001Any this time we'll proceed with the agenda provided if there's not for Oregon revised statute RS 192 This meeting is being video recorded and will be posted on the mission district website. We'll start out with the pledge of allegiance. >> I aliance to the flag of the United States of America and to the for it stands one nation under God indivisible with liberty and justice for all. and take roll call. We have all four. Um the at this time we'll open the budget hearing. Um we'll receive public input. At this time we will open the budget hearing for public input. If anybody has anything they would like to share. We'll give time as we go through some of these other things before we close it. So if anyone has anything or thinks of anything that
002they want to add, feel free. So we'll go right to the superintendent report. Uh I'm just passing most of my time back to Jeff and Michelle since they'll be presenting tonight. Um, I do want to just mention that last Bobby. Um, that last if you in your board packet there's that last enrollment report on 65 down. We'll be interested to see what enrollment looks like come September. hoping that we can stabilize if not increase enrollment. So, we'll see how it goes. And all I have for right now, I have nothing to report on. Uh items of discussion. Winston Dler School District secondary screen recap. doing it all. >> All right. Thank you for having us here tonight, Craig and I. We uh giving you guys a little recap what we did this year and we're
003pretty excited about where we're going and where we're headed. So, um just to start off here, just kind of our school direction. Uh mainly want to focus on the red ones there, but our mission, our vision, which we've kept the same from last year. Um but our improvement goals, uh graduation rate, um our freshman on track for graduation, our attendance, um and our effective professional development for staff. So really focusing on what do our teachers need on that last one to help support our students. So um our graduation rates is the first one we're going to start with. So what what our students need completion is 24 credits and 100 community service hours. um some of our strategies to complete that that freshman on track intervention schedules that we use. That's our daily schedules of
004uh getting kids in the classroom and they get to sign up for teachers that they're missing stuff um or tests they need to retake, whatever that might be, or teachers pull them. Um grade level focused professional learning communities left our PLS, that's our teacher groups, um specifically designed at each grade level to help support our kids in need. Um our center for high school success partnership has been a tremendous help. Some of their resources have been great. Um, and then just attendance tracking with our SRO's um, and our front office really keeping track of our kids and where they're at and what they're doing. Um, and reaching out when they do hit those marks of like, hey, you're not here, you're not attending, what's going on, how do we get you here? So, here's our
005uh, kind of our breakdown over the past few years. Um, I kind of kept back to 2122. Um, so this is our graduation rate. We have a different one for the state that reports a little bit differently, but our inbuilding seniors for this year, we had 100% graduate. Um, so every student that we had in our building that we control the outcomes, we had 100% of them graduate. So that that was a pretty good feeling. We haven't hit that mark in a while. So last year we were close, but this year we got it. So I know our counselors and our uh teachers were really working hard at getting kids in there, interventions effective, all of it. our finished strong plan that we did at the end of the year. Um we got those last
006few that were just right there. We got them across. So it was a pretty good feeling to see those few walk um and graduate. >> Yay. >> So what's the difference between your state report? >> So the state one includes students that may have been in the cohort so that they left us or they dropped off somewhere and there some of them we can't control where they go. So if they don't ever sign up somewhere else, they they count against us instead of, you know, them going to Roseberg or Southern or stop on >> and we're always trying to track that. >> Yep. Yeah. It can be a hassle. >> Yep. >> Like if they go online or they just school >> or they go out of state and we just lose track of where
007they went. >> Yeah. So our our freshman on track is our next strategy. So that is hitting our ninth graders right at the beginning of high school and really focusing a lot of our attention on keeping them on track. So the goal of that is to complete a quarter of the credits they need to graduate. So that's at least six out of the seven credits possible their first year of high school. Um so they need that'll be six out of 24 total that they need. Um so receiving no more than one F um each semester. Um so some of our strategies for that are pretty similar to our graduation stuff. So, operation success period that we have, that's one that we implemented this year pretty strong. We've had it for a couple years, but it
008it really came on strong this year. It's some of those first semester we focused on um really just some of the basics of what do we do in high school, what are the skills that we need, how do we organize ourselves, how do we get to class on time, um how do we talk to teachers, how do we advocate for ourselves when we don't know what's going on or we miss the day. Um, so just some of those basic skills they need to start to grow up into high school and and be ready for those those types of situations. Um, freshman credit recovery for semester 2, so we kept that period, but this year was the first year we did this. Um, so any freshman that failed a core class, math, English, or science, we
