4.8.26 Regular Board Meeting | Centennial School District 28J Livestream

001Mhm. >> Mhm. >> Recording in progress. Ah, there we go. Good evening, everybody. Welcome to the Centerville School District board meeting tonight on Wednesday, April 8th. Uh I'm excited to have a packed house here tonight and uh directors, you have had the the agenda sent out around you prior to the meeting. Let me mute myself over here cuz I've got some echo. There we go. Perfect. Um if I could have someone please motion to adopt the agenda with flexibility since we have some second graders here for school report today, we can get them going and So moved. Seconded. Perfect. Uh all those in favor, please say I and raise your hand. I. I. I. Anybody opposed? Okay, perfect. Thank you. Well, uh Principal Anderson, we'd like to invite you and your Pleasant Valley cohort on

002up to the front. All right, second graders, are you ready? >> So cute. Superintendent Owens, would you like to go ahead and tee this up while they're getting technology figured out over there? Absolutely. Good to see everybody this evening. I know that we have our winter athletes who are here to be recognized and we also have as Director Vice Chair Waring had mentioned, we have Pleasant Valley Elementary here this evening. They have included some second graders into their presentation and as we know our second graders, although they would like to stay up late, they do have a bedtime. So, we want to make sure that we get them in. As you may or may not know, we have been featuring schools per board meeting. We'll do half of our schools this year and half of

003our schools next year. And the idea is for our board members and our audience to get an idea of what's happening in our schools. They get a report from me every board meeting, but it's better for them to hear from the school staff and what's happening there rather than me each time. So, Um, looks like Principal Anderson has the report queued up here and you can see it on the screen. Uh, we have two screens here and then those of you who are at home also can see it as well. And so, I'll go ahead and turn it over to Principal Anderson. You have a microphone in front of you and you'll just want to make sure that it's lit to green and that make sure that people, um, who are, uh, participating virtually can

004hear you and you might want to pull it closer to yourself, um, so that the microphone works better. All right, I'll go ahead and turn it over to, uh, Principal Anderson and her team to take it away. Okay. Well, thank you guys for having us here today. We're excited to share what our students have been doing at Pleasant Valley and we wanted to make sure that we were not only just telling you about it, but giving you an opportunity to see it. So, these guys have been working on being a part of this presentation so they can be the ones to present to you and then, um, they've also, along with their parents, allowed us to have a video of them actually learning during their class so you can see what that looks like when

005they are doing their direct phonics instruction. So, you're up. You got to talk into the mic. Hi, my Oh. Hi, my name is Giovanni. In your first video, you will you will see an auditory auditory drill. This drill helps us us hear a sound and quickly match to write the letters or letters that make a that make a sound. Is there a way to turn volume up? And I think about seeing >> Hi, my name is Jabari and um my is Miss Lyco. My name is is Madelyn and my teacher is Miss Baker. Hey, welcome. Glad to have you all here. For those online, we are just working through some technical difficulties on the presentation. Thank you for your patience. All right, let's see if this works any better. All right, the sounds that are

006vowel teams. So, I'm going to give you a board to work on and with a pen. Yay. When I say the vowel team sound, you're going to write what vowel team makes spells that sound. Okay, so let's start with oy. How do you spell oy? Nice job, Javari. What did you say for oy? How do you spell oy? o y o i Let's try another one. o a Nice work. Giovanni, how did you spell a? a first and then y Good, a y. Violet, how did you spell a? a i e y Nice job. Chase, can you give me a way that you spell the a? a y a i Nice work. And which one did you pick for a? How did you spell a? You can choose one. e y >> Nice work. Yeah,

007e y spells a. How about this one? o What vowel team could you use for o? o How could we spell o? o The long o sound. Nice work. Let's do one more. Let's spell i long i How could we spell i? We've been practicing i. Good. How did you spell long i? i g h >> Good work. All right. Go ahead and erase your board and put the cap on your pen. Hi. Hi. My name is Javari. In this next video video, you'll see one of our blending drills. This activity helps us blend words fluently to become better readers. The next one, yeah. All right, we're going to work on some blending. So, I'm going to write a word and our job is to blend the sounds together to read the word. Let's start

008with this word. Ready? We're going to go this way. swords Word? swords Good. I'm going to change one sound to make a new word. Ready? skirts Word? skirts Nice job. I'm going to change another sound to make a new word. Ready? shirts Word? shirts Good blending. Let's change the vowel sound. Ready? shorts Word? shorts Nice job. Okay, I'm going to take away a sound to make a new word. Ready? sorts Word? sorts Nice blending. All right, let's do this. ports ports Nice job. I'm going to change the vowel again. And ready blend? fours Word? fours Nice job. Sorry. A little remix finish there. >> In this video you will learn In this video you will learn how we are shown a new idea and how we are shown how everything we learn is connected. All

009right, we're going to Okay, first word. Flip. Say flip. Flip. Tap it out. How many sounds did you hear? Four. All right, nice job. Box in your four boxes. Number one sound per box for the word flip. All right, one sound per box. What's the first sound in flip? F. What comes next? L. Nice job. All right, good work. All right, next word is frog. Say frog. Let's tap it out. How many sounds did you hear? Nice job. Box in your four boxes. One sound per box. What sound did that vowel say? What does this word say? Frog. Does frog sound right? What's the vowel sound in frog? Let's tap it out again. Aw. What vowel says aw? Yeah, can you change that to an o? All right, our next word is fast. Tap out

010fast. How many sounds? Nice job. Go ahead and box in your four boxes. Fast. One sound per box. Can we do lowercase letters, please? We'll do one more word, okay? Next word is plan. Say plan. Let's tap it out. Mhm. How many sounds did you hear? Four. Put them in those four boxes. I wonder why. Plan. What vowel sound is that? What does that vowel say? I. What sound does I say? I. So, that would be plan. How do you say plan? What sound does that vowel say? A. Ah. That would say plan. Listen to plan. What do we hear in there? Pl. An. Remember that that whiny nasal A? Yeah. That's our vowel team AI. Remember that whiny nasal A says an. Plan. Right? Do you remember that one? All right. Hi, my name

011is Marilyn. In this video, we get to pronounce everything we learning together reading a story. All right. We're going to practice the skill we've been learning by reading the story. Grab with Why does it sound like Here we to practice the skills we've been learning by reading the story Brad quits. Go ahead and start reading Brad quits. >> We are wondering if you have it any question any you have would like like it to ask us. Yeah, should we start with Director Harden and we'll kind of shoehorn it on this side? Yeah. Um thank you for coming. Uh any questions for you? Let me think. Um what's your favorite things to eat at lunch? Who wants to take that one? Do you want to do it? Okay, Mario, you're up. Great. I like to eat

012um orange chicken. Orange chicken. I don't know. You don't know? Okay. Do you want to say one, Santi? What do you like? Orange chicken. Orange chicken. Orange chicken with you, Gavin? Mhm. No, okay. Okay. Okay, orange chicken's popular. Thank you, Director Harden. Thank you so much for for being here tonight. It's always so special when we hear these reports and this is my home school. My kids go My son goes, my son my daughter will be there this fall. Um so it's great to just see everything that you're doing kind of brought out inside of the classroom and um it it I'm trying Whenever I hear these reports now I try to put myself back in back in elementary school and learning how to count out syllables and how to do math and things like

