001e e e stand forg United States of America good evening everyone do I have any additions or deletions to the agenda tonight if not can I get a motion for approval of the agenda I Mo approve agenda favor approved is there any public input for items on the agenda I have Chris Insley did I say that right Chris okay and uh go ahead and come on up so we can see you basically how this works if you've never done this before we're just going to give you an open floor for a few minutes okay um since it's not a um it's not like a board working topic so we're just going let you speak and we're going to take notes and listen that's that sweet um my name is Chris friendley I I just moved
002here about six months ago just retired from the Coast Guard um the only reason I'm saying that is is I moved here in ' 07 um met my wife here and her two children and uh they're they're awesome family just walked in um and I I love this place I really do and the day that we left my wife was like we got to come back we got to come back you know we love this place we love Bandon mainly because it's a small town you don't have to deal with a lot of the big city problems issues the such well we're here now so I'm going to read a little bit of the teacher Socratic oath I found this on Wikipedia so take it how you will you know how Wikipedia these days uh
003so the origin is 1993 a German educator harmit Von henting designed Theo which is supposed to be a set of professional guidelines supposed to so uh and find standing you guys just recently updated your bylaws for for the students I correct yeah so going I have those here coming I'm wrong um existing bylaw recently uploaded updated protections equal equal for all students regardless of political uh political views ethnicity gender gender color and culture or culture okay so gender two gender only two gender sorry that's reality it is what it is we're lying to our children you're upset with me about it well you probably ever read it's probably shame all right sorry I'm upset right now I'm just trying to keep myself shouldn't be here should be home cooking family dinner with my family right
004now all right so this is one of the things that is in this to protect them where they are weak our children are the weakest in our community correct right we should be protecting them they're also not the smartest yet they're learning that's what we're here for right that's that to help them overcome fear and guilt I don't even know what that means that's kind of fear what are they fearing if they have fear my daughter come to me if it's media teacher of course somebody adult close but that's it other than that should be me and my wife uh to overcome malice in or no wait to protect them where they are weak to help them overcome fear guilt malice and last that's a big one the intent to harm that's malice correct okay
005we are intentionally harming our kids and we're telling them they can be a a boy when they are a girl or girl and they're a boy or they can be a cat an animal of some sort and they go out in public like that to me it's a lie and it's not progressing them forward for their future at all they already have a hard enough future as it is especially we have country is hopefully that changes soon but they already have bumps and and stuff in the road and then we're going to add this onto it I don't think so to me that's inappropriate and and uh doubt and distrust you are getting you you're doing if you're doing you're you're making them doubt you and distrust you I mean that's you're telling them lies
006that's what it is lies self-pity selfishness I mean that's all things that parents should be doing not teachers me parents should be teaching math science history and physical education that's it you guys shouldn't be teaching values morals anything else like that to me that's up to the parents and yeah hey sometimes parents suck it is what it is but hey that's not their job that's not whoever I don't know who all how many of you are teachers that's not your job job is to teach Math Science History and educ or physical education that's it no value religion none of that stuff that's up to the parents and the family this one right here really bothered me so not to break their will which is okay not even when it appears nonsensical so a kid comes
007to school and says they're a cat or they're the opposite gender it's nonsensical you have to tell them you have to let them know hey this is not reality if you don't set this straight now look what we're dealing with oh we're we're 40th in education in the United States and you as taxpayers should be pissed off about that we're here talking about this subject instead of Math Science History and Ed uh physical education why are we here that's ridiculous again like I said we should be at home eating dinner or if we're here we should be talking about how to better educate our kids this whole thing math that's a big one the common cor stuff parents can't help their kids with with math they can't because they don't know how to do it
008and what I've done I've I've done YouTube videos and it's why the hell are we doing this hey Chris I want to be really respectful because I know how hard it is for you to come up here and obviously it's an emotional topic for a lot of us especially those of us that are parents but I'm going to ask you to to uh wrap it up quick cool yeah thank you again 40th in in the United States 40th that should that should hit all of you it should hit all of you too everyone that's a teacher part of the board your 40th and we're talking about transgender and and and gay rights that doesn't belong in school at all maybe in college do go go to your whatever degree you can do that that's fine
009here you're here to learn the principles to get you through life or to get you to the beginning of your actual real life yeah we're doing nothing but giving them hurdles when it's already hard up and we're just we should be protecting our children not giving them falsehoods and just just saying oh that's it God bless America and that's all I have to say but thank you thank uh before we move on to our next is there anyone that entered the room late that wants to sign up to speak not we're moving on thank you Chris all right uh consent agenda approval of board meeting minutes from October 14th can I get a motion please second all in favor righty uh we have our standard information section just normal uh dapping changes presentation with Brent
010and Trisha Hutton who country or cross country presentation School Board oh no I just right I'm Trish Hutton and my husband Brenton he was kind enough to come with me and um speak with me today um I just want to read you guys a letter and I'll be passing the letter out to the school board members um something that I wrote um ready for my cross some a policy that you guys had um made um I guess at the end of um end of year last before the season started and um I was going to come to you guys before the season started but um I decided I was going to have my season and then I was going to present this to the board right I'm writing you this um with a deep sense
011of concern and commitment as a Middle School cross country coach my intention is to express um important points clearly and professional while conveying the heartfelt dedication I have this program this year marks the 13th year that my husband BR and I have been coaching cross country both Junior High and high school level throughout this time we have developed our um devoted ourselves to fostering a positive and um supportive environment where young athletes can strive to become their best selves when we took on this program we inherited this sport that is often misunderstood and challenging to recruit for despite this we have constantly work to build and sustain a running culture in banon that emphasizes safety growth and enthusiasm over the 13 years I have navigated through seven different athletic directors and as of lately my
012primary communication with the school has been limited to annual letters from the district office regarding my atttention to return this year Brent and I um anticip ipated at the start of another cross country season we were disheartened to encounter The Proposal from our athletic director that suggests limiting participation in sports and excluding of a tripal grade level upon reviewing this proposal we believe that cross country should be exempt from these restrictions proposal appears to have been developed without considering the history and the impact of our program historically Chris cross country has been the first sport available to our sixth graders unlike other sports such as basetball football volleyball and track which are only open to seventh and eighth graders although sixth graders have increasingly participated in track and field over the last few years cross
