001And um I've been doing a lot of apologizing, but one of those things we're taught and we're trained all the things that we shouldn't do, but not what to do if it happens. Um so when that um executive session was called, I should have said no. I should have said it needs to be 36 hour notice. Um so I I and then once we were in there, we should have shouldn't have gone. So um I do apologize and I will be um self-reporting that. Um it's on me. Um, I'll be self-reporting that to the um, Oregon Ethics Commission. So, that's just an FYI to start the meeting. Um, any additions, deletions, uh, approval of the agenda. We do want to add 4 point 4.03 uh, Shauna on there. And then 5.05 approve 2026 2027 budget
002calendar. Um, does anybody have any additions or deletions? Nope. Uh, may I have a motion to approve? >> Second. >> I second. >> Any discussion? All those in favor? Opposed? Motion passes. Thank you. Uh, public input for items on the agenda. Do do we have any public input for items on the agenda? Nope. Thank you. Uh, consent agenda 2.01, approve regular board meeting minutes for November 17th. May I have a motion? I had something on that actually. Um on 405 there seems to be a typo in how that was described. Um it mentions on there videos from the last year being made public. The discussion we had that was around restoring any video that had been previously available until the board comes up with a policy for what to do with videos that were posted
003to YouTube. So I would like that updated and then obviously any videos to be made public again. just expand on the expand on that conversation. >> Okay. >> And and I would like it to be added that Claudia was available through whatever it was YouTube. I mean it says she was absent but she was present remotely. Right. Okay. >> Thank you. >> Uh okay. May I have a motion? >> So moved. Second. >> I second. >> Any discussion? All those in favor? Those opposed? Motion passes. Thank you. Uh approval of joint work session minutes for November 19th. Uh that was our work session with the city of Bandon. Um with the council regarding our uh our housing project across the street here. Thought that went really well. So may I have a motion? >> Martha
004uh is first. Second. >> I second. Uh any discussion? All those in favor? All those opposed? Motion passes. Thank you. Uh let's get right to it. BHS presentation rigger in ELA. This going to be Oh, you do. >> My name is Karen Mo. Thank you. and I teach English at Bandon High School along with my new friend and colleague here, Miss Carrie. And we well, this all started when I heard people talking about increasing rigor. And so I decided for one of my goals this year to read this book and see how I can implement these things into the classroom, see if I'm already doing them, maybe share them with colleagues, etc. And then uh I showed Mr. Dockery that I was reading this and he said, "What if I and Miss Carrie read the
005book and put together a whole plan and thought about how we could share this with other staff members and so we put together this presentation for you and then we hope to share this also with other staff members and see if we can kind of get everybody on board if that's what they want to do. So, we're starting with talking about what is rigor. Sometimes we need to look at vocabulary as was mentioned earlier today. Um, I think that rigor is sort of a word that we might assume that we know what it means, but we might not have thought about it in much depth. Um, teachers, administrators, and educational theorists have different definitions of it. Some might say that it has to do with rope memorization, orderly classrooms with students who follow routines without
006direction, or improved test scores. These could all be part of rigor. But to successfully improve it, we and the author argue that we must closely examine what comprises rigor and work on improving the various aspects of it. So if we can break it down into parts, we can work on those and then it will come together and form rigor. Um, our hope is that we can share our findings with our fellow staff and work together to improve our pedagogy and celebrate successes. And I just did a footnote that the word rigor may have negative connotations such as stiffness, inflexibility as seen in terms like rigor mortise. Depth of learning is a more descriptive term. I we kind of agreed on that and does not share these darker associations. Do we need two microphones? >> Um,
007I think we just kind of wanted to touch on what rigor like really is and what it is not. Right? It's been a word that has been thrown around a lot. Um, it's not just making students and people work at a higher level without the proper sequencing to get there. That does not work. That is not how people learn. That's not how they build on skills, right? And that's our job as educators. Oh, sorry. My bad. Um, and especially English teachers, right? right? I can't just throw things at kids without building them up. So, um it's also not more just more challenging work without depth. What it really is, it is deeply involved work within the subject matter. We move through an increasingly like challenging levels, right, to thinking and understanding. So, that's a huge
008thing any English teacher ever, and I know every other teachers always do this, but English is literally that that is what we do. We go through the levels. Um yeah, I just wanted to define what it is. So you have these slides in your packet. That's what this is. And then the other one, these are actual excerpts from the book. So if you want to kind of get a flavor of the book, there's lots of fun charts in there that you can use in your classroom. This here makes a connection between what's listed here and the pages that you have in the other packet that are actually from the book. So, we don't really need to stay on this page. All right. So, chapter two, we definitely we're not going to talk about the whole