009kept them in a freshman success period and they worked on credit recovery for them. Um, so if they missed one of those core classes, they had a whole period every single day where they worked on proficiency to regain that credit. and our teachers worked hard at creating that opportunity for those kids so that they could stay on track and get some of those baseline skills up and some of those deficits and uh we had some pretty good success with it for our first year doing it. So, we're pretty happy with that turnout. Um again, our interventions um freshman focused our PLC group has been tremendous vertically aligned with the middle school which I'm sure Michelle's going to get into here in a minute. Um yeah, and our attendance in the center for high school success
010again. So, our freshman on track this year. Again, pretty happy with the outcome or go ahead. >> So, do other schools do this? So, if you get a freshman that come in in the middle of the year, you don't. So, they have to start start over and >> No, they don't. It's No, we just put them right in there. They just continue from where they are with us. We try to catch them up. >> Yeah. the the center of high school theft is actually kind of modeling that for what we're doing here because no one else is doing this right now uh from the junior high all the way up. They were really nervous about the junior high doing it, but they're now they're excited because it's working so well. So, um I think it's
011going to catch on some other schools that they're affiliated with. >> Yeah. I I didn't know how the income impression. >> Yeah. So, so our results right there that you see, so that bottom box there, end of year 2526. Our goal with this year was a pretty high goal to maintain at least 85% on track. By the end of the school year, we hit 92. Um, that's the best we've had um since I've been here. So, that's that's pretty awesome. Uh, last year we hit 88 and we were stoked about that, but 92 was a pretty big hit for us. Um, that's freshman on track um attaining six credits for their first year of high school. So, that keeps them on track to graduation. And that is a huge precursor to um graduation rates is
012that first year of high school of keeping them on track. >> Did the junior high do this last year or is this the first year that they're this is this is our first year. >> Oh, okay. I was just wondering would it come up that much? >> Yeah. So, we're at 4% from last year. >> Yeah. >> Um but that credit recovery, I put a note down there. We had six students that were able to make up one or more core classes in semester 2 credit recovery. Um, one of those students actually recovered three classes. They had failed three core classes, all three of them, and they actually recovered a credit and a half of core class material. And it's not just the credits per se of like that's the important part. It's just they
013obtain those baseline skills. So, moving forward sophomore year, they're much more likely to succeed moving forward having filled some of those learning gaps and that understanding. So, we're we're really curious to see where that goes and how we can maintain it and get get going better the next year, too. So um on track overview so this is kind of an overview of our so our grade levels on the left there. So we have our sophomores, juniors and seniors. So I did kind of a continuous from 2223 to current 2526 moving to the right there. Um so for our sophomores um that top top row there on the 10th overall credits got 83% are on track. So that's overall for both years. And this year we had 86% I think it says obtain six credits this
014year. So keeping them on track. Our juniors overall credits 98% are on track. That's an overview of their entire um high school career but 98% on track. And this year 96% of them got six credits or more. Um and for our seniors obviously it was 100. We had a full hundred graduate this year which is awesome. So our attendance, if you guys remember from last year, our school tracking that we do is 80% attendance or better. The state level is 90% attendance or better. Um, so some of our strategies for that with the partners with the SRO attendance tracking, like I said, at the front office, um, and build building safe and inviting school environment, um, and some attendance incentives. I know Craig did a whole bunch of gift cards and school swag and stuff
015for kids that had good attendance, and they got pretty excited about that. That's been a pretty good strategy. Um kind of few numbers up here. Um but in the red is our 80% attendance or better for this year. So for our ninth graders, you can see the 90 and then the 90% attendance are better. The blue is 61. So overall, our attendance probably wasn't better than last year. Um I'm kind of curious to see some of the outcomes of that. But I mean, our with our credit recovery and our um credit attainment and on track stuff for graduation, it's it's those numbers have gone up. So, um attendance is one we're still going to be trying to maintain and watch. They're all pretty close, but at the same time, we'd like to see those numbers
016start going up a little bit more. Um overall for grades 9 through 12, our goal was at 65% um of attendance and we were at 62. So not ideal, but again our numbers in grades and credit cover and graduation were up. So we're pretty happy about that. um some of the surveys that we do um just to get some of the perspectives from our students and get their kind of voice on what's going on. And this is, you know, kind of funneling some of our strategies that we do and some of our engagement with our teachers and how they approach kids. So, this is pretty wordy, so I'm just going to read a few or read a couple of them out that um we thought were pretty solid. Um student voice. So in the engagement
