Bandon School Board 9/8/25

001Claudia, >> can you hear me now? >> She muted. >> She's She's muted at the moment. >> Claudia, can you hear me? >> I can. I can. >> Okay. Thank you. I just wanted to give you a quick reminder that uh since we can't see you, we're going to need an audible um yay your name when we vote. Okay. >> Why can't you see? >> Because it just says your name. >> You mean I dressed up for nothing? >> You can turn. >> I look I look so good. >> Do it. Got it. Okay. Uh okay. We are ready to start. Please do. Call this meeting to order. Stand for the pledge of allegiance. I pledge allegiance to the flag >> to the flag of the United States of America. >> Stands under God, indivisible,

002with liberty and justice for all. >> All righty. Thank you very much. Thank you everybody for coming today. Uh we do have some additions uh to the agenda. 4.09 Lindy Robertson will be giving a presentation for student representative. 5.05 uh approve uh community flyers floor posting. 5.06 amendment to annual organizational resolution 202501. Uh may I have a motion? >> I move. I second. All >> in favor? I thank you. >> Thank you. Uh, do we have any public input for items on the agenda? >> Thank you. Uh, okay. Consent agenda approved work session meetings for August 11th, 2025. Do we need to do it separately or together? >> I think do it separate. >> Okay. Two items. We do have the work session meetings from uh August 11th. >> I'll approve the minutes. >> I'll

003second. >> All in favor? I >> uh any opposed? Passes. 2.02 approve regular board meeting minutes from August 11th. >> I'll make a motion. >> I'll second. >> Any discussion? Everybody in favor? All those in favor? >> I motion passes. Uh okay, we have some information there and then we're on to enrollment. >> Uh I'll skip enrollment and let uh Mr. Dr. talk first. >> Who can hear nothing? >> Can hear nothing. We need to talk louder. >> That was all just approvals and disapprovals. Our first thing will be Mr. or not Mr. Dr. Dockery will be our first presentation for the night. >> Thank you. Uh reporting for the high school. We are enrollment. We're sitting at 215 right now. Realistically, we know we won't be at probably 215 in a few weeks. We

004have some that have been enrolled just haven't shown up. Um so we're still working on finding where our levers have gone. I would like to announce that um Lindy Robertson is our new student representative of the school board. She will be here any second. >> She's uh coming from work and that has become because Rowdy is our new ASB president. Uh we started our year back by having a team building activity uh that uh Sheena will tell you the office put together, but it was really Lena and Sheena called the amazing race and we worked with businesses in and around Bandon um where they had to find uh clues or other puzzles they had to solve together. Um I felt it was uh fun to watch. I don't know how the teachers felt, but I

005think it was a good time. Uh we followed that the next day with a uh PD called same summit different trails. We focused on rigor and supportive student experiences aligned with state district and campus level systems and reinforced our commitment to each other to intentional alignment practices. We reviewed our portrait of a graduate that we created last year um and introduced it to some of our new staff members outlining the skills, competencies, and qualities that we expect our students to use in the post high school world. Um and then we uh reviewed our data. Our uh end of year data um our new map data shows that our um reading scores began in the 60th percentile and ended in the 61st percentile um which fell a little bit below uh national average um and is

006a flatline for student growth and achievement. our math data declined from the 66th percentile um to the 63rd percentile at the end of year. Um again we discussed what instructional adjustments we need to make at with a as a faculty. Our ESPback scores science scores held steady with the state average of uh 32% um slightly above the state uh again but we're looking at uh continued science support. Our emphasis for the year will be grit and rigor ensuring that we all remain focused on student growth both academic and personal. Um we talked about differentiation intentional lesson planning. Um we use the data as a road map not as a gotcha just as a uh where we're going where we're beginning and what we're heading towards. Um and continue that alignment with our portrait of a

007graduate. Uh we reviewed the staff handbook. It was a comprehensive review um just for uh alignment with current laws, reflecting values and protecting uh teachers and the institution. Um our average daily attendance for last year was 93.77. >> Um our goal is 95. So um well relatively happy with it. We're still going to aim for 95 or higher. >> Uh we had a freshman orientation I was hoping Lindy was going to talk about. >> Dr. Doc, can I ask a quick question just on testing before? >> Yes. >> Yeah. So, ESPback, I think it was a science test you mentioned. So, that starts in high school. Is that right? >> Yes. >> Okay. Does it start like at freshman level? I'm not very familiar with the test. Oh, it's 11. >> So, we start science

008testing in fifth grade. We test again in 8th grade and then they test at the high school. >> Okay. >> I just kind of the acronym before. Just fig. >> Oh, they love their acronyms. We do teaching in the military. We're notorians. And is that the one they take in middle school as well or >> Well, yeah, I can give kind of a So, English and math start in third grade, >> go all the way through and we do English and math every year through 8th grade >> and then they test once at that high school. Science is only fifth and 8th and then once in the high school as well. >> Thank you to clarify. >> Absolutely. >> Will we have time for Lindy to give this presentation or do you want me to

009do I'll defer to Lindy for the freshman? All right. Any do we have any questions for Dr. Doctor? >> Um, in your discussion with the faculty about the decline in the math scores, did and did it yield any positive changes going forward for the year? >> We look for trends. We're trying to say trends and patterns. Um, certainly not having a certified teacher for the better part of most of actually the whole year uh was definitely a contributing factor. Uh, we do have a veteran math teacher that moved here from Colorado. Uh so we're pretty optimistic having two veteran fully certified math teachers who will yield positive results for us at the uh end of >> the beginning of year testing here shortly. And then the other comment that I heard today from Alan Howard

010and she said, "I was free to pass it on." What because she's the sort of the creator of the modern speech program is that she felt that that it had come through beautifully with the changes and that she just felt really positive about the fact that it is got all the positives that it always has. You've got a real teacher in there teaching it who seems to be on top of the program and is using the the materials that have returned to the classroom and that she has brought in as well. So, >> was that for us? >> Nice job. That was for the speech. >> Okay. >> Competing speech competing and non-competing speech game >> because that was a big public concern and I think you've done a beautiful job getting that corral. >>

011We tried >> for the start of the new year. Yeah. Nice. We asked uh five teachers in district um if they'd be interested uh due to their already heavy workload. We had a part-time teacher that volunteered to step up and take that role. So >> we're glad to keep it going for the kids that just want the speech skills but also for the individual students that want to compete. >> Thank you. >> Uh okay. Anything else? >> I have a question about the speech um classes now. Are is is speech an elective or is it an extracurricular activity or both? >> Oh, both. >> But it is a class. Good. >> It is it is an elective class as well as an extracurricular club if you want for the competition team. >> All right. On

012to Miss Arson. >> All right. First, just because we've heard comments about not being able to hear, I don't want to volunteer if anything. Maybe presenting in front might help protect your voice. Is that okay? I don't mean to suggest you're not okay with Becky to go to the will go to the front. Lot of people here who will attest to the fact that it's pretty rare that I can't be heard. However, it's also the first week of school and so I have that little uh germ factory thing going so I'll stand away from all the humans. Okay. So basically following in a similar format the staff welcome and professional development. Our theme at Harbor Lights is I'm so glad you're here. And part of what we did was we acknowledge the elephant in the

013room. And the elephant in the room right now at the middle school is it doesn't feel good. It doesn't feel good for kids. It doesn't feel good for adults. And we really want to address that head on. So I'll get to how we're going to do that. But I want to make sure everyone that enters our building feels seen and heard and valued for who they are and safe in our space. Uh we reviewed the commitment to addressing culture concerns. So one of the things I brought up to staff was that we're not going to pretend like it doesn't exist because if we pretend it doesn't exist, it just perpetuates. And so we're just really kind of facing head-on the fact that we've been through some hard times as a district and our community knows

014and our staff knows and our kids feel it. And so we want to address that really directly. Uh we reviewed the non-negotiables. These are not new for Harbor Lights. Our non-negotiables are the same three each and every year. And the number one most important is we treat kids well. We treat them well when they're not doing their job. We treat them well when they're not producing work or being respectful. We treat them well when we are holding them accountable for behavior. At the end of the day, even when we're doing the hard things, we treat kids well. We assume positive intent and that's hard when times are hard. And so we talked about really being mindful of the the messages that we tell ourselves, the stories that we have in our minds about where things

015are coming from, why they're happening. And then we have fun. If we're not having fun, it doesn't feel good to come to work. But we also want to acknowledge the reality of that. Every minute of every day isn't going to be fun. Many minutes of every day might not be fun. But we should be able to find joy. We should be able to find that glimmer. And hopefully as we continue to address head-on some of the challenges, we will find more glimmers and we will have a little bit more joy. Uh I used John Gordon's neutralizing negativity toolkit. If you're familiar with his work with the energy bus, um that was kind of a a format for how we're going to do this this culture shift back to where we once were. And so we

016talk about the elephant in the room. We talk about acknowledging the hard and doing it with respect and with dignity and with honesty. If we don't acknowledge it, we can't fix it. And so, we're going to work together on that. >> Could you be more specific about what the harm is? I don't understand. >> So, I'm not sure if you're aware, but we've been through some hard times here as a district just recently with some negotiations that didn't feel super respectful to our teachers and that impacted our community as a learning community. And so as we come back in this year, we just really want to focus on that and repair those relationships that felt like they had been harmed. >> Good. That's good to hear because that's what I've heard. So I wanted to

017make sure you weren't talking about something else. >> Oh, no. >> Okay. Thank you. >> That is the elephant in our room, >> right? You weren't talking about the describing the elephant. So, thank you for >> Yeah, absolutely. But we're also talking with that neutralizing negativity toolkit about the rules of engagement. How are we going to work together? And we need to come back to a place where the Wii is greater than the Mi as a district, as a building, as a staff. We need to come together and focus on how we can collectively grow in this, grow together, and keep kids at the focus of what we're doing because nobody gets into education to not be a positive impact on students. Um, we've got so it there's an acronym that goes along with it.