009book because there's a lot in there, but tried to pick out the highlights. Um, chapter 2 talks about DO, which is depth of knowledge. It has the four levels of it. And I thought this quote was helpful. As teachers introduce content, they should consider one, what background knowledge and vocabulary are necessary for students to better understand the next unit. Two, can connections be made with what is about to be learned and what students already know? And three, what real world connections can be made to relate the content and context to their purpose and importance outside of school? Um, how many people have talked about depth of knowledge before that? I feel like we all learn about that in teacherly school. Yes. Um, I think the problem when we talk about lack of rigor is lingering
010on levels one and two and not moving on to strategic thinking and extended thinking. And some of our other slides are going to talk about that. Okay. Um, so just like the quote that uh Karen said, right, it's still up there. Um, at BHS though, we kind of, you know, drew a list of things that we do do. Um, individual teacher planning, right? Teachers planning together. We have collaboration. I definitely see it up there. I saw it at the middle school, too. Um, we do a lot of collaborating, tag assignments, extra credit assignments, interventions for students that are struggling. Um, there's a lot, you know, scaffolding is huge, field trips that extend like visiting the fish fish hatchery that, you know, Hatfield just went on, going to the redwoods, going to Hawaii, uh, teacher designed
011assessments, open-ended discussions and debates. And that's something that we'll kind of touch on for sure is the open-ended part of all of this. But at least in my classroom, we do open-ended discussions and we talk about things and we just give kids a an opportunity to speak and share what they think and how they feel about it. Uh the next section talked about questioning strategies and how to differentiate questions and differentiation in education is tailoring our approach to best meet the needs of each individual student and how they learn and what performance level that they're already at. Um, if you look at page eight in the other packet, and I crossed out the numbers to put my numbers in there, they have um an interesting chart that shows how you might kind of move up
012the scale from just remembering. So this would be an English assignment where someone had to talk about a main character. Remember, then expand, we'll tell a little bit more about it, elaborate a little bit more. And then finally, the stage four, level four, is supplying the evidence. I know that that happens in just about every class where you have to either show your work or if you're referring to a text, you have to site the text, etc., etc. So that's pretty cool. Um, we can do this by deconstructing higher order thinking skills, those outlined in Bloom's taxonomy and the DOK scale. Uh, the author suggests that this quote, taking apart to put back together, can result in questioning strategies that have a systematic approach. So you go through the same steps every time developing habits
013in students that they can carry into the future where they are able themselves to break down learning standards into digestible bites because we've all looked at learning standards. They're not as simple as they might appear. There's a lot of questions within each question or statements within each statement. So breaking them down into tasks and digestible parts is really important. I can tell I'm thinking about dinner. Um, and approach a new concept step by step from remembering through understanding and onto creating. And that's part of the new Bloom. He got rid of the one at the very top. I I don't know if it was synthesizing or applying, but now it's create, which I think is really super awesome. Yep. That's the new one. Okay. Um he the author sorry she uh stresses that learning how
014to learn through questioning. So like that meta level is the process of learning. That's page five in your handout gives examples of the types of questions posed as we make our way up Bloom's taxonomy. So if you look at page five, it has, you know, kind of like sentence starters at all the different levels. So, if this is new to someone or they just sort of want an easy resource, I like this because you could uh set up your questions starting with remember, understand, and work your way all the way up through on the same topic. I think that's good for that one. Okay. Chapter three in the book um talks about creating assessments that actually measure, right, using essential questions. Something that Karen and I saw and we kind of really liked. um if
015you aren't solving a problem, learning hasn't occurred. And I really reflected back in my classroom, right? If my students are not actually learning, that means they're not solving a problem. They're not questioning, they're not remembering, they're not understanding, they're not applying, they're not analyzing, they're not evaluating, or they're not creating, right? So, as an English teacher, as an educator, overall, those six words are pretty relevant in exactly what we do every day, all day long. You know, getting kids to actually learn and use and utilize the different parts of their brains, not just remembering. Okay, my sophomores are doing we're reading Lord of the Flies. We're almost done. Um, and I've split them into like Ralph as a character and then Jack is the other character. Um, essentially they just have had to work together
016and really reflect on real life. It's been like real life examples of like how would you do this, right? If you're stranded on an island, how are you going to work together? They've had challenges where they just had to build things and it went south, right? And we talked about how that's real life, how we can't really, you know, I don't know, just Yeah. Lord of the Flies has been Yep. There you go. So another aspect of questioning is creating assessments. Um, we've talked earlier today about tests measuring, you know, teacher success or student success. And I thought this was kind of interesting um because in the book they quote another set of experts who talk about how meaningful assessments are open-ended, thought-provoking, intellectually engaging, and call for higher order thinking. And I think that's
