Cascade School District Board Meeting—September 8, 2025

001We are good. All right. Good evening everyone. Please rise for the pledge of allegiance. >> I pledge allegiance >> to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. Good evening everyone. So, real quick, I want to address something. that came up the other day is the visitor's guest list which we have over here. Mr. Dyer is dutifully signing. Thank you, Mr. Dyer. We were asked about the district's policy for the visitor guest list. We looked into this. We do not have a formal policy for signing in on the visitors guest list. However, I've been here for 12 13 and a half years now and we have always had a procedure where we ask

002all guests to sign in on said list. We will continue with that procedure. So, if anyone here has not signed that list, please sign the guest list. With that being said, number two, approval of the minutes from the 11 or the 81125 regular board meeting. >> I move to approve the August 11th, 2025 schoolboard minutes. >> Oh, second. >> It's been moved and seconded to approve the 2000 or the 8 11:25 regular board meeting. Any discussion? No discussion. All those in favor signify by saying I. >> I. >> Oppose. Same sign. >> Motion carries. Prioritize the agenda. Mr. Drill. >> Good evening. I think we can go right down the list. Um, you probably want to confirm that u Mr. Remy can hear you. >> Mr. Remy, can you hear us? Okay. >> Yes. >>

003Thank you, Mr. Drill. >> Yep. We can go right down the list. >> Yep. All right, then. That brings us to for a superintendent report. Mr. Dill, >> good evening. Uh, welcome board members. Uh, welcome to September back uh to school. We started last Tuesday and uh short of a minor fender bender with uh a grandma running into one of our buses, uh we have started out pretty well. So, we got that figured out. By the way, none of the kids were injured, so it was all good. Grandma was fine, too. Uh so, we're we're all good to go. Um would like to just thank every staff member uh to getting this up and going. It's been a really good start. Uh we talked about it today in our administrative team meeting. uh felt like

004uh most things were uh working in the right direction. As always, uh 2800 students and 355 employees and uh you know double the amount of parents and something's not quite 100% right, but it felt like lots of people stepped in wherever there was an issue went uh and got it fixed. This morning was day one for kindergarten, right? We take the first week to uh uh do a lot of testing and checking in. And uh I didn't hear a lot of uh elementary principles or assistant principles talk about lots of crying. There was a little uh and I'm just talking about the parents, not talking about the kids. Uh so that happened and u um we're working our way through that process and so the kids are back in. We're going from there. I think

005I think we're in in really good shape. Um, as always, uh, this time of year I fill you in with numbers. And, uh, at the moment, Cascade School District is up in numbers by about 55 to 60 kids from a year ago. Please remember that last year we were down, so we're kind of going up and down a little bit. Um, we did add a few more transfer students. Some people don't like to hear that, but we also lost transfer students. So, in the end, we're actually behind a little bit. we had more students transfer out than in, which includes online school or homeschool. So, when you add that all up, um you know, we're breaking about even. So, right now, uh as of uh last Thursday, we show I'm going to get it right

0062,814 students across the district. And that last year, this time, we're about at 20, that's about 80 more students than we had this time last year. >> Mr. Journal, what's our historical high? >> Uh we've been as high as 2875. >> Okay. uh two years ago what was our highest mark and we went back down a little bit. Um you know again we held the line with transfers and that you know with the regular amount of students transferring out for their choices and we let students go and do that. Um we dropped a little bit in funding because of that reason made our budget a little bit tighter. So we're trying to balance that out. Uh and I think we found a good balance to that. Every school has slightly more students except for one

007and that's that school only has two fewer than this time last year. So we worked out kind of finding that balance pretty well I think. >> Any questions? >> Kindergarten. So >> about the size. >> Yeah. So it is small again. It's about students across the district. >> Um that is again low. So you know three years ago uh we actually had numbers that every class had at least 200 students in it. uh this year now our uh first grade class has 185 190 and our kindergarten class is about 175 so they're a little lower uh but we also were told by the state of Oregon that uh the kindergarteners are the co babies that was the year five years ago and there were fewer students all the way around or the state of Oregon's

008lost about 40,000 students since before uh co uh two reasons why a number of people decided to try something different for education, but probably the biggest reason is there are fewer babies being born. Uh that's a nationwide effect. So, um we recognize that as we're going along. So, it's something to pay attention to along the way. It's much different than having like 245 or 50 in fifth grade and again in ninth grade. So, uh those numbers look a little bit different, but we will track it all the way through and we'll continue to give you updates. Other questions? >> Nope. All right. Thank you, Mr. Drill. >> Thank you. >> All right. going on. We've got the finance director's report. Mr. Okay. Is it Mr. Wong or Mr. Wang? >> It's Wong. >> Either way,

009uh, in Chinese it's Wong. >> Okay. >> In English, it's went. So, it's called perspectives. >> What What would you prefer? >> Um, I really don't. Um, I uh my wife call me Will. Uh, a lot of families in Arkansas, they will call me Wong. Uh, and whenever I get on a phone call with customer service, someone that let them know, I go by way because it's easier for them to find actually my name. So, >> Mr. Way, >> that was a very clear non-answer. Thank you. >> I I learned that. >> All right. Well, thank you. Welcome. >> Well, it's it's definitely great to be back here. Um so um I don't know how many of you can see this chart. Um so I would like to start with this chart. What I did

010is I pulled the last five years every month our ending cash number and I put them into a chart and a chart like this um tells me school finance is very predictable and you can forecast it if you do a good job. So a few numbers that I can I from my uh analysis from these chart is for example FY25 in the last five years we had the highest starting cash level. However we we ended in the lowest in the last five years. The challenge comes from the sub cost the pers in general. So um what I would do throughout this school year is I will update this chart and this chart will tell us just you can easily look at it where we are compared in the last five years and the cost went

011up for example have purse it got significantly more expensive. You guys heard heard this a hundred times. And also this year our pace the insurance five years ago we paid pace $180,000. Guess how much we paid this year? >> 250 >> 400. >> Oh my gosh. >> So I was not expecting that. >> I was not expecting that either. I called Pace. I said, "Are you sure this is our bill?" I said, "Yeah." "Is there a way we can work something out?" "No." >> Good try. Anyway, so uh running a school is as we all know very expensive and um one of our largest one of the largest school district in Oregon. Their salary percentage of their total revenue is about 90%. So they don't have a lot of labor. We're about 85. So we're

012good. Um and um for this year we be we started about $2 million less than last year as you can see from the number >> and Mr. Drill and I we had we already had a few conversations. We're watching this very carefully. We're on the same page of things that we need to be cautious, be aware. We had a lot of meetings about it. Um so as on this sheet you can see that on the ending balance I says we'll report in December. The reason is when the September payroll I call it the first actual payroll hits September uh October November December when these fe payroll happens get posted in our book I'll have a very high chance to know how exactly the number of our ending balance and I understand when Scott was here

013last year you know the ending balance was lower than his projection because you know all the cost and other things. So my goal is by December I'll give you a ending balance projection and my goal is going to be very accurate because I will have definitely have a very good idea after four payrolls. Um so that's kind of I try to maintain Scott uh format and change a little bit. uh try to read this uh report and uh at the same time I'm preparing for our audit report uh for FY25 and uh I was my peril lady had a small accident so I was also getting ready to actually run a payroll myself for September um and uh I was working with Greg recently to prepare for a financial uh statement for our bond uh

014in potential bond in May so that's the things I've been working on And I know you guys have a lot of questions. Go ahead. >> All right, I'll start. >> First, >> I love the chart. That's fabulous. Thank you. That just to see the the the different years across on that graph is is fabulous. The other request I have is on that pace insurance policy. Can you send me a copy of that tomorrow? >> Yes, sir. I was just wondering if you would like to see. >> I would love to. Thank you. And uh so um by the time we actually do our next year budget, this is part of my budget book and uh this is how I get to connect with Oregon people. This budget book won a national award. So I'm very

015excited to slowly present to you guys how um I tell a good budget story and make make sure that everyone in this room understand what exactly is happening every day. Um so I really appreciate your feedback on this. Yeah, absolutely. Okay, wonderful. >> Yeah, >> thank you for that. Any other questions? Any thoughts? >> No. All right, >> just just a quick comment, guys. So, remember our conversations around budget back in May and June was this idea that uh the PERS amount went up starting July one. We we clocked it right around $2 million more. Um and that's the state rep requirement for us to say, hey, this is how much more we're going to spend. And probably the biggest surprise for us was the the amount of leave, right? So last year, uh, new

016record for Cascade, our employees had 27 babies last year. Um, so we had lots of people out, uh, on that. And then the new leave requirements for the state of Oregon, right? Uh, allow for a lot more leave time. So instead of spending 500 550,000, uh, we spent almost 1.8 million. So, and that was not budgeted for. So we made adjustments for the budget when you guys passed the budget here back at the in May and then again in the final budget in June. But uh those are the adjustments and then the chart that that William has for you. Please note that at May it goes down way down in June. That's the three payrolls that we have to pay out for June, July and August. >> That's why it drops like that. >> Very

017steep because we we don't >> we don't >> we're not getting anything in. We're just paying it out. >> So just FYI. >> Mr. Drew, do you know off top of those 27 babies? Are they all in district? >> Gosh, I hope so. >> I hope so. Try to get as many people as I can. Right. We we had a we had a conversation. We need to try to design some kind of incentive system to keep them because there are revenues in five years. >> You bet. Everybody wins. >> We love them. We think they're great, but it is revenue. So, it's >> a double win. Exactly. >> Exactly. >> Very good. >> All right. Thank you. >> Thank you. Appreciate it. >> Thank you. >> All right. Human resources director's report. Mr. Weeks, welcome.

