Cascade School District Board Meeting—April 14, 2025

001Cape School District board of directors will now convene in the district office boardroom and via Zoom. The laws governing board of education require that their work be done where the public can observe their actions. Please remember this is the board's meeting for the public to observe. Others may participate only with the approval of the board. Please rise for the pledge of allegiance. I pledge algiance 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. Okay. And we have somewhere over there a visitor's guest list. Has anyone not signed the visitor's guest list? Fabulous. Thank you very much. Number two is approval of the Hang on. First is the approval of the executive session meeting from March 10th,

0022025. I move to approve the executive session of the March 10th, 2025 schoolboard minutes. Um, it's been moved. Oh, second. Thank you. It's been moved and seconded. Any discussion? Nope. All those in favor signify by saying I. I. Oppose. Same sign. Motion carries. Uh, minutes regarding the regular board meeting of March 10th, 2025. I move to approve the March 10th, 2025 Cascade Schoolboard minutes. Second. It's been moved and seconded. Any discussion? No. All those in favor signify by saying I. I. Oppose. Same sign. Motion carries. Prioritize the agenda. Mr. Drill. I think we can go right down the line. I know. My. Then that means number 4 A is superintendent report. Mr. Drill. Good evening. Uh, welcome to April as I put my board report. I can't believe it, but we are uh two short

003months away from being done with the school year. Can't believe that's happening. Uh not this weekend, I believe, but next weekend is the prom and uh just a couple of weeks after that, we will be at graduation. So, um buckle up and get ready. Um also put in the report that we are watching carefully what the uh state is doing at the legislative level. Um I think they were moving fairly well. uh the lobbyist for Oregon School Boards Association and lobbyist for KOSA, the administrators group. Uh I think really felt early on that there was some good movement with the change at the federal level with regard to questions about the the federal department of education. Uh I think that's put some legislators kind of back on their heels a little bit. Not quite sure

004what that looks like. Uh the number continues to stay the same. The governor's budget number was 11.34 billion for education, which is a good number. Uh I think they did a good job of actually talking about true rollup costs. Um want to say that the administrative group, the teachers group, the classified group, other groups across the state, um I think really felt good about that process. Um so we're waiting to see if there's going to be more money added to that. Uh there was great movement um with regard to special education and special education groups that are advocates. Uh there's ch change in special ed hasn't happened in Oregon since the early 90s. So they've been budgeting the same amount of money uh for special education as they did almost 35 30 was it 30

005years ago. Uh so that's a little bit crazy. So there their hopes that some of the extra money can go into the uh state state amount for K12 schools and we'll have to just wait and see. I do not get the feeling that we're going to know our number till we get to um the end of June. So that makes for budgeting very very difficult. Um Scott has done a great job of coming up with scenarios about what we can and can't do with our money. But uh needless to say, as we've talked about, right, that the funding going forward is going to be tighter. And while we are not other districts across the state or in the region with regard to cutting, we are certainly watching the pennies carefully. I will say that as

006we move forward into next year. So I think I think we're in good shape. We'll just have to pay attention to that. One of the things that affects that obviously is our overall enrollment and for now over a month we are now higher in enrollment this year than we were last year. Remember we started out a little low. Uh for five consecutive years we grew and then this year we started out lower than the previous year. But um last year's numbers kind of spiked right up and then came right back down. and this year's numbers have kind of just held. Uh it's kind of interesting to me how that works, but um we are now about 25 20 25 students larger than we were this time last year. So, we're kind of paying attention to

007that. And I just like to say thanks uh to folks at the fiscal office and the uh district office about getting things done. Uh we're in that time right now where our staff is working really hard to scramble. It's past spring break, but we're not quite to Memorial Day. So, that's just the the long slog. If you're running a uh you're running a marathon, we're in like mile 18 or 19 right now. And it's hard. Um it's just hard. And with the change in weather, that's usually welcome news for about a week. And then everybody is kind of loud. And I heard a lot about a full moon this last week. So, I heard a lot of stories about the full moon. So, that just means kids are out and busy. Um and I just

008want to say thanks to those folks. But in the fiscal and the central office, right, they're trying to wrap up one year and get the other year next year started and ready to go. And you'll see a little bit of that tonight with different things that we're going to take care of. So, um, other than that, I think that's where we're at for right now for the month of April. Any questions from your guys' end? Any questions for Mr. Drill? Mr. Drill on the on the student count. Is it are we paid based on is it daily, monthly, quarterly? How I know? So, so we track daily. Um it used to be a long long time ago it was different than that. U but they do a daily count. We add it in and it

009the aggregate number over time right they they have a different way to to shape that but it's a daily count. It's a daily issue. Okay. That we manage. And you report how is that reported? Is it reported every day? No state. It's so they ask for every quarter they ask for the the data that goes through that. We log each day and then every quarter that you log we log everything all the time. So, I track uh Scott and I track numbers twice a week at this point in the in the um year, but early on we track daily. Okay. So, when somebody, you know, and I appreciate all of our administrators that that come up and talk, you know, it'll say in their report there's that many kids on the day they wrote that

010report, that's how many kids they had. It could be off by one or two. Uh but that's how we track it. So, we know exactly where we're at. It's one of those things as you guys have asked before about budgeting. How are we more financially solid than others? Right. That's one of those. Okay. Reasons. Okay. Good question. Anything else? No. All right. Thank you, Mr. Drill. Yep. Um, next is the finance director's report. Mr. Pillar. Good evening, everybody. My uh report's a little shorter than normal. We've been very uh active in creating uh trying to create next year's budget and so we're kneedeep in it and uh we are doing a lot of estimating this year. We don't have a real clear picture on many of our large uh revenue streams. Um and uh without

011having um met with our uh bargaining units, we also don't have a real super clear picture on our uh expense picture right now. One of the things that we do know is going to happen is our PERS bill is going to go up pretty significantly. So in response to that, what we're we're doing is we're um going to start slowing spending. One of the best ways to deal with a potential hit in the future is to try and save for it as soon as you can. And essentially our focus has always been the preservation of cash. And so we want to kind of keep that going. Um and so that ending fund balance is as large as we can. So we'll be slowing spending mostly by deferring, you know, larger purchases and those types of

012things. Um so that's that's kind of the the process that we're going through. We're okay financially, but we really need to kind of keep an eye on it. Like Mr. Drill said, we got to keep an eye on the numbers very closely. Um, let's see. Oh, and then there's a paragraph in my report about um the potential PERS uh bonds, and those are bonds that we have participated with the last goround, and that was gosh, a long time ago, 18 years ago, was well before I got here. um with a lot of other districts, but at the time the bond market was more stable than it is now. Uh the federal government's kind of um I guess disruption in the bond market and the stock market has had an impact uh and it's impacting school

013districts and other public municipalities. Uh particularly in the area of bonds. uh we have to uh you know when we sell those bonds it's a very lengthy process going forward that to make sure that it makes sense for us to go into debt essentially to borrow against our our future payments. Um and if those bond rates are too high um you know you can get upside down in a hurry. So it's a very lengthy and very careful process. And right now there's a number of districts that are very interested in floating bonds. Um, however, uh, with all the market turmoil, it's going to have to be a wait and see until we kind of get some smooth smoothness and a little bit of a sense of a direction as to which way the bonds are

014going to go. Um, other than that, we're working hard on the bond planning, our general obligation bond planning, and that seems to be going well. So, um, if there's any questions, um, be happy to entertain those right now. So, can you go in the weeds a little more on this, um, statistically based assessment bond? Yes. Talk to me about that. What does that mean and how does that work? Um, essentially what it is is when when um, you know, a group like say Piper Sandler who has managed you know past PERS bonds in the past, but it could be any, you know, for-profit company that does those um, their best interest is when they are going out to do a bond issue in consortium with other districts. There's a lot of districts, like I said,

015that were are interested in going into this. What they're doing is they're assessing how much debt all of those districts in consortium will need, what the bond market can absorb at any sometime in the future, and then really the rates because because what we're essentially doing is we're betting that the PERS rates are going to go up north, right? And so we're we're hoping that we can borrow money at a lesser rate than the bond rates are going up. And if we borrow money it that way, the arbitrage is what our savings, the difference between the the expense of the bonds and the debt and how much we have to pay in PERS. And so it's always a good fit for us if if the bond, you know, if the bonds are cheap enough that

016our debt service isn't um more than what we're trying to pay off to PERS, if that makes sense. Yeah. And so how much would we put in on a bond? Let's say it was a great idea and we wanted to move forward. Is it a 500,000? We talking 10 million? What What kind of It's a pretty It's a pretty sizable amount. Um our district is fortunate in that we don't have a tremendous amount of debt. So our debt borrowing limit is quite high, right? Um I believe the last time that we went out for bonds and and don't quote me, I don't have those numbers at the tip of my finger, but I think it was something in the range of 10 to 12 million. And and what would the how long would it mature?