013that. And it's it's amazing how we we learn those things at such a young age and then we carry it with us the rest of our lives. It just reinforces how important the work is that you all do every day. So, um again, just thank you for being here, everybody. Really appreciate your your presentation. It was amazing. And my question for you is what is your favorite subject at school? What do you like to learn the most about? Can't be recess. Can't be recess. Yeah, not recess. Math. Math. Okay. What do you You want to answer one? Math. We'll do math We'll do math presentation next year. Thank you. Dr. Slosky. Um yeah, thank you. Go Pilots. My kids were both pilots back in the day. Um so, it's great. Is Mr. Who's the PE

014teacher there? Is it So, Mr. Naimo or what have you? Mr. Naimo? Mr. Naimo? I'm surprised that none of you said PE because Mr. Naimo's pretty famous. I don't have any questions. You guys did such a great job. Thank you. Just like everyone else said, I really thank you all for coming here today. It was brave to come and and speak to a bunch of adults and on the internet forever. Um and and like everyone else has said, we really appreciate hearing what's going on at your school. Um it is not my home elementary school. My children went to a different school in the district. So, um good to hear what's going on there. And I have no other questions. Thank you. Nice job, kiddos. I teach kids to read every day. I saw so

015many good things. You practiced so hard. It was pretty awesome. Thank you for coming and taking the time. My question for you is how did it feel talking in front of this room with all these people looking at you?" I know how I think I know how you feel. You're raising your hand every time. Tell me. Tell me how you feel. I feel Comfortable? Yeah, that that works for me. Like, I'm glad you feel comfortable. Anybody else? Happy. Great. I'm so glad you feel happy. Happy. Happy? Yay. Happy. I'm glad you're happy. You made all of us happy. And and now we're all very comfortable and we understand what's happening at your school. So, thanks, kids. We appreciate it very much. And thank you to your teachers and principal. Well, thanks for having us tonight.

016It was fun to share what they've been learning and to actually show you what's going on in our classrooms. So, we appreciate you taking the time to hear us. Great job. All right. Bye. Thank you again. Okay, directors, let me uh take your attention to the next item on our agenda, which is our reading of the Arab Arab American Heritage Month Proclamation. We'll go ahead and start with you, Director Stanley, and take our turn with standing. Oh, yes. Sorry. All right. Whereas, from April 1st through April 30th, 2026, the United States celebrates National Arab American Heritage Month. And whereas, for over a century, Arab Americans have been making valuable contributions to every aspect of American society in medicine, law, business, education, technology, government, military service, culture, and Whereas Victor George Atiyeh, who served as the

01732nd governor of Oregon, was the first Arab American elected governor of a US state, highlighting the prominence of Arab Americans in political leadership and service to the public. And whereas since migrating to America, people of Arab descent have shared their rich culture and traditions with neighbors and friends, while also setting fine examples of model citizens and public servants. And Whereas the history of Arab Americans in the US remains neglected or distorted by misconceptions, bigotry, and anti-Arab hate in the form of crimes and speech. And whereas Arab American issues such as civil rights abuses, harmful stereotyping, and bullying must be actively confronted in the forms of education and awareness. And Whereas the incredible contributions and heritage of Arab Americans Arab Americans, excuse me, have helped us build a better our nation. And whereas the Centennial School

018District serves a richly diverse student body and where Arab American learners and families are essential contributors to the cultural, academic, and civic life of our schools and communities. And whereas the Centennial School District Board is committed to celebrating and appreciating each student for their distinct and vibrant contributions made by sharing cultures, languages, ideas, beliefs, and values within a school community. Now therefore, be it resolved that we the members of the Board of Directors for the Centennial School District hereby recognize April 1st through April 30th, 2026 as National Arab American Heritage Month and encourage staff, students, and the community to observe, recognize, and celebrate the culture, heritage, and economic contributions of the Arab-American community to Oregon and the United States through culturally relevant activities and to deepen understanding of the experiences that have shaped our nation.

019Thank you, directors. Appreciate you doing that. And fun fact, I met the nephew of Georgia Tia. He owns and operates the Mediterranean Grill in Happy Valley. If you want to hear any more and it just so happened that we were there and there's a plaque on the wall for Georgia Tia. So, it was really interesting conversation over lunch recently. That would be my plug. Thank you. Okay, next on the agenda is the main event for everybody that's here. It's our recognition of the winter athletes. Superintendent Owens, would you like to tee us up for this ceremony? Yeah, it's great to see a packed house and I would say if there's anybody out in the hallway, we welcome you to come in. There's seats up here at the table. I want to make sure that everybody's

020here to be recognized is included in the presentation. Yeah. Okay. Um but what I can say is that as evidenced by how many people are here, Centennial athletics is on the uprise. We saw a lot of folks go to playoffs and go to state and so we're really excited this evening to hear about your accomplishments and to be able to recognize the things that you have done this season. Um I know for the parents that are here, uh there's a lot that you put into your student athletes in terms of making sure that they get to practice, attending their games, giving them encouragement, giving them food, making sure they get to bed on time. So, we appreciate all that our parents are doing to help our student athletes as well. I'll go ahead and turn

021it over to um CHS principal uh Marin Miller and our athletic director Donte Gauch to um go ahead and orient us to the different teams and athletes that we'll be recognizing tonight. So, uh principal Miller, go ahead and take it away. All right. First of all, as the proud principal of Centennial High School, I want to introduce you to our MESA team. I'm going to have them go around and introduce themselves first, and then I'm going to read a brief statement, and then I'm going to have them explain their project. Do you guys want to come and introduce yourselves? My name is Luke. My name is Famatta. My name is Alexandra. My name is Tom. All right. Congratulations to our MESA team. These students earned third place in the Oregon MESA demonstration day, following a

022strong performance in regional engine engineering and design competition back in March. MESA stands for math, engineering, science, and achievement. Their project was an open-source, low-income low-cost soldering station designed to help individuals safely and affordably learn to soldering skills. This re- work reflects ingenuity, tech skills, and communication, and expands They earned third place in this prestigious competition. So, let's give them a round of applause. They will be advancing on to state competition in May. We are very proud of them, and they are showing their eagle spirit with their competitions. Let's give them another ROUND OF APPLAUSE. >> I I'M GOING TO GET OUT OF THEIR WAY. DO YOU WANT to explain what your project is? Well, the project we developed was for educators or parents, grandparents, whatever who want to teach your kids how to solder

023but don't have a cost-effective, simple and well, yeah simple way of well, teaching your kids how to solder. So, we decided to develop our own open-source soldering station. That is it. Simple. And are you guys looking forward to the state competition? Yes. Yes, and we're looking forward to even more um awards as they go. Let's give them one last round of applause. All right, next as you may or may not know, we had an extraordinary winter season and so next I'm going to turn it over to Mr. Gauch as we are going to be recognizing our student athletes and also our coaches for this extraordinary winter season that we had. Yeah, um it's been a been a great winter and it was been exciting start to spring. We have a lot to celebrate after the

024winter season. Um so, we're just going to kind of take it from the top. Unfortunately, tonight um coach Annie Ellett uh from the High Seas dance team is not here. They were actually the first time in my four years of being at Centennial that were academic state champions in 5A for the dance team with a team GPA of 3.8. Uh Annie also was recognized this year both by us at the Metropolitan Dance Competition as well as state for celebrating her 60th, yes, 6-0, 60th year coaching at Centennial. I I would anybody to raise their hands if they're over 60 years old, but I can see it from where I'm at and I do not want to raise my hand, so um next we'll move on to swimming. So first we would like to congratulate uh