018>> Thank you. You know, just kind of dovetailing on what we were just talking about there is some of the things we're working on right now is making sure our leaves are solid and where we're working that on that with families and also then with our employees and making sure that those are there with that new paid leave organ handling that with a lot of care. We want to make sure that our employees feel supported, but also the teams that are still here working to make sure they can still do the job as people step away. So working through that right now uh working with both our certified and classified associations to make sure that we're building that connection as I'm new you know having conversations with our presidents each way just to build those

019uh support networks between each other because when we are all on the same page the organization is stronger for that uh and the other piece that I was going to talk about today too is just really working neat thing about a district cascade size and I was just actually mentioning this today with a few employees is we are large enough to have some resources but we're small enough to be a family and know everybody by name. And that's a unique thing about a community like Cascade. So getting that opportunity to do that, one of my goals that I always do is I try to get it out to every new employee within the first 30 days and talk with them. Hey, how was your transition? How are you doing? What did it look like? Is

020there anything we can do in human resources to move something aside to help you be more successful? And try to build that bridge for them to be successful. But then also working with the principles, too, going out, hey, how's your building going? How are things going for you? uh who's been helpful for you in particular because one thing is when a principal can tell me hey this person's been helpful if I can then thank that person for being helpful that's a morale piece and that's a big thing for the district too because that just keeps building everybody up in the connections and that everybody matters there's no position in our district that doesn't play a key pivotal role in the education success of our kids so making sure that we give that attention to everybody

021so that's the focus of human resources is just make sure we're getting out to do that this So, I got a question for you. So, >> what are you going to do to initiate these meetings? Are you going to run around and try to track down every person individually? Do you have like open house, hey, come in and say hello? I mean, what's I know people sometimes don't go out of their way, unfortunately, to see the HR person because sometimes that has a oh n we want to avoid that. >> How do we change that stigma and get you >> either available or or in front of these people so that they >> can can get to know you better? >> Absolutely. One of the first things is I can't be in the building just

022when there's an issue, >> right? >> I have to be around at other times. I just had an opportunity to walk through some buildings last week. >> Just walked through with the principal. >> Nothing else other than doing that. Didn't really talk to anybody other than just kind of, hi, nice to meet you. Walked through some areas and did that. But then also with these, I sent an email out to them. Told them on new hire day too, I'm you're going to get an email from me in the first 30 days. It's going to be set up just a time to talk. Told them similar to what I'm telling you now. And that way then when they know that email comes in, it's not a thing of HR's trying to just meet with them. So

023frontload it ahead of time, but then come in and do that with them, you know, on that back end and have that conversation with them. And then I do that again at the end of the year. How did the year actually go >> at the end, you know, were we able to do that? Uh, one of the things we want to do is be able, like I said, just walk through, people see you, get to know you, and know that you're not necessarily coming in for just all the bad and the wrong reasons >> when you're out and about. And that's one of the things, too, is when you round with the PR, it's what's called rounding. And when I round with the principles and do that, that opportunity to be in the building and

024do that there too because again then you're there and you're not there, you know, to be a hammer or, you know, to get, you know, for negative reasons, >> right? >> You're there to help the betterment of the district. >> Wonderful. >> I like that. >> I like it. >> Good. Any other questions? Dynamite. Thank you very much. >> Thank you. >> All right. Moving on. We've got high school principal report. Mr. Rasmmanson, >> folks, how we doing? >> Wonderful. >> Thank you. you have my report in front of you. I just wanted to highlight um concept I've been thinking about recently. Uh we're continue to be blessed to hire well. Um and what I've noticed is when we hire people um and we hire well, we give them resources and tools and I want

025to thank the district for that. Um we give them context, we give them the lay of the land, and then we let them do the work. And we just had great results. Um couple recent examples, last year we hired a new business teacher. Um and uh it was an opportunity for us to restart our DECA program and our business program and he is just going gang busters. We didn't expect for him to do anything the first year. I said get your feet wet. Just start in and all of a sudden he's just going crazy. So he's got a full full classroom of kids. Um great stuff. And then other things is you know we just have people who you you let them loose and they just do amazing things. Uh Tony Wisa is putting together

026a college fair here on this campus and right as of right now she's crazy. There are over 30 colleges and military branches coming for just our kids. You would go to a regional event up in Portland to get that many colleges in one place, but we have that many colleges coming here because she just hounds them. So you we just have these people who are willing to do whatever it takes to make great things happen here at Cascade. And so, um, giving them the freedom, giving them the guidance, giving help, give them the lay of land, telling what's going on, give them context, um, it just works. So, uh, I just want to thank you for giving us those resources even in a tight budget. So, we appreciate that. >> Any questions about the budget?

027Yeah, >> I have a com Well, first of all, what is the date of the college fair? >> Uh, I think I put it at the bottom of the 27th. Yes, that's correct. Yep. Also, I'm hearing really positive comments about the no phone rule in classrooms. How do you think it's going? >> Uh, it's going great. Um, you know, the last I've been doing this a little while and the first few years you you you know, you follow school policy and take a kid's phone and parents were like, you're not going to take my phone. And the last five years seen a shift. And in fact, parents were saying, please take my kids phone. I'm sick of their and their phone. And so the reality is is we, you know, shared lots of information this

028uh August and into early September telling them that the policy was there. Um we were going to be tightening the policy anyway and the the state of Oregon decided to do that for us, which is great. Um and I haven't gotten one negative comment. I haven't gotten anything. Um Mrs. uh Newman, our attendance secretary. Um we told her the phone calls are going to get out because we've asked families to call in instead of text their kids like, "Hey, dentist appointment, don't forget at 2:00." Well, now they we've asked them to call the attendance office. Please send a note. It's a little bit going backwards to oldfashioned just like we used to go get the note. I mean, it's it's really kind of similar, but the reality is is Oh, the phone calls are ringing

029off the hook. And so that's what we're hoping. We're hoping that parents wouldn't sneak in the text and that kind of stuff. So, are there areas that we'll continue to and are is it the honeymoon? Maybe. Maybe kids will start, you know, pushing the envelope, but we'll we'll take care of it. Um, the classroom is sacred. We want to make sure that the that that that does not bother the classroom at all. We will certainly enforce the rule everywhere. Um, but uh we're excited about the initial response for sure. >> How has the students cooperation been? >> Been great. Been great. I, you know, I see I I look in the hallways at lunch and the lunchtime for us is hard because we have closed campus. Other schools, kids can go off campus and use

030their phones, but they can't leave here. And so, in reality, we're asking kids not to touch their phone for seven hours. So, you know, try telling an adult not to touch their phone for seven hours. It's not happening. Okay? So, our kids are really doing very well. When kids walk down the hall, I see their phone in hand. I say, "Hey, put your phone away." and half of them don't even know it's in their hand because it's become an attachment to their anatomy. Um the other have to look at me and shove it in their pocket and move on. So um that's working. But in the classrooms, we had zero issues. Um we have a a strict policy about warning kids and then and then taking the phone based upon our our new uh board

031policy. And then the third time um we'll take it and wait for the parents to come get it. So we haven't even had to do that yet. So it's been good. >> Been good. Real good. I wanted to tell you one of the comments and I heard it from two different teachers is they're really noticing how much the students are talking to each other now >> and that was the first thing that each of them brought up. >> For sure. For sure. I've I've heard that a little bit as well. For sure. >> Yeah. I used I I do lunch from duty at at lunch and it's it was noisy a year ago. It's still noisy. Um but but in other areas certainly kids are I think like hey they got to sit down and

032talk to each other instead of text each other when they're sitting right next to each other. So >> yeah. >> So I've got one question for the cascade learning uh leading the way. It references um it is moving up Bloom's taxonomy. What is Bloom's taxonomy for those here? >> Bloom Bloom's taxonomy is a way of higher order thinking. And a lot of times we just stay at the low levels of information and and asking kids to compare and contrast and just but we're asking kids to take information and to analyze and this synthesize and to apply information and that's that's the next steps um because um in the world of AI and the internet we can all get the information. Okay. It's really what we're going to do with that information, how we're going to

033process, how we're going to think about it, how we're going to uh synthesize it. Um, and uh, we've got to be able to do that well. And we want kids to be able to do that well because, you know, I can find just, you can find just about anything you need to know factually, but the answer is what can I do with those facts now? What can I put them together and some kind of a concrete um, plan or or a brand new thing, a creativ uh, item or something? So, that's really our goal is um the the moving up the chain for sure. >> Thank you. I read that term and thought I have no idea. Maybe I missed the uh, announcement on that one. Ed Psych, you missed it a while ago. That's

034okay. It's all right. >> Wonderful. Any other questions? >> Thank you, Mr. R. >> All right. Junior High principal report. Miss Leay, welcome. >> That's way tall and I am not. Um, good evening and I am just super happy to be here. Um, the junior high has started off super strong. We ended the year strong. I hope you got to see my test scores. I'm super proud of my staff. Holy cow, they rocked it. um between state test scores and I ready we were we made huge gains and um I think we're about back to where we started precoid and we had start you know we were doing great as a junior high and then co hit and the world fell apart and we're finally back to where we used to be so it feels

035good in that building. Um we hired a new sixth grade staff super late in the game and bless her heart she came to us and she's taught high school and now she's got sixth graders and she's like I love these little guys. I raised my hand to ask them to be quiet and they are. She goes, "If I could have done that with juniors and seniors, holy cow, my world would have been great." Um, our popsicle party open house was hugely successful. 74% of the kids walk through our doors that day. It was insane. I've never seen so many people ever, but it was phenomenal. That's we're up 20% from last year. Um, sports, huge numbers started about two weeks ago. They started with a um conditioning for a couple days um during the pre-week