017How long is this bond going to be? uh they're about 15 years typically. Okay. But you can vary those as part of that statistical analysis is very similar to our general obligation bond. You can really pick the diff the the length of those bonds. The analysis because it has to be done in consortium with other districts. They essentially need to do the assessment for every single district to see if it makes sense and stretch that package of bonds out. Um, so every single district in the whole state. Well, no. Anybody that wants to participate in this, which is most of the districts because the, like I said, everybody's pers rates are going pretty high. Where where do we get the cash for that? If it's $10 million bond that we have to buy, where do

018we get $10 million? We actually sell those bonds. And so by selling those bonds, that's where the cash comes in. And then we give that that money over to to PERS. And then we pay off the debt on that. So we have an internal debt service bond also to get in this Um, no. We don't. We're not the buyers of the bonds. We're the sellers of the bonds. We're just the sellers of it. We're just the sellers of it. And we have to pay back those bonds. And that creates an internal fund. Okay. It's exactly what we've been doing all the this for the last 15 years. I mean, I've been here for 10. We've been doing this success. We know our what our option is on that. Um, like right now the earliest is

019going to be September or October at the very earliest. And how soon do we have to jump when there's an offer on the table? Um there there's going to be plenty of time. This is not a u it's not a quick a quick process. Okay. So it's a it's going to be slow and deliberate. Okay. Um I was a board member the last time this consortium met and put things together and and that was just after 2000 I think two don't again don't quote me I'm sorry I don't know the dates but it's about 2005 it seems. And um as a board member, I seem to recall the process lasting well over a year. Okay. Okay. It took it took that long to go through the process. This school district, so before any of you

020were in that chair and before I was in this chair, our predecessors uh agreed to that right around 20056. There was two different times, three different times that they sold those. Uh the first two groups, we were in the second group, Cascade was, uh did just fine. the third group not so much because they bought just as the bubble hit uh 2007 89. So um it it's a g a little bit of a gamble. What but what it did do for us is that multiple times not multip a couple of times over the course of years when when the pers costs really shot up because we had the bonds and we had a side account. It helped pay for those and kept our PERS rates even though they went up they didn't go up as

021as quickly as other districts that didn't buy those bonds. So it's an educated gamble. We we rely on Scott and a bunch of other financial folks to say, "Hey, this is a good time to do it." But right now, you are still guessing. It is. It's there. There is a risk and which is why everybody's slow walking this and you know at the hint of anything that is unpredictable and the bond market's just been up and down like crazy in the last three or four months. So we'll just have to wait and see until that calms down, right? But in the meantime, you know, we'll budget enough to pay for our our debt service for or not our debt service, excuse me, I misspoke, but our our PERS pers uh liabilities as we move forward

022like we always do, right? So, we'll get it done one way or another. Yeah. Can I can I ask if there's another option besides doing the bond? Is there Well, there is there is some because there's um PERS has a reserve this uh state school there's two reserves at the state level and since there's so many districts that are in this pinch right now um um there has been some talk about utilizing some other things at the from the PERS level utilizing some of their reserves to kind of buy down those rates for everybody and the implementation of you know rate collars and those types of things. So those are are done at a different level of discussion. That's not an investment of Yeah. That's not it wouldn't require us to do anything. It's just

023PERS as an organization saying okay well we accept the fact that you know percentage point increases in your PERS rates impact you to the tune of you know hundreds if not millions of dollars uh on the annual. So they can do some things related to that. All right, any other questions? Sorry to be so cheery today, I tell you. That's what we wanted. Golly. All right, thank you very much. All right, moving on. C is high school principal report. And I think that was going to be Tony, Mr. Rasmusson today. Welcome. Hi. So, um, you should have Mr. Rasmmanson's report in front of you. There's a few things in there that I'm going to talk about and then I have two awesome people here who are going to talk about some other stuff. So, um,

024first thing that's on here, we are talking about some adjustments to, um, graduation diploma requirements. One of them being in the science area. So, as going through all of the science standards, um, that the state has shoes, the Oregon state science standards, many of the standards in their chemistry. And while we're, you know, addressing some of these, we could address them more fully in that chemistry um, components. So, our students are missing a little bit of that content that comes with some of those standards. So, as a proposal, our science department is hoping to get a chemistry A-based class. That would be a requirement for all juniors. And that would be a high school level chemistry class. So, not a collegebased level or anything along those lines. That would allow us to hit all of

025those state standards and still give that choice during junior year of having an elective science credit as well. That could be your natural resources, your vet science, animal science, things along those lines. So still having one science class but also requiring that chemistry to make sure that we're getting the well-rounded standards that we are given by the state. So that's one of the proposals. Would that be A and B? Nope, just chemistry A and then chemistry B they could choose as one of their elective options depending on that. So the chemistry A being that required component. Good question. Thank you. And so um the second one is regarding our social studies and distribution of economic standards. And so we have Mr. Putnham that's going to talk a little bit about what that distribution would look

026like. Hello everybody. I'm Mike Putnham. I'm a social studies teacher over at the high school. Our proposal was to move off of teaching economics as a required senior level course. instead roll the economic standards, the state standards into existing courses we're already teaching, which we found out wasn't really that hard to do. Okay, that it's embedded in personal finance, US history, government. It wasn't really hard to to make sure that we're touching all these standards. But by doing that, what it's done is it's allowed us to free up uh a lot of social studies electives designed for seniors. Okay? And so that's what we're trying to do to keep seniors on campus, not graduate early, give them a lot of course options. They're not going to be reduced in terms of the amount of credits

027they need to graduate. This is not a reduction in any way. They still have to get the same amount. But we're proposing to no longer teach economics as a standalone course, but teach the economic standards through our courses that we already have, required courses, not electives. Okay? And if you'll look on the packet, we've actually listed all the economic standards under the required courses. We have US history, government, and especially personal finance. Okay, personal finance is a required course. Now, the state has finally jumped on board and gotten in line with Cascade High School. Okay, because when I came here from Beaverton School District, uh, and I also taught Salem and those places, uh, personal finance was a throwaway four-week part of economics that nobody really taught very well. here is the first place I

028came to where personal finance was taught as a as a a you know termlong course and as a requirement and I've been teaching it ever since and it's it's one of I love teaching it and it's one of the things the kids really love because it's so practical for what they do and now the state's finally got on board with that. So, we're seeing a little bit of that shift and I think that's allowed us to say, okay, we're already teaching a lot of economics concepts in personal finance. We have to teach economics concepts in US history and government. Do we need to teach this course anymore? Okay. And through staff meetings and through talk with the with the teachers is the answer is no. We have them all covered in our base courses and

029then you could see the elective courses for seniors. Um the Holocaust seminar, we're already teaching that, but we want to move it to a senior level course. The main reason is that would help facilitate a travel in summer over to Europe to actually visit the campsitz burka. Now there's an age requirement. I teach the Holocaust seminar class. I took over when after Mr. McBth passed and you know that's something we like to do. Earliest would be next summer. Realistic goal is probably the summer afterwards. We're going to take a trip over. Uh you can see there's a video games, historical content, uh the entrepreneurship class that is with the CTE program. Okay. Yeah. Yeah. M go ahead. Uh Miss Sorry, I have to remember to stand here when I talk. Mr. Foster is starting a

030new business CTE program of study. We're waiting on approval through OD and through our um consortium of individuals to go through that. But this would allow a student to take a CTE course that would also be called in within our and tie with our social studies department. So it's really a great unity of how to use that towards a graduation requirement supporting the social studies department and our business department which will be new and I'm really excited about that partnership. I'll let him continue. Sure. And then you'll see we've got a few other courses. One I'd like to pull your attention to is the senior 19th century US history class. It says US 202. That is a direct college credit class. I've been approved through OIT uh to teach that. So, this is not an

031AP class. This is not a class where you have to pass a test in order to get college credit. You will get college credit through this class. It would be working directly in cooperation with a history professor at OIT at the Wilsonville campus to provide this. Where's that at on the paper that you're talking about? Uh that would be I don't have numbers for it. Be I think last page I have it. So, how much juggling of the curriculum do you have to do to make these changes? Uh, surprisingly not as much as we thought. uh like so many of the concepts basic uh the law of supply the law of demand those fit so easily with personal finance I'm already teaching it when it comes to like teaching the different economic systems I was

032already teaching that in government you have to teach that in US history when you talk about the first red scare the second red scare the cold war so it rolling these economic standards into our other classes including our current events class. Okay, contemporary issues where we hit more of the stuff that's happening right now is much easier than we thought. So it's not going to be it's not going to be a huge blow. Okay. Yeah. Questions? Yes. Sure. the I have nothing but respect for all the work that has gone into this and who if you eliminate the econ class who is potentially impacted in a negative way by that or you know what what kind of student is offended by that or well Mr. Foster is coming. He's teaching our entrepreneurship class and he's

033he's really uh much more of a business teacher than I was when I was hired to uh come in probably six years ago cuz my background is much more social studies and history. Um even he's taught the economics class and he said economics in high school it's it's kind of a tough spot. It's that if you make it too basic, it's like elementary, middle school level, this is the easiest class ever. But for you, in order for you to dive in to the complexity of it, it really goes beyond the scope of most ordinary high school classes and really starts getting to the collegiate level. So he said that's what he's always run into. I felt the same way as much more of a novice economics teacher because I'm I'm the main economics person. The

034negative impact I would say is if anyone wanted to really dive into like economics on the macro scale trying to learn about that in high school. But the problem is I think a lot of them those students would really be attracted by the entrepreneurship class which I think is going to hit them much more where they want where they're thinking about starting their own business uh getting a business license uh you know how long to expect before you can be profitable things like that. So, I don't know. I I'm having a hard time coming up with who would be the people most negatively affected other than, you know, the textbook companies that, you know, sell us economics textbooks. They're going to be they're going to be upset that we don't use their crummy online textbook

035tools anymore. So, uh oh well. But, I mean, it's a really good question and I'm I'm struggling to think of who that would affect. I what I really like though is all these different because you'll notice a lot of these some of these electives they're not like collegebased college credit these are the some fun electives designed to try to get the students that may not be looking at college career something that a hook to stay around okay to to be here winter term to be here spring term to not graduate early to not not take you know early release and late arrival and they're here for one period a day as I have with I I teach mostly seniors. I've got a few seniors. I the only class they have all day is is me.

036So, we're trying to provide more elective opportunities for them. Great question. Hope I answered it. You did. Thank you. Any questions? I have a question about the science, the change in science. So, so the junior year then they're they're going to be required to take chemistry A. Yes. Okay. What about the students that take anatomy and physiology? Does that A of anatomy and physiology turn into their B of their science credit their use that? Yes. If that is something they want to do or they would have that ability to start with anatomy and physiology A and get still that full course. That's the joy about trimesters with it is they would still be able to do that as a full or they would be able to take just part of it for that other science.

