have more time to go into it. I I I definitely think having

101other eyes cuz this has been a discussion for a long time and I think kind of bringing it to fruition whether we whether we agree with the committee or not, I think having having those other eyes on it at this time because it's been such a long long drawn thing that this may make sense at this point. So, I think that is a is a really good point that was kind of tucked in there that, you know, whether whether the committee decides X or decides Y, they bring it to us for a decision. So, why would we why would we say no, we don't want information, we don't want the we don't want a group of people who know what they're doing and community members to look at this and give us an idea. You

102know, I mean, I I have the same the same situation as Tom. It's a lot of material go through more than I have the ability to go through on my own, to be perfectly frank, unless someone wants to pay me to do it. We're all in tears. I would have to get child care to sit down for that long. >> there's no there's no point in in the decision-making process where I think the thing that we should be saying is I want less information. I I think that when we're trying to make a decision, especially one that, you know, this is it it affects a lot of people, you know, I mean, it it's important that we have that we have our that we back our decisions the same way as as we always should

103and that's with just some data, some idea from some practiced people who know what they're doing to just give us some some reference to what we're what we're really looking at. >> Okay, let's let's let's define a couple of things here. So, >> But before we do, can I can I just add a comment? Please, Diana. Okay. So, if we if we do move forward with this proposal, I think it's going to be important that we have the right body of people at the table to evaluate the material, that we have a very clear course in what the evaluation of the material means, that we have a crosswalk that's defined and available for all of us and any other community member who chooses to look at that work available, so we know what was discussed

104and what decisions were made by the review committee. And I would hope that we would have um participants on the review committee who include um maybe some who had experience doing something very similar to this from outside of the district. So, this is new. It'll be new for everyone within our district with our community members, but I hope we have some on that team that have participated possibly in in a in a similar situation that may have experience. Yeah, Adrian. Yeah, I just I wonder if um there's some path forward where we uh try and maybe drag the person from the charter school who did the independent review for the charter school onto this as well to make sure that there's >> Wait, time out. Did you say drag or should we say invite? Your

105your choice how that one works. >> Let's let's use the word invite. >> Invite. But yeah, I I mean That that invitation's already been made. talk about that, but but one other point I wanted to make, whatever direction we take here, we need to expedite the process. So, if we have a goal of getting this done between 4 and 6 weeks, it cannot be any more than 6 weeks. So, it it means stepping into it with a hard plan and sticking with that plan. Thank you, Adrian. Uh Andy, um what what do you think it would take you to create a a calendar of of events for this to work? Uh what The calendar is pretty well spelled out in policy. Again, it's just a matter of again, inviting who the again, really the four

106Kirkham outside people are. Well, I Let's I I wanted to I want to be be clear and and define something here um because I we've all we've all kind of been using the same word about decisions made, decisions made. And really, I think this goes back to my concern about what lens this is going to be reviewed through. And the lens is SB 13 and Division 22. And so so to my understanding the the decisions that we have to make is does it adhere to the state standards as spelled out in SB 13 and division 22. Right. And again, we >> That That's our decision, not whether or not do I like it, do I not like it, do do I think there's a better way, do I think there's a a different way. The

107lens would the lens would have to be does it meet state standard? Well, again, and that's where again, we have again, in our elementary school, we've adopted independent things that are not on the approved review list and again, gone through and literally written at the elementary level this covers 85% of the standards. Here's how we cover the other 15%. Right. Mike, do you want to talk about the last review that you guys did for independent? I I can and it's be easier to show Debbie has sent the link to your email. Uh we can bring it up. Well, that's that Well, that's being brought up, Tom. Um I just as far as when we're talking about the scope of the um of the committee, I do definitely agree that we need to absolutely have our

108very high order that the law is being followed and that the regulations are being followed. But we are also the partner district for this school. This is going to be a school that's partnered with our district and I do I do think it's important that we are also making sure it matches our values and our guiding principles. So, I I would advocate for that being a part of it as well. Um I I you know, our I believe that their mission statement and our mission statement are very much parallel. Using using different language, but very much parallel. And so, if they if as they are choosing their curriculum to adhere to their mission statements and their goals and values that I don't think it has veered from that. And as far as to my understanding