018I'm not going to go into the whole thing, but truth in love helps us grow. And so, again, acknowledging the hard, whatever that may be, with love and dignity for one another, respecting our relationships with one another and with our students, making sure that we have some rules of engagement. So, acknowledging the hard, we had a staff meeting that was really hard as we came back and there were big emotions involved. we're going to come back together and co-develop rules of engagement for how we're going to work in a staff meeting. And uh for those of you who know me well, you know I'm kind of a nerd about the brain. And so we know that when we get into an emotional state, our lid flips and that's where we're not really able to engage

019our brains because our emotions have taken charge. It happens with kids, it happens with adults and we know that. And so we're going to come back together, work together to create expectations in the building and then move forward with those. But if I come in and say this is what we're doing, it's not going to be nearly as successful as if I say what do we need as a group. And so that's going to be the work that we do at our next meeting. >> So it sounds like what you need is safety. >> Yeah, absolutely. And it's something that we prioritize for kids. We know if kids don't feel safe, they can't do their best work. And now we need to come together as a building and create an environment that feels safe for

020kids and again >> for yourself. >> Yeah. >> All the teachers too. They need to feel safe. >> No, absolutely. >> Yeah. >> And so that's the work that I'll be doing with staff so that they then can do that work with students, >> right? >> But staff needs to feel comfortable and they need to feel heard. And I will tell you, I've received feedback that even with the best of intentions in trying to hear them, I didn't. And we we've talked one-on-one and in small groups about whether it's my ability to hear, whether it's their comfort with sharing their real truth. And I'm not sure where the the disconnect happened, but it happened. And it doesn't really matter where it happened. What matters is that we address it and move forward in a way

021that honors the adults in the space so they can do the work for the kids in the space. And so that's part of the work that we're doing as well. Um, we're looking at those rigorous and supportive student experiences, right? We're here for kids. One of the things that we've implemented this year, it's part of a three-year initiative, is math pathways that allow our students that don't need remedial help, but really need a push to have access to higher level math. And so, uh, we did a presentation, I believe it was in November, was it November? Yes, >> November of last year about where we were in that process and it was a multi-year process. A group of adult teachers in the district came together, created pathways and then we slowly implemented them. And so

022at Harbor Lights, it started with allowing for advancement. So if you are a seventh grade student, but you really have already mastered seventh grade math and you need a bigger push, we were able to advance you into an eighth grade math class. And we did that using data. We used our NEIA data which is a nationally normed screener that we do throughout the district. We used our smarter balance data which is that we call it the SBACK. It's that state test. But we also needed to take input from teachers because we know that test scores are just that. It's a snapshot in time of how a kid did on a day. But the teachers are the ones who really can tell us who can be successful with that. So last year we expanded our advancement

023opportunities to include fifth and sixth grade as well as seventh and eighth. And this year we're in our final year of rolling out the pathways process where we have our eighth graders taking algebra 1 uh due to a number of reasons. They're taking it here at the high school. Some of those students are taking it for high school credit. It's something that we have offered for years. Apparently it was standard before my time. But right now, we are offering that. But we also know that not every child is ready for that. We know that we've got some deficits to make up. Uh I'm just going to put it out there. CO didn't help us. And we have some kids that have some foundational skills that are missing. And so we also have another pathway for

024students who might need that help. And so one of our teachers here, Mr. Taylor, is teaching a class called particular topics in algebra. It gives them an introduction that will then allow them to be more successful. their ninth grade year so that they can do that work. >> Concerned about I'm concerned. I understand everything you're saying is great and I'm a member of the public and I just want to say that I wonder if you're doing anything to redress the concerns that will raise all the emotional concerns or is it just that forget that it's reality. We're just going to move forward and love each other. >> I'm not sure I understand what you're asking. Are you asking about math or are we going back to the the culture piece? cultural concerns, the c the

025issues that they're >> Oh, we can't just say we're going to love each other and get forward. That won't actually move us forward. So, we are going to be doing the work. >> Katie, I don't know exactly what it'll look like. >> Katie, can I ask that you let her finish her presentation, please? >> Yes, I could. But I think these questions are very relevant. >> I understand, but this is this is this is Becky's time right now. >> I I might have some answers that are coming up a little bit later. >> Okay. >> All right. All right. Um, so we're also doing some intentional alignment, right? K12. One of the things that we also know, I spent a few years down at the elementary school, moved into the middle school. Now, the middle

026and high school are sharing quite a bit by way of teachers for electives and core subjects. And so, Dr. Dockery and I have worked together with the district leadership team in order to make that happen. And I will tell you, change is hard. It's hard for everyone. And so, we are doing some work. Um, we're talking about expectations, not just of students, but of the adults in the room. Two of the things that created a pretty big emotional response was getting accurate and timely attendance and getting two grades in the grade book. And while I see those as challenges, absolutely, I also see them as potential celebrations because as we get better at those things consistently, we're going to develop more trust also with our community. I can tell you inaccurate attendance leads to that

027phone call that no mama wants to hear when they know they dropped their child off at school and then they get the call saying, "Hi, I was just wondering why Courtney isn't at school today." And that mama heart drops into your guts because you're thinking, "Uh, Courtney is at school today. Thank you very much." And so making sure that we are accurate and timely with those things so that we can do the most basic pieces of the expectation of the public is going to help build trust. And when it comes to the grades, I know different families handle things differently, but I will tell you as a school, we have an expectation that our student athletes are student first and athlete second. And we have an expectation that they are going to be maintaining adequate

028marks. And so getting those grades in allows a student who may have not perhaps done so well on an assessment to build that grade back up, who maybe was absent and missed something or golly gee, can you imagine a middle schooler not turning in an assignment, right? They can dig themselves out of the hole that a zero would create for them and get themselves back eligible. I also know families hold their children often responsible and they check those grades and so we want to make sure that we are timely in updating that both for our students and for our families. Uh we're working on aligning the schedules across the board when we have as many shared teachers as we have. Oh man, I will tell you I did scheduling at the elementary school and I

029thought, "Oh, all the puzzle pieces fit and it's a challenge." And then I got to the middle school and it's like it's a completely different game. It is like I was playing checkers and then I got like four-dimensional chess or something. It is just not the same. And now that we are sharing as much as we are, we had some challenges with aligning the schedules and some of that had to do with late changes in what was available and cohort fluctuation. So, a cohort is a group of students in a grade level. And I will tell you, when we left in June, our eighth grade was projected to be 34 students. We didn't have a schedule yet. We weren't sure what it was going to look like. 34 is a pretty big group. I've done

030it before. It's not the easiest, but it's doable. And then when we came back in August and started making those schedules, we had a couple students that had moved out of the area. And so, we were down to 31, which felt super manageable. that as we're coming together and we're making schedules, 8th grade was going to be a single group of students because 31 makes sense. We get our schedules together. Dr. Dockery and his team worked on the high school schedule, got it down to us. We worked and then we came together and worked and then we brought in other eyeballs and worked. And then registration happened and seven new eighth grade students registered in Bandon School District that had not been there previously. And so our wonderful plans of 31 turned into 38 and

031we had to go back to the table and we had to figure out how we're going to address this because 38 a single classroom with a single teacher is not the best for kids and we know that. And so we went back we were not able to redo the entire schedule between two buildings to address that. But we were able to select a teacher that was able to support. So, in two of our eighth grade classes, we have two certified teachers with a breakout space available so that we can have smaller groups for independent work or for small group work. And then in one of our cohorts, we have an aid pushed in also with a breakout space that's really close by. Probably not ideal, but it is what we are able to do right

032now. And then we are looking at the second semester schedules here. Well, maybe not super soon. It is only the fourth day of school, but we will be coming together to look at that. We've had dialogue with the union. We're going to bring them in for input and hopefully we can get some creative eyeballs together and find a different solution to what we have right now. And I'm confident we're going to be able to make that happen. Um, I will tell you, we've had communication struggles, you know, do that flipped brain thing, right? Big emotions. And so, we're just going to acknowledge that. I will tell you, I have received feedback that maybe isn't my favorite feedback in the world either. Like, gosh, I don't know why you're not listening to me. And, oh, you

033listened to the wrong part of what I was saying. And, well, I said it, but it it wasn't an immediate want or need. And so, one of the things I'm going to be doing with my staff is being a lot more intentional about not thinking that I've heard what they have to say, but double-checking and reinforcing that that understanding is really there. And again, with the best of intentions, sometimes things still kind of go ary and that has really happened. My hope is that the people that I have built relationships with for four years at the middle school will be able to rebuild trust with me and know that my intentions are good, even if sometimes the execution does not feel that way on their part. And so that's part of the work that we're

034doing as well. Um, but I got to tell you, I talk a little bit about the challenges and then I talk a little more about the challenges. We do have some celebrations. We have great people who are really focused on making this a great year. I don't want it to feel like doom and gloom. But I do want to acknowledge the hard. And so I want you to know we have people who are absolutely dedicated to doing what's best for kids. We have people who are making a conscious decision to stay positive, to assume positive intent, and to bring that into their classrooms. And for that I am super grateful. And my final celebration is kids are here. >> It's why we're here. It absolutely brightens my day. I'm starting my day every day with

035a walkabout where I just pop in and out of classrooms first period. And it is probably my favorite part of the day because I get to see teachers doing what teachers do and students doing what students do and really ground myself in remembering exactly why we're here and that's our kids. So we also had uh some review of our professional learning communities. So a professional learning community is an opportunity for professionals that be the teachers to come together and learn together. So we started that work two years ago where we just started looking at data that wasn't something that had been done as a group to my knowledge previously. And so we started with me presenting data and us talking about it. Last year we moved into this professional learning community format where we did

036a brief overview as a whole group and then I said go with data look at it. What do you notice? what should we celebrate and what needs work and I gave time and man you give teachers time they can do great things and they did so they were able to help identify some things one of the great things that came out of that and I didn't ask permission so I'm not going to give credit where it's due but I will tell you one of our teachers just upon herself decided to apply for a grant through our ESD specific to writing because we noticed that that was an area across all levels that could impact every subject level. And then we worked together to put that into our professional development calendar so that they had dedicated