036and we started sports day one last week. Huge numbers. We actually have multiple um volleyball, soccer, you name it. Numbers are just big and granted the junior high is big. Um we have about 660 kiddos moving through the halls. Lots of support needed for combos. Thank you Olan for coming and s bailing us out all the time with lockers that are quote unquote jammed or not working. Um our club started today. They were a little sparsely populated, but we know that's going to kick up. And um I talked to my counselors and they're doing something that was super cool. They want to meet with every single kiddo in seventh and eighth grade. And they're doing a one minute survey with those kids to kind of how are you doing? Who are you? Especially for our

037new ones. We have 45 new students in the junior high this year. But every single kid they're sitting down with and getting a one-on-one connection with right out of the gate this week. So, I'm like, what a great way for kids to get to know a staff member and a face and everything and vice versa for us to know who's somebody that we might miss otherwise. So, yeah, it's been great. Any questions? >> Is the one- on-one with just with the new students or it's >> every single kiddo. Yeah, they're hitting the all the math classes because all seventh and eighth graders have math every single day. So, they're pulling kids in one minute and in and out. Um Mr. Rosa, one of our counselors said, "Super sad today. a kiddo, brand new to us,

038came from a Salem Kaiser school. He Mr. Rosa was the first staff member ever to have a one-on-one conversation with him. >> Yeah. >> A seventh grader. So, and we're like, we got to find that kid and make sure adults are making conver connections with him. So, he, you know, he's seen >> because, you know, and I think as a junior high, we tend to see kids, but I don't want anybody to be missed. So, >> yeah. >> Any other questions before I go? Okay, I have two questions for you. >> Good. >> One, um, on the, uh, number three here, it says, uh, state test scores I ready, and it says, "A year ago, our science scores were nine points below state. However, this year, we beat the state by 11 points. Why? What

039changed?" >> Well, I got coaches that are teaching the class now. We um did a huge alignment. Um, we did a big adoption. So, the adoption was great. looked at um what the state is asking for our kids to be tested at in eighth grade and that was actually being taught seventh grade. So we made some adjustments and who is teaching what and when and then I have coaches that are you know teach in eighth grade when they take the test and so they were all you know bent that they were their kids are going to make good gains and they brought in the incentives they were and they provided incentives and it junior hires will work for incentives let me tell you. So Cal asked us if they made a certain percentage. Um they

040got a pizza party. So that was enough for eighth graders to, you know, and pizza's cheap for to us to show what the kids truly can do. And that's the bottom line. You know, if you give them a big enough, you know, ticket, then they're going to show you what they can do. I mean, look at the English for seventh grade. I mean, granted, the incentives were a little out there, but it worked. And I had 55% of the population pass, >> right? >> So >> wonderful. >> Yeah, it's pretty impressive. The other part of my question is, and I don't know exactly where it says in here, but you sent 11 individuals to San Diego for a >> for AVID, >> right? Can we put our finger on something that they all took away

041from that? Did anybody did everybody come back with some gain? >> Yes. Um, they really this year the focus was on critical reading strategies. So definitely bringing back and that's what we're going to focus on as staff how to get all kids engaged to reading content right out of the gate because all of us have taken college level courses and you skim the stuff and by the time you're done you have no idea what was read. So we want to make sure kids are actually engaging with the text that they're reading so that when they have to do it on their own later on that they can access the information. Multi-yllable words are super hard, especially for our English language learners and um our special ed kids. We need to make sure they know what

042those words are before they start reading because if they have no context or they don't understand what the word is, they're not going to be able to understand the context that they're reading. So really kind of um making sure that they're engaging and comprehending what's being read. >> So So a a hard answer on this was it was there value in sending 11 people to San Diego? >> Definitely. Yeah. Yeah. It was Yeah. I think probably one of the better ones and I've been to about five now and um probably this one was one of the best ones since the very first one I've went to. So >> that's good to hear. >> Yeah, I would agree. >> Thank you. Any other questions? >> Good job. >> Great. >> Thank you. >> Appreciate it. >>

043All right, moving on. We've got elementary principles report and it looks like it's going to be Mr. Mener. Welcome. >> Good evening. Just wanted to start by saying it's been a wonderful start to the school year at Almsville. We have just a few new staff members and they've really hit the ground running. Um, one teacher who worked for us previously as an IIA stepped into third grade is doing a wonderful job and we've got two long-term subs who are doing just fantastic work right now. So, just wanted to mention them. Um, our numbers are a little higher than we left the year last year, which isn't a bad thing un unless you're talking to my fifth grade teachers sometimes when they're packing 32 kids in a classroom, but they're doing it with smiles on their

044faces. So, um, yeah, fifth grade and third grade are our largest grades. Um, but our teachers are are doing what they can with the space that they have, and I just ordered some more chairs from William just the other day, and so we've got we've got the things we need to educate those students. So, it is it is nice to see um although our numbers are growing, we do have some space for them. And then um we were a little worried about kindergarten levels as Mr. Joel had mentioned a little earlier um but our numbers came in um 10 higher than this time last year. So we're just right at 84 right now. So um that's that's better news than where we were last year. We we thought we were going to be on this

045downward trending kindergarten, but we've got 10 higher than this point last year. So that's that's good to hear. Um, some other things, our goals for the year, we we uh did we also sent a group of teachers and administrators to AVID in San Diego and they came back with three goals for us to focus on this year. One of those is to build our academic stamina. Another is to incorporate the five phases of note takingaking in our interactive notebooks. We've been doing interactive notebooks now for about four years and so um we're just adding we call it plus oneing. So just adding something to what we're already doing to make it better. And then the last goal is to build our our students inquiry levels. So um there's a plan in place for us to

046provide professional development for teachers on those and then also uh discuss that throughout the year each trimester. The last thing I wanted to chat about was um in August Mr. Dyer called together. I I say he put up the bat signal and all of the ELA committee gets together and um we came together to discuss all three elementary schools to discuss something called common formative assessments. And this is a great way for us to um get on the same page as a district truly. And it's not a huge lift. What we're doing is we're implementing two different formative assessments during the school year um in first trimester and in second trimester. And this is a great way for us to come together as all elementary teachers and discuss data and talk about what's going well

047in our buildings and uh just begin that conversation for us to move the dial on English language arts. So that's what I've got for my report. What are some questions for me? >> Can can you expand on uh grow academic stamina? Yeah, I think a big piece of this for me was truly when we get into state testing season, students often don't have the stamina to sit at the computer screen and get those tests done. So, for me, this was one area that I really wanted to explore a little bit more this year. There's other pieces to it as well. We need kids to be ready to make the transition to the junior high. We need kids to be able to read for at least 15 minutes. I stepped into a fifth grade classroom today

048and I try to sneak in so kids don't see me and sometimes teachers don't even see me but Bailey is getting getting better at that. Um and and I'll just sneak in. I'll try to sit down and I'll just pick up a book and start reading. And I did that today in fifth grade and not a single fifth grader looked at me. They were immersed in their books and they read for 15 minutes straight. I don't even think in the years that I've been at Almsville, I could say there's been a fifth grade class the second week of school that has read uninterrupted for 15 minutes. So that that's kind of what we're wanting is is to make even though it might be a little hard, we lean into that struggle and we can persevere

049through it and build that stamina that that we as learners, individuals can can do a good job and we can read for 15 minutes or we can sit down and take that state assessment in the fall that might take a little bit longer. Did that answer your question? >> It sounds like a like an attention span. >> Yeah. Yeah. >> Do you think maybe the the phone rule might possibly help with that? >> We have not allowed phones at Almsville altogether anyway. So the phone rule >> So that's not really changing. >> Not for us. >> Okay. Okay. >> I guess I find it interesting you're saying that kids don't have the stamina to sit in front of a computer screen for 15 minutes. >> Preferred versus non-preferred activities would be my my response to

050you. >> Fair enough. Time out. Hang on. Not buying that. >> I do have one more question and actually it's on number two there right behind the academic stamina. Um can you explain to me the five phases of note-taking in Abbot? >> Of course I can. Please do. >> I prepared for you. >> So the first first thing we ask kids to do is take notes. Then we want them to process their notes. Then connect their thinking. >> Are you cheating? >> I wrote it down so I wouldn't forget. Did I should have written it on my hand. So the next thing is process their thinking. I'm sorry. Connect their thinking. summarize and reflect and apply their learning. One thing that I noticed when I was teaching, we did a really good job of doing

051the first couple of things. You take your notes, you might have them review it later on in the period, you might do an assignment where they need to reference it, but then it's done. And so the goal of five phases of note-taking is that we're constantly looking through it. And especially in the later years when I was teaching here at the high school, I I did a much better job of incorporating the five phases where I'd have kids for the start of the period, they would go through their notes from the week before, they would highlight things, they would write their own study guides, stuff like that. So, we're very excited to do something um similarly in our interactive notebooks at the elementary level where we don't just take the notes and leave them and

052maybe look at them every once in a while or before a test or something like that, but we're working with them continuously. >> And what what subjects do we find the most benefit with Abbott? Is it all subjects? Is it, you know, better in in English? What where's the where we see the biggest >> Yeah, that's a good question. And I think your answer might change a little bit depending on the grade, but I think some areas where we've seen success specifically is in math. A lot of um there's a lot of vocabulary and formulas and things to write down there. Um we also use ELA um in English language arts and and that those those notebooks get a little thicker because we're giving them lots of papers to put in there and and stuff

053like that. So it does require a little more organization. And then um one thing that some I've seen some grade levels do is use them during SEAL times. So that's uh you know our social emotional learning. So opportunities for kids to um talk about community circles or or they're working on maybe this character trait this month and here's what this character trait means. Um like grit for example. And so they would they would do all of that work in an interactive notebook. Bailey, did I miss anything? >> No, that was great. >> Thank you. Okay. Bailey is one of our visiting fourth grade teachers right now. >> Nice. Welcome. >> Thank you. >> Okay. Anything else? >> That answer. >> All right. Thanks everyone. Appreciate it. Thank you. >> Uh 4G plant operation managers report.