017great. However, uh these sorts of open-ended questions suggest that using test scores to measure rigor may not be the best idea since most involve multiple choice fill-in-thelank or other such closedended questions that stay at the recall and reproduction level, that's the lowest level of the DOK scale. This is why grades and feedback, that's feedback to teachers about how they're doing. I really wish that we had some sort of peer teaming where we could go into other teachers classes and, you know, see what's up, see how they do things, give tips, they can, you know, tell us what their goals are and all of that. I think that would be great. But also feedback to students about how they're doing. Um, I think that those are more important measures of the level of rigor than necessarily
018tests that are maybe once a year or twice a year and have all those more basic level questions that you know, great, you're good at recall, but what if you actually have to solve a problem? Can you do that? You know, okay. Um, okay. Sorry, we had a repeat there. All right. Uh, chapter five talks about rewriting standards in student centered vocabulary. Uh, Reeves argues that in the classroom we should consider which standards will have the biggest impact on our students. Reeves gives three criterion using to use when determining the richest standards. One is the endurance, meaning these are things that they're going to have to know and repeat over time, not just one time only. Leverage, meaning they're likely to impact more than the current unit or subject. meaning those skills can be taken
019onward, used again and again over the years. And then essentialness for the next level of learning is kind of similar to number two. So I think in English that's pretty straightforward because it really is a spiral curriculum, not a what would you call it in math where it builds on the last thing like you have to know the last thing. Math per people what? Thank you. Um, instead it spirals around and you're learning about characters or you're learning about metaphors or you're learning how to site evidence every year. It's just getting a little more indepth as you go. So deciding what those things are because there are a lot of standards um is important because if you give equal emphasis to everything that's not really realistic to what you're going to need in life, you
020know, um chapter six talks about college and career readiness, right? I say it a lot. My students definitely hear it all the time. Um about how what we're doing right now is important for your future. Sure, maybe not reading Lord of the Flies, but learning how to work together, how to synthesize information. Um, right? Writing, reading, listening, speaking. These are all things you have to do when you're an adult. Um, I know at least I do it. I can't speak for everybody, but I do repeat that continuously all the time about how you should be how you should care about what you're doing right now because it will affect you in the future. Um, and then we talked about how Kina is working with the Oregon CIS, which is career information system. It's something we're
021doing at the high school. Um, it's created a uniform system for students across Oregon to figure out and keep track of what they're talented at. So, just right reminding them of their strengths and showing them where they can go with their strengths. And then chapter 7 is getting students involved and committed, right? So, relationships are important and that's been at least my biggest thing as a teacher is building those relationships with those kids. If they don't feel safe enough to even listen to the words I say or share something with me, then they will not learn. And then what's the point? Um I encourage students to be wrong as long as they're thinking. Um right that you learn from making mistakes and that's I repeat that a lot in my classroom is just tell me
022like give me an idea. Tell me something that you're saying so I know where your brain's at and how I can lead you where I need to or great job. You know either one. Um and then just the biggest thing is modeling humanity, right? We all should be modeling how to be good people. That's it. The kids learn from us about that and there should not be a question about that. But yeah, that's rigger. Turn the microphone. >> Don't turn it off. >> In the gym, we turn it off. >> Thank you. [laughter] Thank you so much. I really appreciate that. Does anybody have any questions on the presentation? >> Is the mic working? Oh, Miss Carrie, um, you have that one slide on like college and career readiness. Um, I know last year when
023there was a math pathways presentation done, they spent a decent amount of time talking about like different tracks they were creating at high school math for kids who were likely to go to college versus ones who likely would not go to college after high school. Um, curious does does that like flow through to English as well? And if so, like what does that look like in English versus math? Oh, sorry. You need a mic. >> No. >> Um, >> we're getting away from that. >> The Okay. Sorry. Sorry. Um, I know like it's an idea that I have that I would like to right move like track kids honors, right? I have kids in my class that are way more advanced than some of the kids that are with them. And I think that it
024would be a beneficial thing. I haven't talked to Dr. Doy about it, right? That's something that I hope to have a conversation with. I know Karen teaches like college like writing two college courses, so they're that's an option, but I do think that it's important that, you know, some of my sophomores should be way more challenged than where they're at right now. And like obviously I'm doing that in my classroom, but it's hard when I have 26 different learners and all the things. But that that is my plan hopefully to bring or work with people to figure out how we can do that. But Thank you very much. Uh 4.01, we're on to reports and discussion. Uh 4.01 is enrollment. Um our enrollment is very um we are staying right up there. Our high school