109and please somebody correct me if I'm wrong, that the the the responsibility of the sponsoring district's board is that it meets state standard. Not that that, you know, and so and so how they how this charter school or any charter school allows their scope and sequence that these scope and sequence of their curriculum to to adhere to their mission statement and I'll I'll reiterate my my personal opinion on their mission statement. It I believe it parallels ours quite well, you know, to the betterment of students. Um, but I I my my candid honest thought, Tom, is if we put a second lens in front of the state standard lens, well, then how many others can we stack on there? It's like it's like that movie. What's that movie? With Nicholas Cage treasure hunting with those

110glasses. National Yeah, that one. National Treasure. Diane, I I do think it's important that we stick to SB 13 division 22 and that those be the the items on the cross off that we should be focusing on. I I do believe that we share the same mission and that mission is the kids within our community. I just want to say that Yeah, Maureen and Mike, your your feet are going to get tired, but we're we're getting to you. I just wanted to make a quick statement before we're talking about making sure that every that all the standards are being met. It seems to me like looking at it now before the charter school gets started or or way down the line looking at it now and making sure that all the standards are met seems

111seems to make sense more than waiting till after they start and then finding out that oops, something's not working. Yeah, Mike, hang on one more second. And and so to that point, I told you that I was split because because as as elected officials, we have we have obligations to the community as a whole. And so as we have as we have concerned citizens that want to make sure that standards are met, that does fall into our our scope and our duty as as board members. And so it's it's, you know, Maureen when when when you and I and and all take all take full heat or credit for having this item on the agenda. Tom sent it to us and and totally appropriately with enough time to get it out, but it was after

112our board meeting. Maureen and I had a discussion. I said let's put it on there because it does need discussed. So so the fact that this is here, that was my call. Kick me in the shins or pat me on the back, whichever one you want. Um but so I forget what I forget the actual point I was trying to make now. Maybe I'll remember it once I get once we go to Mike, but that so still in my mind I'm I'm I'm halvesies. Mike. When when we review curriculum on the standards in the subjects in the department, the summer before group of teachers from across the state get together and they review all the different publishers' programs that are submitted to them against a set of rubrics for each subject. And then we select

113from their pre-approved list. So that we we typically get a list of programs that are approved. If we choose from the approved list, we know we're good with all of the work. We know it's going to meet standards. Then we're just selecting selecting from already successfully approved programs. If we want to use a program that's different, as in this case, an independent adoption, the process exists for that. And Debbie, this is if you could share that for me. This looks very wordy and I apologize for that. But these are links in the independent adoption curriculum or program and guidance that show what the rubrics look like. So in the K2 category for English language arts, if you could click on that link, Debbie. Sorry. And then scroll down. These rubrics exist for each subject and

114this is what we would have to be evaluating the new curriculum against this set of rubrics. This goes down to lesson level in certain ways, but it also has to do with how a program is put together, everything from the scope and sequence which we've already said we don't have a problem with and don't foresee there being issues there. It's a lengthy process. It's a very wordy process. You can see there's a zero to four or is it a one to three rating on the side and we have to score each of those categories to to make it to demonstrate to ODE that this has had a thorough evaluation. So it's not a short process. It's a long process, a lot of reading, a lot of reviewing and a lot of flipping through. So but

115it is I would say the rubrics are created already. So you talk about the lens upon the lens. I think we stick to a basic rubric that's already pre-approved, that should go a long way towards eliminating any of the bias that people are concerned about and the end should be a product that we can objectively say this program meets and if we identify elements of the program that don't meet then we can address those or ask the charter school to address those specifically. We've done independent adoptions before. Miss Mr. G was talking about the biology book. We also had a science program where we looked at. Now that was one that ODE ruled it out, said no, this one doesn't meet standards and the report card sort of for the program tells us where. We

116were able to go back and address the specifics and fix it and use that as an independent adoption. But this keeps it fair. No. Right. Yeah, with with which are the crosswalks? Which are those bridges we've been talking about for quite a while. Adrian. So, if I'm understanding this correctly, right? We go through the process properly, we use the rubric, so on and so forth. We we finish the process. You know, right now their ODE is interested in whether or not we're meeting standard or they're meeting standards with this curriculum. I mean, to me it looks like we finish this process and they get a piece of paper that says, "Yeah, we are." You know what I mean? I I I so I mean, in a in a way, once this process comes to an