013country has traditionally offered an opportunity to engage these athletes in an earlier age in today's digital age there are many students that are increasingly sedentary and cross country provides an essential outlet for physical activity this program is unique for our district as it is not offered by local clubs like the boys and girls club and bonth sports which provide opportunities for young students in other sports the presence of sixth graders in Cross Country not only promotes physical health but also builds foundational skills and confidence that benefit the participation of other sports and later years the unrestricted participation in sixth graders is crucial to the continued success and the development of our program historically while the numbers of sixth graders have varied we have seen many eventual transition into other sports their seventh grade year this
014flexibility has transitioned to other sports in their seventh grade year this flexibility has been integral to the strategy for building a robust and successful cross country program through high school for instance the seventh grade sixth graders that we had one year played a key role in Bannon High School's First boys cross country championship in 2016 it's important to note that cross country structure including the participation of six V is inal to the sports competition framework to our district at the district Championship sixth graders compete alongside their peers from other schools and awards are given specifically for this grade level should the proposal be adopted Bandon would be the only school not including six fers in this critical aspect of competition for the first time since cross country introduction BR I have cherished our time coaching
015cross mentry particularly witnessing the growth and achievements of athletes who began in sixth grade and pursued running at the high school and Collegiate levels while coaching only seventh and eighth graders might be simpler the investment in six graders is a Cornerstone of our program success this program has constantly demonstrated its value and we believe it should continue and um initially intended as initially intended we respectfully request that cross country be considered a three-year program encompassing sixth through 8th grade without the benefit of a stadium gym or athletic rely on each other in a unique challenges of our sport to Excel and represent Bandon with pride thank you for your attention to this matter we felt it is crucial to advocate for future athletes who do not have a voice in this decision thank you so
016much we will take consideration okay please yes I will uh I I'm I'm not long uh first of all I just want you guys to know that it's been an honor to coach uh through these years and I still love it and it mostly because of the kids and just being around them and to see them accomplish what they may not have thought they could I also want to point out I talked to Jim earlier this is not uh like an ax to grind or anything like that I just feel like we went through the channels we were supposed to we're not jumping ahead or anything like that and I think it was just we felt it was just sort of a dis disconnecting communication maybe not the ability to communicate as well some of
017the key points that I feel like are important to be stated is that sixth grade is a level of competition in Cross Country at a district level it has been established they give awards they're in their own race against sixth graders and as far and because of that at the district meet this year uh there were 73 boys that competed in all sixth seventh and eth 30 of them were in sixth grade and in the girls race there were was 60 girlss that competed in sixth seventh and eth and 25 of them were in sixth grade now you would think wow well cross country would be the biggest biggest sport in seventh and eth and in high school it's not we're not stealing other athletes from other sports we're preparing them teaching them what it
018is to be prepared what it is to push yourself how to get on the bus and travel how to how to get along with teammates everything like like that uh it's not uncommon for us to have four or five sixth graders and lose five of them before they get to high school some of them I know aren't going to they're football players they're baseball players they're into other things and we understand that it's just nice to have them there and again just to get to know them as kids so when I see them it's fun uh yeah we had well it was somebody that we had one it's important I think that that there is a for them to sign up we had several parents that said we tried do we couldn't so we just
019went we just didn't come back so it because it the agreement that we kind of had and I appreciate that that you make that we had that opportunity if we didn't have the enough people then they would open it up after the season started the problem with that was we open it up a couple's parents came and says Ah we tried we didn't we're just going to do something else and at the end of the season this is the first year in 13 years that we didn't have a cross country team for B full a full team in junior high which is I worry about that because that's my higho seven or that uh no there was seventh and grade it was not very many no the team was small this year as is yeah
020it was it was difficult and it's not it's always difficult I mean we're not a glamor sport you don't get to do ours in front of anybody six seventh grader so it makes hard than our so tin yeah yeah but but the thing that is important I think is that it is not we're not adding it's not like we're saying hey we want to bring sixth grate up it is a division in Cross Country at the district level that we're oping out of and it it's it just seems unusual that we would do that when every other school as you see the numbers they're almost half of the whole sport love the runners yeah but that that was it and I I appreciate you guys listening we'll definitely get into your expertise your talents just
021your presence in it's our pleasure my experience as a kid um reflex what you're talking about I was able to start running there at at a really young age had a transformative effect on me it was fantastic and I've been I'm 72 and my peers that were involved in contact Sports and the glamour Sports they're long since done I'm still running and so there's a lot to be said I think it's great IDE thank you so much next up we have hlms accelerated Pathways and that um okay I'm gonna apologize I didn't expect large audience I made 10 copies that I was going to give to the board but you guys will get to see it you guys mind if they want to you change your mind so I don't recognize every face out there
022I'm Becky arm said I'm the principal at Harbor Lights and uh like Mariah said we're here to talk about math and data and all of that stuff that that we deem important here at Bandon so we came together Mariah has been with me at the middle school now this is third year our first year we were halim I begged bar pleet it and used her as efficiently as I could so I could have her full time and was really grateful when we got her there her role is behavior attendance but also she was a conduit between the Middle School and the high school as we were looking at math Pathways and I'll let her talk about that here in a minute but our goal is to close the achievement Gap it was mentioned earlier that
023we are not bringing home that first place trophy in education and math is one of those spaces we know that we want to look at how we can scaffold support for students that need that remediation we also want to look at increasing the rigor and expectation for student achievement across the board and then Foster opportunities for students who are at or above grade level to experience the advancement so that they can keep that challenge keep their brains engaged and give them that upper level math that they need and so we're going to start with Mariah talking about our math Pathways and that work yeah and I don't have a copy of this this is all e website for those of you who can't see so in 2021 they actually rewrote the math standards for Oregon
024to include math Pathways for students that might not be University bound they might be trade bound work bound and they realized we were missing a lot of students by the traditional Algebra 1 geometry Algebra 2 higher level math you w preparing kids to go out to the workforce the maybe go and engage in trades and so they came up with this like model it's called the two plus one model you need to get your two core credits of math your algebras geometries and statistics and then we could kind of get into some pathway maths um that are really career reading this almost so in doing that we had to look at we had a math adoption about the same time with curriculum uh we had to look at our staffing we had to look at
025coming out of Co and where our students are finally where they've been and where we're trying to get them to go right and coming out of Co we offered a lot of Grace I think every educator said it then at some point we had to get the riger back right so this was sort of our transitional time where we were like it's time to get our rigger back but also offer meaningful math Pathways um if you don't know you need three years of math in high school years taxing they all got to meet some sort of state standard level right so a lot of the remedial mths that she talked about we do offer but they usually fall under an elective credit for a high school kid as opposed to a math credit with a