025is actually bigger than it has been since I've gotten here this year. It's the largest that it's been. So, that's always encouraging. Um, you always like to watch what your senior class is and where your kindergarteners are coming. Um, they have a website that you can actually look at the data for our area. And I think Bandon is okay next year, but the year after that, our kindergarten class is extremely small. Of course, that can always change. People can move in. the data could not be always 100% but we were talking about that at the ESD meeting but right now our enrollment is staying pretty steady and it's really exciting that we're over 200 in the high school so that's been exciting to see you ready Lindy to shine on girl >> fabulous Lindy Robertson
026>> no Lindy as much as much as I know you like to project in order for it to go across to our viewers at home it needs to be on the microphone Hi. Hello. Okay, this is so cool. I have a mic. Okay, so I only have a couple things to report to you guys because well, no school November is kind of kept to the name. So, the first thing I'd like to report on is just leadership class right now. We actually I think it was two weeks ago. Uh we went some of the kids who went on the leadership conference, they went and talked to the Rotary Club and basically informed them what we learned, what we did. And the feedback I heard from that is it just went really well and they just
027had a great time, great opportunity, great experience. And so then after that, uh, we had our Christmas concert at the high school last week. It went really fun. A lot of fun stuff, of course, always. And then after that, really the last thing I have to share with you is that we've been having like dress up days at the high school, which has been kind of fun seeing like what people come up with and teachers when they dress up. But yeah, other than that, that's really all I have to say. So, tada. Lindy did leave out the fantastic winter concert. Oh, you did say that. I'm sorry. Your performance was Yeah, sorry. You I did say that your performance was spectacular and it was great to see six. I loved six songs. It's nice to
028see a good chunk. So, appreciate that. Uh, okay. We are on to 4.03 Shauna. >> So we wanted to share with the community some grants that we have applied for and that we have gotten. Um the warehouser um giving fund was a fund that we the district um had been awarded. We had the tsunami thing last year and what we noticed was in the evacuation because we are also a public um evacuation spot. We didn't have the intercom system to be able to get the message to the large crowd that we have. So, this grant for $5,459 is actually going to go towards the football stadium sound system. So, that was very exciting to get that. We just got news that we got that. So, we are in the process of using those funds. The
029next one that we received was the Oregon Well-being Trust. our staff um were given this grant has to be used in a staff wellness initiative. And so the admin team and the leadership pieces of this came together and thought that the best way that maybe we can do something for all staff because we do have 110 staff members was to set up a um massage stations. one in the high school, one in the elementary, and they were 15minute massages by a licensed massage therapist. There are restrictions within this grant, so we tried to follow them as much as possible. We also had a rejuvenation station which included items that promoted calm um tease, reflective thoughts, process, and things like that. So, I wanted to say thank you so much for the team for putting that
030on for all staff. I hope all staff enjoyed that. The last one that we got which we got news today from the Bandon Dunes Charitable Foundation. The district has received a total of 118,885 in grant funding this year. So, which is so nice. Some of the items that they gave money for of the district was a um it's called the Raptor Visitor Safe Program. And this is when someone with a license we're we're doing a nonrator this time that we're piloting which is going really well but they'll take their license and of that day we can get a call on the the volunteers so we don't have to wait so long. We can also choose the depth of the background check. So if we need a more in-depth one that that will be now at
031our fingertips instead of always having to wait 5 6 7 8 and this year it's been 12 14 16 weeks long. This does not take away the fingerprint background check that teachers or permanent staff members would have to do. Um they also gave $27,000 well 2759 to purchase 80 iPads supporting technology and access um at the elementary school. So they will have those. This one's my excited I'm excited about this one. Bannon High School was awarded several grants. Um $25,000 towards replacing the football field concession stand, 10,000 for speech and debate tournament entry fees and travel. 33,782 for 20 new computers and monitors for our CTE program. Yes. High school athletics um also received money where girls and boys golf get um around $4,000 each. Um our boys and girls basketball get $3,500 each and
032they also cover $4,500 of the Bandon Dunes holiday tournament um to help pay for um supplies, trophies, staffing, and officials. And we just want to say thank you for the grants that we have received this year. >> Thank you very much for that. I am uh Rihanna especially excited about the uh concession stand. Yes. >> Can I ask one question around grants real quick? Uh, so looking forward, Sean, this may not be a you question because I know you don't do the grant applications, but >> Okay. Yeah. Um, in terms of where we're like focusing our like grant application energy going forward, are there like certain, I don't know, areas or areas of need that we're trying to focus our energy on? Like what's that look like? Um, so our policy in the last couple