037time because one of the barriers to that work was teachers having to work outside their contract. And if you know a teacher, you know, 8 to 4 is not usually the hours that they keep and having to do that outside. They had money to get time carded. wasn't about the money, but some of them have small children and they don't have child care. Some of them have family obligations. And so we work together to put that into our professional development calendar. And then we've continued that work this year with dedicated time in our professional development calendar because we know when we do that work, it is going to show improvement in our data specifically with writing. You know, we talk about, you know, math and science have a great connection and ELA and social studies

038have a great connection, but the fact is right now in education. Writing is interspersed through everything. When you're taking your math test for the state, you don't just need to know how to do the calculations. You have to be able to explain your process of thinking. Explain how you got the answer, why you got the answer. And so that ability to write clearly is going to really impact I think across all of our subjects. Uh oh man, I already talked about all that. I will tell you when we look at our data, we did a data summary at the end of the school year. So we didn't review it this year. We're going to wait until we have new data. But we've got uh some things that we can really celebrate, I would like to

039say, are we look at growth as much. I will tell you if we look just at achievement it's not nearly as impressive as if we look at growth. Our achievement is pretty good in comparison to the state but our growth is pretty incredible when I look at it and one of our big highlights are math spring growth. So that is from the fall test to the spring test from September to May. Our eighth grade math students showed growth at the 81st percentile, which means they showed growth better than 81% of this nationally normed group on this assessment. And it shows that the hard work that we're putting into instruction is working. Our English language arts growth in both sixth I'm not both, all three, sixth, seventh, and eighth grade was above the 50th percentile. which

040means in language arts we are growing better than the majority of those who are tested and when I look at that the growth is going to lead to achievement that continues to improve. So I was just very very impressed with that. Our focus this year again is continuing that work, continuing to look at the data, continuing to give teachers the time to dig deep. And it takes time to then look at that data, see the trends you're noticing, and then what are you going to do about it? And so often we throw the data out there, but we don't have time to plan or adjust. And so that time has been planned into our calendar as well for them to take the data and then make the necessary adjustments to meet the needs that we

041see through the data. >> Um I think that's it. >> It was a lot >> any questions before I said well I'm kind of stuck on something. You're very positive. This may not sound so. Why has there been a problem among the teachers of turning in regular attendance and grade checks? That's always been such a standard of education. >> It is. I will tell you um I'm not sure. And so part of what we're doing is we have some accountability measures in place. And it was hard for teachers to hear. It's not different than what we've had in the past, but we've got some reminders, both verbal and written. And then I have a plan to meet with anybody who's not able to meet that to figure out what kind of support is needed. Now,

042historically, it has felt like overwhelm. There's a lot to do and not a lot of time. My hope is that with the calendar that we've adopted that allows some additional time for teachers to prep and grade as well as the work that we're doing in our professional learning communities that necessitates kind of using some of that time for planning as well to determine where we're going that that's going to help alleviate that feeling of overwhelm. I also know when you when you're in a middle school, it's crazy. Kind of from 8:05 when they walk in the door until 3:25 when we send them on home to their parents. There's a lot going on. And when you're taking attendance six times a day, you know, Sally might look a lot like Susie from behind and we

043just really need to hone what we're doing and make sure that we're being accurate with that. teachers have been very open to when we have to make the phone call like I need your attendance, right? But then when we don't have accuracy with that, it's the secretaries that bear the burden because they're the ones making those safety calls and they're the ones that are feeling the the panic and sometimes the anger. And so that's just part of I'm not sure other than overwhelm where that would come from, but >> yeah. Anything else? >> Good. Thank you. >> I stopped by on the way. Sorry. On on the way on the first days with all the kids. It was like a concert. The kids were just there. They were rocking and rolling. Just heads just >>

044buzzing with >> it was awesome. >> And so I got the privilege of >> That's my biggest celebration. Kids are here. >> Fantastic. This is why we're here. >> All right. All right. Thank you. >> Always a pleasure to follow Becky Armstead for Sorry, Courtney. >> My report will not be as long. >> Beverage in the next staff house. >> Wait till after my report to say please come up here. All right. So, our school opening, I mean, everybody here knows that each school looks different on each other, right? So, registration for um the elementary school is we can never assume a child is returning. Um, last year we had three teachers for third grade and uh, one of my secretarians made individual calls to all of those families last year to see if they

045plan to return because we wanted to plan ahead if we needed an additional fourth grade teacher for this year. So, the phone calls were made. We had one or two students saying they were leaving and then registration started and I'm sorry, my child's calling me. registration started and um like five of those kids that we thought would be returning in fourth grade moved away. It happens in Bandon. Um we had already hired a wonderful new fourth grade teacher and then two days into registration we had seven new fourth graders register. So um it's it's just what it is. Um elementary school we have I think the last count was 15 or 17 new kids to Ocean Crest this year. Um, our class last year, the fourth grade group was almost 60 kids and they moved

046up to fifth grade. So, Becky has them now. Um, but our kindergarten group last year, there were 38 kids in the entire kindergarten group. So, when you're losing a big class and then cycling in a small class, we're down like 20 kids. I mean, it's the lowest enrollment for Ocean Crest that we've It's my 10th year here. It's the lowest we've had since I've been here. Um, but it doesn't stop the work that we do with kids. Um, it honestly I think we could all say smaller class sizes in elementary school is what's best for kids. So, it seems to be working out. Amanda Tolles is here and she um is getting the benefits of having a a third fourth grade teacher. Um, so those classes are 20 kids um which is what they had

047last year too. So registration um like I said we can't assume that all kids are coming into school. So, Wanita, our uh our attendant secretary, she made individual phone calls and seesaw messages to every family that had registered within our registration week because we want to ensure that we have accurate class lists. So, a big shout out to Wanita for that. Um, chalk the walk. This was our second annual chalk the walk. Miss Prasy brought this idea to me last year and um we open it up to the community. We put chalk out the day before school and um one of our board members came and uh lots of community members and families and kids came out and they just wrote encouraging things on the sidewalk for our kids. Um I had parents coming up

048and just saying this is so cool. I had other staff say this is a great thing and I'm like not my idea but we just keep doing it. It doesn't take much effort to put chalk out >> all the way on to 11th Street. It's helped on >> our bike on the playground too. So, um, we have some artists, Pokemon, like full images out there. It was, it's really great >> and it'll stay there until it rains because chalk doesn't come off too easily. Um, a big shout out to Advanced Health. This is our third year we've been able to use our grant to provide free school supplies for all elementary students. Um, we only ask that they provide backpacks and a lunch box if they bring lunch from home. Um, what it does is

049it starts the year off where every kid has the same school supplies. It's nobody's saying, "Well, where did you get yours? Why is yours named Brandon? Mine's not." We eliminate all of that. Um, and the fund allows us to continue to purchase school supplies throughout the year. So, if a family brings supplies, sometimes kids have certain things they like. Um, sometimes, you know, extra Clorox wipes and Kleenexes are always are always helpful. But, um, that's a big thing that we're just so thankful we get to use that grant for. And and then during inservice week um we had a science of reading training. This is actually a year-long project. So if you sat on the board last year, you know, this was a grant that I applied for with the Oregon Department of Education for

050literacy instruction. Um we got the grant and um Katherine, she lives in Portland. She works with poor learning. That is the company that took the bid from Oregon Department of Education. She is coming in person. She came in service week and we'll have her three more times throughout the school year and it's really teaching and I say us because I attended the training and I will attend all of them with my teachers. It is how do you best teach a young child how to read and if you're not an educator in this in this room is really difficult. It is teaching them something from the very basics. So from kindergarten they are laying the foundation. Um, and you want learning to look fun, but it also has to be effective. And that's what the science

051of reading, it helps. It it takes from the field of education, neuroscience, and psychology. And it's the best ways to teach a child how to read. Um, so we sat in that training together, and it was a dayong training. And my teachers were such great sports. And when we left, we were like, well crap, I wasn't doing that like I probably should have, but also like with the enthusiasm of we're we're going to we're going to do this. We're going to give our kids the best that they deserve. And that's what you get from my teachers at Ocean Crest. That is our year-long focus is um you know, we've had our new math curriculum and so we've had trainings for math the last two years and now we're moving into a focus of literacy. And

052like I said, it'll be a yearong. She's going to come in um she'll be here two days every time she visits. So she'll come in on a Thursday and she will do some observations in the classrooms. she'll go in and model the teaching um in the classrooms for our teachers and then the next day we'll do the professional development and it'll all be targeted on teacher needs. So we have topics we came up with at our first training and then it'll be a staff survey. So if you know a grade level feels like they want to focus on small group instruction and this other grade level wants to focus on whole group instruction, she's going to be able to tailor um her professional development to that which is really great. We're not going to assume

053we know what they need. We just know that we need effective instruction. And the best part about it is that it's all based on our reading curriculum we already have. So, it's not something new we're trying to come up with. It's how can we best use our state adopted approved curriculum that we have to teach reading to our kids. So, um I'm excited about it and I my impressions after the meeting was Oh, yeah. I got thumbs up from my teachers over here. Um, >> so I think that we're just happy to have this resource and I'm just so thankful for OD to have all this money to give us >> for this. Um, we have I I already mentioned we have our new fourth grade teacher to help with the large class sizes. And

054then life skills is back in our building. So I know that was part of conversations last year as well. Uh, we have eight life skills students in Ocean Crest. Five of them are kindergarten, two are first grade, and one is a third grader. And um typically life skills previously when it was in our building we would abandon had about three students K4 that were life skills students and the majority of the other students were from Port Orford and so three years ago we moved the program to Port Orford because the need was larger there. Um, we had some families not feel comfortable about putting their child on a bus to Port Orford and that the because of that the families chose other um avenues for education for their child and it didn't sit well with