037The B part of that then turns into their elective. Okay. because I know they used to be able to choose between those two. Yeah. So, it would count as one of their additional electives. So, one of those would count towards science credit and the other one towards the science elective. And we've had that right now is we have students who take medical terminology that could also count as an elective with that anatomy and physiology sequence. So, we see a lot of those working in conjunction with each other already. Much like if you're with Mr. Brill and you take animal science A and B and say, I really want to go in to become a veterinarian and they take vet science. still counts as an elective even though it's a science-based class. So, they already work

038a lot handinhand in that conjunction. Okay. Does that help? Yeah, it does. Fantastic. I did want to um allow our choir teacher Kiv to talk a little bit about her on the agenda at school. Hi, thanks for having me here. I've never been here. I haven't met most of you. So, I'm Wendy Kivitt. It's nice to meet you. I love working at Cascade and working with the students here and the opportunities that we get to have. And one of those opportunities we have coming up is a trip to Disneyland. Um the band and choir are going together in May. We leave May 16th and we return on the 20th. Um both groups will be performing in the park in California Adventure. And both groups will also be doing a recording workshop. Um which is really

039cool. It's a backstage experience where we go into a professional recording studio where they do the actual recordings for the Disney productions. Um the kids learn different Disney music. Um and then they add the animation. and there's a giant screen in there and they add the animation. It's our kids producing the music um to this very, you know, we're doing like Lion King and Mulan and I I've been several times with other groups and it's a really special experience and then we get to actually bring that home and the kids can relive that a little bit here back at home when they were professional Disney musicians for a couple of hours. So, it's a really cool experience. Um I'm a big advocate for anytime that you take kids off campus to do something else that

040you find as many educational things as you can. um budget constrained us a little bit on as I wanted to do like 5 million things. There's a lot of opportunities and different things in the LA area. Um but we are going to be able to visit the Hollywood Bowl which is a really famous um performance venue down in that area. They're going to get to go to the museum on site there and then also experience the acoustics of the Hollywood Bowl and be in that venue um as an additional experience beyond just you know going to Disneyland. And then they do of course like we're in Disney so we need to have a little bit of fun too so they get some fun time in the park. We'll also be hitting the beach one day

041because why not? Um right now most students are paid for. All of the choir students are 100% paid for and I believe most of the band students are also 100% paid for. We have 15 chaperones so we are very well covered. I think it's three to four kids per adult which is amazing. Um we're flying with Alaska. Um, we are staying at a Sherin in the Anaheim, like u like less than a mile from the park. It's walking distance from the park. Um, we get three days in the park plus our experiences. So, um, they're busy a little bit doing these workshops and performances, but they are going to get plenty of reward time for the expense. So, um, we've done a lot of really amazing fundraising and we've had some donations. A company has

042donated all of our tour t-shirts, so that's coming free to the students and a meal's been donated. Um, so we were looking out for the budget of these students. Not all of them have a lot of money and ability and we've been able to, um, get a lot of scholarships for kids that needed it. Um, I think it's going to be really educational. It's going to be really bonding and it's a cool experience to see the band and choir kind of come together and be a family in that moment. I don't know if you know, but our rooms are about as far away from each other on campus as we can get. Um, so we don't get to see each other very often. Like sometimes I don't see Miss Greenwell like once every other week

043sometimes when we're really busy. So, um, it's going to be a really fun way to celebrate a year of a lot of hard work and a lot of success. Do you guys have any questions for me? And when do you go? You probably said that. I did, but that's okay. May 16th is the day that we head out. So, a little over a month, about four weeks out. Yeah. Yeah, we're very excited. And is it's a competition or is it simply workshops? It's workshops and performance. So, we actually go into the park. Um there's a stage in California Adventure where they host a whole bunch of different school groups and also like different Disney uh events happen on the stage. Um and so the choir actually performs on Sunday and the band performs on Monday.

044And it's really cool. If you've ever been to Disney and you hear that overhead, you know, announcer like announcing different things in the park, they'll actually like say, you know, join us and they'll name the stage Cascade uh Cascadians from Cascade High School in Turner, Oregon under the direction of Wendy Kivet presenting their program on stage in the parks. It's it's a pretty cool experience and and a lot of fun and feels very very special. So, is Cascade the only school that will be there or will there be multiple schools? probably be I don't I'm trying to recall in the past they there might be other groups performing but they take dance troops and all kinds of different things. So there will be other groups but we won't be really like rubbing shoulders with other

045kind of our little Yeah. Yeah. We're definitely like encosed and enclosed in our time and our our experience there. Yeah. the kids get to go backstage and they got to sign like all kinds of like we will not take pictures, we will not you know they get to see all the secrets behind the the the wizard's door. So yeah. And so how did you get this lined up? Um you actually send an audition tape in. So you do have to be accepted. They don't just like accept anybody. You have to send in an audition tape. They have to prove that you are at the level that Disney would want performing on their stage. So yeah, there was an audition process we had to go through. You made the cut. We made the cut. Nice job.

046Well done. Very cool. Yeah. Nice. Great. Any other questions for me? Nope. Thank you very much. Appreciate it. Good luck and have fun. Thank you. Right. I think the last thing is just to plug that uh just over a week from now, we'll have our Cascade Regional Career Fair that's in there. Um we'll have about 75 different businesses here on campus and about 150 different individuals that are representing those all across. So, we invited eight other schools to our school to be a part of this. So we will have schools ranging from Dallas High School over to Sanam. And so they're coming to us from quite a widespread of area. We're really excited. Lots of prep and planning and um it's been really great. Mr. Pachic, my college and career coordinator has been wonderful help

047on working with that. It's been great partnering from safety conversations to fiscal conversations and just trying to make sure it takes a village for us to do events like this and I'm really thankful for the one that we have here. So I want to comment on that on career fair. So, I go to career fairs, some for college type stuffs where I have a booth, I'm a vendor at them, and there's a lot of kids that walk by. And in my opinion, I don't know if maybe we do this or not, but some of the teachers, professors require kids to interview, if you will, people in their booths. And I encourage that if you don't, because these kids all get together with other kids and it's kind of weird to talk to people and they

048don't want someone seeing them talking to somebody that might not be cool. But I recommend you strongly you force them to interview X number of businesses to make them talk. We do something very similar. We have a passport that students would go around and they fill out for that. And we have we've been working with the teachers on that to have that be something that they take around to different booths, have that signed off, doing them a favor. And also to help out with students who may just not know what to ask. you get up to a booth, we have um table tents that have questions that you could start a conversation with that individual, ranging from just general questions about what do you what does a day at your job look like to ranging

049up to questions about salary or benefits, things along those. So, it's probably got about 20 questions on that that would strike up a conversation for a student who maybe isn't unsure, like isn't sure about what they want to talk about or even how to begin that conversation, right? But if you just cut them loose and let them go walking, they're just going to walk on by everybody and not get the full I understand that entirely. We try to find different ways to do that and I'm always open to more if you come up with any other things that we can do. Our goal is to make it as impactful of an event for all nine schools that are going to be there. Right. So, all right. Thank you guys so much. Last year you were

050talking about this and you were feeling pretty stretched. Is it bigger than it is last year? It is bigger than it is last year. We um last year we only had six schools here. will have nine and we had 60 industries. We'll have 76 I think was our final count this year. Um we've been working a lot with safety and transportation and the junior high and communication because we're actually going to have a 100 foot tall crane in our bus loop um for students and we'll have everybody ranging from Turner Fire to um oh goodness we have Silverton Hospital coming for part of this. There's a just wide variety of individuals that will be present. Riverbend Materials is bringing two big semi-truck trailers and so um with virtual workplace simulators. So it is a lot

051but I will say what's great about it is we've partnered up with Wamtt ESD and their team combined with ours. We have volunteers that are coming from our adult transition program to help make sure that industries know where things are. They have a list of frequently asked questions. the student volunteer list. I mean, everybody ranging from body development classes that are putting down the mats and helping move tables to adult transition program that's helping tell people where refreshments are. I think the big difference is that this year it's been asking for help a lot more, which has been very helpful. Imagine that. Asking for help could be helpful. So, it's been fun. Right. But I look forward to next month at my board report where I'm up here talking to you all about it. Y'all

052right moving on is 4 D. We've got junior high principal report, Miss Lee. Good evening. Um, you have my report and um, I just want to thank you um, number one for the continuation of outdoor school. I don't know how many years we've been doing it, but since I've been here, we've been going to Camp Tadmore. And I know it was that's the location we were going to well before I came. And um, last week we took to over 206 kiddos up there out of our 216. The first day here, we had probably 14 kiddos who were like, "Well, I'm not really sure I want to go." And by Tuesday, four of those had turned in their permission slips and applications and everything, and they were on the bus ready to go because they realized

053they are missing out on something special. They are long days. Um, it's not like what some of our kiddos might have done clear back in the day where they spent the night. Um, now they are long days. They leave at 8:15 in the morning and they're getting home at 8:45 at night and they are exhausted, but it is an amazing opportunity. Um, Katherine Illan does a great job of recruiting high schoolers and former students to be our outdoor school leaders. We have um two student two high schooler um college age kiddos per bus and they lead them up singing songs and they bring them back singing songs. And those of you who had sixth graders up there, they're probably still singing songs. I heard them just this morning right next door belting out about Herman

054is the worm. So if you don't know the song, ask because they know it well. And then um I also wanted to brag about Wendy Hibet who I didn't know was going to be here, but um she and Ally Greenwell are truly phenomenal people who lead our music programs. Um, they bring kiddos who really have zero to minimal amount of music knowledge and bring them to having the ability to perform in front of people. And then their goal is to hook these kids so much that they love it that they keep them all the way through high school, which is such a unique difference than most of us. I mean, I taught sixth grade and while they might have loved me as sixth graders, they weren't going to stay with me for forever. So, these