033years, and you can correct me if I'm wrong, but the what we've done is people have come to us with needs and we try to find grants that fill those needs. And then there's others that bring grants to us and we look into them to see how we can use them. And not always like there's sometimes they give us ideas which are great and we love it and we'll always take all the ideas but sometimes we can't sustain what the grant wants us to do and it actually costs more to have the grant than to not have the grant. So we look at the stability of our district and the sustainability to see if that's a grant that our district can do. And sometimes they can and sometimes they can't. But a lot of these
034like we've been looking for um for the Kaiser, it's not called Ka the brand the Bandon Dunes Charitable Foundation. It used to be called the Kaiser but they renamed it. We actually asked input from employees on on that piece. We asked like Jim what he would need for athletic pieces. Um we sat down with CTE. This is something that we've needed for a little while. So we did that. Usually our principles will come to us with things that they need in their building, which Courtney's very good at um doing. Uh our middle school has been working on a playground um for years now, but we just haven't wrapped our head around what that could look like. So this year they chose not to be part of the grant piece of that that they wanted to
035work on a more thorough in-depth plan and actually do some other fundraising before they ask for someone else to help them with it. So that's usually how we do it. Do you did that answer your question? >> Thanks. That's helpful. >> Thank you. Um so less exciting things. Um we did it was kind of like Christmas morning for me this morning because we received the draft version um of our 2425 audit. So um I know I know. So, uh, anyway, so we, uh, over the next week or so, I'm going to be going through the draft, uh, version and kind of reconciling it to our general ledger to make sure that all of it is accurate. Um, but, uh, we do hope, um, we've reached out to our auditor and we're hoping that they can
036present this, do a short presentation, um, at the January board meeting. So, I'm waiting to hear back from them. Um and we are pleased to announce that for the second year in a row we have zero audit findings which is just a huge win. Um so much work but um but that I mean honestly like it's I wanted to take a minute to say like you know the school board employees like there are so many people that don't even realize everything that goes into the audit and all the things that they look at. So, you know, school board, you know, reading all of, you know, the really exciting monthly financial statements, making sure we're staying within appropriations, you know, advising. So, thank you for that. Um, but just employees as a whole, like a lot
037of people don't realize, just, you know, teachers, secretaries, everybody staying within their budget and making sure we're staying within the appropriations is huge. and making sure those funds are, you know, going to the places where they're budgeted um and being used the best way for the children. So, it's a win for everybody. So, yeah, thank you. >> That's good job. Thank you so much. Uh anything else? Good. All right. Moving on to bills. Correct. Oh, sorry. Okay. Thank you so much, uh admin for being here today. You are released. so many exits. I love this. Uh, okay. And we are on to 5.01 to approve bills in the amount of 518,365.3. May I have a motion? I move >> second. Any discussion? All those in favor? Opposed? Motion passes. 5.02 approve the Oregon Department of
038Early Learning 211 flyers. Have that in our packet right there. Can I have a motion? Martha second. >> I'll second. You all will. [laughter] Uh, all right. I will give that to Corey. Any discussion? >> Uh, I Whoa. I just appreciate how many different languages it is in. >> Yeah, that's cool, right? I think Oregon has like 40 languages or something. >> Awesome. >> Uh, okay. All those in favor? Opposed? Motion passes. 5.03. Approve the FW flyer. May I have a motion? I move >> second. Any discussion? All those in favor? Opposed? Motion passes. Thank you. Uh 5.04 uh is approved moving forward with option two of the housing project. Uh we were given a presentation at the meeting with the city council uh a week or so back and the the drawing and the
039way they've uh arranged everything has changed a little bit. They're now going to uh include one of the softball fields and in doing so they're going to be upgrading the softball field to the level to which it should be. Um it's about a $250,000 um investment in that. Uh and we do have a letter from Robert S. Miller here basically saying what we are agreeing to um with the opportunity that this is not binding. So this is basically us saying yes, let's keep the ball rolling. Um and so that's really all we are at this point. It's we're still doing everything in good faith and fair dealing with the school district and with the uh dorm house for Ocean Park. So, all of this is just to say keep going. It's not binding us in
040any way. Yes, please. Hold on. Wait. >> Relate to the baseball field itself, but I do have reservations about the whole project. >> All right. So, move we are just voting right now to keep the ball rolling. So, may I have a motion? >> Uh, second. Second. >> All right. Uh, any discussion? >> I did have a quick question. This Robert can ask you a question since you're with the letter. Does that work? [clears throat] Um, so on this where it mentions obviously that the next step in this would be like a development agreement that gets signed. So I would imagine that agreement would have details like the final number of like housing units that we would get out of this and share of any revenue and things like that. Is that fair to say?