055me. It was these are abandoned kids, they deserve to be served. The superintendent felt the same way. We were able to get the program, it was a conversation we started at the beginning of last school year and we were able to get the program back in our building. Um Selena Minkler, who is our veteran um special education teacher, moved into that position with some of her support staff from her program. Um and it's the fourth day of school and it's a big group of young students and it's going to get better and easier every day. And I'd say that for any classroom in the elementary school. So um that's all that I have. Do you have any questions for me >> on that one literacy grant you mentioned? Sounds like part of what happens is

056like the next time a person comes in, you kind of check in and see like what progress has been made since the last time you guys met. Is that kind of what it's about? >> Kind of. Yeah. So, one day of training is not enough for a teacher to like change the whole practice. And so, and that was part of our conversation too as a team. Um, after the trainings, grade levels broke off together to work. Then they came back and then we wrapped up at the end. And really what it is is we're giving them so our next training is in October, October 10. So, we're giving teachers that window and I'll send the survey out to you guys in a couple weeks. So, they will have had enough time to be in the

057room to say this is realistic. I could do this or I need more help with this. And then that will be then they fill the survey out to say what their need is for the next time she comes to visit. So, it's definitely not a have you done this? I'm checking it off the list. It's you've had a little exposure, you've tried it in your practice, what else do you need? And that's what's great about this is we work together. It's not this like program that's in place for the whole year. It's we will meet and talk about what specific needs we have each time she comes before she comes. >> So, and it sounds like this is more like teaching reading just concept like as a base baseline skill versus being like intervention focused

058for kids who travel. >> Actually, we get both. Yeah. So, that's a great question if you could if you could hear him. is asking if it was about just intervention based or if it was just teaching reading and it's both and we again because we get to tailor this professional development. Um like my reading specialist she that's what she wants to focus on. Um Daisy Dri our ELLL teacher she was at the training too and she's been able to work with her on how she can use this to support her multilingual learners. Um so that's the best part about this is that she will tailor it to our needs. >> Yeah. which are diverse. >> Thank you so much, Courtney. >> Uh 4.05, Shauna. >> So, opening of school was uh very different this year

059than it has been. Uh we didn't have an opening speaker like we've had or a breakfast. Um we didn't have the money for either. So, usually an open uh speaker is between five and 7,000. We usually find a grant that pays the majority of it and there just wasn't anything this year to be able to do that. So, um that was unfortunate because I like that we all get together and be able to do that um to start the year off. Um, some of the other things that I think that we talked about, as the principles talked about, I I asked when they did the report this time to really talk from the heart, to be able to talk about not just our successes, but our struggles because we like to hide sometimes our struggles.

060Um, and like to present to the crowd all the things that we do well. And that that leads to a misconception sometimes because when we come back around and say these are the things we need to do, people say,"Well, why? All these wonderful things are happening because we don't really tell the truth." And it isn't that we want to mislead. We just don't always want to air our dirty laundry or tell you where we might be struggling or tell you where we're we're not being successful. And some of the the things that I can relate to that personally is that I probably didn't make every choice that was perfect. I probably did make mistakes. I I know I make mistakes. I'm human. I've made mistakes. Um I can't say that the choices that we made

061are those that we wanted to hurt people or the intention was to hurt people. The intention was when we had needs, we sat down, we talked about it and we said if we move this component, it will help with this component. If this component moves, we'll help with this component. The part that we missed is we didn't bring in some of the the people that could speak the loudest for us. And that was a lesson that I needed to learn. So, I take on the responsibility that I didn't ask the right people when we were making the decisions that now when we're talking to the union, which we had a great conversation the other night. Um, and I hope that we continue to have those conversations of how we can outline things better, not as

062me or them or they, but as us. Because we need to do a better job. We need to figure out a way to move forward, to gain trust, to learn um from our mistakes. And so some of the things that I keep hearing is that we need to cut administration. We're overstaffed in administration. We just have too many of them. Well, we have a principal in each building and a vice principal who does AD and BP and spends more hours than all of us together in this district at events. And then there's me. That's admin. Now, that's what's paid in the admin C category. Then we want to talk about other positions like um at one time, I think I don't know 10 or 15 years ago, I think they only had one business manager,

063and maybe a part-time payroll clerk. When I got here, they had a business manager, a part-time payroll clerk, a secretary, and also a part-time uh individual, which was Sabrina. Um, when I got here, what I added to was the listening to the business manager, trying to do business manager stuff and HR stuff and how much it's changed in 15 years. We added that payroll clerk who she took maternity leave and then we tried to open it as a half-time position and nobody wanted it. So then we made it a full-time position and we we got the current person in there right now. So we made that a full-time person. So we added a.5 there. when we talk about the tossas in each building. So the behavior interventionist and um the middle school that was something

064that we developed with a grant the SIA grant the student and uh improvement grant allowed us to look at right after COVID. They wanted everything to be about wellness of the child. So we had to look at attendance, we had to look at behavior referrals. That's where our nurses paid for. That is where our mental health counselors came from. Um that's why we're able to afford a mental health counselor in each building, which isn't something that most districts our size have at all. Um and then part of it was they wanted to do on um on-time graduation. So we paid for that person out of the SIA and there was a little bit out of the and I know education has a lot of acrimans. So the other part of it was the um HSS

065is the high school success and that's how we pay for our CTE teachers and that's how we pay for some of our advisory pieces. So then we talk about maintenance. So when I first got here, we had a maintenance director who was also um hammered down with all of the bond projects. And when we looked into when that warm out, um it was a lot to take on, a lot of responsibility, a lot of pressure. We had timelines. Um we were navigating um the unknown. We had a brand new business manager on top of that. And we had a bond committee. And what we wanted to do was be able to look at shifting some of the bond money into uh different projects because they were budgeted different um than when I first got here.

066And then we looked to see if we could have a project manager for the bond. And at that time um it wasn't part of the bond so we thought we couldn't. And then when we researched it more after the uh maintenance director left we opened the maintenance director position and nobody wanted it. Um, I I took it on, which I slept at it. I will say that. I am not good at it. That's not my forte. And the bond committee gave us the option to hire a part-time project manager. So, we opened that one. We had four applicants for that one, but nothing for the maintenance piece. Um, the committee, which I wasn't uh I wasn't the one that selected the person off of the project manager. I took a step back because I knew

067one of the applicants. The committee chose the project manager. I left the maintenance open for a little bit longer and then I begged um the person that took the project manager part for the bondon. I begged and asked if they would take on the maintenance piece along with the project manager. So we have a position and a half that we put into one position. And so that's where the pay comes from because I know there was questions on that. And so I'm very thankful that we have Brent here um because we were so out of compliance with fire issue stuff, with everyday stuff, with OSHA stuff to where now we are slowly still trying to get there. But um we are coming back to a strong point where the district isn't liable and it isn't

068unsafe. But at some point, a fire marshal didn't come in for a really long time. And we are so lucky in this district that they didn't because the things that we've had to do with that. And the teachers can attest because they don't like some of the things that we're making them do and some of the things they have to take out of their classrooms that's not safe because it's fire hazard or pest problems that we've done a lot of changes there. Um, people talk about um that I I make 70 I think it was the last time it was 75% more than what Doug made and um I came into the district. I started higher than Doug, which is what usually happens. Um and I haven't got like big giant pay creases um over

069the year. I think people wanted to know if I had the um I think someone asked me if I got the pay raise the teachers did because it is in my contract. I did not I did not take the pay raise that the teachers got. Um my administrative team did not take the payraises that the teachers got because that is also in their contract. They took a lower rate. So now when we talk about that we have we talk about cutting admin. But when you look at some of these admin here, they actually make less than the highest paid teacher now and they work longer. So when we go to negotiate with them next year, we're going to have to raise them to where they're making what the teachers make, which causes not issues, but

070it's part of our budget restraints, right? We already have them. Um we've talked about some of them, but that's where the cost of things go up, right? We need to be able to be competitive, which I think is important. Um I think that what the teachers were asking for isn't isn't wasn't horrible. It was just stressful for us to try to figure out a way to be able to make that happen. Um, I think that this year the raise that they got it puts them in the medium. I'm happy with it. I'm I hope they're happy with it. Um, I think the work that that now comes with that is the understanding that all the districts in the state of Oregon were starting to hit that plateau, right? Because you have revenue that's not coming

071in at the same speed as expenses. And so we're going to have to come together and understand that we're going to have to shrink and we're going to have to make cuts and we're going to have to not have the great things that we might have had a year or two or three years ago. Um class sizes are starting to get bigger. Um not ideal. So we're going to have to work through some of that. But those are things that we've been talking about. We've been talking about how we're going to have to take people that have endorsed areas that maybe haven't taught certain subjects for a really long time and they're going to have to start teaching them because we're going to shrink. We're we're going to get smaller and we're going to continue

072to do that as our enrollment drops. And those are those are really hard things to understand and I need to do a better job of communicating the reasons why. Nothing, none of the changes we made was to to retaliate against people. It wasn't that there was, and I can tell you that every single teacher in our district except for two has a schedule change different this year than they did last year. Every single teacher but two. Elementary can tell you that they're teaching PE now because we absorb that position. Middle school and high school always have schedule changes. They always teach something different depending on what our students need. We can't predict at enrollment time that we are going to get seven more eighth graders. So, you're right. It's not ideal. It's not ideal that

073we have a class of 38 at all. and we're already starting to have the conversations and we're asking the union to come with us because that was something they said bring us along with it. Let us see your struggles. Let us maybe help. I like that. That that feels better. Should we have done that? Yeah, maybe. Maybe we should have opened the conversations. Maybe they could have came to the table sooner. Maybe they could have asked to come to the table. Maybe we could have asked. But I can't I can't fix the past. All I can do is fix how to go forward. >> I'm wondering if you could share be so generous to share one of the mistakes you thought you made and you're >> not communicating not learned about it. >> Not not

074openly communicating to them, not not bringing them in on conversations. >> Okay. That's a specific that you did. >> Well, that's a big one. That's that is definitely one that I I've heard from community members and I've heard from the union is bring us in. Talk to us more. Show us what you're talking about. >> Didn't do that. Don't do that in the future. >> Yeah, I want to do that in the future. >> Absolutely. I don't want to keep creating the same mistake. >> You don't learn or grow from that. >> Just it's a it's looking at the elephant in the room and saying absolutely the egg wrapping touching the elephant and saying, >> "Oh, I thought this was something else." And you know, it wasn't. Okay. >> We can always get better. >>