117end, I feel like everybody comes out ahead. You know, there's there's no one who who I mean, as long as long as as long as we're okay with addressing any issues that we as long as they are okay with addressing any issues that are found in the curriculum. I mean, this looks like a great way to kind of deal with the fact that that there's that there's that there's How would I put it? Um that ODE might be interested in the fact that they might not be that they might not be meeting standards with the curriculum. Well, and and ODE and and in addition, concerned citizens. Yeah, and and >> That cuz that's that's where that that's that's where the root is is is with with But but more than that >> I want to

118I I want to frame it in a way that cuz the I think that's two different two different things to say, right? Cuz one one thing is yes, I think that then you also exactly what you're saying, right? You get the benefit of okay, you know, folks who have been worried about this, here's here's the piece of paper. Here's, you know, these people went through this process, this four six-week process to make sure that, you know, any of any of your worries are are taken care of. But then on the other side of that, there's also the the charter school being given I I I don't know how you would put it, being given that thing that just is like our district has shown uh that not not only are you meeting standards, but any

119standards that you weren't meeting, you're you're fixing. I I I think every everyone comes out ahead at the end of that process. >> And again, this is the materials match-up. Do the Do the materials meet the methodology? Is there Is there clarification in the materials that supports again, the methodology? And that's That's all this is. Cuz again, there are again, >> [clears throat] >> not again, not wanting to kind of bias into the system again, leafing through and finding a couple things that are factually incorrect that need again, a like again, it's a clarification. Those are things that get written into those supplemental crosswalks because again, matching standards with a scope and sequence is fairly easy cuz they're very broad. It's where people get lost in the details and then if this were not to

120be done and then somebody comes back a year from now and goes, "Hey, this has come up in the curriculum. How did this get approved?" Right? How did this factual Again, this solves that problem. Tamara or Diana, any further thoughts? Or Josh or Tom or anyone >> emphasize. I mean, I I agree that reviewing the curriculum is it is is probably the next best step in terms of ensuring that um all that we've completed the crosswalk and that it the the crosswalk is clearly visible and um we can validate it across the board. But how we accomplish this, I just think that we need to be very um very thorough in in and um and and, in how we approach this. Um, it it needs to be neutral. It needs to be well thought out.

121Um, and we need the right people at the at the table to conduct the review. And it needs to be done within six weeks. Um, I want to address that specifically. I we I don't think that we can realistically ask to be thorough and to be quick. Um, especially when the six weeks isn't isn't that quick. I understand. Uh, but especially when it is when we're asking people who already have full-time jobs that to to dedicate their time to this. And for we can't just ask our admins to put everything down on on our schedule to get this done in a very specific time frame. Um, and I would rather it be more thorough. And I don't believe that this process has to stop anything. Um, like we can share the materials as needed. Um,

122I know that they are the charter school already put links to everything online. So we're not we don't have to withhold the materials from them. And it doesn't have to be complete by a deadline. Um, I would rather us make sure that we have that receipt to say, yes, we did our duty to our community. But the thing is it's not just our community because Oregon uses a state school fund. And that means that this this school is going to be getting money from the state fund. And other that means that puts other districts funding at stake. So we are and it's it's not just a local problem if we are found to be willingly out of compliance. I I don't I don't believe that that any out of compliance of our district would affect

123any other district. If if there's a district that is blatantly disobeying law and the state withholds their funds, it wouldn't affect us. I what I I trying to say is that people outside of the district could theoretically have claim to make complaints if if our if hypothetically our board was willingly um ignoring being out of compliance because they're getting state money. Yeah, would you say that was an extreme case though? Yeah, can I just add that that Can I just add Hey, hey, hang on 1 second. I got to get that. Hey, hey, Diana, give me give give me just 1 second. I'll I'll I'll uh I'll I'll reference you, but Tom, go ahead. I don't know that I would because we have already gotten local complaints and if we if we refuse to address