026standard diploma so in doing that we had to go oh yeah we had to go and look at how our seventh really it affects 7 to 12th grade because if they're going to do well at math at high school they need to do well and be prepared at middle school right um and coming from the high school down I think I just kind of got thrown on this with the math department to kind of she said bridge the gap between two worlds because I was learning the middle school and I understood high school and so part of that was like talking to the Middle School teachers and high schoolers teachers and getting them together to figure out what our students really need along with all of our new curriculum that we had purchased so in
027that um we created a Pathways document that I just handed out to some of you uh our math department helped us with this and it kind of lets families and students know what our offerings potentially are so the top box if I handed it out is kind of our standard or remedial progression for seventh 8th and n9th grade um they're doing I ready curriculum in seventh grade if they're accelerated they drop down here and they're in the eighth grade curriculum and you can keep going standard eighth grade is getting the eighth grade curriculum if they're accelerated they're coming up to the high school and getting Al one from high school teachers um a standard ninth grade would be Algebra 1 and then that's usually where we have to throw in some of that remedial if
028they're really not ready for Algebra 1 um we offer like a solar paace algebra based Concepts um class and all of these are just are described on the back page by our Math teachers you can see what each course has to offer maybe what a prerequisite is and then eventually we get up into the high school let me see if I can scroll on this so for 10th grade they're looking at either a full year of geometry data science or our math pathway this is where this state finally allowed us to break it up they could get a half year of Applied geometry and a half year of technical math Hands-On learning that's math applied in the classroom building things using those geometry and algebra standards to actually Sho that's our work Bas students about
029running equipment working on farms loving the shop that's where I was heading next um and had a conversation the other day about she like I think wants to be a welder now that you got to take welding right so we're redefining what success looks like after high school right it's not all University bound students now we have those classes so you get yeah absolutely so once you get to like 10th grade kids get the choice beginning year to opt into one track vers another one yeah so they would be working every spring with the academic adviser and they could probably answer this a little bit better me to forecast their next year's um classes and so I don't know if you guys all know this but we have advisor groups in high school you stick
030with that advisor group all four years you learn your kids interest you learn their goals you learn their Pathways and their plans you help them sit down and say these are the doors you need open to make that a s a reality right um in that when we're sitting down and doing scheduling what have you passed what have you taken what do you need what do you think you might be interested in and so yeah they'll do a lot of that work the academic advisor will double check it against their transcript Den graduation standards and we I was just going to say so we have advisory back one time a week to match the high school this year seventh and eighth grade so we're starting at work younger um both sites are in a site
031now so we are starting to talk more College Planning and Readiness and college again encompasses trade schools community colleges internships apprenticeships all of that but we also want the riger right so a standard 11th grade could be Algebra 2 um if they really wanted to go more uh tracked for work and stuff we have half year Financial algebra as a choice have statistics now these sometimes we offer based off interest sometimes we've chosen not I don't think we're doing Financial algebra this year we get it last year but we have the curriculum we have the offerings um and then of course trig and pre-cal if you want to go all the way through and then we've got college level classes which are all explained on the back our um trick pre-cal statistics calculus and will
032be college credit classes so for us it was really important to kind of figure out what we have what we need Max state standards and prepare our students for all the packways they can go through and so now we're going to turn it back to's going to go over how we kind of make those decisions and help our students so like our superintendent pointed out the high school tracks and opportunities are great but if you show up ninth grade not ready then your Stu on the track you're in and so we are working at there we go we are working at the middle school to look at data starting in fifth grade and look at okay where do we have gaps that we need to fill where do we have students that are excelling that
033we need to push where do we have perhaps gaps in our curriculum that we need to look at how can we supplement that how can we dig deeper into the curriculum to get more support for students there's a lot of different ways so we look at a an assessment called Noah map NOA is just kind of the brand name map stands for measure of academic progress we have that for reading and for math across the district and so we are in third year I think third year with noia and so once we have even more time we can look at longitudinal data and see where students have been where they are now and then project where they will be we're starting to get that now that we're in our third year we also look at
034the I ready math diagnostic kindergarten through 8th grade is using a curriculum called I ready and they have What's called the diagnostic it's basically like a placement test and that gives us information about areas of strength areas of struggle it also feeds into something called my path so students have the opportunity to work independently on lessons that are at their level it is not something that we're doing regularly in class in class we have direct instruction with work and yet this is kind of an extra something that can be available if they finish a lesson early they might have a little my path time in fifth and sixth grade I know they're using it as a part of that remediation of skills and so if you are a fifth grader and you're coming in and
035you're closer to maybe a third grade level that my pack is going to give you skills practice at your level but the instruction that you're getting from the teacher is at grade level so we're not missing out on that grade level exposure but we are getting an opportunity to kind of shore up some of those missing pieces we also look at our smarter balance test data now with NOA and with I those are things that we do throughout the year we do them in the fall we do them in the winter and then some of them we do in the spring smarter balanced is our state test it is only in the spring and it gives us more of a snapshot of where we are this spring as compared to a snapshot of where we
036were last spring it's not the kind of data that lets us change our instruction for that group of kids at that grade level but at a district level it allows us to look at any kind of patterns that we might see and it's another piece of data that we can use as we're making decisions about how to best support students and then of course we always look at classroom measures and performance because as much as an assessment is a great snapshot in time nothing's going to take the place of knowing what they're able to do in the classroom real time and so we take all of that and kind of come together so I just talked a little bit about what each of those things those tests are and then this is what one piece
037of information is that we get and so when I looked at the Harbor Lights achievement overview I'm not going to lie it doesn't look great it's not a surprise to any of us but we look and these colors are talking about percentile so so when we look at percentiles this test is nationally normed which means we are compared to students of the same grade level Across the Nation that take this test and when we look at percentiles if I were to score at the 80th percentile I would be performing I'm not sure if I can tilt this Adam if I break something I'm sorry there we go that a little better for at least some of you so 80th percentile and above is our blue level and that is going to show you students who