075Yeah. Okay. Thank you for your generation. >> Do you have any questions? I don't have anything else to say. Do you have a question? >> AJ, did you have a question? >> Uh, I would just like to say I'm on the bond committee and I take full responsibility for the bond happening um in the timeline that it did. We were um we were told that we should not do it as fast as we did when we went to get it passed. However, we wanted the match and it was only available during that election. So, we did not have um we did not have a a a plan, you know, and and our plan for the bus barn, our plan for the bus barn was we'll just get some good old boys and we'll just raise

076the roof. >> That's not the way things work in the world today. So, >> used to, but I think there were some there were some pie in the sky ideas. There were some rosecolored glasses. Um, and we could have missed deadlines that would have lost us the bond entirely if we didn't have someone who was responsible for following those deadlines and um someone with the um type A personality um that we have uh in in there right now. So, I would like to say we we're very thankful for having someone be in charge of that bond. We should have had that from the beginning. We should have put that, you know, when we did this all, but we were all brand new and we were super excited and we needed to jump on it for

077that time. So, >> and our community backed us and >> Oh, absolutely. And we've got a great bond committee. We're following it. We, you know, meet every three months and go over everything. But, you know, we were able to get opportunities because it was someone's job and like it should have it it should have been from the very beginning, but so um I just wanted to expand on that bond because I am on the bond committee. We have great members of the bond committee and and um that was has has not always been the case. So we do have a very consistent um group right now that it's following any bond expenditures. Uh thank you. Anyone else? >> Good. Okay. Uh Lindy, do you want to scooch in there? >> Yeah. >> Thank you. >>

078Hi everyone. My name is Lindy. I will be your uh board representative for the 2025 2026 school year. As I'm sure you know, last week, Wednesday, was our first day of school, which for high school is freshman orientation. And I have to say, it was my first orientation I got to help out with, and it was just amazing to see all the kids just kind of excited to be like, "Oh, I'm in high school now." And we got to do a lot of great things. We got to play a lot of games such as the amazing race. We even got to play a scavenger hunt. We actually have quite a bit of new students to the freshman class, not just freshmen, but also all of high school. But it was just great seeing like the

079team building exercise kind of thing. everyone helping each other get used to like high school. And then something very exciting I think is our leadership class this year has 30 kids which I think is absolutely fantast. And something that's absolutely amazing that we're doing at least this coming Friday is we're actually hosting a tailgate um out by the tennis courts to help uh support people to come to the games that are happening that day. And also our kind of plan right now is we're going to give all the high schoolers like a little ticket so then they can get a free meal. We're going to be doing burgers and we're going to be giving water and some chips. And so every high schooler have their little ticket and they'll come up and they will get

080a free meal. As for those Sorry, what? Sorry. >> Now that's happening between volleyball and football. >> So it's going to be from 5:30 to around 6:45. So it's in there. >> Yes. And we're going to be having again burgers. And as for those who are either parents or they don't go to our school, they will pay a simple $8 to get just a little meal. And it can be this is going to be kind of like a little fundraiser for the leadership class for future projects we want to do. Also, the leadership class, we are getting ready to host our first um assembly on Friday, which we're excited for, seeing how it's going to go out and all of that. We're going to talk more about that this week and see how we want

081to play. >> As for the rest of the high school, we're actually getting ready for our first field trip tomorrow with Mr. Hatfield up to um Crater Lake. We had I believe it was 18 slots for students and those quickly filled up and so everyone is super excited and a lot of people I can tell they're always like what that happened. Oh my gosh. But we're all very excited. We're going to leave tomorrow early in the morning and get back around I believe like 7 or 8. Other than that that's basically what's happening up here at the high school. >> Okay. And we've got um Mr. Wright. >> Poor guys. Got to follow that. >> That's not the problem. See how hard they're falling back. >> Um just athletics got started. Um I'm actually just

082going to highlight um following what she was just saying. Our cranberry week coming up. Um so at 4:00 we have varsity volleyball. Um and then the idea is everyone's in there for volleyball and we all want you to come outside to the tailgate. Um support our um leadership class. And then after that, roll right into the football game. Um, so those are really the things to highlight coming up. Um, really our sports season's just getting started, so I wish I had a whole lot more to give you, but like I said, we're just kicking off here right now. Um, we do have a new um, athletic website that we'll be pushing out here in the next week or so. Um, it's bandathletics.com. Um, and that, like I said, still work in progress. So, if you're

083at the parent meeting, I kind of highlighted a little bit already. U, but that's going to be something we're pushing out. That's going to be our whole new website. It's going to have uh everything for middle school and high school and just a one-stop shop. Um because before you have to have your middle school schedule and then you had to go to the OSA and get your high school schedule and they're just kind of all over the places. Um that information is still going to be there, but we're also now putting it all into one spot. Um where you can also find our streaming services for our games and everything else in there like that. So that'll be getting pushed out here in the next week or so. So keep an eye out for it.

084Um and if you have any questions once it's out, definitely uh don't hesitate to give me a call. Thank you everyone. >> Thank you Amanda. >> So my information is not quite as exhilarating or fun. >> So I just want to start out by um uh finding a few clarifying points from the presentation um at the last board meeting um involving our ending fund balance. Um so as described at the last month's board meeting our ending fund balance has been steadily decreasing each year since ESSER or COVID relief funds uh were depleted in the 2324 fiscal year. Uh the ending fund balance decline over the years is related to revenues not keeping pace with increased cost of goods as uh Shauna pointed out. Um but uh including payroll um related services. Um but this is

085across the district as a whole. I just wanted to make sure to put that out there. This is not due to any um negotiations that happened recently. It's not due to any particular group whatsoever. This is across the district as a whole. Um and it's nothing new. It's been a multi-year process. So, I just wanted um to kind of clarify that. I'm sure um everyone does understand that fact, but I did want to put that out there to clarify that. Um the really exciting stuff, adult meal prices as we have um we had those on the annual organizational resolution. We had those listed at $3 for adults and $5 or $3 for breakfast and $5 for lunch for adults. Um per OD, we do need to change those. Um our breakfast price is good, but

086um our lunch price we need to have for adults is a minimum of um $5.16. So we're moving that to 5.25, 25 which is the amendment to the annual organizational resolution that you guys will um that you all will see there. So that's just to be in line with the OD minimum rate. And lastly, uh our auditors for on-site last Friday, which was super fun. It's always fun to get things prepared for the on-site audit visit. There's just so much that goes into that. Um so much prep work, so much that they ask for. Um so it's actually kind of a relief to get that day over with. Um but it went really well. Um they were impressed with our organization with our clear written policies and procedures that we have um in place now.

087So um that was in past years a finding in our audit that we don't have a a clear separation um of duties which happens to most small schools because we all wear so many hats. um it's just hard for, you know, one person to do three different jobs and have that clear separation of duties um from an audit standpoint. So, it just seems a little more risky, but we've put procedures in place over the last couple of years that has mitigated that and we did not have that as a finding in our last audit, and I'm really hopeful we won't um this year as well. So, they were really pleased with um with all those procedures that we have in place. Um we have uh multiple um requisition cues that have to be followed now

088that go into our financial software. Whenever a um a purchase requisition is put in um depending on what location the requisition goes in at, it goes through a multi-tiered um requisition process that needs to be approved by multiple people depending on the location. Um and then ultimately process over to the district office. It's approved by Shauna. a group by myself and then it goes over to Connie and Connie makes some magic happen. Um, but they were they were pleased with the process. They actually walked through um from step one of when the bill comes in, what do you do with it, how is it handled, and they walked through every single step. Um, and they were they were pleased with what they saw there. They do um they're a little more unique from our previous

089auditor in the sense that they have full access to our financial software. all years of it. So, they can go through and they can look up whatever they want. It's not a um an antiquated process of, you know, send me this PDF from this year, send me this from this year. They can go in and they can look at whatever they want and then they can request specific additional information um which actually takes a little bit of the workload off of um off of us in that office, which is really nice. So, um they go through the purchase orders. They usually have us pull multiple paper purchase orders after going through the system. Um this year they had us um pull over 100 105 to be exact that Connie was so kind to help me

090with. Um they go through and they just make sure all of the coding is correct. They um they make sure that if it is a capital asset, it's recorded properly. It's on our capital asset depreciation schedule. Um and uh one guess one good um example of this was the ocean crust um playground equipment. We did make one final payment in the 2425 fiscal year and that is one they requested um and probably because it was pulled from so many different sources, so many different funding sources. It was which was fantastic. The community came together as a whole and made that place happen. Um so that is one that they requested and um so we were able to show you know it was pulled from you know some from the jobathon money um the check that

091came over from you guys. It was pulled from multiple grants many donation accounts in the grants um and then some from district funding. So we were able to walk through that show you know where all those funding sources came into play. Um and they made sure that it was recorded properly which it was. Um but that's just kind of an example of what our fun day last Friday was. Um, so I believe that's all the information I have right now. Any questions? >> Thank you. I need >> Brett. >> Well, I'd much rather hang out with than toilet land than in financial. He's got the >> Thanks for that intro. >> Yeah. So, I don't have anything that like that to share today, but um so obviously um my custodians and maintenance personnel have been

092busy during the summer getting everything back together, back going uh again, ready for the new year. Um they've done an excellent job of doing that. Um so, we appreciate them for that. Um I've spent an exorbitant amount of time, as Shauna mentioned, going through our um OSHA programs. We have 27 different programs ranging from ladder safety programs to fall protection to um just goes on and on. Um so getting those updated um those have to be updated yearly. So we're getting that back together. Um and then as some of the teachers would know um we're going through SDS books, putting those updating those. Uh there's safety data sheets we have to have for every single chemical and anything we have which is cleaning and everything like that. Um so putting those together, getting those updated,