017piece, that top bullet point there, 81% of students felt that the most of their teachers will support them if they ask for help. So that's just a connection thing that we've been looking at, like how are our teachers connecting with students, right? Being that they're approachable, that they can contact them, that students have them as a resource. Um, and just creating that connection is a great precursor um to improving our attendance and our achievement overall. you guys have any if you guys want to see this more obviously you can give it to Kevin you can disperse it out if you want but um teacher voice so we also do surveys with teachers just to get their perspective on things um one of the ones that we like to look at is um feelings of confidence
018so that middle one there um 95% feel they can have success with all students so that's a pretty solid one there we like to look for is like how does teachers feel are they confident in what they're doing they feel like they can connect with students. Um, some of the other ones we look for is how are our P days PD days, are they impactful? Are they useful for our teachers? And they had some pretty good responses with that. Um, so we're pretty happy with some of our results from this year with students um and teachers. My last slide. Um, so our road map forward. Okay, there's a lot of words up there as well, but a lot of that is just maintaining what we've already talked about with our freshman success, credit recovery, um
019ninth grade on track, graduation rates, um getting our attendance consistent and up. Um creating a school environment that that students want to be there, that they feel invited, they feel like they can be successful. Uh our PD days, we want those to be impactful for our teachers and meaningful. um have being that it's a great resource for them to reflect with each other and improve their practice for our students benefit. So, a lot of that's a repeat of what we've done. But um some of the things for next year that I really want to focus on with our teachers is increasing their skill and capacity with different strategies to connect with kids and to help kids be successful. Um there's different ways that, you know, each kid's different. So, it's the bigger bag that they
020have on their hip of of strategies that they can use to impact a kid and connect with a kid, the better that they'll be overall. >> Did I miss anything? >> No, I just think that they'll they can go back to where when we started this is when the board voted to to break this um the athletic director and vice principal job apart. uh you know cost us a little bit more money but we was able to free up our our assistant principal to to focus in on kids and what really needs to happen. I think that was one of the best decisions we can make because when Rob took it over Rob started it and then you know of course Jeff took over after that. It's just been getting better and better every year
021and the data is showing that, you know, it did cost the district a little bit of money by adding uh that athletic director, but I think it's it's showing by our numbers up here that, you know, we've got a great academic system going up there and it keeps getting better every year. So, we we truly believe thank you guys for for doing that for our kids. So, we're getting better every year. So, any other comments or questions at all? So the show gets gets ready to start. Um this is uh this is a project I'm excited about. We are in year one, so our data isn't exactly where we want to be. This is something pioneering and new in reaching out with the Center for High School Success. There was one other school district in
022Oregon considering this and that was a result from a presentation that Jeff gave uh to the region on the work that we were doing at the high school and mentioning that we had a year of partnering with the with the eighth grade team. And so we had done that. We were we were excited and we were looking at expanding it down down into further grades. So Esticada is looking at partnering with us. And if you know anything at 3A size schools, ETA has been one of the pioneering districts. in Oregon over the last 10 years. And so it's exciting to see ESDA coming to us for RIT. And so with that, um, we are we're in a position where it's new for the Center for High School Success. So we're we're massaging and feeling our
023way through and we're informing them as much as they're informing us. And so it's it's exciting as we're starting to discover a path. And again, you know, our goal is we're considering it. Our eighth grade promotion is our version of graduation. We want those rates to be up there and we want to see that success period for the high school. Uh it's been uh it's been really exciting to have a similar program and we really are starting to work at the high school and Michelle has done a fabulous job this year stepping up and so not to keep you here all night. I'm going to let her do that. >> All right. Thank you. Oh, it's way too far. Okay. So um our big priorities for this year were uh to pro partner with the
024center for high school success and bring that framework down to the middle school. Uh and our primary goal is uh eighth grade readiness. We want those kids prepared. They want we want them engaged and successfully trans transitioning up to the high school. We also felt that as a building that we wanted each grade level to be ready to transition to the next grade level. Um our second priority is on attendance trying to improve that engagement and belonging supporting their academic achievement and reducing chronic absenteeism. And third our professional development. It coincided with our uh partnering with center for high school success along with our advisory planning because that was another big change for us this year was implementing an advisory period at the beginning of the day. So, for our eighth grade readiness, uh it's