124them, then I think at that point we are willingly out of compliance. Hm. Diana. I just wanted to um speak to the timeline. Andy has already told us that he believes this can be accomplished between 4 to 6 weeks. I don't imagine that Andy believed he was not going to be thorough in um in presenting the material. Andy, correct me [clears throat] if I'm wrong, but you you did indicate that you thought this could be done within 6 weeks. Correct. Well, again, our policy lays out a 45-day timeline from inception to final report to board. You know what really streamline this? Smacking that gavel and going home. Yeah, yeah, like the church school has their primary crosswalk items done, which match concept and standard. Now it's taking concept and standard and matching it to the

125reference material and making sure that the reference material lines up and any clarifications are made at that level. We're not starting from scratch, in other words. Oh, no. No, if we were starting with scratch, we would be start we would have started last June. Yeah. Well, and and I think I think a clarification and anybody please correct me if I'm wrong, starting from starting from scratch isn't our job. It wasn't our job to choose the the the curriculum. That's it just our duty is to make sure it meets state standards that the chosen curriculum. Yes. Maureen. Yeah, the the charter I'm sorry. >> Go ahead, Diana. Go ahead, Diana. I mean, the charter school has performed the crosswalk. It's it's we can at this time validate that crosswalk and ensure that all laws are are

126represented. And so Diana, when you say at this time, are you saying through this through a committee review process? Is that what you're referencing? Yes, I am. Okay. Maureen. I just don't want to negate the fact that the charter school has put a lot of time and effort into this and us just saying, you know, we want to take over. They have put a lot of time and into it and they've already done a lot of work on it. So [clears throat] we're not >> it out. Yeah, I'm not wanting to negate what they've already done and the research that they've done cuz they've done a lot. So I don't want to to negate that. I just want to say that that it makes sense to have an outside entity maybe looking at it a

127little a little more thoroughly. I do agree with you, Maureen. They have invested a lot of work into this and um and to to validate that and on review and ensure and cross all the T's is we you know, I I see um merit in that um provided we can get it done in a timely fashion. And again, this shouldn't be considered to be an outside review. It should be considered a joint review. Then we've got four slots to fill on this group that are again general community members. That that Thank you, Andy. That that brought up a question that I was going to have, but Josh, what do you I Um I I think due diligence is is is probably doing this review is is a positive thing for all parties involved. I do

128share some of the concerns that you had you had said about, you know, lenses, but after hearing from um principal article road, I think if they're using those those same metrics, it's it's probably very similar to what the um the charter school group did themselves when they're building this. So, um >> By necessity to cuz that they're trying to make sure they're following the the uh the ODE standard, too, I think. So, I think this would kind of well round everything and and hopefully put a lot of these issues to bed that some people have had concerns with. Okay, well, directors, I think it's decision time then. Um unless there's any other input. Tamara, Diana, any other input? No. >> And I don't see Okay, thank you. Um and thank you for everybody's input. Um

129so, now what we come down to is we don't have an official resolution to be made here. Um this would just be a direction giving to the given to the superintendent either to convene a committee or to not convene a committee. What are we thinking? Um sure. Head nods, thumbs ups. Well, well, let's let's You could formalize it with a resolution if you want, but again, it's you're telling me follow the policy and bring us in because you've had a request. Yeah. Or don't. So, can I steal one of your papers? You one of your resolution papers? >> Can somebody hum the Jeopardy tune while I write this out? That's not humming, that's whistling. >> [laughter] >> Halfway there. Chief. We're just all waiting on you, Brian. Yep. No pressure. My my handwriting is definitely

130not streamlined. >> I'm going to get asked a pretty good year. I'm going to I was going to So, you don't have any something to say. Well, there we go. I think he said that. I told you this already. I couldn't. >> Okay. So, [clears throat] my hand is not didn't even cramp up in that chicken scratch. Okay, so um I wrote this out. I will read it, but I can't make the resolution as as the one that sits with the gavel. Um and so directors Maureen gave me the thumbs up here, but just make sure this sounds proper. Um that it's it's the resolution number 031126-6.4, request for independent curriculum review pursuant to policy policy IIA um AR 2. Yes. 6.5 See, that's why I'm reading the whole thing. Yeah, cuz I went back

131to 6.4 to cheat. >> go. Yeah, see streamline just doesn't work for me today. Brian, can I ask a question? Um >> Please. If we One thing that I think is going to be important is is that we have um Brian, you and Maureen um participating with Andy and someone from the charter school to establish the committee participants. I think that's I [clears throat] think that's valid. So, if we if we What are your thoughts? No, again, that's fine. Again, it's an open invitation that should be made. That's all. Yeah, it's yeah. So, I don't know if that if the resolution if any if your wording of the resolution will impact at all that at all if in terms of policy. Um [clears throat] Yeah. I don't know. That's why I brought it up now.