055women have to have an amazing talent to hook these kiddos to love what they're doing and hope that down the road they're going to want to participate in the electives with them because there's so many other enticing electives out there. They have to find a way to um appease these kiddos to want to stick with it for the long haul. And so, um they are amazing. And I've been in the band room I don't know how many times. And if you've watched um uh How the Grinch Sold Christmas with all the hoohoos, you know, playing all those different instruments, the first couple weeks, it is totally like that with especially the sixth graders. And there is, you name the instrument, the kids are honking and tooting and everything. And oh my gosh, her patience is

056phenomenal. And she manages to bring them to the ability to actually play songs that are recognizable to most of us. And she can stop a group and both of them have the ability to wait, that doesn't quite sound right. and model it and regroup and start over again. And it's truly they are truly amazing women and I don't know how they can do it and um keep their sanity quite honestly. It's like kindergarteners that are on steroids and big and huge and you know outrageous. So it they're pretty women phenomenal women and I encourage you I included their um choir and concert dates. The choir date is the 27th and it's junior high through high school and band is the 22nd and it's the same thing junior high through high school. and it's pretty cool

057to see where they came from and where they're going to make it. So, if you have the opportunity, swing on by. Um, also promotion, if you wanted to watch eighth graders walk across that stage, because it's a big deal, that is June 11th. So, we would love to have you there, too. Um, any questions? Where is the concerts at the auditorium? It's in the auditorium. Yeah. Yeah. And, um, the first trimester they split. choir does one day, band does one day, and then the middle concert they do just junior high and then just high school. So, you get the combination of both, but then they'll bring it back to just each individual subject. But, it's pretty cool. Yeah. Yeah. So, I I want to talk about karaoke that she's doing in her class. So, that

058sounds like some type of a fundraiser where like you could do fundraising to get teachers to sing whole songs or superintendents to get up and sing whole songs. That would be great. I think fabulous idea. Kids love it. regardless of their abilities they love to go and you know yeah start with board members teaching staff get in there not that we've seen elementary administ quite a few staff members to have some pretty good talent not be involved on any level but I think it's fabulous if we uh promote that a little bit well you know we we do have a bit of a famous singer in the room oursville principal so I'm just saying Ourville principal is sitting right there. Mr. Mincer sang multiple times in high school because I'm, you know, I can say

059that I was there as the administrator. Um, multiple times and did really well. So, there were there were females swooning. I'll just put it that way. Wow. That's good. Yeah. I thought I heard you say the superintendent. So, you know, right back at you, brother. Ain't that a song? We've only just begun. Just a little sample. Just a tiny one. Not happening. His report's coming. His report's coming. What's that? His report's coming. So Oh, there you go. All right. Yes. Perfect. Any other questions? No. All right. Thank you very much. All right. Now we've got uh No, that was junior high. Sorry. Almsville Elementary Assistant principal report. Oh, I was gonna say Mitchell. Hello. Thank you all for having me and hope you're having a good evening. Um I you have my report in front

060of you and I'm happy to answer any questions you have about it. Today I really wanted to talk about the student engagement. We've been really working hard on this year. We have um our news crew which is a group started by one of our fifth grade teachers last year where they work on a um school newspaper and they meet regularly and organize that and we've got comic strip writers, we've got editors, photographers. They go around and interview people. They put it together. They deliver it to everybody and they love it and it's awesome and they have little badges, press badges and everything. Then um this year we really wanted to that several of us coincidentally all had the same idea of wanting to do uh student leadership and um so we started what we call

061our panther pack and these are our um there's representatives from every grade level and um kindergarten through fifth grade and they are the ones that come up with the ideas. So, I do have a little video they've put together for you. Okay. One thing they wanted me to let you know is you're going to see a series of them like standing against the wall like practicing lining up. One of their projects was they wanted to create expectation posters to post in the hallway. So, they modeled behavior and then they've they've been working on finishing the posters now. So, I'm told that I just need to click maybe. Okay, Chris. I think that's what they always Yeah. What is panther pack? Panther pack to me is when something we go together and we help our school

062other things to make our school Um, better a team that works together to try to fix problems. I love Panc because you can help people and you can have a bunch of fun. I love Panther Pack because we get to help people in our school community and we get to come to Panther Packs almost every Thursday and see our buddies. I love Panther Pack because it's a place where I can help others and others can get the help they need and we can figure out problems to solve. assembly. It's a fun place and we get to learn some like in class and we get to talk about other people and we get to have snack and we get to figure out problems in the school that we can help. What does Panther mean to you?

063Uh means a lot to me. Like uh means uh helping being a leader and um figuring out problems that the school hasn't figured out and like helping people. So that's my next question. me like being a leader and helping out our school. Some of what they do is they um do morning meeting videos um of expectations. They're the ones that chose our monthly character traits and so they modeled those and um they recently did some requests for some improvements. So they did a presentation to some PTC members and our administration about um wanting to get some additional trash cans for our playground um and also some clothes to help kids um for kids that need it. So any questions? Yeah, I do. Um how do you choose these students? Yeah. So, we had applications that

064they had to say, you know, why they were interested in Panther Pack, why they thought they might be a good leader, and maybe what some of their ideas were, um, things they wanted to do and change. They had to get parent permission because it we do meet after school, and so we needed them to be able to be picked up. Um, we also had to get teacher permission, you know, because sometimes they might leave class. So, are they able to leave class and make up anything they might be missing? Um, and so then once the the people that submitted the applications, then we left it up actually to the classroom, the grade level teachers to select amongst the applicants of who they thought would be a good fit. And we really were looking for um

065not always the ones that stand out that might be the obvious choices. And so I think they did a really nice job of selecting a good mix of kids. And we did start with our 35 students first because it was our first time. We were wanted to work out the kinks. And then in January, we brought in our K2 students. And so our 35 sort of buddied up with them and kind of helping them with the process. So, and is it one student per class? That there was the original intent, but there because it was new, there were some kids that weren't sure what it was. So, we didn't always have applicants from every classroom. So, a couple classrooms um had more than one applicant. So, we have one from We have four from each

066grade level. We tried to make a nice mix of boys and girls. Yeah. So, I want to ask you a question. On your report, special ed in Almsville. Um, it says that we've got about 24% of our population is receiving special education services. How many of that percent of that 24% are transferend kids? I know we can't ask that when they're coming, but now that they're here, how many of our 24% are? That's a really good question. That's one of the things that I um I did not deep dive into for this report, but I after getting these numbers, I wanted to learn more about it's going to take a little digging um because we have because we are the elementary hub for all of Cascade. So, there's naturally going to be higher numbers because

067of that. So, we have transfers both from from other schools in our district and then we have people that move into our district. I guess my thought my question on that or what specifically is how many people are outside of our district as a whole that are part of this population. Yeah, I don't have that number for you, but it's one of the numbers I I'm just curious if we're closer to the state average if we peel off the kids that transfer in and take just our own internal. Yeah. And then my second part on that it says student in it says students in self-contained classrooms at 40. Tell me what a self-contained classroom is. So we have three programs at our school that are self-contained which means the students um need a more intensive

068level of support and so they may not be able their best place to learn may not be the general education classroom all day long. Okay, we have some students the amount of time they spend in those classroom varies based on their individual need. We have some that might go in for just certain maybe breaks or check-in or maybe just a a group for reading or social skills. And then we have some that actually spend most of their day in a self-contained program and then maybe access um opportunities with their typical gened peers through like recess and lunch or PE or um other specials. So so self-contained classroom means they're getting one-on-one support. They can get one-on-one. It's you um you know we have 22 and a half assistants in special education. So there are um

069a lot of adults um so probably a 1:2 ratio. It just depends on the need there. So yes, some of times it is a one-onone. Sometimes they can depending on the level of need, they can be two or three with one. Go ahead. Okay, that answer my question. And I did want to clarify. So I double checked with Kathleen today because um the numbers do fluctuate in special ed and so we clarified the number is actually closer to 21. I think the reason the number was higher is that some of the numbers I got from my case managers included kids that are in process of evaluation, not yet fully identified. Okay. So, okay. So, it's closer to 21% than 24. Fair enough. All right. All right. Thank you. Thanks. So, any other questions? Nope. All

070right. Thanks so much. All right. Moving on. We've got communication director's report. Good evening, board members. uh tonight for my um report to you in person, I want to just do a bond 30,000 foot level uh discussion and then any questions you have either about my communication responsibilities or more in the weeds about the bond you can feel free to do. Uh so what I wanted to talk about first is just to acknowledge that the state of Oregon provides very little funding for facilities for schools. The money that comes from the state is for our day-to-day operations. Um the only kind two of the only things that they supply on just a really low level are construction excise tasks. So like tax. So when a developer puts a new facility in, they pay a little

071bit of a tax. And we get that, but that amount of money is more like for repairing a roof rather than like building a building. We also have something called the Awesome Grant, which if you pass a bond and you qualify as a district, it's money from the state that helps you be able to build buildings. then we um will definitely be applying for that if and when we go out for a bond. Um so the how do we do it then? We have to do a bond which means we borrow money um to be able to do the buildings and then that gets paid back through property taxes of the people in our district. Now nobody likes taxes. There's zero people who like taxes. So I like to think of this like the good

072oldfashioned Amish bond barn raising where we come together to do something for the good of our schools. And it's actually a pretty good analogy because every bit of a school bond that comes from the district, that money stays exactly in the district. It goes, it's ways to have money that we don't necessarily love to pay in taxes, but gives us benefit for our people. So, I love thinking of that perspective. And then how do we go about um convincing people of the need and making a good plan when we as a district have a lot of needs and a lot of perspectives. And I kind of think of that old um analogy of four blind people feeling an elephant trying to feel what it is and they have all these different perspectives. And that's how