025really important that we prepare these guys to go up to the high school because as Jeff was saying, they have to do their um ninth grade success class um which if we can prepare the kids with those skills before they get to high school, then they won't rely on that to help them get into the groove of being at high school. So, we want to prepare them for those expectations. We want to build their skills and increase their confidence. Um because this was a new program, a new shift for us, we didn't have any data to fall back on as far as creating a goal. Um so our timeline was just for this year. We measured um their uh on track, which is less than one F um by semester. And so at the end
026of the first semester, you can see our sixth graders were at 96% on track, seventh grade at 83% and our eighth graders were 94%. Those numbers dipped a little by the end of semester 2. Um and so that's something that we have to sort of analyze and and figure out what the root causes of that that dip so that we can um finish strong at the end of of next year. So, as I uh I mentioned, advisory. The strategies we implemented to help our kids get on track for um readying to high school is advisory. Um this is a place where we can teach our FDL lessons. Uh it's a place to create belonging and engagement, giving the kids um a teacher that they can rely on and connect with. but also allowed them to
027have sort of a soft start so that it wasn't like bam now you have to think about math right when you get to school. Uh, and then we also started at the Oregon CIS. They have a middle school component. And so with our eighth grade team, our eighth graders, we were able to start that to help them get into the mindset that school is important because it's going to get you to those careers. And it allowed them to explore careers that they might not have even have realized were out there. And then again with our center of our high school success partnerships, our grade level uh teams PLC meetings on a regular basis. And this is a place where we one one big part that we uh wanted to make sure that we were implementing
028with fidelity was our kids talk protocol. This was um a place where the teachers would talk about kids and how they're doing both as a person and as a student so that we could find what those causes of their misbehavior or their lack of attendance or their um you know number of FS and we can then intervene uh and support early. Uh along with that we also have an intervention schedule on a weekly basis. uh it takes the place of of advisory and so that we can do those targeted interventions. So for next year what we'd like to do is we came up with an area of need for our entire building which is skill development. Uh so we plan to create predictable advisory lessons that are centered around that belonging and then each grade
029level then pinpointed a a skill that they felt like their grade level kind of needed to have some extra work on. Uh sixth grade chose the organization and self-efficacy. Seventh grade was in the accountability and self-regulation area and then eighth grade wants to really focus on that high school readiness and using the Oregon CIS from the beginning. Uh we also plan to do targeted interventions both individual and group that are focused uh on that center for high school success work in the areas of academic attendance, skills development and then that root cause response which may be uh anywhere from getting a student counseling to you know making sure that they have a safe space to um doing a voice group or something like that all the way up to just retach um in it in
030their core subject. And then for our teachers, we um plan to do our datadriven decision- making, not just I feel like this kid needs this, it's based in the data. So using that uh attendance, academic behavior data in order to um drive our decisions and what interventions we plan to implement. The second area was attendance and uh we all know that regular attendance supports their academic achievement. Uh our school improvement plan goal was to be at 92% or higher. So in the chart there you can see that I actually went um wanted to see I I did a deeper dive into the data and compared last year to this year um with the grade level on the left hand side and then you can see our 92% or better has improved in the sixth grade
031eighth and eighth grade and overall it's improved from 52% to 56% of our students are at 92% attendance or better. in the 95% uh we see improvement in the eighth grade um which actually was enough to bump overall from 36% to 38%. Um and then we actually had some students with 100% attendance which I was really impressed with which also went up 3 to 4%. So for next year because we have put so much emphasis on our work with advisory intervention center for high school success um we put a lot of work into that this year and so it felt like attendance kind of took a backseat for us and we'd like to make that a higher priority for next year. So doing that attendance tracking um utilizing the parent core attendance module that we
032now have access to um doing those attendance incentives because we want to celebrate and recognize students for showing up and the advisory connection as I said giving them a chance to connect with the teacher having that advisory teacher reach out to encourage the their attendance and be their champion. We also plan on developing a tier three attendance team to really get our chronic absentee students. And then uh for professional development as I said our priorities for this year were that schoolwide training on the center for high school success framework uh in implementing the kids talk protocol and intervention tracker in our PLC meetings. um making sure that we have those actionable agendas and developing our data literacy. Uh we also focused on advisory planning and then building our guiding coalition and consistency across the school.