025coach Rod Lundgren who is somewhere behind me for being named NWA C coach of the year for boy swimming. We had uh a couple first teamers in swimming. Uh Miles Moore was first team in the 200-yard intermediate, sorry. Individual medley, that always throws me off, as well as the 100-yard butterfly. On the girls team, Layla Torres was first team in the 200-yard freestyle and second team in the 500-yard freestyle and both competed for Centennial at state. So Layla, please stand up. The boys swim team, just so we are keeping track, had a 3.25 GPA and the girls swim swim team had a 3.18 team GPA. All All of our teams were in the top 10 statewide, so it's been a great year also in the classroom. Uh for the girls basketball team, I believe I

026saw Nelly. Uh so Nelly Robinson, Nelly, are you here? There's Nelly. Nelly was honorable mention all-conference and her teammate Nene Garrett, I don't think Nene he at the track meet but didn't come over. Was second team all conference. The girls finished the season with a 3.27 team GPA. Now we start recognizing a lot of people. So, uh the we'll start with the boys wrestling team who finished the season with a 3.05 GPA. That's a cumulative GPA for the varsity team, which is just over 35 athletes, close to 40 athletes. So, averaging that out 43? So, we'll start with the honorable mentions. The following athletes were recognized as a Northwest Oregon conference mention. Joe Williams, if you're here go ahead and stand up and wave. Luke Lucas Josh Cortez Brian Secorios Luke Chambers Driver Curtis, I

027think he's still at track. So, Driver Curtis Anthony Ramirez Tim Petrienko Levi Hartman Ozzie Torres Hernandez Manny Soriano and Liam Miller First team all conference was Josh Cool. Jared Schneider He's He's still at the track meet. And Aiden Welsek. Aiden was also recognized as third team all-state for placing third at state. Jared Snyder placed fifth at state and was recognized as honorable mention all-state. And was recognized as the Northwest Oregon Conference Male Wrestler of the Year. And the wrestling accolades keep on coming everybody. So, here we go. Uh the girls team GPA was a 3.14 for just over 35 girls. The Northwest Oregon Coach of the Year was Aaron Snyder. The girls team was the 5A 6A Regional Champions. They were the Northwest Oregon Champions. And Coach Snyder, Coach Eden, I think those are the

028only two that are here today. Our girls were Our girls coaching staff was also named as the OSAA 5A Coaching Staff of the Year for girls wrestling. The following wrestlers were named honorable mention on the girls side. Mia Perez Gomez, Alex Corey. Alex is a fun one cuz she also competed at state in cheerleading and OCCA cheer. So, she was kind of doing double duty double duty in the winter. Double duty. Okay. Uh also being honorable mention was Olivia Flores. Ingrid Magadan. Lucy Mendoza. Cosma Moulton. Yahaira Herrera. Esmeralda Gonzalez Torres. And we're still going. Alma Basante Villa. Anna Laura Dunn. Earning second team honors, Madeline Knox. Raina Schneider. And Olguin Favela. Being recognized as first team all conference, Sofia Yurko. Alexa Fontaine. Jordan Dunkerson. Gwenny Bajorquez. And Genesis Aguiano. Olivia Flores was also fourth at

029state earning honorable mention all state team. Boys basketball. Okay. Here we go. Boys basketball finished in the top five in the state in academics 3.51 GPA. The The following athletes made honorable mention, Harold Turner. Quinton Neal. To my left, Jamaal Baker. Currently running at track the track meet right now, Darius Andrews. Second team all conference, Dakari Mitchell. Second team all conference, Sincere Poe. First team all conference, Drake Walsh. The more impressive part of that is we had four teams all in the placings at state out of our conference. So, to be honored at all in this conference was pretty tough this year. Making the second team all state tournament team, Drake Walsh and Dakari Mitchell. And the all state honors just came out for the entire 5A state. Making honorable mention, Dakari Mitchell. Sincere Poe.

030And And second team all state 5A, Drake Walsh. Just within the last few weeks, we actually um had Dakari Mitchell was offered a full ride scholarship to Oregon State for men's basketball. And for the first time since its inception, Centennial Eagles next year will be playing in the Les Schwab Invitational, which is the number one tournament on the West Coast. I'd say that was a good winter, everybody. Now, we'd like each of you to come up and say a few words. Wow, thank you. Thank you very much. I was not very athletically gifted, so it's always amazing to hear what everybody is doing with their athletic gifts. And congratulations to everybody in the room for your accomplishments this this past season. We would just love the way you're you're showing everybody what Centennial can do.

031And uh we can start around the room with Terry Stanley. Would you like to say anything to our athletes? Um everybody knows it's hard work doing all the things, but I I'm really glad we get to recognize the students, but dang, your parents, give them a big old hug and a high five or something when you get home because they make sure you have all the things you need to be able to be your best at every game you're at. So, thank your parents and thank your coaches. They really give you a lot of time and a lot of love. So, thanks everybody. Uh I'm just going to look this way cuz you're all ahead. But for everyone, uh great work. I know that it's a lot to do practices and still maintain your classwork

032and keep up with all that, so it was great to hear some really great grade point averages for across the teams, everyone above 3.0 or yeah, averages and while still excelling in sports. So, great work, everyone. I just thank you all for coming. It's so great to have this room full of people again and just full of students in life. You guys are fantastic. Your parents are fantastic. Boy, boys basketball was really exciting to watch. Wrestling, the state tournament was I I was watching along. You guys did fantastic. I'm really proud of all of our Eagles. Thank you all very much. Don't clap for me. Clap for you. Uh thank you all for coming. Go Eagles. I think one of the exciting thing is we have some great seniors that are leaving our programs, but

033just really quickly, if you're underclassman, freshman, sophomore, junior, please raise your hand. So, the the future is bright. The future is bright. If you're not a If you're not a senior, raise your hand. The future is bright. Thank you. Give everybody another round of applause for that. Good job. Good job, everybody. Okay, directors, we're going to take a 10-minute break so we can do photos with our athletes in the halls. We'll go ahead and adjourn at 7:16. So, before you leave, we're going to be getting pictures with our top We'll start with Mesa, and then we'll go and and then we'll do wrestling, and then we'll do uh boys basketball, so and swim. So, we'll be doing them in that order. Perfect. And we'll see everybody back for the meeting in 10 minutes. Recording stopped.