054Mr. Lule, are you >> Mr. Mr. Lule could not be here tonight. Um he had situation with family. So you've got your his report in front of you. Um it's got a long list of uh stuff that they've been working on over the past few months. If you have any questions about that, um, I can say something, but the perfect situation is that Olan's sitting in the front in the front row and he has seen every bit and piece of this process. So, Olan, thanks for coming tonight. >> Olan, are you prepared to answer questions? >> Only the ones I know. >> Smart move. >> Um, here's here's the thing about it. They, you know, the upside is by not having a uh seismic grant this year, this summer. We've, you know, we've been having

055them, I think, three out of the last five summers. Um, by not having those this year, we've been able to focus on all the nooks and crannies of lots of things that needed to get taken care of. >> Um, and just lots of, you know, we it it feels like, oh, you got the whole summer and the moment summer hits, these guys are just running, flying, taking care of stuff. Um, anything that pops up and of course there's all kinds of things that pop up. You're already starting to get ready to all all the fields for the fall. Oh, and by the way, Olen also happens to take take care of the over 60 year old pool. Um, and that's a difficult task because it's 60 years old. And uh, so there's a bunch of

056things that we just kind of walked through the process with and and a lot of stuff got done this year. We'd like to be able to say we added lots of extra air conditioning and lots of other flooring, but we just didn't have those kinds of funds. What we did do is get a lot of things cleaned and a lot of stuff uh, taken care of and get ready for this upcoming year. and and that's really appreciated. >> Any questions on that? >> Thanks, Alan. >> So, I will ask a question. So, and and this is just your opinion. What is something deferred that we need to maybe be focusing on in the next 12 months from a maintenance perspective? Something that we've just kind of been punting on that we're running out of opportunities

057to look away on. Um >> well my big >> hey >> um well with fall coming and winter coming something that always I mean I'm sure you could ask any principal here the one thing that always seems to pop up is leaky roofs and that is and then then when spring comes it's >> AC so I mean that's that's the one it's a it's a expensive >> um project it is always I think we've done a good job of identifying like the worst areas and trying to take care of the worst areas as best we can, but it's it's a constant >> thing, which is why I hope we go out for a bond that >> lots of new roofs roof projects are in that bond. >> All right, fair enough. Any other questions? >>

058No. All right, thank you for your input. Um, moving on, we've got discussion personnel uh staff resignations. I don't know who's doing those. New staff recommendations. Y >> recommendations. >> Yeah, new staff recommendations. >> You're on, sir. >> All right. We don't actually have any resignations to bring you this this time around. >> I meant recommendation. >> We have recommendations though for you this time around. We actually have 10 of them today for you. Sounds like a lot, but it sounds it really is more than it is. And the reason why I say that is six of these 10 are PERS retirees that are coming back. This is just approving temporary contracts for them. The other four are temporary teachers as well filling in for teachers on leave this situation that we talked about earlier

059tonight. So it's really not a cause of a resignation or someone leaving Cascade. It's an one is an avenue of those coming back to continue to teach and a PERS retiree. That's a lot of experience you're putting back in front of a kid to do that. So we have six to bring you there tonight and then we have those four like I said that are here for leave situations that are temporary teachers. >> Fabulous. >> Okay. Questions? Nope. All right. Thank you. Next is the 2529 collective bargaining agreement. Mr. Weeks, >> yeah, I'll just hang out here for a little bit here on the next few topics with you. Uh >> I would like you to go sit down and >> I can do that be a little bit of that like the Chuck-E-Cheese game,

060you know, um that goes with that. So, uh first one that we have for you here tonight on the agenda, um is we have the U Cascade Education Association Collective Bargaining Agreement. So, that was with our teachers. That one wrapped up just at the end of the school year. uh that one ratified dur by the association during the inservice week. So teachers voted that one through. It's a 2 and a.5% cost of living increase or salary increase over two years, the first two. Uh and it's a 2 and 12% insurance tier increase as well for the teachers for those over the two years. And then there's a reopener after two which allows them to talk then about salary insurance and then amendments to up to three non-economic articles. So it's a four-year contract overall. Any

061questions? >> All right. Thank you. We'll move on to the 2527 collective bargain agreement. OA. >> All right. That one just wrapped up here just at the end of I believe it was the end of July. That one wrapped up with the Oregon School Employees Association. That one is a two-year contract uh with a 3% cost of living increase or salary increase uh over both years and then a $50 insurance cap each year. So 50 this year and 50 next year. and then a full reopener for successor bargaining after two years. >> Questions? All right. Thank you. We'll move on to um board policy updates immediate adoption. Mr. Weeks. >> All right. The next one we have for you, we've talked a little bit about this one already tonight, and this is the cell phone

062policy. So, this is the one that came through the governor's executive order uh earlier this year that was put forward. So what we have seen is actually a lot of success for this one already as we talked about that all uh previously in tonight's meeting. This policy in particular that we have is one that we've started to adopt right now in terms of using to see how it works before we as we bring it to you tonight by the executive order. It has to be approved by the board by the end of October. Uh we wanted to get it going first because we know if you get something going strong right away then it has the success possibility to keep going. If you wait too long, then it's tough to change midcourse and make that

063midcourse adjustment. So, we started right away. Seen a lot of success. It's not a lot of change for grades K through eight. Uh you heard Zach mention earlier that they already didn't allow cell phones at Almsville and that was standard at Cloverdale. It was standard at Turner and it was also at the middle school but or junior high and it was also Cascade uh opportunity center. They did not allow cell phones either. So, the biggest lift to this is the high school. So, our Cascade High and they've done a tremendous job lifting this and getting going on that already. It is a bell-to-bell ban by the executive order that's in here for that. And then there's also an administrative rule that you'll see in there as well. And that's in there because we do know

064there are circumstances where kids do require a phone usually for medical purposes that fall under like a 504. Someone that an example of that would be a student that might have a type 1 diabetes who manages a blood sugar through the phone. So there's that AR is a process for them to ask for an exception to the cell phone policy to carry that phone with them to monitor their levels of blood sugar or other conditions that might be there. But that comes what we're asking is through a 504 section 504 which is then a medical documented case. >> Okay. >> Any questions? Nope. >> Okay. Are you we want to make sure because the the vote we're going to need all five votes tonight to make it um immediate with regard to this policy. It's

065a policy that looks similar across the state. Uh some some districts are using pouches. Some districts are trying a different way. What what our administrators really came up with was this conversation around, hey, we really believe we can have a conversation with our students and say, hey, like Pete said earlier, this is not for you. You know, you please put the phone away. if we end up with somebody particularly at the high school that is in that place where you just argue with them constantly. So many moons ago when we had the no hat policy way a long long time ago. Remember that Spencer? >> I do. >> Um if you had somebody who you know you ended up talking with 40 times then maybe you're talking about some level of consequence. But you know

066our goal at the moment is to try to educate. Pete and his staff have done a great job of being able to get out and say, you know, from bell to bell, you can't have your phone. And like you've heard this evening, it's it's it's gone really well. >> So like other districts are doing the bag thing. I've been reading >> they're using the pouches, right? You know, um I know >> it's a big nightmare logistically. >> It is and it's just co it's very costly. Um you know uh I have good conversations have had good conversations with North Clakamus School District a year ago Clackamus High School and they've got 200 kids in their building. they decided to go without cell phones and they went with the pouch, right? That building alone spent almost

067$20,000 just on the pouches. Um, and they did see what what Pete talked about earlier, which is a lot more conversations. You know, the lunchroom was a lot louder. Um, those kinds of things. I think the the opportunities uh to re-engage kids for the right reasons, right, are are there. But um you know Pete and his staff really felt like hey we can just have a real conversation with our kids and and we could get a lot of kids to say okay we we hear what you're saying. >> So that's why we're asking tonight for the immediate process. >> I think part of the reason we've seen it be so so successful too is we're very conscientious to bring the principles in to develop this policy with them. They're the ones that know the building

068and the kids and what's going to be successful. So really working with having Pete and others uh Marie uh Debbie you know present to be able to go through that and say this is what's going to work for us and how do we make this policy work that's not a huge deviation from what we already do but we'll also support our kids in our community that works for Cascade. >> Fabulous. >> I think it's great. >> Any questions on the cell phone policy? No. No. Wonderful. Thank you. Appreciate it. >> Okay. Items. It looks like we've got a coach advisory list, Mr. Drill. >> Yep. So, uh, every season, right, we start with this process. This is the beginning of the process. It shows, uh, for you there all the people that are are are

069getting some sort of stipen with regard to activities andor athletics. Uh, we go through that. You heard tonight we've had um some uh advancements with regard to how many kids we try to play. Our goal is if we have enough kids, we try to add coaches so our kids can be out doing an activity. And uh you know what what Pete or Debbie and our elementaryaries probably haven't said tonight is again, please be reminded that you know this K K12 um I can't think of another district our size that offers this many activities. When somebody said to me, you know, we have a homework club, we have a quilting club, you know, for a while we were racing electric cars out there. You know, I'm like Jennifer, my secretary, who's not here tonight and Lisa,

070we're like um you know, everybody gets a stipen. That's what it feels like a little bit. But the goal is to make our kids um interested and connected. Uh like Debbie said earlier, the you know, the the um counselors are going to talk to every one of those kids. I know in the high school, our counselors get to every one of the kids too about where they are, what's going on. It's it's a standard process at the elementary school. We know what's happening. Um, our goal then was to connect kids to, you know, the fishing club and the junior high, right? All the all the things that we have going on. Um, our our goal is to not miss a kid. And when we we feel like when we don't miss a kid, then the