073we are with all of our schools, right? We all have our perspective, the thing that we know really well and it looks like this. But it's a big elephant when you think of the district. We have six campuses which is dozens of buildings and all of those things are in different needs of repair. All of those things have different um size constraints that we face. So kind of what I like to think is this process we're in right now where we have these um long range planning meetings that are happening on Thursday nights. It's kind of like if you imagine an hourglass, we are right here in the center on the most narrow part because we have had to do all kinds of work gathering all of this different information like this. Think of the

074big part of the hourglass and we've been doing that for over a year. We've done community surveys of what you notice and what your concerns are. We um hired uh BBL architects to come in and they went through every one of our buildings and they detailed every system and what are the problems and what's going on in all of those places. We've talked to our staff. We've talked to our principles. We've talked to our maintenance department. And all of that information has been coming into this process now where on Thursday nights, we're wrestling all with all that and trying to figure out um and we've taken population data and how our schools have changed. All those things have come into the mix and now we've got to have people take a hard look at that

075and wrestle through those um decisions to be able to prioritize what our needs are. Um that is hard work and I am so grateful that we've got really great people on this committee who've been giving um hours of their time every week now to be able to wrestle through all of this data and we really need that right we can't just like have all of this information and throwing out to everybody in our district and say what do you think because it just takes so much time. So then though when you think of an hourglass then after we finish this process with this group and we come up with kind of a draft of these priorities of what we see for a long range plan then we go back out and get go broad again

076right we will then go back to staff we will go back to families we will go back to the community and say here's kind of the major things that we're thinking of as our priorities what do you think what do you notice we will also do polling why do we do both of those things our our communication gets to the people who are connected to schools, but we need to know um the twothirds of the other people in our community who will be voting who are not connected to the schools at all, what they think and what their opinions are. And that shapes how we work through this process and go through. Um, the biggest thing that I determined from the last bond that went on the ballot and did not pass. The feedback that

077we saw from all of that was, uh, you didn't get input from us. And so, we have worked really hard on that. We have done that for over a year trying to get input in. We've got a great bunch of community members who are giving that input now in these groups. and then we'll go back out and do that again before we come here to you with the finalized long-range planning report and what do you think we should do as far as going out for a bond. So, we're doing everything we can to make sure that it's this community effort of here's what we need to do as as a school district at Cascade. Um the hard thing of this right now is uh there is no way that we can afford to do everything

078that needs to be done. This is not a question of um whose pet projects are going to win. This is like everything is strong needs and we're not even going to be able to hit everything that's a strong need. But going through this process is getting us to the place of getting the most urgent ones so that we have the best minds who are going at this and wrestling with all of these trade-offs so that then you as a board can make the best decision about what we do for our community. So, that's kind of the 30,000 foot level that I just wanted to give to folks so that you know kind of where we are and what's going to be coming up in the future. And I'm open to any questions you have. Go

079for it, Ruth. Okay. I What is the the plan to reach the community members that are not connected to the school? What is the plan? We have we have done several things with that. So, we started years ago before I even got here. Uh Darren worked with Meline and we mail something out to everybody in the district, every household, not just a part of the school, but just within the map of the district. Here's what's going on Cascade, so they know who we are and what we're about. We um we have built relationships and have some of the people on our committee now that we will then uh work with as we get to a bond position. For instance, the Turner Retirement Homes director is a part of our group and we will go to

080them and say, "Here's what's going on." I've made relationships with uh Crawford Crossing in the big apartment complexes there so that we could get information out to the people there when the time comes. Um, we have hired a consultant who works with uh rural st school districts across the state to help them pass bonds and he and I have been working already on creating theformational websites and social media plan and uh ad buying plans to get out to the people who are not already connected to the schools. So that stuff is already in works behind the scenes. Uh so that when the plan is determined by this group and the community and the board, we are ready to go to kind of launch that plan. That was kind of my question too is what what

081are we doing? You kind of answered it beyond social media because not everybody's looking at Facebook or Instagram or how do we how do we capture those folks? How do we get that tell that story to the people that aren't scrolling on a phone? Yep. What we can do as a school district is we can work really hard on creating really good materials online and tangible um that are informational. As a school district, we cannot advocate in any way uh for a bond. We can give information about the bond. So, we will do that work. Um we will need uh when that time comes we will need a pack a political action committee who is wanting to help pass this bond and they will be able to advocate and the the we'll work with with

082our staff and everything. The good thing is that as when we are not in our capacity as an employee, you know, when we are just as a person, we can share things and we can advocate and we can do those things and we'll be careful about helping our staff know what those lines are and where they go, but um those those type that political action committee is going to be key into figuring out a plan of knocking on doors and getting out to get the word out. So So how do you promote it on social media, for example, if you can't advocate for it? Um, we we can give information. We can say we're putting this bond on the ballot. This is what and this is this is what um this is what it will

083cover. These are this is why we are doing it. That kind of stuff. Um we can get that information out there. And um we have we have good people who have done this in other districts who are helping us with that process. Okay. But we have to tread lightly on that. Yeah, exactly. area. Okay. And Greg, so this pack committee that's going to go out and do this, that's different than the the meeting group that we've been doing every week. Okay. Yes. Okay. Yeah. And and that's that's one of those really that kind of gets the gray area like we can't organize a pack like but we can we can talk to people about it and encourage them to start it on their own and connect them with people who have done it before and

084that kind of stuff. So, um, so yeah, if there's people even in this room who are interested in that, you can talk with Darren or myself and we can we can start that going. Any other questions? Nope. Thank you for what you've done whether as a individual or as the school. Much appreciated. Absolutely. All right, moving on. We've got the 2527 integrated plan presentation, Mr. Dyer. All righty. How are we doing today, guys? Fabulous. Good. Well, thank you guys for having me here today. And so, um, first I'm going to give you guys a little, um, can I say just warning. I feel bad because the state is making me give this presentation even though they've already made me do another one over our needs assessment. So, some of this might be a little bit

085of a review, but it is something I have to do by the state. um as we kind of go through I've been talking with a couple colleagues around the state and they're like, "Oh my gosh, do I really have to present this again?" And the answer is yes. And so there we go. Um so anyway, um I think last month we talked about the um we went down. There we go. There we go. There we go. And then um so anyway, we talked about so basically it's the integrated um integrated plan. So, within the integrated plan, I'm going to kind of in this presentation, I'll review kind of what it is, um, what the money is used for. Basically, it's a special grant, um, or a series of grants that we get from the state

086of Oregon that we use to fund special projects throughout the district and kind of, uh, state initiatives that, uh, state legislation wants us to target, um, throughout the state u, throughout the schools. Um, okay. So, again, we're going to give a little background. We're going to talk about my planning team. We're going to talk about what we're trying to achieve and then also the plan, what we are actually going to do, our overall plan that we're after we did the needs assessment that we've already talked about. Then we're going to talk about what our plan is moving forward. And then uh we'll also talk about what's next. So the plan that we're going over today, um you guys will be voting on it to say if you accept the plan and at the end of

087the month I put the application in for the state of Oregon. So, a part of that process is you guys voting on it. So, as you guys are listening to this, if you have any questions, this is a good time for you guys to ask. Also, anybody in the public, if you have any public comment or have any questions about that, this would be also another time that you can ask about anything that we're spending the money on moving forward. Um, so again, this thing is going to kill me. So, again, I talked about the integration plan. um as we kind of move forward and again this is when state legislation they have pet projects and I want to say pet projects are initiatives that they want to fund this is a way that the

088state can fund that on top of the general budget and so they're saying we really want to focus on student mental health and so they um and just overall readiness for the outside world and make sure that they're socially emotionally regulated um they started the student investment account um they wanted more kids participating in CTE programs college readiness and so they created the high school success. Um then they also the latest one that they attached to is the early literacy grant where they wanted to really focus hyperfocus on K2 um reading progression and reading and literacy and so they gave us a bunch of money and they put it into this plan and so we kind of braid it all together and we we kind of go through there. Any questions so far about that?

089All right. Do I point it here or I Oh, I think I pointed over there. That's what it not there. No, I think it's over here. Okay. All right. You're saying it over here, can't you? So, here's the nine programs. I kind of went through them all, but here are the nine programs. But again, the main common goals that we're really looking for here is a well-rounded education for kids. We're looking for equitable services for everybody. We want to engage the community and we want to have strengthened um systems and we want to build capacity within our school. So basically we want to need reach the neediest kids and we want to make sure that all kids have well-rounded education. I was telling you it's right here. No, it's not. Okay. All right. So as

090we go through these are some awesome definitions as we like our acronyms. as we kind of go through. I'm not going to bore you with these um too much. And these are just all the fun ways. And I'll go over a lot of these later. We really All right. I do not want to skip this next one because Okay. Hey, Chris, is it easier if I just tell you to point to flick to the next one because this is kind of fun. All right. So, anyway, our meeting plan um so we had a team. I called it the SIA power team, but really should be the integrated team power team. And so we actually um these are the people on there. Um we had Kelly Cromwell, the Turner vice principal, Debbie Le Junior High, Marie

091Thompson, Tony, and myself. And this team, we met for a while there. We were meeting weekly for at least an hour, an hour and a half. Um, I think every month or every twice a month we were meeting at least six to eight hours at the ESD to go over training, to talk about what we can and cannot do. Um, there was also different work sessions that we had. Um, and when I say I call this the power team, this is I would have to say hands down, no offense to anybody else if I worked for anybody else here, but just a wonderful team to work with. Um, because the best thing about these people up on here is that they're they get stuff done. They're workh horses. they just they work they get stuff

092done and it's phenomenal and um it was just a joy to really work with them. So I really want to say thank you to them and the other reason why we had this group is we wanted to get a well range of um age groups. You see it's elementary all the way through secondary also we have the opportunity center um and we're again we're looking for a wide range of different kids to reach. Go ahead. Um, Chris, can can I just take a second just to I'm trying to wrap my head around all of this, but so you so you have these five people. Yeah. And it sounds like you guys spend a lot of time in your meetings. Is there a lot Are you getting a lot out of those meetings that you that