132That's why I brought it up now. Yeah, we just thank you. We just spoke it out into uh the the ether and and on YouTube. So Is this a committee of the board or a committee of the superintendent or Again, it's a committee that I convened and then again, by policy again, is an elementary administrator, two teachers, a librarian, a student, and four general community members. It's a group of nine. So, write a report that comes to me and I bring it to the board. I I think based on all the, you know, the the history of this that I think it's a good idea if we have both Ryan and Maureen and someone from the school board participating alongside you, Andy, to define who is participating on the committee. That's That's my only thought.

133I like that idea, too. Okay. So, here's the Go ahead. I do have another question. Um are [snorts] we, as board members, able to be at the the um the >> at those review meetings? >> Yes, thank you. No, because the report is coming to you and you have the final, again, authority to accept or reject in the end. >> And I understand that. >> you got your thumb in the you got your thumb in the pie all the way through the process. Not if it like if we just sit there just to listen, we can't we can't be there or even like a charter school. Director Cole, I think I think it's the same thing that we just talked about on Monday where like us being there will change the conversation. Yeah, I I

134agree with Tom on that and Doug from Monday. Um so, here here's the here's the wording of the resolution. Chime in if you um if you don't um if you want to add or take away from this. Uh be it resolved that the Saugus School District Board direct the superintendent to convene a committee to review WCA materials for adherence to SB 13 and Division 22 standards. Anything to add to that? >> put a timeline on there that it's not to exceed the six Uh it's already stated in the policy. Timeline is in the policy. Perfect. Okay. So, I can't make this resolution. You want to read the title of the resolution? No, you'd have to read it. If you can read that chicken scratch. Okay. Josh is contractor. He knows contractor scribble. Okay. >> Worse

135than doctor scribble. Well, I see first grade stuff every day. Not that I want it Not that I want it to We see first grade every day. You can't read mine. Just for the record, just for the record, I also write the way I talk. It's in all caps. Be it resolved that the Saugus School District Board direct the superintendent to convene a committee to review WCA materials for adherence to SB 13 and Division 22 standards. Um 031126-6.5 request for independent curriculum material review pursuant to policy IIA-AR. Yes. Correct. I think Second. Resolution 031126-6.5 request for independent material review pursuant to policy IIA-AR. Motion made by Director Miltonberger, seconded by Director Pollett. Any discussion on the motion? Those in favor? Aye. >> Aye. Aye. Any Okay. All right, that concludes our sixes. I will have

136to remember to give that to Debbie. Um so on to our reports and um communications, Superintendent, we'll start with you as per the norm. >> Okay, uh personnel report for March 11, 2026. Again, uh certified educators, Audrey Reynolds, uh transfer to special education resource teacher, Slauson Middle School, for math intervention at the middle school. Uh classified paraprofessional staff hirings, Amy Palito, educational aid at the middle school, uh from special education bus transportation. Breanna Caldwell, again, going to special education from permanent staff uh bus driver. Uh we got some retirements and resignations coming up towards the end of the year. Uh Mr. Brent Nichols, life skills teacher uh at the high school, is retiring at the end of the school year. Uh Mr. Charles, one of our elementary PE teachers, is relocating with his family. Uh

137Christina Johnson, our speech and language pathologist, is retiring at the end of the year. Uh Ida Bassett, uh custodian one, elementary school. Uh Kathleen Anderson Fawcett, special education life skills aid, Slauson Middle School. Randy Schmoll, permanent bus driver, transportation to Bailey Overton. Um are separating from the district. Um and then, again, we have most of my rest of my notes are on the four-day week in my report. Uh conferences are coming up. Uh Tomorrow? Tomorrow and Friday. Uh we got a couple other things working on and you can see on my list. Um uh again, there's a group of us that are working in the county level to see uh how feasible it is to bring back uh driver education at the school level. Um and then, because it's transportation and it came up in