071kids can be successful and we catch issues a lot quicker. So, this this list kind of shows that and uh lots of things, lots of places for us to uh grab on to. You notice on this list a health occupations club advisor. I don't know about you guys, but at my age, when I go see a doctor or somebody, I swear to God, there's a Cascade uh graduate sitting somewhere, you know, either in the in the room as an RN or as somebody doing the coding. Um you know, that has been a long tradition, Ruth, as you know, um out here. We have had a lot of kids doing that work over the years. So, it's kind of hard to walk in there. It's a little embarrassing if you got to go for a colonoscopy,

072but um you know, I'm glad those students are here and taking care of of of us. So, uh, we'll go from there. Any questions on that? >> I want to make one comment real quick. It's he's not here, but, um, Mr. Bril does the FFA advising and I was at the county fair, the livestock auction this year. And that man doesn't sit down. He doesn't take a break. He was going a million miles an hour and so he does a fabulous job. >> And my understanding, and Pete probably can say that, was um, state fair as well. I mean, there's just like, you know, 30 days in there. >> Just on a tear. Yeah, he's awesome. >> Lots of kids connected. >> Thank you, Mr. It's been a long time since we had a llama

073run across the football field during a game. Uh I was out to watch that once, but um the goal is, you know, again, keep our kids very active, >> right? >> Yeah. >> Nice. >> Yeah, I'll add to that. I I appreciate this a lot and and I know it's not easy for all these people to put in the extra work. So, >> they do the extra work. You know, we got to figure out a way to fund it, but uh Erin, I agree with you. Um I I think that's what makes it, you know, everybody'd love to say we're unique. Um, but I think that does help us a little bit, right? Trying to just try to get kids connected. That's the goal. So, I appreciate it. >> A lot more than just sitting

074down in a classroom all day long. >> Yeah. Yeah. Appreciate it. >> Cool. Anything else? All right. Thank you, Mr. Drill. Moving on. We've got program report. Restraint and seclusion, Mr. Drill. >> Yep. I am doing this tonight. Miss Johnson could not be here, but um by law we need to um hand you uh the the school reports here with regard, let me double check, make sure I got it right. I think this is seclusion one. Is that correct? >> Yes. >> Okay. Yep. So, restraints and seclusion report. Uh uh Miss Johnson has talked about that before in our special services reports, but as you can see, uh we've done a lot of work with regard to training our special education uh teachers and uh uh instructional assistants. and we don't have uh a lot

075of that process. We we want to make sure from a safety perspective, not for our stu not only for our students but for our staff that it's important we go through that process and I have asked um Miss Johnson to make sure that if we have an issue that we get on it right away. Uh the beauty of being smaller is that we can have those conversations quickly. So that kind of shows you the report for the year. Any questions? >> Questions? >> Miss Johnson also said if you have them she's happy to answer. I can give you this much. she can give you a much better, more complete answer. >> Nope. >> Okay, >> sounds good. We'll move on to the ELLL report. Mr. Dyer, welcome. >> All righty. How's it going, guys? >>

076How are you? >> Thank you for having me today. I got a couple uh of reports today, more compliance reports just to make sure that we you guys get the information. The state says that you guys need to see this information. We need to make sure it's public knowledge that people know of some of the good things that are kind of going on uh across the state as well as in our district. So, the first one that you guys have is the ELE report. Um, I included the state report and that's a kind of a fun read if you ever want to pick that up and kind of go through all the ins and outs of ELD um throughout English learning development um throughout the state of Oregon. I kind of made a summary um

077through kind of the the five major points of what the the state report was kind of going through and then um I really also wanted to go on top of that was just how does that compare to what's happening at Cascade. So first off you need to know that at Cascade I feel like our staff is doing a phenomenal job with our English learners. We have phenomenal staff going from K through 12. Um at the elementary um schools we have at Almsville Tony Pacillus um stud we have Celestear at Turner we have um Katie um Galsdorf which by the way kind of cool all roads come back to Cascade. Her dad was Dan Johnson the custodian and so she came back a couple years ago and so she's back here at Cascade. I think that's

078like the coolest thing ever. Um, and so, but anyway, they do a phenomenal job. And then when you get to the junior high, we have Jackie Everett. And then at the high school, we have longtime Katie Rojos. Um, one thing I'm going to talk about this throughout the night, um, not throughout the whole night, but throughout my reports at least, all right, is um, the fact of this K12 continuum is we don't One thing I love about Cascade, and a lot of you guys ask me what's the biggest difference between um, being a principal and being here. I get the joy of seeing kids K through 12. I get to see them at the very beginning and at the very end. And so when we have newcomers coming in um in kindergarten or first grade,

079they speak very little English at all and then all of a sudden they're graduating high school um and they're graduating with honors. They're val Victorians that are just doing amazing things and going on and going to college. And that is the work, the vertical alignment that the staff does. This last year we developed um a brand new e plan. Um, we were actually a pilot within the state, one of I think 13 districts that did it. And so everybody else is doing that this year and this is how we operate and what we do to help kids. And so that was really cool. Another thing with um a lot of when we talk about the funding from this, we're funding from general um funds, title funds, title three specifically. We have title four and also

080SIA. And it's like kind of this wraparound funding for these these students. We do after school programs. We started doing field trips. We started doing cultural events. Actually, Mr. Raspersonson is working on one in April. Um, and we're going to have a big cultural event here at Cascade. And so, we're really super excited about that. Um, so that is um kind of where we're at. Do you guys have any questions about EL program? >> So, is the typical EL student are we talking like kindergarten, first grade? I mean, do we have all through? >> It's it's it's everywhere. So, it depends on how they kind of go through. So, um, when they first come in, we take have something, um, it's called the ELPA test, and it's like basically English proficiency test. And, um, they

081take it, so sometimes they're level one, 2, three, or four. After they're a four, then they they test out of it. Um, so you could have a brand new eighth grader and they're a level one, and they really don't they're a newcomer. They don't know lick of English. And so, we have we have a program where we teach them like how to ask to go to the bathroom, how to check, how to book, how to order food, how to do all that kind of stuff. And then as they progress through, they take the ELBA each year. Actually, they take at the beginning of the year and in mid year. Um, and then they progress and we move them up levels that way. >> What do we expect for kids to go through from level one

082to level four? Is it a year? Is it a four year? What do we, you know, if we had to throw a dart, what's our expectations for, >> you know, that's a really good question. I I mean, honestly, typical depending um a lot of times elementary kids learn faster just because of their like sponges at that age. Um, I've seen kids move from one to four. Honestly, I don't have an answer. I'm going to get back to you on that cuz I don't want to give you BS on that one. Um, because really >> depends how much they've had in their own home country with minimal from their home country trying to learn >> versus zero on top of is a much harder. >> Yeah. Yeah. Yeah. So, there's so many variables, right? That's the

083problem with my question is there's so many variables >> and a lot of times it has to do with parent parent support everything you know how >> to sesame street at home >> there is but I honestly that's an interesting question I would like to see how a typical growth of where it kind of goes through I would really say four years I think is it kind of going from one to four I think that would be a good guess >> right yeah >> that makes me think >> oh no go ahead >> no you go ahead >> um how many languages do we have >> 16 cas what >> 16 languages >> yeah what >> it it been like we have it just it there's some random because they have small ones. So, we

084have Ukrainian, Russian, uh, Mandarin, uh, I can't even name all, but there's, um, Cantonese is a brand new one we just found out. And that we were just looking for trans translations. Mong um, Russian, I always said Russian, Spanish, I don't know, there's a bunch of them. And Somalia, I mean, there's a bunch of them. And again, a lot of time, and that's what makes it so hard is for the teachers. And when we have the teachers going in is sometimes it's a one-off. And so, we have to make sure that we're finding translations for that. How do we translate for that? How do we We're going here staff that speaks every one of those languages. >> No, no, no, no. So, like we just had that one with Cantonese and so um we actually

085were using Google Translate which is just came on this year actually and so we we kind of got that and we also have a service um called Linguava and so we can get inerson um people here. We can also get telephone or teleconference for that to happen. >> Yeah. right now. >> It's really amazing to see what kids and Yeah, >> you brought up a thought for me. Um, >> does this program purposely involve the parents or is it like 100% focused on the kids and then hopefully the parents come along? Does that make sense what I'm trying to >> Yeah. >> Like is is there some way we we pull the parents in to help them help the kid or >> Yeah. So, so the answer is yes, we do pull the parents in

086and that that's true with any student, any typical students. We always got to partner with the parent no matter what. Um but here, yes, we do. Um last year we started a new program at the junior high and the high school um which it was the night before conferences and we had EL night and they came in and they got their progress reports. They got to meet with their um their case manager. Um they signed up for field trips. We talked about some different field trips and we brought the Paris in and um that just really opened things up. We offer translations but again it's a lot of communication. And so when we talk about the teachers and what they do, a lot of people always just think it's like, oh, it's just what they

087do from, you know, 7 7:30 to 3:30. These people are staying late. They're doing emails. They're contacting parents. They're having nights coming in. They work above and beyond to make sure that they're connecting with these with these kiddos. And again, the the results show so like our graduation rate for English learners is just at typical with our with our with our typical kid. Actually, I want to say it's a little bit higher. P. Is that right? >> I'd have to look. >> Yeah. I want to say it's just it's either at par or right there. The new numbers haven't came out this year, but looking at it, the prelim numbers are showing that we're they're graduating just at the same rate as our typical students. >> So, which is really cool. >> Yeah. It's it's