093that flows down through the schools? Oh, yeah. Heavenly. Yes. Yeah. Yeah. So, a lot of the times that we do So, a lot of it what we talked about last meeting, a lot of that team we did the needs assessment and we're going to talk a little bit more about that here. And so that's where we take input from the community. And so like the organ the youth truth survey that we did. So that was data that we got back from students, from staff and from um parents as well. And we kind of went out there. We also did family engagement nights. We talked with subgroups of demographics. So we did empathy calls. we're um talking to again minority groups or groups that may not be as well represented within the community and make sure

094that we're going out there and we're talking to them. Um and again, we'll talk more about that and we take all that information and then we we look at our budgets and we look at our initiatives of what we want to do and we kind of move forward that way. Does that make sense? I guess like can you give me an example of something that you learned from the community that that then you got to put into place you know this is it's hard to to to picture this I guess for me. Yeah. So for us one of the things and so a lot of this plan that we did is really built off what Matt Thatcher did a couple years ago and so things are going well. We're seeing growth through that the framework

095that he kind of print went through. But one of the things that we we really were learning was in elementary we were listening to the teachers. we didn't have um we didn't have RTI or multi-tered systems of support for um math and then so they were saying we really need support in math and so in this budget so we wanted to and we hired two math coaches for the districts and then we wanted to make sure that we were teaching teachers how to teach math correctly and we were also looking at data um from math and we never had experts in that and so we created a position for those two people to be experts in math education and elementary and our mask scores are going up. One of those happened to be Katie and

096she was the math coach at Almsville for years now. Again, as we started to go back to look at data and what we were finding and we were listening to our math coaches, we were finding that we needed more interventions for math specifically. So, we needed more not just coaching in the classroom, but we needed to give kids more small group opportunities to really be strategic in math um and to intervene um specifically what those kids needed. And so, the next bianium or the next cycle we went through or actually the next year we hired I think four um math IAS across the districts and so now they're running small groups for math. is that yeah that so that's kind of one example just for math and multi-tered systems so that would be one and

097there's a whole bunch of different things like that the other one I had to do that safety at the high school they needed um a campus monitor and we always heard that there was too many kids running around we just needed to be a little bit feeling like we're safe or somebody that's really has our back and so we put that in there to make sure that we're feeling a little bit more safe um within the district. Okay. Yeah. So those a couple examples right Chris um so again as we required again this is what I talked about again what we just we have to look at things with an equity lens we have community engagement we're asking people we have to go talk to the tribal consultations over the tribal um around the area

098um again we're looking at focal students or like some like impacted demographics of kids that might not be represented um we're looking at data we're looking at all this kind of fun stuff here. So, Chris, go ahead and move on. Um, again, equity was a big thing. So, a lot of the thing that Oregon really wanted to push is is the fact that we were not missing anybody that maybe that may not traditionally be represented. And so, what we did find, and we actually did when as we were scratching the surface, and we could talk more about that more, is sometimes the groups, they're happy here. they do a good job, but sometimes they feel like they're not heard. And so we're going to try to set up some systems where we listen to this

099population. So um one would u will be like the LGBTQ community. They are happy. They feel represented. Um they have a voice. Um but sometimes they feel like they just they can't be super super out there. But at the same time they feel like they are supported within us, which is really good. But we got to make sure that we are listening to that demographic as as we're as we're kind of going through. And so again, we have a an equity lens statement that we worked on. We actually rewrote it a little bit from what we had before. And so that was part of the work session there, too. All right. Next one. Um so this is um the highlights that we use for community engagement, the the youth truth survey, the family resource center.

100So the work that Cheryl Harmon does out there connecting with families. Oftent times she's talking with families. what do you need? What are we missing? What are our blind spots? So, these are some things that she's asking in the family resource. And then also, we have empathy calls. So, again, when we're looking at we're some of the f groups that maybe we didn't see, we wanted to go out there and we wanted to talk to them personally just to see how things were kind of going. All right, Chris. Um, so again, this is what we I already talked about. I'm sorry I have to kind of review this again, but again um the needs assessment highlights is that Cascade we there's things that we know we have strong trusting relationships. It's all about the relationship

101here at Cascade and that came through very strongly in our in our um in our um needs assessment. Um we do a lot with holistic uh student support systems. So again we really looking at the child and holistically and just not academically. We care about them as people. they are not just a number here at Cascade and not a data point. They are a kid and we are going to make sure that we're going to reach them in a holistic way. Um and also we have a strong kids really felt like our CTO CTE programs are great, our college um credit now there's a lot of cool things that are kind of going on um in getting kids ready for the next next step. Chris um was I think I already talked about that next

102one. Okay. So again the emerging priorities. So after we looked at all that data and after we looked at other things. So again what we were really looking for is support needed for a targeted uh demographics um and in order to hit strategic outcomes more resources for CTE programs, elementary reading and math and also social emotional learning. So this is what we kind of f found out. Um, and then again, we need to make sure that we are maintaining strong graduation rates, freshmen on track, and attendance rate, which by the way, as you guys all know, we've heard this multiple times, we are through the roof. Um, fantastic. We're doing a great job. So, again, these are the the outcomes. So, we have to attach everything that we budget for has to be attached to

103one of these outcomes and strategies. So, this is where we said these are our main points. And again, a lot of this was laid out by Matt. And since it's working well in most people, like if it's not broken, let's not let's try not to fix it and let's make sure that we're just um keep on continuing to grow. So again, graduation rate of 85% of combined vocal points. So again, we do have a high graduation rate, but again, we're attacking maybe kids in special education, maybe different minority groups or different things to make sure our English learning or multilingual students, we want to make sure that they're succeeding at the same time. literacy in math school of 80% um level of proficiency by third grade. And so we want to make sure that 80%

104of our kids are at grade level in math and in ELA by third grade. Um the other one is CTE. Um 20% increase of non-traditional students. We've heard us talk about this multiple times. Um females maybe in welding or manufacturing. U maybe males in healthcare and nursing or possibly in um in culinary or different things that might be more dominant. Um, so this is some different things and then also well-being 20% reduction in high social emotional risk. Um, and we actually switched to this one. It used to be just K8 and we're now we're going K12. Um, and so again, we want to make sure that kids that are at the high level being um at risk for social emotional um fatigue or um different things, we want to make sure that we're bringing that

105down. Right. Okay. So, we have our investment. So, there is a budget link there if you guys want to look at the the full budget. It kind of goes in there. And again, we're not really changing anything. Um, these are some highlights that we have in there. We have a campus monitor. We have math coaches and interventionist. Um, a director, Cheryl Harmon, to reach out. That would be one. Safety upgrades. In the last couple years, we have actually $200,000 just for safety upgrades. So you're talking key locks, doors, window, just different things like that to make sure that we are because kids if they don't feel safe physically, they're not really emotionally safe and so they want to make sure that they were feeling safe that way. um afterchool programming clubs, um experiences and field

106trips, wayfinder um professional development and curriculum alignment. That's one thing that we really we're trying to focus on professional development is making sure that our um curriculum and our education is aligned K through 12. And that that this may sounds like a stretch, but I believe in this so much. But that really brings stress levels down of our staff members. And if we have staff members that know what they're teaching and why they're teaching in it, we're in this all together, their stress levels go down and that brings stress levels down in um the classroom for the kids as well. And then also we fund AVID out of that. Um the other thing I know Brett, you've asked before about the focus on college versus CTE. Um and I would say um for career and

107technical I would say when we start looking at the budget, it's really broken up 50/50. And so like if we have we do this for college, we're going to do this for careers and it's broken up that in any line item budget. The other thing is that we do here is we really want to focus on making sure that it's just not all people and personnel because we're worried about if this funding gets flatlined and then all of a sudden we're cutting people, we can't afford the uptick. Um also if other things go away, we just want to make sure that we have a little wiggle room there. We're about um 55% 60% personnel and the rest is for things and items professional development. So that gives us a lot of room to make sure

108that we're not overextending ourselves if things get tough um later on down the road. So a little forward thinking in the next benium and things down the road. Um, next one tiered approach and again we kind of took a tiered approach is like we have essential this we have to do this to we kind of should do this and uh we could um and a lot of the stuff and for how financially healthy we are as a district. We did get into uh tier two and three and there are things out there that we get to fund um just because we are taking care of business on the other end of it and so this allows us to put money and activities and things in kids' hands as we kind of move forward. All right.

109And again, high school when they're looking at understand success, this is what they're looking for. They actually go to the next slide and it kind of goes a little bit better, but again, they're looking at this these bottom ones right here, the third grade reading proficiency rates. They're really looking at that. That's what they want to see at that 80% by third grade. They're looking at ninth grade on track, regular attendance, four year uh completion, and five-year completion. And again, this is what the state this is how they say you guys are doing a good job patting you on the back if we do these things. That's what they're that's what they're looking at. Um and so kind of go ahead to the next one. And so again, how do we understand success is very

110similar, but we're a little bit different. And so with some conversations, so Erin, like you were talking about, are we listening to different people? So like even listening to Zach at Almsville and the other elementary principles, third grade, that is a good measuring point. We like that point, but we're more interested in how do we get kids ready by fifth grade to get them junior high ready. And so we really want to make sure that yes, that third grade point there, but what are we really getting those kids ready in fifth grade? And so we're looking at a harder line at that fifth grade data point in order to get them ready for junior high because really brass tax when we get to elementary, that's what we want. We want kids ready for junior high.