038have performed at the same level or better than like 80% of the rest of the students across the nation that's going to be a very high scorer when we look here at the green level if we look that's 61st up to that 80th percentile that is still incredibly strong performance we consider the 40th to the 59th kind of our average Zone right what we are expecting Across the Nation performance-wise and then if we look at our orange that's 21st to 40th and our red is going to be below the 20th we have too many students in our red and orange group there's just no other way to look at it we are now very closely targeting what are the skills and one of the ways we're able to do that is the time that was
039built into our calendar for professional development spefic specifically focused on data analysis and so we were fortunate enough to have time in which our teachers could take time in groups and look at this data so our math team got together fifth and sixth and 7eventh eth and talked about the trends that they're seeing talked about the ways in which one grade level can support the next because we know a third grade test is actually the result of kindergarten and first grade and second grade and third grade teaching and the same goes as we get older we are building upon the foundation that was laid before us and so we want to have that across the building we have previously also done building to building where our fourth grade teacher meets with our fifth grade and
040our eighth grade teacher meets with our ninth grade that wasn't the work we just did a few weeks ago but that's another piece of the puzzle and so then we this also will break it down by grade level and you'll see we still have too many Reds and oranges but we also can look and see that in our seventh grade which happens to be a very small cohort we also have a handful of advanced mathematicians these are students that have been placed in an advanced math track at this point and so seeing that Mak sense to me it also gives us information specifically by domain and so when we're looking at math math is a big kind of comprehensive thing and if I say I'm really good at math that's doesn't really tell a teacher
041what you're good at you may be really good at calculations and algebraic reasoning you may be really good at you know geometry or something else this is going to break it down into geometric reasoning and measurement algebraic reasoning data reasoning and numeric reasoning and give teachers an idea now I am looking just at a grade level and so teachers also have the capacity for confidentiality reasons I didn't put it up but to look student specific at where their areas of strength and challenge are so this is a separate test the first one was the NOA that's the one that we do kindergarten through 12th grade this is the kind of information we get from I ready which is our curriculum again remarkably similar color scheme however this has it a little bit backwards and so
042this doesn't use a percentage but it talks about being at or above grade level that green with the little lines is going to be above and at would be the green early on grade level the yellow is going to be one grade level below red is two and red with this the hash lines is two or more I'm sorry three or more grade levels below we have a lot of students struggling with our math concepts and so with this data we then are diving into our I ready curriculum to see what we can do and we have had training directly from them this this year our teachers uh at fifth grades in particular this is what we're looking at right now they worked with our math specialist at Ocean Crest who has experience with I
043having taught it before she has been in regular communication with the I professional development people and then was able to come and present some support for our fifth grade team as they are looking at what they call pre-requisite skills and so the program will go in and say these are the skills that your students need to learn in order to be able to make adequate growth and be successful in what they're doing now and so what we're looking at now is how can we get them those skills so that we can build their math capacity we have more time to meet in January to look at our second data set come together as teams and then talk about okay how is what we're doing working if it's working great where do we go from there
044and if it's not okay what do we need to change I will say this is math specific our data talks are not only with our math people our English language arts teachers do the same work our science teachers do the same work but today we're talking about math so sure so this again is going to be the placement by domain and so in this program it's talking about numbers and operations algebra and algebraic thinking measurement and data and geometry slightly different names but it's giving us the same type of information and then this would be by grade level our placement I will tell you I already I have been told by everyone who's used it is a really rigorous measure and so it looks awfully red and it is but I also know I would
045rather take a really rigorous measure and aim high then take a low bar measure and be happy when I met it and so this kind of data gives us a lot of different information that we can work on we then look at the smarter balance this is the test that we take every spring it is required by the state and we do not have a lot of turnaround time to then change what we're doing in the classroom so we would consider this what's called a summative assessment a formative assessment is something that helps us form our instructional plan a summative is going to be at the end and so we are looking at grade five six seven and8 not really sure why they're not in order but they're not and I will tell you when
046we look I think if you go at the next one it'll show compared to the state so it also shows us how we compare to the state of Oregon in Bandon and so the one that I chose was grade eight mathematics we were talking about the shift from middle to high school so I selected grade eight and if we look Bandon School District had 41% of students meeting or exceeding the state standard which is not where we want to be however compared to the state of Oregon that was at 27 7% we are working hard in Bandon and we are getting better results we aren't done we have a lot of work left to do but I did want to highlight that the work that we're doing is showing growth in our students all right
047you can dig down into the smarter balance data and get domain information this is going to be a lot more specific than the others that are a more generalized Dom and it will give us very specific standards based information and so right here if we look at eight aeb that's going to be understand the connection between proportional relationships lines and linear equations right and if as an administrator or as a teacher going in I can hover over the little eye it tells me exactly what I'm looking at and so the state was below and yet Bandon was above expectation in that one that's not the case in all of them it's just the first area right the state was below and Bandon was at or near for kind of substandard a everybody was below in
048C everybody was below in the next one right and so we can then look at where do we have our areas that have the greatest level of Need for support but also I like to take a moment because it's a little demoralizing to be a teacher and look and say how is it possible that only 41% of my students are at or above grade level I know our teachers are doing really good work I like to point out that we're not alone while we still push forward to do the work so then we talk about math advancement so in order to get to those advanced placement options that Mariah was talking about at the high school we have to start thinking about what we're doing at the middle school to get them ready and so
049at fifth and sixth grade we look at the NOA the I ready and the smarter balanced those three tests that I talked about and if we have two out of three of those at or above the threshold where we really believe this is a child that could bump to the next grade and be successful we do it we offer families the opportunity it isn't forced but we do encourage because we want to keep kids engaged and one of the worst things we can do is have a child board at school because they will find something to occupy their time right when we get to the acceleration at the seventh and eighth grade It's a combination of that assessment data and teacher recommendations we know that moving from sixth into 8th grade is going to allow
050us to kind of miss or I'm sorry not miss but grab any of those pieces that might be missed in the middle we don't want to send them up here unprepared that shift from middle school to high school is big enough we want to make sure that we are setting them up if they're on an advanced track for success and so we like to do that earlier rather than later but I will tell you when the data says we definitely will do it at any time that that data supports um that's math Pathways in a nutshell assessment and data and data talks are there any questions from the board yes yeah so once a kid's on the advanced track do they have to re qualify every year do you rem monitor them like what what