034>> Mhm. >> Recording in progress. Moving on to our next agenda item, which is approval of minutes from the March 11th meeting. The minutes were distributed in BoardBook. We have a motion to approve? Make a motion to approve the minutes posted in BoardBook. Second. All right, we have a first and a second. All those in favor say "Aye" and raise your hand. Aye. >> Aye. Any opposed? I will abstain since I wasn't here. And one abstention. Thank you. Okay, next up we have public forum. We have Sorry, do you have a thing to read before public forum? During the public forum section of the agenda, individuals are welcome to share constructive feedback on district operations and programs. The purpose of this agenda item is for you to inform us about your views. By Board policy,

035the Board will not hear comments regarding any district staff member, and the use of appropriate, respectful language is is Board members will not respond to public comment and will refer matters of operations and programming to the superintendent. This portion of the meeting will be limited to a total of 30 minutes. Your statement shall should be concise and will be limited to 3 minutes. Your time will be monitored by our board executive assistant. Speaking order will be based on the date time received the request. If there are three or more individuals requesting to speak on the same topic, we may ask that responses be consolidated. If requests to speak outnumber the time available, those individuals not speaking are encouraged to provide their written comments to Ms. Grindal for distribution after the meeting. Please address your remarks

036to me as board chair, not to specific board members nor to the public. Thank you so much. Please state your name and spelling if helpful and your association with this Centennial School District. I believe we have two folks registered tonight. Cassidy Rogers is first. affects your teacher's ability to learn how to include all students and use trauma-informed language and practices. When you exclude a child like mine, you're not just removing him from the classroom, you're removing opportunities for other students, too. With inclusion, students learn how to communicate with people who are different from them, build compassion and flexibility, and grow into adults who understand what disabilities look like in the real world. True and safe inclusion is not just about access for one child. It's about shaping the community we want for all of our

037children. This is my son. He's 7. His name is Stover Harger IV, and he has a lot to offer. He's not just a student with extra needs, he's a classmate, a friend, and a teacher in his own way. He's amazing at math and science, and his memory is like a steel trap. I want to say this clearly. He will grow up. He will become somebody in this world. He'll find his place, his strengths, and his voice. And when that happens, no teacher or administrator in this district will be able to take credit for his success. Because right now, you're choosing to not include him. If you choose not to include your disabled students now, you can't include yourself in their successes in the future. Please do the right thing and provide more placement options for

038disabled students in your district. All of your students deserve to benefit from true and safe inclusion. Thank you, and happy Autism Acceptance Month. Thank you, Ms. Rogers. Mr. Rosa? All right. Hello. Uh my name is Drew Rosa, D R E W R O S A. I am the president of the Centennial Education Association. Uh good evening, Chair, members of the board, and Superintendent Owens. On behalf of the Centennial Education Association, I wanted to start by acknowledging the ratification of our through 2028 contract um from our end and thank the board and the district leadership uh and the work it took on both sides to reach this agreement. I know that um it share reflects the shared understanding that supporting educators is essential to supporting students as part of this agreement uh several provisions including the

039updated salary schedule will take effect retroactively to July 1st, 2025 once ratified by the board and I saw that's on your agenda tonight so very excited about that. Um but a contract alone cannot solve the structural challenges our district faces. Across Oregon, districts like Centennial are operating in a system that simply isn't funded to meet the needs of our students. One of the clearest examples is the state special education funding cap. When districts exceed the 11% threshold, districts must cover those costs with general education dollars. Dollars that would otherwise support smaller class sizes, student supports, and programs across schools. This is not a Centennial This is not a problem Centennial can solve alone. But it is something we can push together to change. When educators, school boards, administrators, families, and community members advo- advocate separately,

040our voices are easy to ignore. When we stand together with a unified message about what our students need, it becomes much harder to dismiss. CEA looks forward to working collaboratively with the board, with our superintendent um and our community to advocate for the funding our students deserve and to continue building a district that truly supports every learner. Our educators are ready to do that alongside of you all. So, thank you. Mr. Resa? Uh just confirming that is all public comment tonight. Okay, thank you. All right, moving on to our reports section. Uh we do not have a student representative report. I believe they were one was at a track meet and uh we we know that they were all busy with that. So, we will move on to our road map second trimester updates. And

041looks like you are up, Dr. Katsuda. When Take your time, no rush. Recording in progress. Turn off my volume. See that? Wonderful. All right, it's uh my pleasure to present second trimester road map 2017 board report. Um let me make sure my volume is on. Yes, it is. All right, so I'm going to be uh toggling back and forth between slide presentation that'll guide us uh and our brand new uh district uh dashboard of which I've sent all board members a link to. Um and uh you have the opportunity, if you so wish, to be um accompanied by a cabinet member, if you want to co-pilot in looking at that dashboard as you're looking at it, if it's hard to navigate, or you can't get it up. So, I just want to make sure before

042I move forward that everyone has been able to uh access the dashboard, and when you open it up, it should look like this. Anyone need assistance? Anyone want to co-pilot? No? Oh. Okay, next time. Okay. Okay, wonderful. Okay. Uh so, to start off with, I wanted to uh celebrate the fact that we have pulled together a uh strategic plan data dashboard. It's been a long time in the making. We partnered with Mount Diablo Education uh Service District uh to be able to to pull together this dashboard, of which I've linked you to today. Dashboard covers the significant features of our strategic plan and the metrics therein, uh specifically centering around our significant goals around the foundations of student well-being, and empowering students uh in their future readiness. And so, all the metrics you see reflected

043here on this beautiful slide uh we're going to be reviewing today. Um so, as a refresher, uh the goals and metrics for Roadmap 27, goal number one, building a strong foundation preK-3, means that uh preK through third grade students will develop foundational academic and social-emotional learning skills necessary for future success. And we've identified two metrics. One is an annual metric, and you'll see on my uh slides here, if you need a visual, um that I've uh color-coded the annual metric in blue. James is asking me to blow up my slide a little bit more. I can, but then it when I toggle to the dashboard, it'll decrease my screen. So, I'm getting ready to toggle. I get I'm going to toggle in a bit. I will try to Nope, when I blow it up, I

044don't see the whole thing here. Okay, I will go to the full slideshow. Okay, yes. Second goal, supporting every student's well-being and inclusion. Every student will feel safe, supported as a learner, experience inclusive classroom and school communities that nurture their sense of belonging. You'll see there are two metrics identified, student survey items specific to that construct of belonging and inclusivity, and then attendance as a metric. Goal three, centering student voice, empowerment, and leadership. Every student will be empowered to use their voice and exercise choice within their classroom and school communities. That's been a significant emphasis throughout our strategic plan for educators in our schools. And we are We've identified student survey items again specific to the construct of engagement and empowerment. The fourth goal, ensuring equitable access to high-quality academics could be naturally paired with

045goal one, which is around the academics for pre-K through three students. Every student will engage in rigorous learning and receive the necessary support and resources to ensure their academic success. And you'll see there again the blue highlighted metric, which is an annual metric. And then the ongoing grade four through 11 interim assessments for reading and math were identified to monitor our progress in that goal. And then goal five, future ready. Every student will graduate with the skills necessary to thrive in a diverse and rapidly evolving world. So, we have ninth grade on track metrics. We also have uh four-year graduation rates as well as five-year completer rates. We will be reviewing that today, and that's an annual metric. Um and I don't know why I didn't list it there because that is a metric. Um

046So, what I would like to do now, I'm going to be toggling back and forth. Going to invite you to go to your dashboard. Should look like this. Let me shrink my screen just a tad more so you can see this here. All right. So, you'll see here I'm going to ask you to click on uh or look in your left-hand column here, and you will see it's very small. Let me Let me blow it up now. It's a thing about Zoom, you know. Okay, at the You'll see in the left-hand column here are uh toggle bookmarks that take you to the data dashboard screen that we've built out for that particular metric. Um you'll see the very first metric is tied to our goal number one, building strong nations for uh pre-K through three.

047It is the grade three OSAS, and again, it says by year, so it's annual. So, what you'll see here is last year's metric, but I'll use this screen to orient you to sort of this the structure of every other data set here. You'll see at the top right-hand corner a blue box that says subject. If you click on that, you can actually toggle back and forth between math or English language arts. And in our case, very specifically, reading, right? And so, you'll see here as we go back to English language arts for grade three in 2024-25, last school year, uh students in the Oregon state annual assessment, uh 32.3% of them met or exceeded uh grade level benchmark or grade level uh standards there, right? You'll see also on every screen an annual year-by-year graph.