111Um, our graduation rate, freshmen on TAC. The other thing that we look at is our participation rate in CTE programs and rigorous classes and clubs. Tony and Pete in the high school and Debbie in the junior high is just phenomenal. They are pushing participation rate. We have kids attending things and doing things through there and it's been absolutely phenomenal. So, good job. And um and if you guys don't know, Tony is a mastermind at getting kids what they need at the CTE program. So, it's just awesome. Um, so the next one what you guys will do here is we're actually open this to public comment and then also um you guys will actually have to vote if we accept this and if you do we stamp it and we send it to the state and

112hopefully they approve it and that's it. Do we have any questions? That was a lot of information. Brett will no I I'm actually going to move on to opening it to public discussion if we don't have any questions. Any questions from the board? No. All right, hang on. Okay. So, now we're going to open the 2527 integrated public plan or plan for public comment. So, I'm liking safety upgrades as a maintenance person. I understand that, love it, want to see it. My question is, you know, it's easy to buy it, install it. Is there a plan to train staff to actually use it? because I can go around and tell you that that door is going to be popped open, that door is going to be unlocked and just go around the whole district and

113probably give you a 20 cent area where that Yeah. So, great question. By the way, actually, I was just talking to somebody from Salem Kaiser and they said that the exact same thing. We have all these building new buildings, but we still have to train staff and we have to actually maintain all these new buildings and it just costs money for the upkeep. But the answer to that is yes, we will have something when we when we go that. So every new thing that we get is going to be new set of problems. So if we do a keyless entry um card scanners or keys or cameras or like cameras, you know, like every time we want a camera, well probably say Albert will say this, I need another camera here. I need a camera

114here. So we started with like 15 and now we're up to like I don't even know how many we have. Chris, do you know how many cameras we got districtwide? Mr. Probably over 100. Yeah, something like that. So, we're always looking for more and there's always an issue. Um, so again, there is some training that will be in there. Um, I don't have money in there, but actually that's a really good idea to put that in there. A little training on how do we PD around safety upgrades and stuff like that. So, yeah. Any other questions? So, this is way off the subject, but I'll ask since we're talking about upgrades. Vaping and bathrooms. Have we ever figured out how to detect that? No. Um I mean I mean the I mean the short answer

115of it, the candid answer I just you just heard it right there. No. Um is there so many things that can even set them off or whatnot and the technology is just not there. What we have found that's really working the best is just good oldfashioned supervision. So, as we start looking at the campus monitor, Bob Thompson who we talk um when we're doing lunchtime activ uh at lunch and we're just telling admin, hey, just make sure that we're checking the bathroom or doing different things. I was in there, I walked through the bathroom just to walk in. I saw two kids in the stall like, "What are we doing in there, boys?" And then we start asking questions, "Hey, let's have Mr. Rasmmanson come over here and see what's going on." And because that's

116what's happening there, this a lot of different stuff is going on. So, it's just good oldfashioned watching who's entering and leaving the bathrooms or blind areas. And that's where the cameras come in. Cameras can't be in the bathrooms, of course. So, that's one private spot. Yes. But we can walk in there and like wash our hands and if you see and what I saw was one kid coming out and you just you know how a kid looks when they're guilty. They're like, "How's it going?" I'm like I'm like, "Hey buddy, how's it going?" Making them feel a little uncomfortable. Which again, it doesn't sound like maybe we didn't catch that kid in that situation, but the kids know that we're watching. Might make them think a little and that's that's what matters. As long as

117they know that we're watching and we're asking the right questions and doing the right things. Again, it's not going to solve all the problems, but again, it does address a little bit more. Yeah. All right. So, comment, you talked about um kind of some of the infrastructure that you put in place and some of the systems that you put in place. Is there conversation or a mechanism in the group to talk about maintenance of those systems? Like let's say you know five 10 years down the road cameras are obsolete like has there been conversation about how to maintain the things that we put in place through them? Yeah, I I think as we kind of go through that's that's a great question. And so just knowing that this is a pretty reliable funding source from

118the state and so one of the things I've asked my colleagues around or even asked the state is like how how strong is this funding source? Like this is this going away? Is this not going away? And they're like at least for the next 10 they they they're like it's going to be around for a while. it's going to actually take some legislation to actually get it removed um if or to cut it or different things like that which is good. So as we start going through here we have like two major projects for safety and upgrade that we would like to do for the next two years in this bienium and the next those safety upgrades would probably move to more half of anything new and then also maintenance as we move forward. So

119again, after we get through these next two, this next benium of getting some bigger projects done, then we'll probably start shaving that down and do a 50/50. But yeah. Okay. Any other questions from the public? Any other public comments? Yeah. Tom, how are you like keeping track of the outcomes of these? So these you have some goals there. Yeah. That you talked about. How are you tracking the effectiveness of some of these expenditures and then really assessing whether or not they're the right way to keep going or to change our methods? Yeah. So, there's longitudal longitud longitude like I get tongue tied but longitudinal sorry longitudinal I mean know what I'm talking about. Want to say it out loud. Thank you. That's what I say. So, it has nothing to do with it. I know

120what it is. I just can't say it out sometimes. Sorry, guys. I have a stuttering thing. So anyway, as we're kind of going through this, so there's some key indicators that we look for um when we're looking at especially when we're looking at the ELA literacy, we're looking at our Acadian um data or dibbles, we're looking at SPback scores, um we're looking at our growth rates in those systems in math, we're looking at I Ready, and again, we're looking at just not again, are we doing well, are we forming on ESPback, but also are we growing within our within and our benchmarking and our assessments throughout that way. So that's one way we do that. We're looking at graduation rates. We're looking at um you know nth grade on track and all those data points

121that way. Um in the way for SEAL um we've been using DESA for K8. Um next year I actually called um people at OD and we're actually going to switch over to WFinder because they have some um benchmarking tools that not a little bit easier and we can track that a little bit better. And so again everything that we do have that way. And so that's covering the SEAL. And so I think that covers most of the things that we're kind of trying to hitting on there. And then again, we get together um in data teams and principles and we're talking um with that what that looks like and we adjust that way. Yeah. That anything else? Any other public comment? Going once, going twice. All right. And we will close public comment. Good on

122that. All right. No other questions. Hey guys, thank you so much. Sorry I had to take up a lot of time today. I did not want to do it, but at the same time I did because it gets us money and it's good for our schools. We like it. We appreciate it. Thank you very much. Thanks so much. All right, moving on to six discussion and communication. Mr. Drill. Yep. You have new staff recommendations on there. We're already starting to hire for next year. So, you have two teachers on there that we recommend hiring for those positions. All right. Any questions? Nope. All right. Is 6B board policy update second reading and reading adoption? Yep. some same ones that we had last month obviously, right? And the reading of adoption and again changes to policy

123and procedure and some law at the legislative and state level. Any questions on that from the board? Nope. All right. Going on is 6C out of state trip request. Yep. Turner Elementary is requesting permission to attend a field trip at Fort Vancouver. They've done that before. They're hap uh wanting to go back again. So that because it's out of state, it comes to you to make sure that that's taken care of. All right. Any questions on that from the board? Nope. All right. Number seven,formational item 7A, staff resignation. So, you have resignation uh going on um getting ready for the new year, right? And leaving. So, we got that taken care of on there. All right. Questions from the board on that? Nope. 7B is coach advisory list. So, this the wrap-up of the coach

124advisory list, making sure that all of the folks that do activities in athletics and other um advisory types of stuff, right, are on the list. Um, it has been tradition to share that. Please also note that sometimes you'll see a sport and you'll think, man, that's a lot of coaches. Please understand that the coaches get so many slots, Mr. Rise understands that. And if they choose to share the money, right, among multiple coaches, uh, that's they can do that. The head coach can make that decision. Um, actually in the long run, it's good for all of our kids because there's just more really trusted adults there helping out. Dynamat questions on that from the board? Nope. All right. How about 7C softball bullpin request? Yes. So, um there is uh an opportunity here tonight and

125I fully support this. We have been asked by our softball community to name the bullpin after a student that has unfortunately passed away. And so, so we wanted to let you guys know, normally it's something that comes to you with regard to a field or a building. Um, but we believe that it's important that you guys at least see that and recognize that. Um, it is something that traditionally we've been able to do, I've been able to do from the district office, but um, the folks and they're here tonight. Appreciate that they're here. Um, staff member, longtime staff member and a longtime community supporter who's been a coach for many years. Uh, wanted to make sure that that you recognize how important this is to our softball community and to our community at large. Any

126questions on that? questions? Nope, I don't think so. Okay. All right. Thank you. Um, and the last one is 7D, statement of economic interest. Yeah. So, you guys are running out of time, right? So, you got to take care of your statement of economic interest uh by tomorrow. So, if you haven't done done that, see Jennifer before you leave. Yes. So,un. Right. And by the way, I'm done. So, just so you know. this morning. So, we'll check again in the morning, but uh we'll be calling. Just want to make sure that you all get it done. So, a few years back, the state of Oregon requires all of you, Mr. Pillar and myself, to fill out our statement of economic interest, which um identifies forward that to me. Thank you. So, now we know. And

127that is all forational items. Got it. Thank you. All right, moving on. Next, we've got the public comments. So, um, please note that 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 board will ask you to stop speaking if you are not able to adhere to these guidelines. Audience time is not intended as a form a forum of public debate at this time. Nope, I don't need to do that part, right? We need to do the bottom problem. All right. At this time, Jacob Kentro, is that right? Yeah. Come on up. Please stand up. And um you will have three minutes. And we ask that you refrain from discussing students or using personal identifiable information such as

128names or occupations. And guests are only allowed to address the board one time during the meeting. So, Mr. Canrell, welcome. Thank you. Uh again, my name is Jacob Cantrell. Uh, thank you guys for having me tonight. Um, I just want to give a brief introduction to a new organization that has come into the community. Um, I have recently started a nonprofit called the Cougar Legacy Foundation that will be geared towards upgrading and developing new athletic facilities at Cascade and surrounding schools within the district. Um, now as most of that's geared towards athletics, it's not limited to, um, I was asked to be on the committee with Greg and unfortunately my job does not allow me to be at the meetings, but I communicated with Greg to uh, be able to get that information as there