041Oh, wait. Does it press the button? >> Can you hear me? Okay. >> Yeah. Do you want me to repeat what I said? >> Sullivan, it was a little bit difficult to hear all your words. They did >> they did kind of concatenate together. >> Okay. But I understood you to say that yes, all we're doing here is authorizing continued development. We're not putting on hard breaks, design development, more concepts. Obviously, when we start to see more detailed plans and we start to see proposals for exactly how housing will be distributed, reserved or the agreements that'll be in place to protect the interest of the school district, there'll be further opportunity to say no or even declined to go forward with the project all together. Even if the entire school district approves of the concept
042and is fully behind it, you still have public processes, land use processes, public contracting. So there's a lot of a lot of steps to occur before everything becomes bound for from your perspective. As a lawyer, I feel comfortable saying you're not putting yourself in a position from which you can't extricate yourself later. >> Okay. Okay. >> Any other questions? >> Yeah. So, essentially once I get to that point, if we had questions, concerns about like the number of housing units, how the revenue was split up in the final development agreement, that would be agreed upon at that time and that could be details the city and school districts negotiate with dormi at that time. Is that a fair understanding in mind? >> Yes. Yes. And now that the project seems to be achieving some consensus
043among the school board from what I see from where I sit, this is the time to kind of lean in more and make sure that we've identified our interests as a school district. It is your land, you know, as stewards for the public. This is the time to start to lean in and say this is what's important to us. This is how we must be provided for. Yes. I just want to say if you haven't watched that meeting uh what was it the seven it was 19th uh it was really informative they gave the presentation for the two different choices how they would work um and Matt talked about making sure his his goal is to have houses that start with the number two which we all know is nearly [snorts] impossible to find around
044here these days but he is dedicated to that price point um and so it's really interesting I thought They gave a great presentation and pros and cons of both. So, I thought that was great. So, please watch it if you haven't already. >> Okay. Thank you very much. >> Okay. May I have a motion? Oh, sorry. We were on discussion. All those in favor? >> All those opposed? Martha's opposed. Uh, I guess I Okay, motion passes. Uh, we are on to 5.05. approve the 2026 2027 budget calendar. May I have a motion? Martha moves. Second. >> I'll second. >> John seconds. All those Oh, sorry. Any discussion? All those in favor? All those opposed? Motion passes. Uh, okay. So, at this point, we will be going into executive session 6.01 01 to dis consider the
045dismissal or disciplining of or to hear complaints or charges brought against a public officer, employee, staff member, or agent unless he or she requests an open meeting. We will be um moving to the classroom. So, yep, we'll be moving. Thank you. We are going to wait for Martha to come back real fast. Okay, we are now out of executive session. We went over a total of uh it was three complaints. Um, four parts in one, second, one in another, or sorry, one in another, and one in a third. Um, so I guess we need to vote on how we're going to move forward on all all six. Um, one at a time. Yeah. Yeah. So, I need a motion to move forward with a third-party investigation on the six um six complaints that are in
046house >> investigation or inquiry. >> Inquiry, sorry. Inquiry. >> Second. >> And I'll second. Oh, [laughter] >> I think uh all in favor opposed. Okay, we will move forward with that. We will reach out to OSBA for recommendations for thirdparty investigators and uh I will be removing myself from the process entirely. All right. And we will have now public input for items not on the agenda. Our first up is Jennifer Ship. Sure is. >> It's because we're recording. >> Okay. >> Three minutes. >> Right. Um, for those of you that don't know me, my name is Jennifer Ship and until a little over a month ago, I was the math teacher at the middle school. Um my reason for speaking today is to um hit on some of the points that were brought up at
047the last board meeting regarding math pathways. Um there were some statements that were made that were not really accurate and uh the first one being that the middle and high school teachers were collaborated with concerning the decision and the direction that we went. That is not true. Um I was told that it was going to happen. I was told that it was the superintendent's decision and from the get-go I vo I voiced my great concern and um told and I I voiced that I could not ethically support it in any way, shape or form. Um, when I went to talk to the high school math teachers about it, they had no idea that all eighth graders were skipping their eighth grade year of math and um, going straight into algebra 1. They did not know.