051does that look like if they are not successful then we would look at whether or not they needed to repeat where they were but if they are successful in passing courses we just keep them on the track we don't we don't have to re-qualify we only relook if they are not successful in their placement if a kid misses out like in seventh grade the EV was better imagine they they can move up we look at it every year yeah we look at it every year in this spring and then we do another peak in the fall and see um because we that first week of school we have the I ready Diagnostic and the NOA maybe in the first two weeks of school and so if we have a kid that was kind of Teeter
052tottering we give them that fall opportunity and then we'll make that shift right at the very beginning of the year and I say too I mean knowing the work habits and the study habits of the child yeah like that teacher recommendation piece is huge too like I mean my girls came up to high school math in a grade are they mathematicians no but they wanted it and they worked hard and they did fine so like there's another component that you can't really quantify as well because they're humans that we definitely try to you know play into it as well but it would take a teacher recommendation saying this kid is a hard worker and I think that pushed if they want the challenge and the family wants it for them you know it it does
053take an individualized lens as well not just to did you sit down and perform well on these test well and that's kind of that balance between a child's performance on an assessment which may or may not be the truest vision of who they are and that teacher recommendation if I don't have a single assessment measure that shows me this child is above expectation I don't want to set a child up for failure either and so I've got to have something that shows me that mathematically they're ready but if we're if we're close and we've got a kid with great study habits we're going to push that so long as the child and the family are on board we're into it do we currently have a goal set for the time frame when we expect to
054have the majority of our students at or above grade level so yes and no so that's part of my work with shaa so we do goals just like teachers do goals and my goals are in math specifically and so like with everything I have like a one-year plan a three-year plan A Five-Year Plan and so um I'm not even going to pretend that we're going to have this problem solved next year and I could come up and do a similar presentation next year and I definitely need to be able to show you where we've had growth but we won't be you know in the we're not going to double our percentage of students meeting but we should be getting closing that Gap each and every year and then there are very specific things that we
055put in place to make that happen like partnering with Ocean Crest to have the math Specialists come and work with fifth grade and having those what we call vertical alignment where fifth sixth seventh and eth come together to look at gaps and to look at instructional strategies and I had a conversation with one of my fifth grade teachers today who was asking if I had any resources for interactive notebooks she knows that's what is happening in sixth and seventh and eth grade and she'd like to look into getting them ready by having them do it in fifth grade and so that alignment I think is going to be really helpful if I remember said we're about 177% above the state of Oregon for our above average I'd have to look I think it was we'd
056have to go back where were we last year or maybe at the beginning of seon I have that in a in a folder I don't have that in my brain but it are we seeing year-over-year incremental growth yeah was tested except for fifth grade which is why we have targeted support happening at that grade level that's been our because it was our weakest area in the last two years that has been our focal point this year that has been an area that I relentless on I'd love to see us slead the state of Oregon in terms of our our efforts in this area and really get our absolutely majority of our students there so thank you for the work you're doing absolutely so feel free to not answer because I'm trying to putting on the
057spot here but so you know we've got we've got four moving Parts here we've got the parents the students the pro progr and the staff you guys seem like there zealous you know this is wonderful but um uh the the the the the candid disappointment that you're expressing regarding your your dissatisfaction with where we're at which is really good um but what of those moving parts do you primarily attribute that to oh that is a hard question I know it's a hard question but it's really important I will tell you I don't think it's an easy answer okay um and to not get too deeply into it I think education as a whole but specifically in math was dealt a devastating blow when we shut down schools and had limited access to schools and I
058think that we lost a big foundational piece I think math is something that very um it just makes sense in my brain the way it builds on each other and the skills build from kindergarten to first grade to second grade and I think we have a huge chunk missing and then you add to it the fact that of all of the subjects math is the one historically well before Co was ever a word we knew historically mat phobia has existed in humans probably since the beginning of time it's not sexy and okay I think Ma is think you also have what Chris said earlier like parents are struggling to help them with homework it's not one of the subjects that they can leave our math teaching department or math department and get a lot of
059help a lot of kids don't go home to support all of us kids that are in school tried that well immediate argument with most parents and kids trying to help them with I teach my own and I will tell you none of it is about being good at math um not to brag but I was like a math nerd and when Common Core came around I had to completely relearn everything that I did and as a teacher um I offered options I said I need to teach you four ways to do this problem and I need you to pick the one way that works for you and then when you have a test I want you to use that one way that works for you and it might be the standard algorithm and that's the
060way your parents know how to do it because that's how we were taught I have to show you other ways though because not every kid's brain is going to understand the standard algorithm some of them need a different level of conceptual understanding where just having the formulaic way to do it doesn't doesn't resonate for them but if that formula works and that like some of those Pathways that applied math yeah that's going to resonate with so many more kids than theoretical math so hopefully over time we can re-engage them because we're offering it in a way that makes sense to their life to what they want to do so that's the hopes it's it's still new it's the goal so such a small number of kids too that percentage gets really swayed yeah I mean
061very quickly if we had 757th graders that percentage would look way different than well I pretty specifically didn't pick seventh grade other than when I had all of them there because it is such a small group that for our district one student makes a huge swing yeah and again that's a really small group but our other cohorts are very small compared to pretty much anywhere other than maybe like Powers type districts that are is also very dynamic yeah and that's why we needed advancements and remedial we have to get back to serving all of them I think we all can agree that the path we on is very good we hope we hope that it makes more impact very quickly and that we can lead yeah no absolutely thank you appreciate it so it comes
062back to that 40% right and overall so I just want to correct some things Oregon as a state maybe 40% percentile but Bandon Bandon is not 40 percentile in the nation Oregon might be but Bandon isn't and that is not what Bandon we'll ever be yeah we are definitely ahead of the state average but we're really small so our numbers aren't going to pull the rest of the state up but when we hear that you know we're 40th as a state I don't believe Bandon is representative of that just as we compare thank you thank you um moving over to enrollment shaa you're still holding strong 642 so Happ we see those numbers um and then I'll jump right into uh of our district at a glance I just hopefully you read through that if
063you have questions great I just want to bring your attention to kind of the last part this is something that we've been going back and forth in our admin meetings and we have a policy about um signs banners and distribution of materials and it's kind of been placed on admin's shoulders but we're getting so inundated from every outside organization to now be their way of getting information out to parents that we're so inundated in there's so many different areas that we would like it that they come to the board and present to the board and you okay the Flyers that they would like to put out because some have to do with kids and some don't and saying yes to one organization and no to another makes it really very difficult and so we feel