033So this was a really big thing for us and a a really heavy load to make sure that we were giving this to our teachers to make sure that they could feel like they have the ability and the capacity to do this work. And our action plan for next year is to um take our skills development big school and then develop a small adult targeted target targeted goals for our grade level team so that um they can then develop and modify their advisory lessons to focus on those skills that that are uh needed. Uh we plan on doing an intervention reboot. So prioritize weeks for certain subjects which can help plan for those predictable pitfalls. It creates consistency and makes intervention more effective. Uh we want to continue with our start strong, hold strong, and
034really focus on that finish strong and continue addressing behavior because while we saw that our number of referrals were up by 17% this year, that's because we were holding students accountable, we were continuously reteing expectations. Uh and the part that I want to really focus on is that PDIS and encouraging those appropriate behaviors and celebrating those behaviors. Um, and then celebrate the wins all across the building, not just with students, but with teachers and with staff to show that this is the place that you want to show up and you want to be at and this is where you want to do your learning. Um and just to reiterate with our skill development like I said this year um our we had our advisory period which um mostly use the responsive classroom curriculum and focus
035a lot on and that soft start. Uh and then next year we really want to get into that skills development which is grade specific and continue with our uh social emotional learning and really create a sense of belonging for our kids so that they do show up on time and here all day. So to wrap up um we are going to continue with our areas of of priority which are our eighth grade readiness that grade specific skill development in our advisory and then reinforce throughout the day so that they know that it's not just a one and done uh with our attendance monitoring identifying and supporting students to reduce absenteeism. And then our professional development. We want to move towards our phase three with our partnership with Center for High School Success to refine our
036systems and respond to root causes. >> Any questions? >> What do you do with some of the kids that still not ready to go to the high school? You hold them back. >> Well, holding them back requires a whole team. How can you push somebody to the high school that's not ready? >> What we can do is we can um encourage them to attend summer school, >> which is our best our best uh avenue. >> Kurt, one of the one of the things that we're really trying to focus on is in the middle school, we probably need to have more of an emphasis on the soft skills and developing those soft skills. And so um if you go back to the skills wheel, you'll see there are four quadrants and all all classes all grade
037levels will focus on that content and those technical skills. We're going to use that content technical skills as a caveat or as a context to then focus on in the seventh grade that's really kind of a pivotal year being able to self-regulate. We see an attendance dip. We see an academic dip. And so that is a that is a really rough year, rough developmental stage for our students. So really focusing on self-regulation and using classroom stressors and those things as an opportunity to teach those skills. If we can if we can help overcome some of those. Um I believe Craig and I can remember several years ago we would get students that as their freshman year really have struggling in self-regulation. And I'd say that was that was the same for other districts that I
038worked in as a high school administrator. And so our focus is going to be continuing to support the academics to do the academics to build these personal skills as we're at that really difficult stage in life. And if we can help the kids self-regulate eighth grade, we're going to be more likely to get them on track because we're we're giving them that skill. And now we're really focusing on here's the career I want through these inventories. what are the academic skills that I need? And uh one of the things that we're finding is the students are connecting even this year they're starting to connect. Oh, I want to do this and writing is important. We started to see more interest in the kids going back and being willing to do rewrites. And so as a
039first year first blush at it, we're we're starting to see that success. And so to your concern, our hope is as we start focusing on those individual personal skills that they need at each grade, we're going to we're going to remove some of the root causes. We're going to remove some of the barriers to gaining that academic, >> but there's always always going to be >> Yep. a handful. >> Yep. There always going to be there always going to be that 3 to 5%. >> Yeah. Do we all do we have a a plan for for them? I would say universally no. That's going to be more of looking at those universal pieces. Our eighth grade team has been actively working with the ninth grade team and the high school to give the story of
040each student. >> That's my pass on to to the high school so they can try to make a plan and keep an eye on those kids. >> Exactly. Here here are the kids. Here here are strategies that have worked. here some of their deficits so that we're not kicking them up to the high school saying good luck, see you later. It's more so um really working on that soft handoff. And this year um Jeff, how many times did our I'm trying to remember how many times our eighth grade team uh representatives went up and joined your ninth grade team. Oh jeez. Five or six times I think throughout the year. Our last one we spent an hour and a half going with the kids just was it last week I think >> because cuz a