048Second statement, um, parents and families were notified in a clear way and kept in the loop. This is also not true. I saw the letter that went out. I read the letter. Nowhere in the letter did it state that eighth graders would be skipping their eighth grade year of math. It didn't. It said that there would be three different paths, but in no place did it state that they were skipping. Um, it also said something about meeting kids at their skill level, which is not skipping everybody ahead a grade level. That is not accurate. So, the letter was very misleading. If I didn't know the standards and what was supposed to be taught at each grade level, I wouldn't know that that my child was skipping a year of math. I wouldn't have known. Statement
049three. From the beginning, sorry, the idea was to try moving everyone up, see what happens, and then move the students who could not keep up down to eighth grade math. That is also not true. Um, I had been in on several conversations about it. Um, and there was never anything brought up about there being an eighth grade option for kids that needed it. In fact, I know parents who went and requested that and were denied. They were just told that that wasn't an option. Statement four, there are states that require that all eighth grade students take algebra 1. Also false. A quick Google search will show you that. Um, Minnesota comes close because I did do some research both when um, I knew I was coming to speak here tonight and previously when the idea
050was first presented. Um, and the data that I could find or the articles that I could find were not in support of skipping all students a year of math. Um, where we're at now, where you guys are at now because I have >> Is that it? >> Yes. Thank you. >> Okay. Thank you for your time. >> Uh, Jen else. Hi, I'm Jen Ells. I um represent the BEA and um I am submitting um a formal complaint against the process that was taken with us during the level four grievance process. The description of this complaint is that the abandoned school board failed to take a vote during a public meeting which is required by law. The board violated OS 192.630 when they issued a written decision about our level four grievance. Um the evidence here
051is that the level 4 hearing was October 6th. There was an executive session October 13th. We expected a vote at this board meeting that was also October 13th. We received a written response on October 20th. Um the we expected the board to uh follow the laws. Um I didn't know the laws. I assumed that they were doing it properly. And when there was no vote at that meeting, um we were left hanging. The involuntary transfer decisions by the administrators was widely unpopular with staff and community and caused a rift in the district or widened the rift that was beginning. The decisions were made behind closed doors, zero transparency and zero staff input. The board should have handled every aspect of this matter, not only according to the law, but also with extreme sensitivity and compassion.
052Three of the five named grievants resigned due to these transfer decisions. Our district lost excellent teachers. This rift has not been um this rift has not been healed. Board members with conflicts of interest should recuse themselves from any decision-m. Um and I heard that you said that you were recusing yourself from that other one. So um yeah, thank you. Uh, Nicole Guzman. >> Well, I can wholeheartedly say that um I wanted nothing less than to be standing here before you ever again. To be honest, um the last six months have been nothing short of completely traumatic for me and my family. Um, however, I when I saw on the agenda tonight rigor in ELA as a board topic for the board meeting, um, I became concerned because of what I've witnessed and experienced over the
053past few months, um, particularly in board meetings, um, um, interactions with administrators um, discrediting trying to discredit um, teachers. And um while I'm obviously extremely grateful that was not the case, Miss Carrie and Miss Moore did a great job explaining rigor and what rigor is and isn't, um I that that's what brought me here tonight. And the fact that I even have to have that concern um is telling and it's concerning and it speaks to larger issues. Um, I know that the board just wants to move on. Um, and just let things be. Um, and I get that, but you really owe it to the students and the staff um, to really take these concerns seriously because they are real. They are real concerns. Um, rebuilding can't happen until the difficult things are acknowledged, owned,
054and corrected. Um my husband was actually going to share tonight a bit about the impact um of the math changes to our eighth graders. Um he got stuck at the pharmacy and I wasn't allowed to sign up for him. So with my remaining time I'll just quickly say that at the last board meeting there was um an extensive presentation about math and I always love seeing kids happy and benefiting and doing well and the kids that stood before you were and that's awesome um those advanced seventh graders. But the reality of what happened to the eighth graders was skipping them a whole year of math. Um that's actually that's not rigor. Um in education we have something called the zone of proximal development where it's important that we don't teach kids beyond that zone of
055readiness and by skipping them forward a full year. That's not that's not what rigor is. Um and our daughter was impacted by that. And we were told I advocated for her tried to get um her to just be able to take eighth grade math because that's what she needed. She wasn't ready. Um, and I was told no, that's not an option. Um, I said, "Can she take eighth grade math with the seventh graders, the advanced seventh graders?" I was told no. Um, and also was told that she didn't really need remediation, but she wasn't ready to go forward. But if she went forward, that was going to be on her high school transcripts even though she's only an eighth grader. Um, and I didn't want that detriment to happen to her. I was like, can