064that if they want so badly to put this information out that they will have their act together and present it in front of you and that will detour some of this information um coming to the schools and asking I just like the hospital asked to put out a survey wanted us to put it to our parents and put a survey out of course we want to help with the partnership but we can't even get the parents in the community to do our own surveys we can't ask them to now put it out there in emails emails that the parents give us if they didn't ask for their information to be given to the hospital and and I just don't feel comfortable that we're keep getting idated with all of this information to give out to
065our parents so we would like it if we could look at that policy and maybe change it to where they come and present to you and you okay the ones that you think that would benefit our students or wouldn't and that um that way it's organized in its consistent K12 instead of leaving the building principles because it may not it may be something that's presented to Sam and that's great for Sam's building but maybe it's presented down at the elementary and has nothing to do so when building says no and one building says yes and then they don't communicate that and then it's like we hurt people's feelings so I just would prefer that it's presented in front of the board and the board case you you see that as happening once a year or
066twice a year or is it whenever anybody it's right now we're getting inundated I mean it is so much right now that in and before it was like I was making them go through me because if you say one if you say yes like van and use Sports we love supporting them that has to do with our kids right but then there was like the boys and girls Sports wanted us to advertise for them too and then there was a debacle between the band new sports and the the boys and girls and then we got in the middle of it because we're the ones that are giving you know and so we don't want to be in the middle of things like that and so we just want to do what's best for our kids
067and so we would like it that the advertisement the banners on our properties and all of that stuff goes in front of the Schoolboard and you decide because way if a church wants to sponsor something or an atheist groups wants to sponsor something they organize it they put it in front of you and you get to these the bad guys so really what I think it would be I think it would be appropriate if if this is um something that we create a board Advisory Group around yeah and then we could work with shaa and advise that or would you you guys and you say yes or no is this something that we can require that all presentations are done within a meeting absolutely is the subject subject to a motion at this time no
068no it's just I just wanted to put it out there it'd be easy like Bon you can do one presentation for the whole year and you guys could say yes present that's fine but all these other ones can get their stuff together and present it or don't have us be inundated with their stuff I think it's appropriate we have other groups I mean it seems appropriate seeing that we have other groups coming and presenting their needs and their requests to the board so I'm in support of that we'll uh we'll work on that here in do it you don't need all that any other questions for sh you guys have any of this yeah there a lot a lot whole lot we're doing a lot of good work and um seeing a lot of progress
069guys all across the board I want to know why I'm on my phone is because I have the agenda and all the paperwork on it sure I don't have it printed out watch on Facebook uh so we're going to move into our action items for the board if if you're not required to be here you're welcome to leave if you would like if you'd like to stick around you're welcome to stay over two or after now thank you yes thank you so much uh Stan did you see the builds yes yes there all right so acting item number one paying the bills in the amount of $375,900 hey uh osba voting on the regional board LPC position number nine we have two candidates to vote on who uh are representing us uh in this District
070um Jacqueline brook or Steph hamerson um you all got the packet with the information I'm just going to say this one's really easy for me because Jacqueline has represented us for for a while now um and she's very responsive I reached out to Stephen and he never responded to my email so for me it makes my vote pretty easy um I don't know if anybody else has any I just talked to Stephen like five minutes before on the phone so maybe he didn't like my email or but um um what what you can do is printed this out for you if you want to grab this this can be your guide for all of the board resolutions we're about to vote on we're gonna obviously speak them out loud but this is your this is
071your guide here um so all in favor for Jackie crook one two three four five all in favor for stepen hamerson two five- two for Jackie uh next resolution osba amending the osba du's schedule amends the osba du's schedule I don't know why that's in their so on this I I believe well I know all of you board members got an email recently from um Mr Richardson and he broke down what he saw as important data and detail and I thought he had some good points in there um as far as this goes the way that I see it is osba as a whole hasn't raised their dues since the 90s um the overall cost to our district as I spoke with shaa is very affordable and it pays for itself in the legal in
072the legal representation alone if we use it for maybe three hours in one year working with an attorney for one reason or another it's paid for itself and we used it dozens of hours in F oh yes yes and we will continue to need it as issues arise that we don't have an expertise in yep and we need to you know bounce back and forth between an attorney so the alternate is if osba isn't here we then have to go try to find an attorney that specializes in law that would provide cover coverage for districts so we can't necessarily reach out to some local folks that would then have to go become experts on it before they could advise us so for me um for the organization like uh I have to say yes I
073agree with them because it's going to be an affordable change to our district and we need that continued uh legal representation it's about $30 and and I will tell you that I I probably talk to a lawyer at least 20 10 to 20 hours a year yeah minimum so there's thousands and thousands of dollars that we are not having to pay as a district I want so uh we're the middle it doesn't show it on his paper but we're uh what the up to th 999 500 to 999 so in five years we'll be paying just under three grand a year for our dues I mean it's like a drop in the bucket you know and I and I his point to like some of these really small districts because the smaller it is the
074larger the percentage of change but you're looking at a $1,500 annual fee to that small District when they have a budget of multi-millions of dollars and they're getting the same coverage as we get and it's literally our only so to me um if there's no other discussion if there is offer it now not we'll vote on it all in favor of uh the dues increase uh unanimous okay um this is a contentious topic so I'm just going to ask that we try to keep our emotions out of it if you're going to speak uh as a board member I'd ask you just to be clear and concise use facts and data and not emotion um I'm very clear and set on where I'm at on this and I'd like to urge the board to vote
075in unity with me tonight before I say I'd like to read just a few quick things um this is our current policy uh every student belongs policy a CB first uh first section here all students are entitled to high quality educational experience free from discrimination or harassment based on perceived race color religion gender identity sexual orientation disability or national origin so we have that policy in place non-discrimination policy it prohibits discrimination or harassment on any basis protected by law including but not limited to it an individuals perceived or actual race color religion sex sexual orientation gender identity National or ethnic origin marital status age mental or physical disability pregnancy familial status and so on sexual harassment policy uh sexual harassment will not be tolerated in the district hazing harassment intimidation bullying menacing cyber bullying teen