138the last meeting, I will let you know that I have a fitness for duty assessment for transportation on March 23rd. Oh. I wonder why that one was emphasized. Get my Get my my bus driver physical. Test my eyes, test my feet. Um and then again, yeah yeah again, you knows we've talked about my retiring and the April 1st is my April Fool's Day for filing my paperwork. Um and I think the two bigger things coming up that people should be aware about, again, March 20th is our student career fair at the high school. Again, we've got 40 some odd vendors coming in and they'll help our students again with some of their uh professional skills and going and talking with adults. Again, basically kind of selling to get to get a job. Um and some

139of those kids do get hired for summer employment out of that. And then coming down the road, uh May 1st is our all staff retirement recognition ceremony at 2:45. So, if you got a chance to put that in your schedule, that would be great. Um and we'll we'll mention that in April, too. Uh and then you've got your elementary, middle, and high school Vikings of the month. Um again, we want to say thank you to all those students for being great examples in and out of the classroom. And that would wrap up any uh additional comments from me for the meeting. Okay, thank you. Um CC, [clears throat] do you have anything for us? Um I'm nothing to too complex. Um I do have a brief review uh the new reports for the general fund.

140Um since it's a complex fund, if you looked at your board packet and um reviewed it, there's a little bit more visual for you to see some key performance indicators, show us where our budget to actuals are. It's real clear on the separation of benefits. Sometimes we just throw in this is how many benefits we have. Say we it's 500,000. Um those key indicators will split it up between retirement and um also insurance, medical, and all of that. So, you can actually see what is in that um and then then um it also rolls up and it shows you part of the state school fund what what references um um the state school fund revenue that is counted towards that that they reduce um the amount that they pay us. So, it gives you some

141um key items. It goes um year to date, month to date, so you can see it down to the detail there. And then also I've I left our old reports from and it's probably been going on for more than 10 years with those reports. Um I left those. They're simplistic because um our grants are usually zeroed out at the end of the at the end of the year, so you're just um looking at that. But if you ever need more detail, I'm always available. So, thank you. Have a good evening. >> Thank you. Um Director, has any question? Go ahead. Can I chime in? Sorry. Um I >> [clears throat] >> I need to get off here if that's okay. Okay. Thank you. Thank you for joining us. Yeah, thank you. >> We appreciate your

142time and and and good luck with what you're dealing with. Thank you. Appreciate it. Good. All right. Bye-bye. Thank you. Have a good night. Okay. Um uh admin reports, directors, as we read through these um any other And and Andy just keeps having fun. Just keeps having fun. Make it bigger for you this time. >> I appreciate that. Do one of these. Yeah. Yeah, so Comments. Really? High reliance on detentions. You've got chain links next to that? Attaboy. Right. Okay. Okay. All right. Um so, directors, any any any any Well, I I mean this sincerely. We'll we'll we'll start with our obligatory thank you very much for producing these this this I I do appreciate this information. Um I know it's it's hopefully it's not a dead horse, but when I see attendance numbers it

143it hurts my soul, you know, that I don't like to see so many chronic absentees and kind of across the board like show up. Don't quit. Show up like that. And so anytime I see these these absentee numbers it's it's painful. Um but but there's also lots and lots of good in here that I see, you know, with the disciplinary things and the the pictures of the activities and I really we I can't speak for everybody, but I know I really appreciate those. Maureen, you were about to say something. I was going to say I go to the to the first I volunteer to first grade class and there's been a lot of kids sick. I mean there've been about half of the kids there and half of the kids out and the kids that

144are there are sniffling. So it's going around. So Okay. And nice. Nice. Okay, uh directors any questions for for any of the admin that are that are here with us this evening? For their reports or for anything I suppose. Okay. All right. Um it well and thank you again for uh for producing those. Uh we'll move on to our student reps. Um we'll start with Emmanuel tonight. Emmanuel, anything for us? Uh not tonight. Okay. Um and the invite to the both of you is I failed to to look at you and say, "Hey, what do you think? What do you think?" So chime in. Feel free to chime in. I know this is really easy for me to say at the tail end of this meeting, but please chime in. Okay, Lillian, anything for us?