056she take the class without it going on her high school transcripts? [gasps] There was just a lot of issues there. And I think it just speaks to that larger concern that when we have these top- down decisions without consulting with all of the stakeholders um that it becomes a problem and it hurts children. There's children at the heart of this and at the center of this um and so that's why we need to be so careful. >> Thank you. Karina Taylor. Hello, my name is Karina Taylor. Um, just here to say that as of um the 7th, we have not heard a response back from our formal complaint, which was the due date um for the complaint from Amanda Looney, Caleb Cruz, Chris Trevisol, and I um I haven't received an email or a phone
057call from anyone on the school board. Um, I feel like this is a chronic issue of people not hearing back. Um, and Amanda Looney submitted her first letter about this complaint back in March of 2025. So, we're looking for some kind of response from the board, please. Um, and That was what we just went into executive session about and voted to move forward on the investigation. >> Thank you for clarifying that. >> I'm sorry. I should have said I didn't I should have said the names out and I can still do that. >> Okay. Thank you. Um, so I guess the other piece was that, um, last month when I was reading the letter during public comment, so that you all can hear it verbally and the public can hear it, is that, um, there
058were 19 employees that left because of constructive termination where we were forced out through hostility. And I know that there's more. Um, and a lot of people are afraid to speak up still, um, to talk about things that are issues in the workplace. Um, and that is it. Thank you so much. >> I'm sorry. I will clarify the six complaints. Um there are three complaints. Four are on one. That would be Karina Taylor, Amanda Looney, Chris Travisol, and Caleb Cruz. That is complaint number one. Complaint number two is Chris Travisol uh on his own for the maintenance issue with the flooring at the district office. And then number three or number six uh would be the BEA complaint uh that Jen was talking about. So all six of those are what is currently in house.
059uh and that will be taken care of. So to clarify >> uh sorry, Kate Hawthorne, your last up. >> I'm Kate Hawthorne, former employee and a 10-year educator here abandoned high school. um and then a short stint at the middle school before moving on to a new position. also a parent and coming to you with similar kinds of concerns that you've heard from many of these community members who keep showing up with really a very similar kind of ask uh that this is an ask that came from teachers when I was a member of the teachers union here which is for not just greater transparency but greater communication and uh I realize that public comment isn't probably the best way for a format with a conversation between board members and community members to happen because
060everyone's tired at the end of a Monday evening and um public comment coming here at the end uh isn't maybe a time when you feel like having a conversation with us. But that's why teachers ask to be on the agenda and um are still I think uh community members as I'm listening to them and I have gone to that do better BSD website that's been created and I hear and see all of these concerns that community members have. I think that that's really what's missing is that communication, that two-way street of um conversation and and it's been said this evening, this kind of like feeling of top- down decision-m that happens or when people are are sort of like talked at instead of it being a conversational thing. In my studies, uh to be in
061administration myself, um I learned about shared decision-m and how important that is and how it's considered best practice. And I think that that's really been missing a lot with what's happened here at this district. And um it's been the reason that a lot of employees have left that the concerns of employees aren't addressed in a way that makes it so that they feel comfortable having a conversation about um the needs of students. And again, students are at the heart of this. So as a parent, I'm here to speak tonight to say I have two little girls who I've always wanted to have go through all of their years in the bandon community. I love the bandon community. I know you do, too. I know that's why you're here and you guys are giving tons of
062time to this and I appreciate that you do that and that it's not easy to be sitting in your seat and to feel like you're apologizing for things, but the community keeps showing up and spending all of this time here as well because they also care and they feel like they still haven't heard what they need to hear, which is the kinds of things like that you're going to recuse yourselves when it's too close to home and that um that you're apologizing is is worth a lot and people like hearing that but and that you're having meetings where you're trying to engage. That's wonderful. I see steps being made. I know this community is doing wonderful things. This is a great school. It's a really good place to be. But and these issues haven't gone
063away. And that that next level of um transparency and communication needs to happen. And and that's what where what we've heard other people say this evening for the healing to happen. Um, so please keep making the efforts that you're making and know that that's why we're showing up too. >> Thank you. >> All right. And with that, we are adjourned. May I have a motion to adjurnn? Second. All in favor? And we are returned.