041lot a lot of the kids they just get you know lost in the transition from junior high to high school. >> Yeah. Yeah. And our and our and our present goal and what we've been working on is having that system for that solid handoff so that we're not lo you know we're not leaving those kids. And we did that last year and we had a lot of success um just in reporting on teachers from the middle school commenting on how great some of the freshmen that coming in last year that they were concerned about and then they're seeing like they're passing everything. They haven't gotten in trouble. And then just those comments of like, yeah, they've been great. Like so we had a plan. We we had the heads up. We knew what their deficits
042were. um he'd seen some of those behavior issues and you know had our teachers be aware and you know have good approaches for when they did act out or something came up and so and Rob's spot on with that um self-regulation. Um we did a survey this year with our freshman and they reported and their reports on that survey was initiative was extremely low. Um they self-reporting that they just don't want to start things or don't know how to start things or don't know where to start things. And so some of those skills we're going to work on next year based off that survey are that self-regulation category is huge. >> Correct me if I'm wrong, but I don't think that in the state of Oregon I don't think we can pay that kids grade
043because there's not an eighth grade credit. I don't >> ultimately it's the it's a building decision on promotion and retention. So you'd have to find out what the I mean really in regards to eighth grade and nth grade what's the specific reason you'd want to be retaining or you know re not promoting the student >> and research does show that retaining kids at a rate level detrimental to their >> yeah developmentally it's it's not but it's it can cause more damage but the whole center for high school success is meant to have that vertical alignment to prevent all the things that you're just talking about for the eighth graders that it's almost non-negotiable. We don't there's no we're not looking to listen to the reasons why kids aren't ready for eighth grade moving to nth
044grade. They're going to be ready and that's a vertical alignment that we're seeing out of this program. Excuse me. Yeah. Because when I when I coach seventh grade football kids that were held back in the seventh grade and it it didn't work out for them. That's kind of the question I had you were going to do with those kids. Yeah. Our our goal our goal is to continue moving them forward with support and closing the gap. >> Anything else? Any other questions or thanks Michelle? >> Yeah. So we'll go ahead and move to 7B board vacancy interview committee. >> Yeah. Does I mean we does the board wish to appoint an interview committee for the board vacancy? Um we didn't we didn't have um any applicants that got their applications in on time. The deadline
045was the 15th and then we've we've heard of some interest in in um so uh other folks uh applying for that. So we've extended the deadline to July 1st. Um but if we want to do it if we know that we're going to have multiple people interested, it may benefit us to just do an interview. uh committee as well. We can talk about that process. Um if so, we would need you would need to decide who from the board or all of you um along with a community member to like some admin um possibly a union rep. Really, it's the board decision about if you want to build an interview committee. That's >> I think the last time we did it was the whole board and superintendent. Yeah, I think >> in 22. I'll I'll
046talk to Michelle. Michelle has that done and I believe that she pulled this information right here from that last time which is in 22. We did that. >> We did two interviews. We narrowed them down to two and then we had eight applicants. So, narrow them down to two and then um and then they have to be a point and then they have to go into the and then the um the link to the election and then the election. >> Well, you have to get you mean next year. Yeah. >> Yeah. >> If they want to continue. So, we could do a proposed we could do a special session on July 8th, which is the next board meeting day, and we could then we could get it down to a couple finalists. And then ultimately
047on the July 8th board meeting, you guys would appoint someone into that position. And then the person that person whoever would be appointed would serve in on the board until June 30th of next year and they'll have to jump into the election process next spring. >> Yeah. >> And it would it would be for position two which would be well they would have to apply for position two if they apply for whatever but position two would only be a two-year term. >> Two-year term. Thank you. >> Expires in 29. expires >> unless we want to let's go for four year terms. >> So actually we should not it's probably not how we did it last time if that is how we did it. >> Yeah. >> I think I think you guys can all agree
048that all four board members should be on it. >> Yeah. >> Dave Dave changed the updated the website to say that the application deadline moved to July 1. I'll work with Michelle for communicating, you know, all of the, you know, um, all the things that we do need to communicate and working to, uh, pin down what the process was last time. >> Yeah. >> But what it was last time, so >> yeah. And then applications, which we Dave, I believe, updated as well. applications will just be submitted to Michelle and that way she can keep up the prize if you think we can get organized for July 8. Give more time. >> Sounds good. Move on to 17 26 27 board meeting schedule first that um sorry where is the back? >> Yeah, thank you.