076Dating Violence or domestic violence for students the board in its commitment to providing safe positive and productive learning environment for all students uh hazing harassment intimidation bullying menacing acts of cyber bullying by students staff or third party towards students is strictly prohibited in The District student rights and responsibilities the board has a responsibility to afford students the rights that are theirs by virtue of guarantees offered by the federal and state constitutions and statutes some of those are included in this which is their civil rights their right to free inquiry and expression and their right to privacy equal Educational Opportunity every student of the district will be given equal educational opportunities regardless of age sexual orientation gender identity race religion color national origin disability marital status familial status parental status linguistic background culture socioeconomic status capability
077or geographic location and I won't go into these but we have two more um these are all policies that we currently have in place that clearly state that it is our duty as board members and as a district to protect all kids and to treat them all the same it's already there I don't believe we need anything else I believe what we need to do is if we don't think this is adequate we need to change our policy to make them adequate I don't think we need uh outside uh increased representation by the proposed Pride caucus in fact the um Pride Community currently has an advisory position on osba that already advises osba board I don't agree with giving them voting powers and legislative powers at this time and I honestly can say my personal
078belief is I will never vote for that to happen um I know that we don't all agree on every single little thing but I would ask you to consider that we already have every protection in place for every student in the district and including every staff member in the district so I would ask you to please vote in unity with me and to say no to the resolution to add a pride caucus for osba if there's any further discussion please off it now um so I was when I was elected there was there was plenty of input but among other reasons I was let I was told reason why people were voting for me was because they were hoping that I would uh prevent um controversial subjects that have nothing to do with education from
079dividing our school and putting us in the evening news as we see from coast to coast all over the place know we they they don't want that and also parents have talked about how they um uh they're attracted to our district not because we have like legendary academic levels um there's there are a lot of other factors that are important to parents but one of the reasons why it's attractive here is because it's I don't know how to put this oldfashioned in other words all that all those flash points that you read about in the news that are dividing districts hither and ywn just never show up here and and we've got ample protection for uh you know for the students also I learned because apparently people knew this was coming up on our agenda
080and there were some parents uh not more than one there was several parents that that indicated to me that if we open this Pandora's Box their children will be androll and and I know that parents have other ways to educate their children but you know just it's not good for the budget you know when we get the numbers down we our our enrollment is so steady we want to keep it that way and if we open this Pandora's Box we can't close it um I don't know if you guys know this this from I just tell you this for a moment Ohio years ago passed this resolution uh you know Statewide in their in their districts and then it opened that door and it kept going going and it kept going and it kept going
081until they had this the the predictable conflicts with biological males um injecting themselves into the girls room and the girls locker room Etc so last week the whole you know State School System blew up when the legislature voted to uh ban all biological males and females from the opposing facilities and they just felt like we have no choice because it's just it's just an endless conflict that cannot be resolved and it has nothing to do with education there are all kinds of really interesting uh diversity and and and controversy in our society uh with regard to all kinds of things regarding religion and ethnicity and politics it's endless but we don't want those in our in our education system we want to just keep it neutral we need to protect all the children equally and
082and uh and I have a personal story about this we lost a child that have been given to um that it's this isn't the time to go into it but um because of of uh you know things like this but anyway I can talk about that but anyway so I'm voting um I'm I'm agreeing with him that we need to keep this out of the schools we need to protect all the children from any kind of mistreatment for any any reason but we should not be taking sides in things that have nothing to do with education you're presenting this as a policy change for us personal well and but that's how you read it how I just heard it was you presenting it as US changing our policy but it is the osba changing their
083policy for the adults not the children yes so the osba has offer this resolution for us to vote on adding adding a pride caucus to the osba board of directors and also giving them a legislative power voting power in the osba board so I feel like there's we're we're talking about apples and orch so I feel like people have been misled as to what we're voting about we are not voting about anything that has to do with Bandon schools whatsoever we are literally talking about an adult subgroup of an adult organization that does not have anything to do with the state of Oregon education department this is this is literally like just a club that we're talking about membership C caucus members may include any elected or appointed members of the public Board of Education
084in Oregon who are active members in good stand Standing with Oregon school boards Association and identify as a member of the community cice members May participate in all discussions vote and serve as an officer of the C members must attend the meetings in person via this is adults this is an adult subgroup a yes vote does not go against you personally which is what you are making this vote and it is not this vote is supporting my fellow school board members period like you guys have made this a mountain out of a mole hill it is not this you guys voted unanimously for the people of color Copus five years ago we voted unanimously for the rural caucus a year ago neither one of those caucuses have done anything to affect our kids soever they've
085done nothing it is an adult club and an adult organization Andel I'm agreeing with you on the point that you're making but we are going on record and perception is extremely important so you are you want the perception to be that we are against our fellow school board members not children who identify as this is what the membership is this is I can't cont I can only vote what I what I see happening is is if this gets voted in and there's a pride caucus created you'll now have a a voting power for whatever that agenda is which we don't completely know so what they're going to be doing is helping OS same let they're going to let osba shape policy that we would then have to digest five years go for the people of
086well and and so I would argue to that point that if they're not doing anything the the people of color caucus and the rural organ schools caucus if they're not doing anything then we need to revisit this whole caucus thing and pause on it's a support Organization for adults period I don't see all it is well then if you can present a good reason for it to happen then I could say it's a support for those people our fellow school board members this is not about children and yet you are sending out this Dole that it is there's no dogle here I'm just stating that proposal it's adults and members of osda that we're supporting not children children it should beend organ school boards Association is supporting fellow school board members S cover it's why
087we had to vote the why were you not against the people's we voted unanimously for that I think we should revisit it if they're not doing anything then what's the point of having supporting each other they're already that mean they support themselves regardless of whether or not they it's a club this is a club and and at this point they they already so so my thought is they already have an advisory committee that advises the OS they they're following the rules of the organization by doing that and they're sitting here asking us to now um change the bylaws of osba to give them voting control Power for that agenda I'm sorry but i7 dist those are the school board members that want this for themselves not the children not kids this is nothing to do
088with kids school this is about school board members ourselves this organization is our organization that supports us if we did not have the osda 3 years ago during school during Co we all would have been sued and had our houses taken away they they were the only ones that were supporting us when we said we wanted our kids in school I said I wanted every single kid in school I stood up for that I had teachers tell me that they did not want to be in school I stood here I cried while I read the letter that said they didn't support us and yet the School Board Association supported me I called and talked to those lawyers every single day and that is who we are talking about we're not talking about we're not talking