088an amazing program and um just amazing people what they do. >> A lot of times the parents don't speak English either, so you're trying to pull the parents in, right? and they you know >> it's like I said it's just and like I said they just want they want the best for their kids. Those kids are hard workers and it's just it's just amazing program. >> Yeah. Any more questions about the >> Anything else? Nope. Thank you, Mr. Dyer. >> Yep. I'm back up here again next. >> All right. Now we've got the title report. Mr. Dyer. >> Yeah. So the next program I really get to talk about and when I talk about that continuum is the title programs. And so I kind of gave you a brief overview of all the different pyro

089programs that we have. Tonight I really wanted to focus this on one which is title one. Um our title one is primarily focused um in our elementary school around our reading programs. Um and so is specifically around reading our small groups RTI. Um when you kind of look through there we have one full-time teacher. I think we have something like nine nine and a half equivalent interventionists that work with students in small groups. And what I really want to talk about is this continuum because we set the stage at the elementary school for the high school, the junior high and the high school. And a lot of times when people start talking about is it a successful program and when you look at the elementary like yeah we're looking here by the end of fifth

090grade usually like 60% of our 68% of our kids last year were at grade level just in reading which is phenomenal. Um, but then our OSAS scores, our state test scores were kind of lower and they're like, "Okay, what's going on there? What's happening?" But then they get to the junior high and then they grow and then we get them to the high school and they do a phenomenal job at the junior high, but then we get to the high school and they grow even more. So last year at the state level, we had 68% of our high school students passing their um English language arts um state test, which is 60s almost 70% of our kids passing. When you compare that to the state, which is 48%, we are 20% higher than the state

091average when it comes to state testing around English and literacy and the ELA program that we have. And again, that didn't start just in high school. By the way, the high school English department is phenomenal. The junior high is phenomenal and all the way down to elementary. And to see the progression from a kindergartener that's doing ABC's all the way up until high school is amazing. And again, it starts here with the strong foundation of foundational reading skills. And that's what the title program one um really supports. >> So, let me go back to this what you just said. So, the high school was at 68%, you said, and the state was at >> 48. >> So, what is the state, I guess, expect us to be at? What do they want? I mean, you

092tell me what we what we scored at and what the state scored at, but what does what does the state want the kids at? They wanted at 100, but that's not really >> we should really be around 75%. I think 75% is really a realistic goal for all the way around >> for everybody. And so, so frankly, we were a little below that, but the state average is grossly below that. >> Yeah. Grossly below. Yep. >> So, part two of that question is now that we know this number, >> what does it mean to us? >> What does this mean to us? >> Yeah. What do we do? What do we care? >> Why do we care? >> Yeah. What are we gonna do now that we know we're at 68%? What are we going

093to do different or change or celebrate? What does that number mean to us and what do we do with it? >> Well, we might look at one I'm interested in the other, you know, 20 23%. That's not right. 28. I don't whatever. I'm not good at I'm not a math person. You know what I'm talking about. So, you know, whatever. Um, well, what is it? I'm not kidding. Anyway, uh, but when when we look at it is I'm interested to see what population is not passing. Why is that happening? Why are we not sending them out there with the skills that they need to be proficient as far as the state is telling us? I want to I want to attack that population and we want to kind of go after that population to see

094what we can do to help them. Uh when we start looking at ELA, so like when Zach was talking about academic stamina, that was one of the things that came out of that. It's like, okay, we know because when you look at Zach's scores at um Almsville in a way of reading, they're doing great. They're reading. they fundamentally can read solid. >> But then all of a sudden we get the oh what's going on? Well, maybe they need some more academic stamina. Maybe we need to attack. Maybe we need to give these kids some different tools. And those are some types of some things that kind of happen. >> And I'm not beating you up on this. I know we do a lot of testing and I'm always trying to wrap my head around. Yeah.

095>> I I don't want to take a test just for the sake of testing. What do we do with that information once we get it? >> Uh that's what I just I mean we look at it and we see where can we improve our instruction on. And so again, it could be there. And then the other thing, too, I I'm a firm believer of this. I'm a competitive person, is it's a sense of pride. I like the fact that we are 68%. And we're getting to that point and we're 20% higher than the state average. When everybody else is not doing what they need to do, we are doing what we're doing. >> You point that out to your uh colleagues when you're in meetings. >> Sometimes I do. I'm not going to say that,

096but I I sometimes we pull out numbers and um we were working with Oregon RTI and they worked with her across the state and they were asking they're like, "Show me your data." And I showed them the data. They're like, her mouth just dropped and she's like, "All the districts I work with would die to have data like this. This is phenomenal of what you guys are doing in your RTI programs, in your fundamental reading programs, and K5. I think that's pretty cool." And that that happens often in my meetings regionally. >> So perhaps a way for me to look at this is this is is reiterating or or showing the the value of what we're doing all day every day. >> Yeah. >> That we're getting hitting those numbers. >> 100%. I think that's

097exactly what that I mean it it's Yeah. 100%. It's good for staff like Debbie's Debbie's seventh grade right now. They they've grown a group of cohort of kids 14% over two years. 14%. That is not that's not normal. That's not normal. That's not normal. And she's doing it. And again, when I talk about Pete's English department, like that's not normal. That's amazing. So, people are timing me right now. So, I got to get >> You keep going. Okay. >> I can I can say, Brett, that the the upside to having Brian, Dr. Dyer, sorry, Mr. Dyer, Dr. Dyer, in this in this seat is that that competitive spirit, right? So he wants to very quickly when he comes back he celebrates these numbers you know like look at this we're kicking we're kicking behind here

098we're we're taking we're taking names this is how we going to do and then the next breath it's but we can do better and this is how we're going to do better and this is what we're going to do and and those conversations are u just really um insightful they're they're uh there's there's competitiveness to us competitiveness to it uh it it's exciting to see that and our principles and our assistant principles are like Okay, that's nice. We can do better than that. And you really are talking about, you know, we get kids moving in and they're not just a little behind. They're way behind. And I'm not talking about just, you know, from other places not get it done. We just have families that are they're behind. They're behind. And when they show up,

099they're like, "Here's my kid. So, how do you what do we do?" Right? We've struggled. We haven't figured out what's going on with it. What do we do? And um you know today right after our meeting I had a assistant principal say to me, you know, we've got a brand new kid. We can't believe how far behind they came from out of state. You know, here are the things we need to try to do, but we can't overwhelm the kid or the or the parents right away. But we also know that that child's ability to get where Brian's talking about, right, is going to take two or three years. You know, if you're talking about one extra lap around the track, that's one thing. This kid's seven or eight laps behind, right? and they haven't

100made it out of elementary yet. So, we're going to need to take the time to get them caught up. So, you know, like you're saying, how what what does that look like? I think those are great benchmarks for us to take a look and say, "Okay, we're we're better, >> but we also know what kind of kids we're we're getting coming in and and they can be behind." We got some kids that are great, man. They're way ahead. Their parents have done a great job. The ABCs and their one, two, threes, and that's everything. But go talk to our kindergarten teachers after a couple weeks. They're going to tell you we've got some kids that are really struggling. >> Right. >> So, >> any other questions over that? >> I saw Mr. Resman said something

101he was gonna add. >> Just just to jump on top of that, the the state assessment is a benchmark assessment, not an achievement test. And so, because of that, it's just a snapshot in time. And so, what it does tell us is that, okay, here's where our kids roughly are at. And what we use that as is like, okay, what can they do? How much further can they go? And so, I'll give you an example. This last year, my senior English teachers, we are now teaching uh writing 121 in every single English general English class. And so kids have the option to claim the credit and do the work to get the credit or not. Last year, 54 general ed English four students got college credit, right? 121 through Western Oregon. while our still while

102our 60 plus advanced placement English language uh English lit students uh got AP tests and got scores there as well. So it's like it gives you a benchmark as to what can what's possible. And we know that when we push humans and we give them support, you get results. And so we know that when we call humans, we don't get we don't get pushed. We don't we don't get results. And so that idea of that gentle proddding, that gentle pushing, that that constructive building that you put you scaffold things but not too much. We scaffold things too much, people get dependent upon it. So the idea that we're going to throw things at kids and say push them, make them uncomfortable to a certain extent is going to help them grow. And that's what we

103use that test for because it's not it's not an achievement test. You don't get to take it three or four times where it was 10 years ago. You take it three or four times and we get pass scores higher then. Well, because we got it was all about the test. It was no longer about the content. It was about passing a test. So there's pluses and minuses to both options. But anyway, >> no, that's fair. Appreciate it. That's what I'm asking. Thank you. That's great. Appreciate it. >> I'm back again. I'm back again. There you go. You guys are lucky. You got a lot Got a lot of Mr. Dyer today. >> 2425 integrated programs annual report presentation. Mr. Dyer. >> All right. Well, this one is going to go pretty quick and basically I

104just need to kind of go over our annual report. Uh I need to talk about some good things when we talk about our integrated planning. So when we talk about integrated planning, we're talking about four four pots of money that these are special grants the state gives us. I've talked to you guys at length with this before in the past. If you have more questions about it, I can kind of get into it a little bit more, but our student investment account is definitely our biggest account. Um, so we're looking at that's around uh 2.7 million this year. And then we have our high school success, which is roughly around 785,000. Early literacy is 206,000. And then the early indicator is like $8,000. Like, hey, do something with this $8,000. And so, but anyway, but

105again, what we're doing here is each one of these has specific things and targeted that we're we're trying to get after. Um, and we have the measurements down there. We're looking at longitudinal growth goals. So, we're looking at how kids I mean, what we were at 5 years ago compared to where we want to be 5 years from now. U, we're looking at local um metrics. We're looking at financial reports. We're looking at um CT Perkins performance targets. We're looking at all these different things as as we're kind of going through. Um but so basically that's how we kind of look at one of the things that we're looking at is nth grade on track. And so um one but not all the positive markers. So this is one that's really stands out to me