093one for each building for all the products that we use. Um so that's been pretty um big time pretty big uh consuming timeconuming thing uh this summer. Um so we've obviously done quite a few projects around here to get things going again. Um ready for the new year. Um uh we put um uh let's see, just going through them. Uh oh. Like one of the biggest things obviously is um uh the bus barn. So um spent a lot of time going through that. We're we're within about two weeks of finishing that up and doing punch list items on that uh and getting those buses back in there. >> So yeah, so we're pretty happy about that process, >> but uh yeah, in about the two weeks or so we'll be buttoning that up. Um and

094it's turned out very nice. Um hopefully you guys can swing through there at some point and see the inside. It's pretty pretty pretty nice. Um guys did a good job. Um so um yeah, that was pretty much what I had. Not nothing too exciting. Uh just keeping things running. >> Thank you. >> And the doors look amazing. >> By the way, those suckers shined when I walked in the other day. Yeah. The goal was to blind people in the doors when they walk into the sun. >> Nice. >> No, kids have been on this. I can tell. >> Yeah. >> I just I think it's funny that it smells exactly the same way it smelled when I walked through the doors in 1994. I don't know what that smell is, but >> it's hard to

095get it out. >> Exactly the same. >> All right. We are on action items 5.01. Pay the bills in the amount of $221,17.50. May I have a motion? >> I move. >> Second. >> A second. Any discussion? >> Uh Claudia, do you have your mic on? >> I thank you. Uh all those in favor. >> Those opposed passes. Thank you. Uh 5.02 first breeding policy of the EFA local wellness. May I have a motion? >> Sorry, just one quick question. Um there's like a line for inter mural sports. It's in page 31 of our thing. Is it just we don't have inter mural sports? Is that why it's getting mural sports, right? Yeah, >> they say, "Oh, yeah, >> I fig just I I I will tell you I try not to What was recommended

096when you do policy and procedure is that if it really has nothing to do with your district, don't have it in there." >> Okay, cool. >> So, that was why we took it out because we don't have that. >> Okay. I have kids for that. Uh, okay. May I have a motion? >> I move to accept that. It's a huge document and a lot of words. Uh, may I have a second? >> Second. >> Do you have any? >> I guess that's where we would have put discussion, by the way. Discussion. All those in favor? >> I >> opposed. Motion passes. >> Uh, this is one of my favorites. Approve request for sixth grade outdoor school field trip. >> She's talking. >> Yeah, >> this is one of my favorite things. >> We actually are

097here ahead of time though. I thought it was like this go. >> Yes. I'm Nicole. I'm the middle school science teacher and I've been coordinating uh our outdoor school trip for sixth graders. Um it's been five trips now. So this will be our sixth year. So you're all about that try. >> Okay. Uh and um we hope to uh go to the same location that we found last year at Syscue Field Institute um out in Selma, Oregon. It was a fantastic experience. The staff was wonderful. The kids had a wonderful time. Teachers had a great time. It was just really great balance of um education and just a great experience and all that. So um we hope to go back there. Um, we like doing it in May, so we're we're going to try to

098schedule something in May again. Um, the bummer is that, uh, outdoor school funding got cut statewide this year. So, um, they have changed the amount of maximum, uh, amount that we can be reimbursed and they shared that number with us. Um, and it is 78.45% of what we were reimbursed for last year. Um, so it ends up being $32,960.84 is our max. Um, now we do have the benefit of having currently 10 fewer students in the sixth grade than we did last year. I'm hoping that'll save us some money. Um, I've looked at some other ways of cutting costs like um hopefully more volunteers, maybe fewer paid staff. Um, I was considering maybe reaching out to the high school and seeing um if you do have maybe not as many parents that can attend, seeing

099if you could maybe figure out a way of getting high school students to be um some counselors. That's something other districts do. Uh possibly looking at shortening our trip. We uh did four days, three nights last year, which was really great. Seemed to be the general consensus that that was what kids and families liked. Um but maybe looking at shortening that to um excuse me, 3 days and two nights. Uh it does cut down on the amount of programming we can do since it's a three-hour drive though. Um and then the um provider uh is also looking at ways that they can reduce costs. So their per student amount might not be quite as much. Uh and then we are able to get uh some special requests for supplemental funding as well. So if we

100have I know we have um couple life school students in sixth grade. If we had any exceptional needs that um we could request for some additional funding to support those individual students or small groups of students. We will uh be working with Amanda to stay within budget and yeah so >> one question. >> So thank you. >> So what was the rejection and what we got last year versus what we did? >> Yeah. So it was 78.45%. Um, we were reimbursed $42,159 last year. >> And again, that is based on a per student thing and per adult and all that as well. So, that goes in all that. The transportation generally doesn't change. Um, we are pretty good on our supplies and everything. Um the snacks were a big hit, so probably spend some money

101on bringing some snacks. But um other than our the provider fees and the the payroll for the staff that work to support it, those are the two main costs. >> I think I I missed if you said when is this trip planned? >> Yes. So we um we've been going in the spring. Generally May seems to work well for us. The weather tends to be a little better and we kind of it's a nice kind of wrap up the year um event. So, we're hoping to to schedule them. I've been talking to uh the coordinator there already and she is really excited to have us back. They really liked our our school and lots of positive things to say. >> It's a lot of effort that you put into this. As a parent of a

102sixth grader who got to go last year, I I went to your parent meetings and the the things that you had to plan ahead for. I am just so very thankful for your time and effort to give these kids this opportunity. >> I'm I'm excited to do it. I I I mean I had fun. I haven't gotten go every year, but this was a really good place and it was like I got my so um but yes and hopefully know going to the same place again. This will be our first year hopefully going to the same place again and it's that's been a lot of the so hopefully cuts down on some of the extra work knowing what to expect and already having all the resources >> and so far in advance. >> Uh excellent.

103Thank you so much. Uh may I have a motion to approve the request for the field trip? >> I move to approve second. >> You'll second. >> Uh any discussion >> as a former victim? I mean u volunteer of this. They're fantastic. >> It's a cool program. Uh some of some of our kids missed the opportunity when it was the dark times, but I'm glad the other kids get to go. Uh, all those in favor. >> I >> uh opposed. All right. Motion passes. Thank you. Um, we now have a Stillwater Nursery internship flyer. Oh, yeah. So, this is newish. We are approving flyers um that get posted around the district. Um, so we make sure we review everything that gets put up in the schools. Um, and we approve it. So, uh, we should

104have all of those here. um approve the Stillwater Nursery internship flyer. >> I move we approve it. >> I'll second. >> Second. All those in favor? >> I. >> All those opposed. Uh and then we also have two uh here from uh Bannon Community Youth Center. One for welcome kinder camp. Keep the momentum going. Um and one for family fun game night. These will both be hosted up in schools school, right? Yeah, we'll sees for the Kinder. >> Sees off for Kinder. Yes. Uh motion to approve. >> Motion to second that second. >> All right. All those in favor? >> I all those opposed? >> Yeah. Uh and then the last thing is the amendment to the annual organizational resolution 2025-01. This is uh just what Amanda explained in her presentation is that we are

105raising the price of adult lunch to 525 from $5. Uh this is a result of OD having a minimum amount we need to charge and so that's being raised today. Uh may I have a motion to approve? >> Motion to approve. >> I'll second. >> Second. All those in favor? >> Those opposed. All right. Motion passes. Thank you. Uh okay. Where are we at? Okay, we are now into public comment for items not on the agenda. Um, this is just a thing I'll read every time. Public participation in board meetings is governed by policy BDDH. Uh, commenters should include their name if speaking for an organization, the name of the organization. Uh, spokesperson should be designated to represent a group with common purpose. Uh, there will be a threeminut timer. I ask that when you

106hear that timer, you wrap it up. A commenter may offer objective criticism. Um but do want to remind you that we are uh not to hear comments regarding individuals um students or or otherwise. Um comments aimed at state and federally protected classes shall be prohibited. Anger, rudeness, ridicule, obscene or proane language impatience, lack of respect for others. I know there's so much demonstrations in support or opposition to a speaker are not permitted. The board thanks all those for their presence and appreciate the input of community. So, thank you all who signed up. I know it is it is difficult for some. So, I appreciate >> you. H yes, please. Uh first up, we have Rhonda Conrad. >> Are you timing? Are you timing? >> Oh, I'm sorry, AJ. >> So, I'm'll be looking at my

107phone. Don't think I'm rude. Just keeping you on track. I'll throw up the one finger for one minute. >> I'm going to read this. So I I'm >> great. >> Good evening members of the school administration, school board, superintendent, and members of the public. My name is Rhonda Conrad, and I'm a full-fledged lifelong cheer junkie, and here to the senior here at Bandon High School. I stand before you today to request that Band of the School District, the school board, and the high school administration to reconsider bringing back the cheer program under the athletic programs control. I along with others do not understand why it was eliminated to begin with other than being told it was because of funding and not being able to award a coach or uniforms. This brings up the question of

108what is the point of having the volunteer coaches application process. There are many people who have applied as volunteer coaches. I'm sure I know I have applied as a ballinger coach across many sports, cheerleading being one of them. I have been background check through the Bandon School District certified by NFHS, OSAA, and OCCA through the 2526 school year. Bandon High School should offer sideline cheer because it enhances school spirit, creates a more engaging game atmosphere, teaches valuable life skills like leadership and teamwork, provides opportunities for physical fitness and discipline, and fosters a stronger connection between students, athletes, and the wider community. It also offers additional scholarship opportunities to our youth through the OSAA. And if your coach is a member, as I am, also through the OCCA, high school spirit programs have the unique ability

109to connect a crowd to a game, a community to a school, and school groups to each other to feel a part of something bigger than just particular groups. As ambassadors with school, and representative student athletes, cheerleader, Charlie students, alumni, and community members who attend games. In a study commissioned by Marcy Rand on school spirit, 75% of students who self-report they have a lot of school pride in their school plan to come back to their school for special events after they graduate. Cheerleaders connect students to the game and players by physically interacting with them. Positive experiences turn reluctant students into engaged fans and engaged fans can influence others to attend games. And what more could we possibly want than to fill our stands and the need to build a bigger stadium? When I initially heard about