048And the green line represents the excellence target, and if you hover over it, it'll actually show you what the excellence target is and the percentage proficient for that school year. So, if you go to 2024-25 and hover over that year, you'll see sort of that cross grid of the vertical and horizontal line. Proficiency is 32% and the excellence target will always remain 45.6. But, that's a good way to kind of get a sense if the bar code or if the the bar of the graph is actually really close or beyond the excellence target to actually see the specific data there, right? And you'll see here in this semi-circle graph, the visual here, this is the excellence target uh for our 2027 uh 2027 school year. This is the ultimate target, and then you'll see the

049metric here uh for the latest school year, right? Uh down below in most of the data screens, you'll see a bar graph in the lower left-hand corner that disaggregates the data by race and ethnicity. And then on the in the right-hand corner of the data dashboard screen, you'll see the data disaggregated by gender and um services. Yep. Correct. When when we get to the interims, yes. Right? So, the the OSAS test will will assess the learning for the year and what they're expected to know at that grade level, right? But the interim benchmarks are assessing them at that moment and so yeah. Uh so this is the annual assessment. It's not something that is super valuable when you're monitoring the progress throughout the school year because it's annual, right? But it's a very good data

050point for us assessing the effectiveness of our systems and structures in the school district and we use Well, we we look at it with that lens, right? So I'm going to invite you to go to grade three, the second toggle or I would call it a bookmark for lack of a better word on the left-hand side and you'll see third grade STAR assessment. And what should show up is a third grade measure for STAR. Uh and that would be the winter benchmark, what recently was completed, right? Again, you'll see the excellence target in the middle of this half circle graph here as well as where we are in number or percentage of students uh who are at grade level proficiency above, right? And then you'll see again over time for this school year where they

051where students have how how students progress percentage-wise. So in the fall 38.6 were meeting benchmark in ELA STAR assessments and our excellence target will remain 45.6. Move to winter, 36.8. So we went down a little bit, right? Um you'll see here again disaggregated by race and disaggregated by services. We have not disaggregated STAR by gender and I think it's I'm trying to figure out why because I believe we do have that information. Um but we we haven't disaggregated it by gender. Um so I will go back to my slide deck. You'll see here just in summary, just looking at what you just looked at. Third grade interim reading STAR assessment. Um our goal by 20 uh 2027 was 45.6 level uh percentage of students meeting proficiency, grade level proficiency. And I would say overall for

052winter term, we have flatlined. Uh which I would call it a flatline decrease. So, it's fairly flat, but dipping down a little bit by a couple percentage points from fall of 38.6% of students uh meeting grade level benchmark, and then 36.8 at winter. Disaggregated by race, again we're flatlined for the most part with multiracial and white meeting or exceeding the uh grade level goal, right? And if you look down here at the bottom, multiracial I've identified that. Uh multiracial's 46.9. Remember our our excellence target is 45.6, so they're barely over our excellence target. Right? Multiracial, and what did I say before? And white, right? So, you'll see here even though white has uh decreased from uh fall to winter term, their uh percentage of white students, 48.1%, exceeds our excellence target of 45.6. And I'll

053also say we're flatlined for EL L students receiving ELL services and special education services here. And you'll say, "Well, that doesn't quite make sense." because you see the light blue bar representing winter data is slightly increased. Um I'll say again, 10.1% to 13.9% is not much. That's not statistically significant. It's uh and considering how many ELL students, it doesn't really uh in the end uh result in many ELL students at or above grade level benchmark. And 13.9% is far below our excellence target. That we always need to keep in mind as where is our excellence target? How how are they in terms of the overall proportion of students that are above grade level? And what is our growth rate as well, right? So, that's a summary of goal one. I'll say as we move forward,

054despite some of the flatlining that we have seen in K pre-K 3 and in other grade levels, we've remained committed and see some progress in terms of the quality of work within the PLC model that we've been focused on this year. And so, and I I also know the better we get at things like curriculum mapping and the more we can focus on differentiating instruction and supporting our students in their learning, right? So, we're committed to the plan that we've started this year and we're starting to see some traction. And this represents for the most part what we discussed in our last fall update. Do you have a question? If I'm remembering correctly, the the data that we're looking at now is indicative of kids that have not gone through the K1 and 2 grade

055level processes with the new specific instruction, the new PLC models, the new like they haven't followed that entire cycle yet, correct? Like this is So, since I've joined the board, it's been a new sort of looking at it's different curriculum, it's different assessment pieces. So, they haven't gone through a full like 3-year cycle of having all that instruction yet, right? >> I would say we've been working on PLCs and strengthening instruction through the our use of curriculum now since the start of our strategic plan. Okay. And now we're moving into third year. I would also add that I think um coming out of COVID and a variety of other things, not as an excuse but as a factor. It's taken a while for us to gain some traction and I feel like we're we're on

056a good path and it wouldn't serve us to pivot and swivel to something new when we haven't yet had a chance to fully implement what we have. So, I would I would say yes and and no because we're getting better and improving our practices through our plan and we have a long ways to go in terms of the improvement of our PLC processes and structures. Um and I'll say um just pointing back to practice again, PLCs is a very strong proven lever for improving practices and structural practices. And so we're remaining committed to that. Um yeah. I have a question. So, when should we plan on seeing results from the traction we're getting? Mhm. Um we're going to be >> expect the numbers to rise cuz I mean it feels like >> we're at a

057very stalemate flat line that we're there's not there hasn't been growth and I'm glad to hear that we're making traction. I I understand the not the need to not want to pivot and reinvent the wheel. Yep. But when as a board, when as a community, you know, when can we start seeing some results for our students? Um that is a very good question. So, I'm hoping by spring term we'll start to see the numbers rise. I know as we've been assessing students in the schools and some of the assessments in between interims we're seeing some growth for some some of our students. Um and I don't have that data here cuz it's more of a high level uh data presentation but we are seeing some growth and I know that maybe April maybe able to

058speak to some of this but right now this is the winter interims and um we're we're hoping that spring will see some some improvement there. So, follow-up question to that is if we don't see the results, when do we pivot? When do when do we make a change because it apparently isn't is there's not results to back it up. Yeah. Well, I do know that as we start as we haven't seen results uh representative teams from schools are coming together and looking at that and seeing uh the lack of movement and their um work has been to shift and adjust some of the plans. Not sig- significantly, for example, jumping off of PLCs, but really thinking about things like what are we focusing on in PLCs? Are we focused on the right thing, right? If

059we don't see significant growth uh by the end of the year, it would be opportunity for our district to come together again and talk about whether uh or not we need to shift from what we are doing and what might be the implications of that. I would >> We do have data quarterly data summits where we look at this with practitioners from around the district and really thinking about what is working and not working and uh to be uh very frank, uh really disappointed in the somewhat flatlining that we're seeing across the board and trying to diagnose as to why that's happening and figuring out if whether or not it's what we're doing or how we're doing it that's not not making the difference in terms of growth and outcomes. I would offer a few