106is we had a growth of 1.8 of all students baseline they grew or so nth grade on track. We grew and it it went according to state we grew that way. Actually, we actually hit our stretch mark. So, we even went further than we thought we were going to go with our ninth grade on track. Focal groups actually went up 2.5%. So, we talk about focal groups, we're talking about sped, English learners, they went up 2.5. And so, that means we're closing the gap. And so, they're growing at a larger rate than our typical student when it talks about freshman on track. Um, how did we do this? And I worked with Tony a little bit on this. And so, um, freshman success class each term taught by a freshman counselor. So, we're really trying

107to make that rel relationship at the high school level and are doing a great job. Opportunities for early engagement freshman year through the freshman welcome week activities. We had a great freshman week. Mr. Aspenson probably tell you more all about that. Um Tony is a powerhouse behind a lot of these activities. Um and she can tell you a lot probably at her next report, but this does a wonderful job. And again, it's everything here at Cascade is all about relationship. We know that. That's our formula. We connect with kids. Um but again we making sure that they're connected and they have mentors. Um another progress monitor that we have is when we talk about ELA proficiency especially around third grade level. Um so right now um we are showing growth we are growing but we're

108not quite hitting our target. We're a little bit behind there. However, when we look at our local reading measures so when we look at our dibble scores or our cadiums we're actually we're making larger than our growth progress and so we're actually doing very well. So, we're talking about fundamental reading skills kind of what we're going on there. They were doing a great job. Um, some of the barriers that we're seeing is writing. We need to work on our writing a little bit more. And that's of that academic stamina. So, not only can they read for 15 minutes, but can they write for 15 minutes? A lot of kids, they their hands get get a little shaky um after five minutes. They have a tough time doing that. And so, that's something that we wanted

109to to kind of work on comprehension with longer passages. kids really working on short passages. We need to have them read a little bit longer. Um, and then academic stamina, which I'm glad Zach touched on that, so I don't need to go on that anymore because that's what some things that we're working on. Um, and so here's the other thing, and again, the state's making me do this, so you can thank them. And so as we kind of go, how are activities supporting progress uh towards targets? How will uh shifts u be made to reach um full targets? high school graduation rate and freshman on track. Again, Tony helped me with this. Um, our graduation rate was up 1.9. Our freshman on track was up 1.8. Um, opportunities for students to connect with after school

110clubs. We already talked about the clubs, tutoring, outside cascade. Again, building those relationships, building that confidence of outside academic things. We know a confident kid can go on and do some great things and they feel connected and they want to be here. um ELA proficiency again we were a little bit below from our goal but our progress when we look at local things is we're actually we grew 2.4% 4% which is great. Um again small groups we're looking at strengthening our RTI groups. We're doing a partnership with Oregon RTI this year. We have novel studies that were um putting in at upper elementaryaries and then off emphasis on sustained independent writing opportunities. >> And we've said it a hundred times but please remember up at the top right the graduation rate 1.9% that's the highest.

111We're 95.5 at the high school but at our opportunity se center we're right around I think it was 60%. So we're talking about our alternative kids actually getting a very high score as well. And then the freshman on track we've been above 95% for many many years and we continue after 95% they really don't mark it. So they'd leave it above 95% just to put numbers in our head along that way. So you know the margin of error is very thin. If you're talking about a hundred or 200 kids per class and you have like 95% graduation rate, that means you're talking what is that Pete's only seven or eight kids that >> Yeah. Yeah. So, you miss one or two kids and suddenly your your right rate drops down pretty quickly. So, you know,

112it's not like we have 400 kids in the in the high school per grade. So, that that number's tough. Um, you really got to track kids down and keep track of what's going on. >> Sorry, Brett. >> No, that's okay. Yeah. Um, so anyway, there's a lot of really good things happening out of the monies that we're using. We are leveraging them um to improve the the overall experience for kids here at Cascade. And again, I could say what's awesome the way we have things set up here and the way Mr. Drill has set it up and Matt before me um is we really want the money to go to our buildings. And so what if you can dream it, let's do it. You want to do a club, let's make this happen. How can

113we get the money in kids' hands? Um, and so that's really cool to see them take that and go with it. And I just get to say I get to be the yes person sometimes. So it's just phenomenal work happening. Boots on the ground doing phenomenal stuff. >> Questions. >> All right. Nobody wants to hear me talking anymore. Nice. >> Thank you, Mr. Dyer. >> Thank you. >> Yeah. Thank you. >> All right. Moving on. We've got 6C. OSBA election nominations are open. Mr. Drill. >> Yeah. So, every year uh you get an opportunity to make a decision for Oregon School Boards Association about selecting somebody from this school board uh to go and be the nominee for our region. Uh you can choose to do that or choose not to and uh so that's

114what that information is about. Secondarily, you also have a nominee here tonight from another school board uh that um I believe when you get to public comment um um has an opportunity to talk with you about that. So, um, you can go ahead and select somebody from your group. Uh, over the last 15 or so years, we've done that a couple of times, but, uh, I also know that everybody's got busy lives, so it requires extra work, uh, on your part and more time with Oregon School Boards Association. And then secondarily, like I said, there's information there with with another uh, applicant that has come from a different school uh, board uh, to discuss with you when you get to that point. >> All right, fair enough. So, with that being said, I guess I'll

115ask, is there anybody here on our board that is interested in running for the OSBA um board position? >> Anybody do it, Brett? >> No, no, no, no, no. I'm pretty busy that day. Um but, uh is there anyone else on the board who would be interested in running for said role? >> Kind of looking at you, Ruth. >> I know you are. No, I I have to think about it. >> All right, you think about it. All right. So, with that being said, we will move on to public comment. So, I'm going to read a few things here. Um, do that. Okay. Um, please note that it is especially important to remember that we all model the way for our students and we ask that you share your thoughts in a respectful way. The

116board chair will ask you to stop speaking if you are not able to adhere to these guidelines. Audience time is not intended as a forum for public debate. At this time, we will allow let's see. Okay. So, we have one public comment. Correct. >> All right. >> That went through the process. Okay. So, I'm ready. Are you going to speak to us today? >> Oh, well, thanks for >> All right. So, I'll warn you up front. First, you have to tell me how to say your name, and you've got three minutes, and we got to hold you to that. Well, my name is Satya Chandrairi. Thank you very much. Thanks, chair and uh members of the board, the superintendent. I have submitted a uh written comments to kind of gives you a chance to kind

117of go through uh you are a member board from the Maran region and uh any member board can nominate a person to the Oregon school board association for our Marian region. We need a good representative. My school board has nominated a wonderful candidate. uh she's a colleague of mine Karina Guzma and artist and uh so I come to you asking your support so I can also be on the ballot this the initial part is to be on the ballot and you know why I think I'll be a better candidate I have kind of highlighted I'm a psychiatrist I've been serving our state for 25 years all the way from eastern Oregon 12 counties to Douglas County I actually have a practice in Salem I'm also a physician in Salem hos uh I got a private

118practice and uh ran couple of things but you know having the reason I ran for this school board association was in 2018 we had 20 completed youth suicide in Marian County and uh so we just put my name in the hat ran and that we became one of the first school district to even have a policy on suicide prevention before we didn't have so just an example like that and you know having worked in eastern Oregon all the way from Hani County to Douglas County. I understand the rural and urban. I have put my faith in both places to kind of Salem is a big school district compared to but you are doing amazing job here but somebody will have to be able to represent the story of small districts and not just the big

119district and the challenges that we have in a bigger district. We have 13 school boards in uh Maran region. All of them are small small school board and I really feel I will be in a better position to kind of represent the both worlds when we are sitting this Oregon school board association because right now I don't see that story of the small board small schools are represented one of the small school district had to go through a significant staff cutting because of the cha challenges we found after the uh esser dollar went away and the cost of labor went up and the purse challenges and all the challenges this. So, a long story short, I really want to go sit in the board with this is my seventh year and uh basically we need

120to have a real good voice to say that we need to rethink the way we do public school funding in Oregon. We are not even doing a simple costing how much it costs to educate a child. I heard some amazing programs you're all doing. I wish I could do the same thing in Salem Kaiser and scale it up. We are $1.15 billion budget but you are see the return on investment and what you're doing is amazing many many times over yet this story needs to be told in the Oregon school board association and we need to really rethink the way we fund so that we can protect and use some good benchmarks like what you have. So that is an example of what I believe I will be in a position to represent having served

121the rural part of our state and also the large cities and I come from India a city called Bangalore which is like much bigger than our state's population I'm just giving you an example of perspective and the second thing is even though it's 1.15 billion there's a lot of restricted funds the unrestricted fund which the superintendent can use to really create some innovative program gets our hands are tied. So, I really have I think we have to start speaking up saying we have to review and revise our unfunded mandates that keep getting added. We're talking about a beautiful cell phone policy, but in our school, we're going to spend close to $300,000 on those little pouches. It's like 40 bucks a piece. But you have much uh ser and simple way of connecting with the

122kids and really using that as a learning opportunity. But having a pouch, it's going to be like cat and mouse. We're going to be kind of saying how do we hide the pouch and things like that. Yet with that 300,000, you can have like 10 different beautiful programs that I can have. But I really these are the examples of where I think the rural story needs to be incorporated in the OBA board and we need to really start asking in a way that how do we have local control local ability to really be innovative using the dollars that come our way. So that's just an example and uh so I have attached that real application along with this cover letter and I'll be open to any questions that you have. Please uh uh seek your

123support so that I can also be on the ballot so that is each member board you have at least a choice to make between my colleague Karina Guzman and if you choose to nominate me at least you'll have something to pick from rather than having only one candidate in the ballot and that I think is not a very democratic way of solving these issues and so any questions I'll be happy to Thank you. >> All right. Thank you, Mr. Dr. Can you give us real quick up here a definition or just a real 30,000 foot view of what OSBA does, what these candidates or these >> Yeah. So, Oregon School Board's Association U is your association for all Oregon school board members across the state. Uh they guide you predominantly around policy and procedure. You