049Good find. Um the 20 so 26 we we've historically just done the second Wednesday of each month which that reflects um except for November. >> Mhm. >> And oddly enough Veterans Day falls on that second Wednesday. So we moved it to the 18th and then in 27 going out kind of learning from this year even about how busy of a time that is. We moved the May 19th which is that budget meeting to the third Wednesday and then the June meeting which is this one we're at right now also to that third Wednesday if you guys are aware of that having that on the u it ends up the second Wednesday ends up in June ends up being this last student contact super busy time for everyone. OSBA summer school session description. >> Yeah, there's
050they formerly the summer board conference. The OSBA will be offering two regional sessions. They're trying instead of just holding one that's kind of, you know, in the metro area that isn't great for rural areas, they've got a July 10th in Redmond and then that July 16th in Eugene. So, it's training, collaboration, networking, same type of same type of deal. Just trying to make it more regional, less metroy, if you will. Um, if you're interested in attending either of those, just let Michelle know or let let me know. and I can let Michelle know. Um, just wanted to throw that out there. Does anyone have any more any questions on the budget? I'm going to close the budget hearing if we don't have anyone. So, so at this time we will close the budget hearing if
051there is no other. Now we'll move on to the adoption of the consent agenda. Anything in there any donation? >> We do have a donation if somebody wants to read that. >> Oh, we have two donations. >> 91 and 92. If you want to read >> the ones in the truck. >> Yeah. >> From Missouri Wildlife Foundation. Actually, it was a donation, but the kids work for it. Okay. They um the kids that were homeschooled and the start with five kids, they went down on Friday and work help set everything up and then uh summer kids come down and run the games for them. So cool. And we went to middle school night. >> You want to speak to that at all? the three cement. >> Yeah. So, >> it's a tradition where our eighth
052graders are being promoted. Uh we pour a section of sidewalk and they leave their hands in it signing. So, they're they're leaving their mark and we're slowly building the sidewalk up. >> So, those are the only two that I see on there. >> And you know, that's actually really important to the kids. I mean my 30 some odd year old daughter-in-law like my hands there were the first ones that ever did it or you know so it needs a lot >> don't have any other questions on the consent agenda or just need a motion >> move with the Dillard school district board director approve the consent agenda as >> I'll second it >> a motion and a second all in favor I >> I none opposed. Motion carries. And we'll move on to action item
053budget resol resolution 2526 25 2025-20-7 resolution adopting the budget resolution making appropriation resolution enosing the tax resolution categorizing the tax. This this resolution formally adopts the 2026 27 budget as approved by the budget board committee will go to the board of the directors approve the resolution 2025-26-7 as a motion second. >> I have a motion and second. All in favor? I unanimous budget bill for next week. >> Nobody's lined up, but I know um we go to the order and presentation. You know, anything you would like to add? >> I think so much time last meeting. No. Uh we just had a really great end of the school year at Broadway. Um we went to the high school for our field day and then had a play day um the last full week before we
054went out and kids had a great time. Staff worked really hard. Our PE teachers um planned a great event. Our middle schoolers, middle school leadership, seventh graders, there were so many things going on. um the seventh graders came down and helped um run all the activities with the middle schoolers or with the elementary kids and um we had a great send off. Um it sounds like it's an elementary themed activity but um in the inflatable costumes, you know, so I know McGover had some events with those and so it'll be as we said by the students. So um had a very fun and great end to always bittersweet. We all are so happy for summer. I would say kinderg want to leave school. So that's always feels good when they don't want to leave, but
055we all need a break. >> Right. Anyone else? I know you guys were all done your great presentation. Do you have anything else you'd like to add or anything? >> Just real quick. Um our leadership program is really uh really going through a turnaround. Uh Mr. Dickover's done a fabulous job with them. We had a great end of the year um set of activities planned by our leadership students and uh the group is growing. They've divided the subcommittees for next year to really focus on different areas that they can help contribute to improve student life and really make sure that we're sending uh not only a group of eighth graders academically and socially ready for the high school, but also sending kids on that have that that vision and leadership that they can further develop