129may be some things that we can help out with that with the bond uh, items on there And uh we want to basically do this for I mean the kids you know we've I'm I used to go to school here, my kids go here, my entire family goes here and I think it's kind of very long overdue and we want to also provide um you know outlets for these kids and for them to be able to do things as teams more often. Um and we want to work towards providing scholarships towards kids and uh yeah a lot of information but um we are working diligently right now and there's going to be a lot uh that will be shared in the future uh very soon. So uh is there any questions? Sure. Okay. I first

130of all I want to say that I think the most special thing about the community that we live in is the fact that we have so many alumni that come back to this community and raise their families. And I remember Jacob and Junior Hay like it was two years ago. And here he is three kids and he has a wonderful supportive family that that all are part of this situation here too. Um, and I want to commend you for that. And I want to commend you for coming to a community and wanting to make it better and having the courage to be up there and doing this because it's not easy to do. And so I wanted to say that and I do have two questions just looking at everything also. um just thinking about

131starting this, you know, or doing what you're doing, the beginning stages, what do you see as in the athletic arena as Cascade's biggest need? I think right now for us would be the uh the track needs to be resurfaced. Um I formally ran track, my kids run track. I was actually out there the other day and the severity of the cracks I mean throughout the entire surface uh the first you know corner of that track the roots have overgrown and I've even uh my daughter's communicated with me that you know kids have tripped and I mean I don't know the severity of injuries but it's just not a good situation and um we've been looking into that. We've, you know, we've found a few grants and uh community help with like businesses that are willing

132to donate not just monetary funds but services to be able to complete these tasks. And as of right now, we see that as kind of our number one. And as that uh you know is our number one there's a lot of other things um that are going on that even though that is our main focus some of the these things may move a little faster but I want to I guess convey that that's our our focus right now but that's your first thought. Yes. Yeah. and give what are your fundraising ideas? So, uh right now it's there's really not a lot of fundraising outside of uh grants and uh we have a lot of connections I guess right now that um honestly may fulfill most of our needs. Um now that map I know you

133guys have it. I know you guys haven't seen it. Um it is conceptual. It's uh basically you know what it could look like. It's not necessarily what it will look like as I mean there is it's tens of millions of dollars that could be going into this but it's all attainable and however that gets you know resituated and however it looks in the end I mean that's going to be uh I guess a collaborative idea um you know this is kind of our our idea but as we talk to the community and parents and kids you know that that changes. So, and other organizations to work with too that are yeah involved in this. And I want one of the things is I want these it's not just for sports. Uh it is clubs as

134well. Um I mean there's a lot of help at Cascade and I and I want people to be able to reach out, you know, whether they think that we might be able to do it or not. Um, you know, we even found a decent sized grant for uh theatrical arts the other day and I was like, "Oh, that we have that," you know, and like archery club. uh I know some of the Kuyu sponsors that are are big hunting companies and we're actually talking with them right now and just a lot of information flowing. So, yes, I um I respect a lot the idea that you would let your own kids put their roots down in the community where you put yours down. Um that that speaks volumes. You used a word that I think

135is exhausting and that's collaboration or collaborative and it is uh it makes all of us tired to think about how much energy it takes to not just to bulldog through on something but to work with all the other groups, you know, all the existing forces of nature. Um, and I get the feeling that you're used to hard work, so I think you'll do it. But, um, good luck and thank you for working with nature. Absolutely. And I have one last question. I'm wondering what would his next step be, Mr. Drill, in order to, you know, um, Jacob and I have been able to talk about things a couple of times and being able to work with, uh, our athletic, uh, director, our high school principal, junior high principal. the idea that we try to figure

136out how to do this. We've, you know, we do this stuff from a community perspective, right? And so, Jacob knows that. He's been a part of our community uh the whole time and just wanting to make sure he and his wife, right, both graduates and so um yet another person that I had um um in the building. So, that just makes me feel old. Thanks. So, uh that there's there's a lot more white on your beard than there's I'm just saying. I'm just saying it, you know. Plus, I'm envious that you can grow that much hair. So, you know, I'm also worried about that. Um, I just think the opportunity to continue to figure out ways to work together, right? We we end up with people that have these really fantastic ideas. Sometimes sometimes those

137ideas get ahead of where we're at. We're trying to figure it out, right? So, we've got to take a look and it's, you know, I saw the plan this morning. Uh, there's a lot of good parts of this plan. There's some other pieces that we have to ask questions, you know, about. We've got an easement that in Northwest Natural Gas has across this space. We have leech lines. We have uh a whole entire sewer system that we've built and you know Olan said earlier about understanding some pieces and nooks and crannies around that stuff where the water lines are. How does that work? Right? How does that go? So does it mean that it holds us up? Not at all. Right? It just means that we got to sit down and work together and get

138it figured out. And to comment on that there those types of things you know the leech lines the gas lines um one of the big uh issues with like football field is drainage I mean we had state playoffs but we did not have it at home you know and uh those are types of things that we've been looking at too is not only what you see above ground but revamping the entire underground. You know, a lot of, you know, they're they're looking at sewer right now, water lines, drainage, all of it. It's good. Not just what you see. Yeah. All right. Any other questions? Nope. All right. Thank you very much. Thank you. Thanks. Okay. Moving on. Nine resolutions. 9A resolution regarding changes to graduation requirement. Uh, be it resolved, the Cascade Board of Education

139moves to accept the changes to the Cascade graduation requirements as presented by the high school principal, Pete Raasmusen. Changes shall begin with the class of 2026. Second 9A resolution regarding changes to graduation requirements has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. I. Oppos same sign. Motion carries. 9B. Resolution regarding Cascade School District draft 2527 integrated plan. Be it resolved, the Cascade Board of Education moves to approve the draft 2025 to 27 integrated plan as outlined and presented by Director of Education Brian Dyer. Second 9B. Resolution regarding Cascade School District draft 2527 integrated plan has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. I. Oppose. Same sign. Motion carries. 9C. Resolution regarding new hire recommendations. Be resolved. The Cascade

140Board of Education moves to approve the new hire recommend recommendations of Jonathan Angry music teacher and Michaela Jeepson, athletic trainer and CTE sports medicine teacher as recommended by the administration. Second. 9C resolution regarding new higher recommendations has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. I. Oppos. Same sign. Motion carries. 9D. Resolution regarding board policy. Second reading and adoption. Be it resolved that the Cascade Board of Education move to approve the second reading and adoption of the policies listed below. Uh GBNAA/JHFF GCA JHFFGBNA. Second 90. Resolution regarding board policy, second reading and adoption has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. I. Oppose. Same sign. Motion carries. 9E. Resolution regarding out ofstate trip request high school band choir.

141Be it resolved. The Cascade Board of Education moves to approve the the outofstate traveler request for the high school band in choir to travel to Anaheim, California between May 16th and May 19th, 2025 to perform in the Disneyland Resorts in California Adventures. Second resolution regarding out of state trip request high school band choir has been moved and seconded. Any discussion? No discussion. All those in favor signify by saying I. I. Oppos same sign. Motion carries. 9F resolution regarding outofstate trip request Turner Elementary. Be it resolved, the Cascade Board of Education moves to approve the outofstate travel request for the Turner Elementary fourth grade field trip to Fort Vancouver in Washington State on May 28th. Second 9 resolution regarding out of state trip request. Turner Elementary has been moved and seconded. Any discussion? No discussion. All

142those in favor signify by saying I. I. Oppos sign. Motion carries. Number 10, future agenda items. Mr. Drill. Yep. Just a reminder that the budget committee will happen uh in in May. Scott has already presented to you the uh process, the timeline. So, if it goes the way it has gone in the past, we will have a budget committee meeting probably starting at 5:00 uh in the May at the May meeting. We'll start at 5, hopefully be done by 6:45, adjourn. And because we not only have the five of you, but we also have our five budget committee members, right, for a total of 10, we go through that process. We take an adjournment, we come back over here. I think that's what we're going to do, right? And we're going to have our regular

143board meeting here uh at 7:00. So, be thinking about that process as we go forward. And then secondarily, while Mr. Rasmuson is not here tonight, I'm sure he'll start reminding you about graduation. So, get to be up on the stage out on Cougar Field, rain or shine, and uh you'll be presenting diplomas to the high school seniors. And um I also believe in May we have the validictorians coming as well. So, it's going to be a busy May meeting, right? They will come with their with their parents, right? Get a chance to uh take a quick break, have some cake, and we'll come back come back to the meeting. So, it's going to be plan for a longer meeting for sure in May. That was good. Okay, that's all I've got. Anything from the board?

144Nope. Nothing. All right, we're good. Thanks everybody. Meeting adjourned. We are unveil. We are important. We can choose our attitudes. We are kind to ourselves and others. We are brave enough to our face. We will control what we can and control what we can't. What is the panther pack? Panther pack to me is we're something we go together and we um help our school do other things to make our school um even better to what how it is. Uh a team that works together to try to fix problems. I love Pac because you can help people and you can have a bunch of fun. I love Panther Pack because we get to help people in our school community and we get to come to Panther Packs almost every Thursday and see our buddies. I love

145Panther Pack because it's a place where I can help others and others can get the help they need and we can figure out problems to solve. [Music] What do you like most about Panther Pack? I like to help with the assemblies. [Music] I love Panther Pack because it's a fun place and we get to learn some like in class and we get to help out other people and we get to have snack and we get to figure out problems in the school that we can help. [Music] What does Panther Pack mean to you? Uh, Panther Pack means a lot to me. Like, uh, Panther Pack means, uh, helping, being a leader, and, um, figuring out problems that the school hasn't figured out, and like helping people. So, that's my answer. [Music] Panther pack means to

146me like being a leader and helping out our school. [Music]