110not having a cheer team, I reached out to the principles told it was due to funding. Okay, so you can't pay a coach. We can't pay for uniforms. Neither one's a problem. The team can fund raise for sp what sponsors don't cover. I have went out and I've gotten sponsors that will cover what we can't do. I have also volunteered to uh my services to coach from the beginning. I applied for the job last fall when it was open, but the other applicant was hired. I turned in a volunteer coach application at that time and never heard anything. I've seen the program struggle for three years. I've offered my help to the various coaches for the last three years. The last coach wasn't even told I was willing to help her. I'm told she is

111currently trying to get a program going at the middle school, which is a critical stepping stone to the high school program. My question to you is why? Why are we so stuck on eliminating cheer? It's not because of lack of participation. It's not because of low turnout. You have kids that want to cheer, so you're stopping them. you have fewer kids turning out to play golf and you're not eliminating those teams and you're paying those coaches. So my question is why? Why eliminate the end of high school chair? Why take away opportunities from those students? Why take away those potential scholarships? I'm asking you why give them excuse me give them those opportunities. Thank you for being with me. Annog. >> Hi there. I'm Ann Kellogg. I'm a parent of a sixth grader and a

112fourth grader in this district. I'm speaking tonight out of the serious concerns that were brought up tonight for the state of our schools and the continued failure of certain board members and administration to support our teachers and staff. Their well-being directly impacts our children's education. When I heard that teachers had met to express no confidence in the superintendent and only confirm what many whisper privately, "Our teachers feel unsupported, unheard, and in many cases retaliated against. Many are afraid to speak publicly because they have seen colleagues pushed out or reassigned. I don't blame them. Uprooting their families and livelihoods is no small thing. But the result is the same. Teachers no longer trust their leadership. As a physician, I spent years in leadership roles. In medicine as an education, the best leaders are servant leaders. They

113share a common mission. They support the people on the ground up, your teachers and your staff. and they build policies and solutions directly with them and they have fierce loyalty and empathy for the the people they serve. Most importantly, they demonstrate moral conviction doing what is right even when it's difficult and that the operative word is doing, not saying words of doing it. Our teachers have been clear that they've not received that kind of leadership recently. And yet their concerns in our children's need needs seem to matter little to too many at the top. Instead, we see conflicts of interest, broken bylaws, and inappropriate relationships that erode public trust. We are fully aware when board members are vacationing and going out partying with the superintendent, hiring decisions clouded by retaliation and nepotism, and policies bent

114to silence disscent. Our children's needs are only considered when it's conveniently aligned with your standing friendships, employed family members and friends in alliances. It's not behavior of accountable leadership and it's unacceptable. I take no pleasure in standing here. I know my children I might face retaliation for speaking up, but character education doesn't come from a curriculum. It it comes from seeing adults live with integrity. My children need to stand me here calling on all of you to do the right thing to restore the trust, support our teachers, and put our students first. Will your children see what you are doing what is right when it matters the most? So, we're just asking you to hold people accountable for betraying the trust of the teachers, retaliating against the staff, and driving away experienced educators that or

115you can continue to obey the responsibility to our community who elected you. Thank you. Thank you. >> Jen El. >> Hi, I'm Jen Ell. I'm a teacher here at the high school and I'm um now the president of BEA since uh Ashley Pearson had resigned. Um first of all, thank you all for um speaking on so many difficult things. Um I want to say a couple of things. Uh BA BEA is very happy with our contract. Um we really felt a huge sigh of relief. Um we felt like we were going forward with the district into a new school year with a lot of positivity. Um we felt strong. we felt well compensated um and we were ready to go and do our jobs as we always do. But this time it felt it just

116being being well compensated feels really really different. Um this school year started out rough, unexpectedly rough, disappointingly rough. Um there's been a like like the administrators were talking about everybody has different jobs um and alluded to the fact that teachers weren't really part of those decisions being made and that hearkened back to things that happened in May. Um and so here we are. Amanda, thank you for clarifying that our signing that contract was not going to break the district. After the last board meeting, there was a sense that it was going to be problematic because of our contract, and I had been reassured by our superintendent that that wasn't wasn't true. So, thank you so much for saying that. Um, it's a lot to unpack, but I only have three minutes. I requested a spot

117on the agenda for the VA at this meeting and we have a lot to talk about back and forth doing this. There's no back and forth. It's just words. I had requested a spot for the BEA so that we could all ask questions so that you could ask us questions so that we could talk back and forth. We were denied that spot. um by the by the chair. Um I'm not sure why I asked for reasonings and I didn't hear back why. They said that what we wanted to talk about was better suited to this venue, this public comment section. Okay. Um the BEA is not simply a member of the public. We are the certified representative of the district staff. We have a different status than anyone else at public comment. We are the

118backbone of these schools. Our request for an agenda item was to ensure that our concerns about climate, workload, and impact on students are given proper attention as part of board business. Board business directly affecting staff and students belongs on the agenda, not tacked on at the end as a three-minute comment. At the June meeting, several staff members spoke during public comment section. And after the meeting, we asked, "How can we have a back and forth about this?" because we were so disappointed that we spoke with so much information that was so important to the future of our schools and all of our well-being being and we felt like we had no response and we still haven't really gotten the response that we needed from that June meeting might have been May June meeting um AJ

119encouraged us to get on the agenda item become an agenda item request to be an agenda item then you can have the back and forth. So, we went through those avenues and didn't get to it. We need everyone at the table. We need to speak back and forth. We're committed to working in good faith with the board and we believe that transparency and open discussion at the board table are the key to building that trust and collaboration we want for our schools. Think that's all for now. Mr. H. >> Good evening. I'm Kevin Han. I'm a social study teacher here at High School and I'm speaking on behalf of members of the Bandon Educators Association. Recently, we requested a spot on today's agenda, hoping to discuss the sign significant issues and concerns we have regarding

120the administration of our school district and its impacts on our staff, parents, and most importantly, our students. Bea had desired an open and public dialogue regarding these issues at this meeting. However, we were denied this opportunity in an email from the schoolboard chair and subsequent email asking why was not responded to and instead instructed to sign up for public comment section of this meeting. This is unfortunate because a simple statement void of the opportunity of the board to respond or ask questions is si is not sufficient to effect effectively resolve the significant issues in our district. 3 minutes is simply not enough. As such, we formally, the union, request a special meeting with the entire school board, our superintendent, and the members of the Bandon Educators Association. Further, we request that this meeting be open

121to the public and dedicated to conversing about these issues. We further request that the conversation be recorded and made public so as to avoid any misunderstandings. It would be preferable for this to occur in the next two weeks. and this statement and we request that this statement be made part of the official meeting minutes. Thank you. >> Uh Mrs. Dodro. >> Hi, my name is Sue Dodil. I'm a retired teacher of 37 years from the Bon School District plus two others. I am here to support Shauna in the vote of lack of confidence. Shauna has worked hard to ensure that our district has carried over funds for the next few years while other districts are having to have major cuts because of lack of funds. She has worked hard to utilize funds that came available

122for our district. Past superintendents have not uh done this and left funds on the table and have had to be returned. Shauna has made sure that the programs are not cut even if that mean meant moving teachers around where needed to make sure the students needs were met. Students come first. During my years of teaching, I have taught K through fifth grades. If there was a need that arose, I was moved. I looked forward to these boobs uh that so I can see the growth of our students, learn the new curriculum and kept teaching from getting stale. I uh I in each grade change I got to experience fun of these grades and the students. I got to experience different field trips, did jo uh jogathons, putting on plays, cooking vettison stew, teaching students dance

123routines at halftime and many more. I have continued to be involved with the students in the band in this district, dance team, proms, dances, fundraisers, volunteering in my grandchildren's uh kids classes and other teachers classes. I am now subbing as a date. Going into education is a gift that should be not overlooked. The one thing that I stressed with my students that every action has a consequence whether it is bad or good. Um I am asking you to think about uh losing Shauna as our superintendent. having to pay out her contract and paying for another superintendent seems like one of the bad consequences among others. I am totally in support of all of our administrators and I would like to thank you for uh doing what is necessary for our students and our district. Thank

124you, >> Amber Burr. Hi. Um, name's Amber Berg. I am just here to discuss communication. Just tagging on to what others have said in that communication with the board has been abysmal. I know that you guys now all have your own emails, which is great when they're responded to or at least acknowledged that they were received. I sent an email requesting some clarification on a decision that was been made. I sent to each and every one of the board members and I took me coming back a week later and saying, "Hey, I sent an email. Could somebody this acknowledge it was here?" And I got zip. A day later, I get one board member acknowledge that I had sent the email. And then finally, I got a response to what I said. The response that

125I got from the board chair didn't actually respond to the question that I had asked. I had specifically asked for someone to show me one particular thing in the word bylaws. And we don't need to get into specifics as to what that was, but I just wanted to understand. It wasn't from being aggressive. It wasn't for me trying to cause trouble. I just want to understand what the process is and where the issue that I was talking about fit in. And when I got the email back, the tone was less than pleasant and it was not it did not answer the question I had, which is, "Could someone please show me where this is?" What I got was, "If you'd like to know where this thing is, please let me know." I already asked you.