060things as well and I also uh gave a little notion to Director Olson to come up. But, what I would say to uh Director Harden's question, Roadmap 27, we're in 26 right now. 27 is next year. We'll be going through uh strategic plan update next year. And so, to your question about where we would re-evaluate where we are and uh our pathway forward, I would say the next school year would be an opportunity for us to reassess our pathway and to see what sort of strategic adjustments we need to make. I also called Director Olsen up because she's has the luxury of having been in this district for a little under a year. And so you have a an idea you know you don't have the broad perspective but of some of the things that

061you walked in and saw and some of the strategic adjustments we're currently making this year with some of the grade level alignment and so forth. So I was hoping you could just give some initial impressions beyond the broad strokes that Dr. Katsuda is offering in terms of what you're noticing coming in and some of the things you're thinking going forward and you're going to want to have a microphone to do that. I certainly think that the presentation you saw tonight from Pleasant Valley is a good indication of a pivot that we've made very recently that we're seeing benefit from that's not yet playing out in third grade data because we're implementing those science of reading structured literacy strategies K12. Um so we are in our dibbles data we are really seeing benefit from those strategies

062and that intentional structured literacy instruction daily with students. Um so that is one pivot that we had just started about this time or a little earlier than this time last year. So we're we're in a good place where we're kind of past that implementation hurdle and we're now making some adjustments. Actually next week we'll be working with our elementary principals around adjustments to the their literacy block to enable more of the adults in the system to push in to provide high dosage tutoring support for students as needed. So that's one kind of pivot that we have made over the course of the road map 27 years that again will will hopefully see some some growth in. Um additionally with our elementary, since we were really focusing on that metric right now, um we have been

063doing the standards mapping as as, you know, um Superintendent Owens has shared in some of his presentations, um and bringing teachers together across grade levels at the district to really digest what are the standards that were being asked to teach, because that's what's being assessed on the OSAS. And so um having an understanding that what we are instructing students and expecting students to learn and know and be able to do aligns with what our outcomes are measuring. So that is another thing that has been new this year. And this is kind of an on-the-spot question, but as the discussion was unfolding, I was thinking about a recent conversation I was having with the principal with regard to the difference and distinction between growth and achievement, and if you can speak to that, because I think

064a lot of the metrics that we're seeing on the graphs here have to do with achievement metrics, and um and trajectory towards achievement, but there's also the growth trajectory as well, and I don't know if that how that's reflected in what we see. I see uh Dr. Katsuda kind of with the head uh Wow. Oh. >> head bobble, so I'm not sure what you would offer to that. I I think there is that nuance to look at, and that's something that we do um look at you know, at the data summits, is, you know, of the percentage of students who are below benchmark, who are still below benchmark, where do their what's their growth look like? Are they making expected growth? Um you know, what percentage of them are making expected growth or not? So

065we might not see the results in achievement um while the growth is catching up. Um I think there are still a lot of opportunities for um us to reflect on that data and think about the strategies that we're using differently. Um there are some places where, you know, some subgroups where we're seeing ex- growth that we would anticipate, that we would want to see, and we're just going to kind of wait it out um to show up in achievement, and there are somewhere we are not seeing that. Um and that's a different kind of conversation that happens not only at the building leadership team level, but also at the grade level PLC level. I don't know if you want to add to that. I think great. I think um one of the concepts I think

066is really important, particularly across the district given our outcomes, is this concept of accelerated growth and differentiating to be able to support accelerated growth. Uh I don't think we're there yet. Just be honest. Um and there's some work to be done around that, so um yeah. Um difficult conversations, as always, uh when you uh set out a plan and you think it's going well, and you're looking at implementation. There are a variety of things that could be happening in our plan. One might be we we have a plan, we believe it's being implemented, but it's not being implemented as planned. That's That is a direct That's a course where we could uh not that could have the outcome of uh little growth, right? The other is um we're not able to implement the plan. We

067haven't yet built the the skill set or the the capacity to do so. The other is the systems and structures, right? So, we're having to monitor all of these things and consider the implications of all these things as we're moving forward. Was there another question? I just I was going to apologize for not being clear before, but I think this is more what I meant when I said kids haven't gone through the entire three- or four-year cycle with this data. That science of reading instruction and that high dosage tutoring and all of those things if kids haven't had that in kinder and first and second, you won't see as powerful results in third grade as you will if they've only had it in second or first and second. So, I think as we I hope

068as we see that cycle come through that that will a little bit with the PLC work and the data summits and the instructional walks and all of those things. Yes, absolutely. Yeah. I hear what you're saying. COVID feels like a long time. Feels like it's dragging. Yeah, so I want to move us on to goal number two, supporting every student's well-being and inclusion. Um if you see on your data dashboard screen again, the ability to toggle between questions. So, you'll see here grade band secondary and elementary on the left hand top left hand corner. I'm going to move to elementary. And I'm going to look at my There is at least one adult I can go to if I have a problem, which is one of our survey questions. And you'll see here over time

069the results starting with the baseline in 2022-23 moving all the way to winter of 26. And again, this 87.4% in the right represents the winter percentage of students who responded positively to that question. Our excellence target remains 95% at the elementary level. You'll see the information or the data disaggregated in the bottom left-hand corner by race. Fairly close to the excellence target, 95%. Not quite for all groups. Um and then uh students receiving various service and again, this is disaggregated by gender. Other metrics have not been. Um moving to the second question, my school is a welcoming and safe place to be. And again, these are These are three questions from a 10-question a shorter serve monitoring survey. Those 10 questions are questions also included in our annual comprehensive survey that we give students that's

070longer, that dives deeper into some other concepts. Right now, these are the items pulled out particularly specific to um well-being and inclusion, right? So, you'll see here across time for that particular question is a school is a welcoming and safe place to be. Excellence target 95%. We've actually took a dip from fall to winter. Um 86.9 to 82.3. Uh disaggregated by race below. If you hover, you can see the percentages there. You'll see um how different groups play out. Right? And then by service level here. I'm going to pivot to the last question, I feel like I belong at this school. I really like this very simple question that I believe uh pretty important for us to consider. Again, over time and you'll see the dip from 88.7 in the fall to 85.7 and that's

071fairly flat. All we need is for a couple students to be absent and that shows up in a couple percentages, right? So, um I caution us to consider a few percentage difference as being significant growth or decrease or decline. It it it's not given the numbers we have. So, it's fairly flat. 85.7 out of the excellence target of 95. I will say a positive uh highlight here when we disaggregate it by race and ethnicity, Native American or Native Hawaiian Pacific Islander students have a 95.5% uh agree strongly agree percentage response rate. Which is pretty good because that historically has been a group that's been very clear with us that we are not serving them uh well. Um and they do not necessarily feel like they belong. So, I feel like that response is a fairly

072positive bright spot and you can see how close we are uh across time even though we're fairly flat uh how close we are to that 95% excellence target which is for the end of next year, and again by service level. If you uh then look at secondary, then you'll see here um I'll start with the first question again, at least one adult I can go to if I have a problem. Um you'll see on some of these there's no data. And I'll be very honest with you at secondary, we uh had some students complete the survey, some students complete part of the survey, and not all of the survey. Um it is a survey we highly encourage and at the same time we can't force students to take the whole survey if they don't want

073to. So, we have uh and then in some respects, we have very low response rates for some grades. So, at times it may we're hesitant to put the data out there because people can incorrectly draw conclusions from a very low sample size. And the response rate and completion of the survey do matter in this. And so, in in places where the survey response rate was so low, we've suppressed the data. We won't We won't have data in the hopes that our our comprehensive survey at the end of the year for all and we're pushing for that to be completed. We pushed for this one to be completed and we didn't get the response rate needed in order for us to really pull the data together that would be meaningful for this. That in and of