124heard uh doc Mr. Weekes tonight talk about it. Uh Dr. Dyer has lots of conversations about what the what the state has to go through, but Oregon School Boards Association uh through its members like you guys, right? Um and the doctor that just spoke to you um have an opportunity to to give you good information about how it is you want to organize and then structure school districts, right? And then also implement by the policy through that process. This these positions, right, help guide their staff just like you guys staff, right? and myself about how you would like to see schools run. >> And how many are there? How many board members are there? >> I would say there's 16 to 18. Does that sound right? >> Yeah. >> Okay. Yeah, I'm looking that way

125because I know I know he knows. Um um it it's not the organization that most administrators belong to because so I am not a member of that. Right. >> So you guys are members of that. >> Five. >> Right. Right. So, there's 16 or 18 different regions and they sit with an elected uh president-elect, a president, and a past president and they help to create policy about how Oregon School Boards Association needs to be run. And please remember, right, there's 197 school districts and a number of ESDs, but a large majority are are rural, right? If you think that the average the average school district size in the state of Oregon is right around 1500 kids, right? We're actually on the large side and we think of ourselves as rural. We are actually somewhere around

126the 50th largest school district in the state out of 197. So we are u bigger in many minds to you know just locally like for AMD or Jefferson or you know Sanam Canyon you know so they they're much smaller than we are. So the process and I think one of the issues that Oregon School Boards Association has right now is the balance between very large districts, Portland, Salem, uh Beaverton, uh Medford, Bend, you know, those kinds of folks versus Crane or, you know, Cascade or Jefferson or or something like that. So the balance is always about that. And I think for the longest time, those members did a pretty good job of balancing it out. But between the politics, between the process, between the issues that have come up around school, that's become harder. It's

127become harder. And you know, there are there are members of school boards across the state that have gotten on for more political reasons than for what most of you guys have always done it, which is just kids. You know, how can we handle the kid process? So, I think that par process is harder. I think the people that are sitting in those chairs are in a no-win situation. they're stuck between trying to advocate for their um school district and all kids in the state of Oregon. But a kid in Portland looks a lot different than a kid here at Cascade and what they need, right? Um you know, they Portland talks about how does kids get to school and then you actually use the triat transportation to get kids to school. That's you know, they're

128like you put a seven-year-old on a what, right? I mean that that's just not but for those parents that's how they process and move their kids, right? It doesn't always happen that way, but that's just one small thing. You know, he just mentioned about the phone process. How do you how do you manage a school in Salem, a high school in Salem that's got 22, 24, 2500 kids who can also go off campus, right? Just think about the cell phone policy. It says bell to bell. Well, if your kid can leave at lunch, and ours don't, right? Because there's nowhere to get to safely in 30 minutes. But if their kids can leave from lunch, they can literally walk across the street, pick up their phone, and show their principal that they're standing across the

129way. Yeah. >> Think about that's a whole different set of issues that the administrators have to deal with than what our not saying it's easier in some ways. I think Pete's got a a problem and of itself. We've got this entire campus to cover, >> right, >> and deal with. So that's that's what OSBA is doing for you. And it's done through the membership. you know, we we'll talk about later tonight about going to the the conference here in in November. Um I those are just the issues that come up every day and it's just become very very difficult. >> It's a no-win situation. >> Yeah. >> Dynamite. Thank you. Questions on that? Nope. Good. All right. Moving on. We've got public. >> Yes, sir. I'd >> like to ask a clarifying question, please. Uh

130is there a resolution regarding overnight trips on your thing? Can I add a short brief to my report then? Yeah, because we're gonna we're >> going to do that next month. Can you do it next month? >> I'd like to just announce what going to be and introduce someone real quick. >> That's up to the board chair. >> Yeah, go for it. >> Thanks, sir. >> My apologies for that. I have two coaches desiring to take students out of state for athletic event competitions. Um, one of them is our wrestling coach. They're planning to take a trip to Nevada and a trip to California this winter. So, we'll give you more information about that. Um, but um that's a typical he's a go-getter. He's fired up to have kids do great things. And then we're

131also privileged to hear have our girls basketball coach Glenn Norris. Uh he is desirous to take uh his basketball team. He's a first year guy with us and wants to go to San Diego, California with his uh pack of girls. So, we're excited to have him. So, any quick um thing you'd like to add to that trip that you're proposing? I I had a whole speech going because we're time constraint. Uh three things I'm after uh with this trip for the girls varsity squad only. First of all, I've already talked to parents, players. They're excited. Parents are behind it and financial support in getting it there. So, it's not costing any any uh school budget or anything. I'm not asking that. But the three things I'm after uh is team bonding, right? Getting them out

132there and getting them together as a cohesive unit. Uh the competition, right? So, my understanding last year we had this tournament down in Southern California and so we're trying to replace this in Southern Oregon and just the competition that we are looking for is is not there. So we're trying to go out of state and find uh some good competition, but the opportunity to play in that environment to prepare us for state later is one thing, but the opportunity for young women to experience things outside of this area. I'm guessing there's going to be girls that go on this trip that have never been on a plane, never been out of state, don't know how to deal with certain situations with flights and mom's not there to help them get uh prepare their, you know,

133plan for the day for their foods and their meals and and so just the growth that they will be after. >> Great. >> Yeah. One one more. >> Yeah. Yeah, please. >> It's it's after Christmas between Christmas and New Year. So, no school >> down. Okay, >> good catch. >> Okay, thank you. >> Thank you for making the allowance. Appreciate it. >> Appreciate it. Appreciate it. Thank you. >> Okay, moving on. We've got resolutions. Hang on, I'm lost for a second. Bear with me. Almost there. Come on. Okay, there we go. Okay. AA resolution regarding new hire recommendations. Be it resolved, the Cascade Board of Education moves to approve the following new hire recommendations as recommended by the administration. Taylor Berg, Lori Garcia, Michael Hawkins, Shane Hedrickk, Molly Harren, Lesie Hunt, Arnold Lauder, Thomas Pachic,

134Karen Thompson, and Tammy Wallally. >> Second 8A resolution regarding new hire recommendations has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. I. >> Oppose. Same sign. Motion carries. 8B. Resolution regarding 2529 collective bargaining agreement with CA. >> B. It B is resolved. The Cascade Board of Education moves to approve the 2025 2029 collective bargaining agreement with the Cascade Education Association. >> Second. >> 8B. Resolution regarding 25 through 29 collective bargaining agreement with CA has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. >> I. >> Oppose. Same sign. Motion carries. 8C. Resolution regarding 25 through 27 collective bargaining agreement with OA. >> Be it resolved. The Cascade Board of Education moves to approve the 2025 2027 collective bargaining agreement with

135the Oregon School Employers Association chapter 131. Second >> 8C resolution regarding 25 through 27 collective bargaining agreement with OA has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. >> I. I. >> Oppose. Same sign. >> Motion carries. 8 D. Resolution regarding board policies. >> B is resolved. The Cascade Board of Education moves to approve the following board policies for immediate action. Policy JFCEB, personal electronic devices, and policy JFCEB- AR, request for personal electronic devices exemption. >> Second 8D resolution regarding board policies has been moved and seconded. Any discussion? >> Can I um We just need to make sure for for this it's got to have all five votes. >> Y any discussion? No discussion. Um all those in favor signify by saying I. Um, John, I'm going

136to need you to chime in on this one. >> Yeah. I >> All right. All those opposed? Same sign. Dynamite in it. You heard the eye from the phone. Yep. All right. Motion carries. >> Thank you, John. Um, that's all our resolutions. Future agenda items. Mr. Drill. So, uh, in October, you guys normally ask for, uh, a number of areas from education to come and give them your their yearly goals. We've done that for the last five or six years. We usually start at five o'clock and there's five or six areas. My assumption is you would continue to want to do that that way. >> Yes. Okay. >> And and you're talking like getting all the principles in here. So we >> principles we usually do elementary and secondary and then we also do different

137areas, special education, finance. Finance is probably an important one in the process >> this year. And then back in May, uh, June, you guys talked about bringing all of the the, uh, board and the, uh, um, >> budget committee back. Do you want to do that or would you like to wait while William is working on that process as we go forward and we can use that we can use October as as one of the areas to discuss which because you guys talked about a six months or so, >> right? I'm afraid that if we're doing the the principles on that night, we're not going to have enough time to squeeze that in or everybody gets shorted a little bit. >> Everybody gets shorted a little bit. >> That might be for another evening to

138to early again on another day. >> We can discuss that as if you need to. >> That' be a better use of time. >> Okay. Can do. >> But I I still think it's valuable. I just am afraid we're that's too big of an ask for everybody to shoehorn that in. >> I would agree with you. >> Okay. Fabulous. >> Okay. And then the final thing is Oregon School Boards Association state conference is in November. It's the first full weekend in November. Uh I think that's changed now. It's Thursday through Saturday. It's not Thursday through Sunday. So um I will check in with each and every person about you know if you'll check your um schedules u we can uh get people up to the to the associate or to to that association meeting for

139that for that weekend in Portland. >> Fabulous. >> That's all I have sir. So the plan in October would be meet at five o'clock. >> Five o'clock in October. Yeah. >> And then a regular board meeting at seven. >> And five at seven. Yeah. And that is the date of Hang on. We're looking at October 13th. >> Second Monday. Yes, sir. >> Yeah. >> Yep. >> You good with that? >> Dynamite works for me. Okay. Anything else? Anybody? >> No. Mr. Drill. >> No, sir. >> Dynamite. Thanks, everybody. Meaning adjourned.