126I already asked where it was. I just needed somebody to respond and say, "Hey, if you look over here at this page, at this article, on this thing, then you'll understand why we did what we did, but that's not what I got in return." Um, it's important for the board to remember that you are all elected officials and your constituency is here right now. And when we're trying to communicate with you, we're trying to understand why things are happening. And and people have addressed the fact that this has been done in silence. there have been things that have been done quietly that there have been problems with communication. I applaud the fact that that's being acknowledged now and hope that that's going to change. But I have to say that it's common courtesy that when

127someone sends an email, even if you're not prepared to respond to what was being said in that email to say, "Hey, got your email. Give me seven days. Give me two weeks. Give me a month. I need to look at this." But to send it out to how many people, was it seven of you and not have a response or even an acknowledgement is unacceptable. We are the people that hired you. And it is important that you remember that. There are we're not going away. We have questions. You guys say you want parents who are involved. We're here. We're asking questions. We're asking for you to pay attention to our questions and respond. And I don't think that's too much to ask. We're not going away. You have a full house here. And there's a

128lot of people that'll be coming at you with a lot of emails and a lot of questions. And I hope that you all will be much better at responding than you were to mine. That's Jessica. >> I'm Jessica Markham. I'm a parent in the district and um I've been hearing a lot of people talk about declining enrollment in schools and I'd like to understand um you know you how you plan for the students that you're going to have the next year. Do you have an intent to enroll that you do? How do you plan for that? Number one. And number two, I'd like to understand better how many of the local kids in our school district are just leaving our school district and doing online programs or doing some kind of homeschooling or moving out

129of our community. Um, and I'd like to see our district move towards having better communication with the the families in the communities and the teachers supporting the teachers so that we don't have families who are leaving to get away from the drama. Thank you, Zoe. >> Good evening everyone. I think you know me well by now. This is I think triple header for me the last three meetings. Um, what some of you may not know, um, my dad was Bill Bradberry. He, um, served Oregon for over 30 years in public office. He was a state legislator. He was also Secretary of State. And he was a real champion of democracy. Thanks to him, we have vote by mail. You can all be appreciative of that when your ballot arrives in your inbox, your mailbox, instead

130of having to go to a ballot box and leave work. Um, and his dedication to Oregon and to democracy really showed me the importance of civic engagement. And that is why I'm standing here again for the third time. When he died unexpectedly two years ago, his memorial was attended by four Oregon governors and countless elected officials from both sides of the aisle. And they were there because they loved and respected him for his integrity that he brought to public service. He was a man who he did the right thing and he held himself to the highest standard of ethics because he believed it was essential to a healthy and fair democracy. Unfortunately, I think if my dad could be here with us today in this school district where his two beloved granddaughters are students, I

131think he would be worried. Not only because of all the concerns raised by parents and teachers this evening, but because of the growing pattern of favoritism, nepotism, and complicity within the district. I have questions about how Mr. Docky, our high school principal, can hire his own wife as the new speech and debate teacher. I know that Oregon chapter 244 prohibits the public official from interviewing, employing or supervising a member of their own household unless that person complies with the conflict of interest requirements. So absent any specific policy, the principal cannot legally be his wife's boss. So I have a question to the board. Is is there a policy in place? Does the district have a policy to address some of these concerns, these growing concerns in the community about nepotism, about hiring friends, um about

132going on vacation with board members? And I I think that is probably the thing that my dad would be most worried about in this room, the fact that there are two board members who are very very close friends with the superintendent. Their relationship is well known. It's well documented. Um, and I think that we all hope that the district staff can work well together as a team, but this close fraternity raises red flags, particularly at a moment when trust in the district is at an all-time low. There is a phenomenon that is known as board member complicity. It happens when board members prioritize protecting the superintendent over their governance duties. School member school board members are expected to serve as objective overseers of the school district to represent the interests of the whole community and

133to ensure that the superintendent is held accountable. But when board members shield the superintendent from scrutiny, it undermines that accountability and their credibility. And I feel like our experience as parents trying to contact the board not receiving responses or receiving very vague responses that are pretty unsatisfying um makes it feel that way like we're not we're not getting through. There is a cadre of people protecting. So I believe that we are dealing with some of that in this room and I think that if my dad were here all 6'4 of him he wouldn't mince words. He would point out that there is right and there is wrong. And the right thing to do in this moment if you are a board member and a close friend of the superintendent is to recuse yourself from all

134board deliberations and votes pertaining to the superintendent. It's time to do your job and to do it with integrity. Cory Cody Stewart. I'm sorry. I can't read the >> I'm sorry. Can you tell me your name? >> Cory Stewart. Oh, >> good evening. Um, I just want to thank all of our board our democratically elected board members and I know some of you from the hallways and everything else. I have three kids in abandoned school district. Um, I have one kid at each school now which is terrifying. Um, I uh I um I don't like I've I've been to one other of these meetings and I really didn't like the way I felt. I've been through one other in another before we moved here. I've been through another school district shakeup, restructure, whatever you want

135to call it. It was horrible. It was kind of the same. It felt the same. It was kind of enclosed rooms. Nobody really knew why they did it. And you know what it feels like to me is that um what has happened is that they have that um there have been things that weren't broken that were working well that were purposely broken and moved around and in an experimental way. And so to me I've seen it happen before and it just doesn't work. And I've um I I have my grandfather was an educator, my grandmother was an educator for their entire lives. my and um I deeply respect educators and um and personally um I can count on one hand the educators that really changed my life when I was uh having a hard time

136or didn't know which direction to go or I was trying to find my voice in school and um or just find out who I was. And um it's very important to have these connections and to have teachers that are confident in their positions. They're happy to be here and they are proud to be part of Bandit School District. And I don't think that an environment that has been created this semester or this year has this I know I don't I just think it's off to a horrible start. And um I appreciate that. Um you know I make mistakes every day. I, you know, out at my job and, you know, I appreciate when people own up to making mistakes and I just um I just hope that moving forward throughout this year, you know, we

137can focus more on the kids. Um because I think at the end of every single one of these decisions, the last thing that the board and you guys should be asking yourself is does is this the best thing for the children? And you know, it's easier said than done, I know. But another thing that I've actually in my own life, I've been thinking about lately, and it's in so applicable to so many things is that resiliency is more important than efficiency. We need to be able to weather whatever happens to this district. And politically, whatever, it doesn't matter what side you're on. It's like we all have kids that have they they are like this is this is their world. I mean they spend more time here than they do anywhere else. And if it

138doesn't feel right or if their te if they can sense that their teacher doesn't want to be doing what they're doing that's a really big problem. you know, they need to be able to go to their teacher as an expert in whatever they're teaching and know that they, you know, they're the authority on that, you know, and and it needs to be real and factual and not like, you know, objective. They need to be able to make up their own minds. And that's just, you know, it doesn't feel like that type of environment has been maintained or created. And um I just I love walking into the schools here. I love seeing all the smiles. I love Ocean Crest is so amazing. I love how old it like I just love old schools and um

139um you know, nothing's perfect. I mean, I'm a believer in public school. Um and uh I I just think that you know we need to keep public school just we need to ma maintain its integrity and um there was a school where we moved from and um I will never forget it and it was the school that the actual the district shut shut it down. It was a really good program. It was a um dual immersion school, but on the outside of the school, there was a quote and it said, "Above mind and above body stands character." And you if as board members, as administrators, as teachers, as kids, um if we're not conducting ourselves in public or or with each other as part of this district, um with good character and openly with each

140other and work, I mean, as I don't want to be here. I I I don't want to be here, but like this is so important to me because like we're not leaving. Like leaving is not an option. And like this is the best option for my kids and their future right now I feel is to bring them to school here in Bandon. And it's not easy. It's a very big sacrifice. And um I just I don't think it's being taken I don't think it's being taken seriously. I think the decisions have been made hastily and I don't want to draw any conclusions. I don't know any of you very well. Um, but I just don't like the way it feels. And um, I'm going to keep coming to these meetings because I want to know

141more. Um, and I want to be involved and my kids love learning. They want to learn. Um, I'm really lucky to have them. They're amazing. And, um, and we're lucky to have you guys here doing this. Um, and I want to thank everybody that's here. And I do I share Zoe's I I share all of you know there's there's some major issues here that obviously need to be worked out and I hope that we can redeem these moving forward. Um and just like start making it feel better in here because right now it doesn't feel good. So, um, thanks. That's that's all I got. And thank you. >> One last very. >> Thank you, Madam Chairman. Good to see everybody here. I uh want to thank the board. I've been there on the board. Big

142pay. Great big pay for you guys. zero volunteer put in tons of time, lots of time. I want to thank Sean and your staff. What you guys are doing is excellent. I want to thank all the staff. I want to thank the teachers. I want to see you get together, work things out, not come in with big demands, and put things back together. I've been associated. My mom went to school here. Uh she started school here in 1929. Uh, she went all through school. Uh, she had four kids. We all went through Bon High School. I had two kids. They went through. I now have great grandkids in the in the school. And, uh, I probably spend more time in the gym than anybody in this room. I go to the gym and the football

143field in um, September, get out in March. I've been doing that for 38 years. I do it for the kids. I've watched many superintendents in that 38 years, many teachers in that 38 years and many principles and lots of athletic directors. Well, you've got a great staff. And if you need to get together and work out something, you need to get together and work out and not come in with demands and say you guys, you got to fire somebody. You got to sit down and work it out because we've got great people in this room. All of you. >> Well, they didn't give me a seat at the table. Yeah. >> Right. But you could keep trying. You'll get a seat. >> You know, it's it's it's always you you'll work it out. Sit down

144and talk. You can work it all out. I see you grinning and laughing. >> Demands get nowhere. Working out. Sit down and be adults. Show our kids that we have nothing but adults helping them. Our kids are what we're here for. That's why we go to the gym. That's why we spent 38 years in this announcing doing what we feel that the kids we can do whatever we can to help. I love it when I see kids five 10 years 15 years 20 years later they come up and thank me for being an announcer. It it just makes my heart feel good. But I do it for those kids. I want them to feel everything. That's what these people are here for. That's what your boards are. They're here for kids. That's what you teachers

145are in the school for. It's for the kids. Let's go. Let's get B and Pride going. Climber Pride. >> Thank you, Eric. >> All right, it is time to adjourn. I would like to call for the motion to adjurnn. >> Motion. >> Second, I guess. >> All in favor? Hey, Claudia D. You still on there? >> Yes, I am. Yes, I am. >> Welcome back, class of 196. I thought I'm going to see it here tonight. >> Oh yeah, >> real deal. Holy failed right there. >> I like it. I need to find some wrapper in the bottom of my bag when I get home. >> I'll find the I'll find you. >> Thanks for doing it.