089about math we're not talking about literature we're not talking about books we are talking about the Oregon School Board Association period our peers yes our our friends we're not talking about kids we're not talking about anything else you are saying that you do not support your fellow school board members if you say no what I'm saying is I look at everyone as created equal and they're all given equal rights and equal protection I don't see any need for them to be given special powers above any other group why do you get to well that's what our job is that's what our job is right now and honestly honestly for the other caucuses points points for them and maybe my thought process now on this has shifted because correct me if I'm wrong once you have
090a caucus your job is to now help shape policy and Lobby for schol board members for policy for school boards School boards children well I I'm sorry I disagree with that we control policy we have it all in place you are 100% thre we're doing everything for our kids we can this is for school board members thank can have you know they they already they already have the club they have their advisory committee but we're talking about giving them voting power on the osba board of directors one out of 197 I think we're g on the idea that it is an lgbtq issue I cannot make a vote in fear or in um predjudice and so I know how I'm been vote I knew before I came here but I appreciate the influence and the
091opinions of everybody that has spoken um I see this as another in a line of historic trajectory on at times as stated we're all pral at times different adults within an organization have needed to have Angela puted a a voice a a club A a way to ensure their legality there are no criminals in this we all want what's best for the children we' had MTH people speaking eloquently about the efforts that we providing for them this has been derailed I believe from its original uh resolution and we're talking about other things here which obviously need to be talked about at simply but I don't think that I think we've covered it I think we're ready for a vote thank you anybody else before we vote okay um choices yes no abstain uh all in
092favor of the you restate thetion number resolution number two creates the Oregon school board members Pride caucus and designate a seat on the osba board of directors and legislative policy committee all in favor raise your hands four votes yes uh all opposed three votes opposed uh resolution three is an amendment to the bylaws if you saw this big attachment and hopefully you got a chance to go through um what I see from this is there's a lot of uh non-substantive changes which are changes that are just fixing language they're not changing the idea or the spirit behind whatever topic it is they're fixing uh errors in the language as far as the substantive changes um it includes the designate director for the pride caucus on the osba board of directors um does anyone have an
093opinion on the section um the substan substantive I have such a hard time with that word substantive thank you John every time that comes up I'm just gonna have you say it I practiced it but did not help me um on 3.5.3 does anybody have that in front of them 3.5.3 like the third fourth page 53 in accordance with their bylaw appointed represent of the cus to serve as a director of the association representative must be an elected or appointed member of any public Board of Education in oreg that is an active member in good standing with the association all association bylaws and policies shall apply to the designated representative serving at the caucus as director of the association last part is like the the proposed changes coming up if the president or immediate P
094president of the board of directors is a representative director from a caucus then the caucus shall elect an additional director to serve the duration of the president and or the immediate pass president Trump so the way I read that and someone please correct me if I'm wrong but this would give um potential caucuses to directors which would give them increased power which would dilute the power of other caucuses so I think it if one person moves up then that give them legal right to have somebody put in their position so you have two You' have the past president director and the new director correct so no because that becomes that person they're taking one spot they're just putting in a replacement yeah they're saying they can't hold the they can't hold they can't be one
095person holding two spots yeah I'm sure um other questions on this and I'll skip over the pride sections because you know where I stand on that um conflict of interests so right now um the directors are required to fill out an annual conflict of interest statement um this would eliminate that because it's not required by law currently tax we they have to fill it out by that certain dat or we get eliminate that it just means you have to do it for you have to do it anyway if you're School Board remember which is the only way you any other points that anyone wants to point out while I go back through my notes here about amending the bylaws like you said most of them was just that going through language again yeah clarify changing
096members to director yeah yeah um so unfortunately I have to vote no for this uh although I see there are some changes that need to be made um because of the language uh Corrections and whatnot but uh because of the pride Focus I I'm sorry but I have I have to say no on that if there's any other discussion though before we vote and that's only in there if two pass it will not be in there three if two doesn't pass then the wordage that you're referring to will not be right any other discussion okay again yes no abstain uh resolution number three adopts the proposed amendments to the osba bylaws all those in favor and all those opposed okay um 5.06 to 5.08 second reading of revised policy JEA JF CB JF cb- a
097compulsory attendance personal electronic devices and social media personal electronic devices and social media um oh and 5.09 second reading policy JH CD jhc da- AR medications I know that uh you read your packets I had a question so let me I'm try get there yeah What were what was the medication that one is now changed to grade 7 through 12 just specifying that it's 7 through 12 it's the it's the I well yeah I know so what grades did it say before what did it oh so we're just specifically saying bre seven yeah because uh it was that we weren't allowed to be able to give any eyes open to any kids even though parents find the thing on ation that still wasn't ability so we did it for 7th or 12th of the par
098can sign off but I just Bren and be gble those kids but we didn't want it through we wanted it to be set through and then I had a social media question um and I I think I just wanted to make sure I was clear because it says unless authorized in advance so say it's homecoming principal has said this 30 minutes you guys can go out and take videos and stuff that's what that means right that's saying it's okay not saying they can't do that anymore what they can't do is use their devices during the school day which that's why clarify that's middle and Sam did amazing thing the other day when they've had to do the uh call people for blood drive oh yeah we use our personal uh line he's like no but
099we'll set up a battery of phones uh that we can just call from the school that way everything's B and it's like we actually have landlines I forgot we about landl yeah myid just told me yesterday like nobody has landlines anymore we took it out so they now can use it at it was technically in there they couldn't I don't even know where that honestly you kind of miss being some of the kids post from like homecoming okay so let's vote on this and then we can um H back over to that so 5.06 to 5.09 do you have a motion and second second and all in favor we did take one out that was the second reading because we just got that they saw back over to siia that uh yeah so just section
100uh 4.02 that had of plance we just wanted to make sure that everybody thought in the pcket the um it's labeled the integrated programs annual report yes this is something that we just need all board members to um be able to look over and um you know we're just supposed to present it to the board make sure everybody has this information it's part of our um our Q4 our total four annual report that we need to do for integrated programs but more specifically for siia um so we just want to ensure all that information if you have any questions let us know um that just need to be part of our for discussion for or seems like it's a hot topic for us all right um so there's nobody signed up but is there any
101public input for items not on the agenda if there is I'll have you sign up real quick I'll give you three minutes okay I motion to adjourn second second all in favor adjourns