074itself is data, right? But And so, that's for secondary for this particular question. My school is a welcoming place to be, which is really interesting cuz we have data for this one. So, the it shows the number of students who did not answer some of the questions and some of them that did, right? So, you'll see here Excellence target of 57.4% for this particular question and then we've dipped from 45.7 in the fall of students who responded positively to this to 40.1% for the winter. And you'll see here again disaggregated by race at the bottom. And students can also opt to not specifically identify their race. And we in our survey practices, when we administer the survey, we ask students for an ID number so they can remain anonymous, but that ID number allows us

075to pull the data that's connected to them so we can disaggregate the data. And some students don't put their ID number and they don't elect to self-identify their race and ethnicity and so we have an unknown mark here. Um and then we have it broken out by service level and gender at the bottom. Right? Um I will move to Oh, wait. Did I Yeah. It's a confidential high-level survey. If we want more of a very personalized, somewhat like diagnostic, where we're able to identify students, there are more effective ways to work with students around that. Um and uh this survey uh one of the things that was really important to students and to parents when we put together the survey was that it was de-identified. Right? Um and so um there are other ways that

076we could uh work with students if they've identified that way, and I guess that would be a a concern. Uh and there've been some suggestions that we have an open-ended item at the end of the survey, so students uh or parents or staff who are responding could write in whatever they want to write in. Um that isn't technically the purpose of the survey. As soon as we do that, it does identify people. And then yeah, so we've worked at maintaining our commitment to the anonymous uh surveying. And if we need to move towards something that's a little bit more closer to practice and uh that is more of a diagnostic to be able to serve students. There are other ways to do that and often comes out in work in the classroom and other things

077and so that teachers know to intervene with students. I feel I just feel like when I totally understand that and I get being confident and all of that. I I just also feel like if a student is saying I don't have any adult in the classroom that I can go to if I have a problem, that's them identifying the problem for themselves. Yeah. It would be good information and that's a conversation we've been having with the representative data teams as they see the results and they see responses like this, then is the next step in the process is what are we going to do about it and how do we know how do we plan for that? Do we have enough information? What information do we need to be able to plan for this? As

078a principal you see this data and say there's another way we can actually work with students so that students can communicate this need to us or we can identify this need and then we need a response plan, right? And so that's that's part of the work for the staff is when you see this data then what is the action plan? Yep. Yeah. Um okay and the last question for secondary is I feel like I belong at this school. Um again flat lining between fall and winter but almost meeting the excellence target of 59.7%. Uh we're closer this year towards our our our 2027 goal than we were last year around this particular response, particular survey item. And then you see it disaggregated at the bottom again. Uh students with disability actually exceeded our excellence target.

079Um and students receiving active ELL services exceeded the excellence target that we set for the end of next year. So, you can see some uh brighter spots there, right? Um the second metric for goal two is regular attenders by school year. Our excellence target for the entire district is 67.5%. You can see here regular attenders by grade. And again, if you hover over the bar graphs, it gives you the specifics. But you can actually see the grades with the highest level of attendance are third, fourth, fifth, and sixth grade. Um and you can see uh grade 12 uh having the lowest attendance rates there. And there are a variety of contributing factors um to that that we could probably explore more deeply with you if we had time. Um but attendance uh is is challenging

080at the high school or at all levels, but at the high school for different reasons than elementary, right? But you can see there we are making progress in high school despite lower attendance rates overall. You see some creeping up of grade 10 over time, 11 and 12 over time. Uh but still far below where we need it to be and where we want it to be, right? But there is some growth there. And again, disaggregated here. And even though we flatlined uh between uh fall and winter term of this year, you can see some growth over previous years for different disaggregated groups. Uh I would say, let's see, across the board, right? And then by service again, uh not quite at our excellence target. And I'd say the one group where uh as you can

081see there, non-binary, uh 25% attendance rate, right, for 2024-25. So, this is pulled uh over the course of time up until last year, right? So, here's this year's regular attenders by grade level. Yeah. Yeah. So, all students uh you'll see a percentage of 57.72 with the attendance excellence target at 67.5, but you can see here now we're we're seeing some growth from grades 2 through 6. Uh and I say grades 4's uh fairly close, but not quite there, but grades 2 through 6 have uh we're we're either at or like approaching or beyond uh the excellence target there. Uh as we disaggregate down below, um Asian students exceeding the excellence target, right? And you can see here disaggregated by service level, which also is a great lens to see things through um and is uh

082grounds for additional questions and digging in with more information and data and designing some supports for, right? So, in summary as I'm going through here, um you'll see here goal number two, I'm summarize the metrics as you have just seen them on that page. Um elementary goal by 2027, secondary goal by 2027 that are different for every uh survey I item there. And then I've broken it out uh to the winter survey results there, right? The bottom. And then again, attendance with the goals being the same between elementary and secondary at 67.5. And that it's uh grades 1 through 7 is equal except for that one grade, was it 4? Equal to or exceeding at uh our excellence target at 67.5. And then uh for February grades 2 5 6 are equal to or greater

083than 67.5. So, um even though we want our regular attenders to far exceed 67.5, we're making some growth in that area and that's good news. Um I'm going to try to move us through this a little bit quicker here. So, as we toggle to the third goal, student survey results here. Again, elementary. You can toggle elementary secondary and you can look at all of the survey items, right? My teachers really listen to me when I talk to them. Hm. Um so, you'll see here we have not met the excellence target of 95% at the elementary level. Uh 86.9 is our last mark of winter 2026, which is just a few weeks ago. And we have we're approaching but have not met our excellence target for all students across disaggregated race and ethnic groups. And that

084nor have we met our excellence target across service levels and disaggregated by gender, right? And I would say as you look at the data, you can see it goes up and down a little bit but generally it's fairly flat, right? So, I'll say um you can toggle between survey questions for elementary as well as survey questions um and I'm not sure why secondary isn't on there. Yes. Yeah. Yes. For a couple of questions it's suppressed and a couple of questions we have data, right? So, what I've done here on a couple of slides to kind of walk us through this cuz you can kind of get lost in this data dashboard. It's kind of nice to look at the bar graphs and see the visualized data, but I'm going to uh keep us uh pump

085uh walking through the data here. In summary, I pulled out the engagement survey items. I can learn almost anything if I try hard enough. I can work I work hard to do my best in school and I like going to school. So, you can see the elementary goal is 95% and then secondary goals uh vary uh by item 85 83.9 and 71%. Those are the goals by 2027. And you'll actually see uh the positive survey responses survey uh res- percentage response levels for elementary for each item number one, two, and three I've listed there. And remember elementary's target is 95% by end of next year, but 95% and secondary's varies uh by item there. And the third item was suppressed because we didn't have the response rate for the question I like going to school.