145I don't have anything in particular. >> Okay. Thank you. Um so uh moving on uh to our future meeting dates. Uh April 8th is our April budget/board meeting starting at 5:30 over at the middle school commons. And let me just point that out. Again, over at the middle school commons, at the middle school commons. Why? Because I'm going to give Chris nightmares for all the stuff that he has to move over there. So, we're going to have a meeting at the middle school commons next month. Okay. And but he has Debbie to help and she makes it all happen. Right, Chris? Okay. Um but just a reminder that that the seven of us are also budget committee members. So, that is that the beginning of that meeting is for the entire budget committee, including the

146seven of us and the seven of the budget committee. Uh April 22nd uh is the budget meeting that starts at uh 6:00 p.m. Also, oh, we got three in a row at the middle school commons. Nice. Okay. May 1st is the end-of-the-year staff retirement. Oh, no, you don't have to set up for that one. That's the 2:45 to 3:45 at the middle school commons. He only has to set up for two. Um the May meeting is May 13th, June meeting is June 10th. Um also, uh our policy BCBA student representatives to the board, it is that time of year again. The applications are available online or at the high school office. Uh the appointment by the board is for a 1-year term, July 1, 2026 through July 30th, 2027. Applications should be submitted to the

147district office by May 1st. Um March uh so, if if y'all have enjoyed sitting through all these meetings, pass pass the word on to those underclassmen that can join us next year. So, um March 15th through April 15th is the window for Oregon government government ethics reporting, um and we each have the the sole responsibility to log in and file that individually. Um OGE, the Oregon ethics Excuse me, Oregon government ethics, they will be sending us emails soon. Um so, pay attention to that because we need to turn those in. Um Board member acknowledgements, I'll go this way, Tom. Um I want to say thank you to Principal Flora for MCing the PTA talent show. It was beautiful. Um, one of our representative who isn't here, Grace, sang a song. It was It was very

148nice. Um, and thank you to the middle school for hosting. Um, I do want to um I want to thank our citizens for being so involved in this process, uh for being involved in local government. We've got We've got so many letters and emails and um survey results and uh the amount of the amount of feedback that we got throughout this month was quite staggering. Um and I think that doing your civic duty is is a thing to be admired, and we don't all have to agree all the time, but you have an opinion and and it's our duty to hear it. So, thank you for sharing. Um, and then I hope to see you all tomorrow at the meeting for the facilities committee. Or, it's not the facilities committee anymore, but for the for

149the PAC, yeah. I hope to see you all there. Josh. Nothing for me tonight. Diana. Well, I wanted to take an opportunity to um voice my appreciation for the work that has been um performed by Sarah Mann and Bob Warne and Mike Cargill Road in collaboration with LCC and Peace Health um to stand up and continue our our CNA program. It's a It's a tremendously valuable program for our students um and for the community at large. So, you know, I we we there was some risk in in possibly delaying and maybe losing this program this year, but they stepped up, got the work done, and the program will continue. So, I do want to say thank you for that. Thank you. And she did that all the while she was coaching the wrestling team as

150well. Um, we already went to you, Adrian. None for me tonight. >> Okay. Maureen? Well, yes, of course I have things. Okay, so I am still getting the wonderful privilege of being able to volunteer at the elementary school several days a week and and seeing the little first graders not be so little anymore as the year is going on and just really appreciating the time and being able to see our staff and and just appreciating that chance to do that. And also, I had an incredible opportunity where I got to actually tour the fish hatchery and I got to see the students that were are involved be so proud of their accomplishment and what they're doing and show me how to and I knew about this and this is how this works and it was

151just it was just wonderful to see them all beaming and very happy and I got to be there on their very first operational day. So, I just feel very privileged and I appreciate Amy being allowing me to attend and and be her incredible students. So, um, it's it's an opportunity and a thing I think there's very few fish hatcheries and small fish schools in the in the state and for us there's three. She's giving me a sign of three. For us to be one of those to have that opportunity and and the expertise that goes with that is is a real privilege and I feel I feel wonderful to be able to have that chance to to be there. It was great. Okay. Well, with that, Go Vikes meeting adjourned. I'm at one of the

152highest on that as a fisherman.