056at the high school. that and um you I have to you know give a compliment to Michelle. It was um it was a little bit rough with some of our students. We had some kids probably not looking forward to summer and so um we we we had some behavioral uh outbursts. You know, nothing, you know, nothing off the charts, but Michelle was juggling quite a bit. Um, I think sometimes that assistant principal role and that critical element helping kids in those those moments of crisis or just poor decision making and at the end of the year she was she was an incredible laugh at two great uh booster club and was awesome for the first year. Um, great job with that. Appreciated that. It's a great community. It's going to get bigger and bigger as
057you guys go. But we really truly appreciate it how all that work gets put into that and a fun fun night to see everybody there and you know it's fun to get back to that. So great job with that. We truly appreciate involvement on that and then graduation was awesome. Thank Bobby being there and it was fun night and uh it was it was fun to see all those kids go across the stage and uh the smiles and the families were happy. So another great event in Winston. So, two great events. >> Yeah, they did a great job. >> The crab walk that comes to the schools, all those super great events. No one's ever seen that in the elementary and those schools is great for staff. It's great for students to see all those
058graduates in their cap and gown in the school. And you know, how do we do that? I will just add that the last two weeks were it was it was fun being out in the school community the last couple weeks because of all the things that were going on. Super busy. And then a lot of work was happening behind the scenes evening prepared for summer as well. So I just want to mention that. Um I know Kyle's not here but we have already been serving food beginning Monday 16th. >> Was a great >> Yeah. And so I mean there were 80 I think I I actually met Kyle today. We were at Grocery Outlet and there was a,000 pounds of peanut butter that was donated >> from the community. Yeah. >> Yeah. For sandwiches. So
059I just want to do want to say that was awesome. And then Kyle um 130 there were 130 families that were students that were served lunch today >> which was Wednesday just in three days. We know that there's a lot going on in the economy right now and just ever important for our kids that that building principles have spoke to. A lot of kids aren't happy to be leaving for the summer for um a plethora of reasons and then so it's just it's just nice to have this community be so caring to see that. >> We also have a summer school party so >> July 6th. >> Yeah. So at McGovern Broadway and the middle school in Martina, we'll have students back on campus for our special education summer school and for our general ed
060student summer school as well. Well, I think we're planning to serve just over 100 students through um >> well our our initial plan was for 100 students, but we have 107 elementary students signed up plus the high schoolers. So we'll probably be 25% over that. That's really really positive. Really positive. >> That'll be 40 days a week for the morning. >> What classes do they do for summer school? What is say junior high? >> So the majority of the students in the middle school and summer school are students coming up to us from the grade schools. And so it's uh it's partially to make sure that they feel comfortable on campus, but more so uh students need just a little bit more uh in making sure that those academic skills are ready. And so that's
061that's the real focus is to get them on campus, get them comfortable, get them introduced to uh to the staff so they they know the staff, but also make sure that we're focusing on those reading and math skills, the writing skills. make sure that we have that foundation so when they walk into the door at sixth graders they're they're in a better position and also make sure that we're not having that gap or that we're going backwards. >> But what would you have you know the young girl probably she didn't want to she wants to learn more during the summer my granddaughter. So what's out there for her? She didn't want to quit school. She just wanted to keep going to school. She loves school, but I told her I have no idea what's out
062there. >> She's probably an advanced con academy that you would get online several summer camps this year. DC will have >> I showed that come to me and ask >> interesting. Can they volunteer? Could she volunteer to help? Because you learn a lot by teaching. >> Yeah. >> The Winston Library also has some STEM events that they do over the summer and bringing stuff to you there. So Dave, we might just That's a great great point. by just uh so the way we actually wrote the grant was that students who are excelled could join summer school if there was room. >> Yeah. >> And that they would be challenged at their level. One of one of the middle school summer school teachers is actually the tag director. So I perfect opportunity to get them individualized.
063excited to talk about. All right. Well, anyone else have you want to leave Dave off a little bit? >> All right. We'll call to our next upcoming meeting regular session school district office. on July 8th at Columbia the next day.