086Um so, uh these are the the um indicators for engagement. And then empowerment survey questions. My teachers really listen to me when I talk to them. Adults in this school ask students how to make school better. My classes really make me think. You'll see the elementary goal consistently remains 95% because we were we were under that and could see growth to that at the elementary level across the years and so uh that will remain a consistent metrics across survey responses. And then secondary is 67.2% across all of the items. And And you'll see the numbered items correspond to the numbers under elementary and secondary on this slide deck. So, you can see the differences there. All right. Um and again, uh there's been some ongoing work around multi-tiered systems of support. Um our schools continue

087to uh hold multi-tiered multi-tiered uh teaming meetings. Um we have continued with our equity PD every month in the schools as led by uh representatives from the schools uh leaders in the schools who are trained through an equity um uh on equity modules here at the district level. Um we continue to have data summits to look at the data and our data summits have been intensified at the high school where we're bringing all ninth grade and 10th grade core teachers together uh to look at information like grades, attendance, discipline, uh assessment results and things like that. And so, that continues as they look at improving their practices. They use that data to improve practices. Um and so, you'll see here a lot of the work we have started. Uh we are continuing uh homerooms advisory

088uh class meetings. We're continuing responsive classrooms um instruction and um and continuing to elevate student voice in a variety of our events. I want to pivot to goal number four. So, you'll see here and the nice thing about these left-hand uh bookmarks is they're labeled by goal. So, that makes it easy for us as well. Um you'll see here uh grade 4 through 11 Oregon state assessments and you can toggle between English language arts and math the top left-hand uh or right-hand column. And you can toggle between or and you can uh select the grade level or levels that you want to see here under that which is helpful, right? Um and then you'll see grade 4 through 11 start data. This is on math now, but if I switch it to English language arts

089or reading uh you'll see here grades 4 through 11 in reading and uh broken out by grade level broken out by term fall and winter disaggregated by race and ethnicity and again by service level the same pattern across all uh data dashboard screens, right? I'm going to do a a summary of that instead of us diving into the dashboard. Now that you've seen that, you'll see the goal by 2027 is 50.5% for grades 4 through 11 for interim reading and 36.4. Yes, it's a combined percentage. And then we look at it by grade level and then look at it at classroom level and so forth, right? But um and so overall we flatlined from fall of 36.7 uh to 39.7 in the winter. It's slight uptick, but again I would not call that uptick significant.

090Uh we're disaggregated by or in disaggregation by race we are flatlined uh with a slight increase for all groups, but sort of a flat with a slight go. Uh and then when we're disaggregating by service ELO and special education services, it's flatlined to a slight increase for ELO and special education students. Uh for math our goal is 36.4% at benchmark and overall uh flatline from fall from 18.5 to 20.2% from fall to winter. And then disaggregated by race, flatlined with again a very slight increase for all groups except multiracial which went down. And then disaggregated by service, we're fairly flatlined for ELL for students receiving ELL and special education services. The last uh metric or goal we're going to look at is for goal number five. Ninth grade on track. And you'll see here and

091you do also have access to the slides in board book, but I've also hyperlinked a data dashboard which we mimicked for ours, Northwest Regional. Um so you can look at ninth grade on track to graduate credits um on their dashboard cuz we are working on still some of the details on our dashboard, but I wanted you to see what it would look like eventually over time uh as we improve it. Northwest Regional Education Service District has worked hard on their dashboard. The challenge with it though is the data is lagging for a lot of the data sets they have, but this is a wonderful dashboard if you've ever had a opportunity to see it. You can actually toggle to any school district in Oregon. Yes. And you can look at all schools or you can

092look at a particular school in the district, right? And obviously in our district, Centennial High School is the high school with ninth graders, so that's what you're going to see if you click on that uh drop-down menu there. But you can actually see ninth grade track over time uh on the trajectory of a rise here. Uh we don't have the annual ninth grade on track yet for this year cuz this year isn't over. They calculate or they uh pull that together as an annual metric at the end of the year. But, I thought this would be important for you to see is the the trajectory over time. And you can kind of see how we mimic, maybe not to the sophistication, but to some degree we mimic their data. So, they disaggregated their data data

093by race and ethnicity, and there's a variety of ways you can sort it. Uh by program over time, so ELL, migrant ed, uh special education. And then by race and ethnicity here for Centennial, right? And if you want to get really fancy, you can look at other like districts of like size and so forth, right? But, that's that's for Centennial. And then also, I'm just I pulled up four-year graduation rate for the Northwest uh regional ESD site as well, so you can see it over time. Um it'll take just a second to come up cuz it's live, even though it's annual. Um so, you'll see here over time what it looks like with the very last year. Obviously, we don't have four-year graduation rates yet, uh but when we do, you'll see especially when it's

094cleaned up, it'll show up here. Um and again, by race and by program. Right? Very helpful. Um and then again, five-year completer rates here. Uh over time. Let's see here. Here we go. There we go. So, we did see an increase uh last year over the year before. And you can see how we've done with students of different services and across race and ethnicities here. So, I thought that would be uh helpful for you as context for for our work here because we're not yet going to see the end results for these metrics, but we are monitoring ninth grade on track based on the number of credits they've achieved so far. You need to achieve six by the end of the year to be on track and obviously we can do that over the year

095if we uh parse that out over the course of three trimesters, it equals to two credits per term and you'll see here um by the our baseline of 2024-25 was 79%. Our goal is to get ninth grade on track to the end of the year by 90% or more. At fall we were at 77.4 and last I checked we were still working out the metrics for the credits earned over winter. As soon as I get that I'll plug that in there, right? Um and so you'll see you'll see some metrics here as well and a holding spot there for us when we get to the graduation, right? So. Uh so that is a an update uh in terms of uh looking at the measures related to our strategic plan. Any questions? Directors? I have a

096question but not in regards to this. It's more in for James. You had mentioned doing a strategic plan update. Do we plan on using the same firm we used last time? Good question. I was planning on um addressing this in my year-end summary, but you're going to get a preview now. We're looking at insourcing that effort unless the board uh directs and suggests otherwise uh for a variety of reasons. I think um one thing I would say just at the outset is that the strategic plan that we work with the outside consulting firm on was 27 pages. We're we're scratching the surface still in terms of what was intended Uh and you know if you were to ask me today in a sentence I think we should continue doing a lot of what's there versus

097trying to reset. I think the intentions are good. The execution is what I think needs more refinement. So that's all to say that in terms of what's needed I don't think it's a complete overhaul and then in terms of what we've been intending to do is build internal capacity and as you saw this evening with the product that's been developed you can see in addition to the other HR related things that Dr. Casuta is doing that she's also leaned heavily into this aspect and with Principal Miller coming into HR next year she'll be able to dive even more into the strategic plan aspect and be able to help facilitate that internally rather than through a consultant service. >> a great call. Yep. Thank you. This is just I don't know. I'm being picky or something

098about the graphs. I really appreciate all the data. I love just I have to way too much fun clicking and choosing all the filters and everything. The and I I noticed this on the Northwest Regional ESD 9th grade on track. They've got for the the years where you just got a single data point for each year they use that line graph. I find that really useful for seeing the trends and I see opportunities to use that on this. I would however easy or difficult it is the line versus the bar. For anything where we can see that trend um I just But other than that I don't have any questions. Thanks for providing a lot of detail in the presentation presentation. I just have a wondering. It's not really a question that needs an answer

099but just kind of looking at that attendance data over time. My wondering is that getting kindergarteners to stay at school is so hard but Um, my wondering is if we look at more of that high dosage tutoring and using those interventions and structures if maybe a second grade focus if our data continually shows that the lowest attenders are are the K's and then the ones but second grade popped up. Like just a wondering if that's something that in considering a new strategic plan or looking at different strategies if we know we're getting all of our most of the kids here for that grade, right? It's just a doesn't need an answer does it I was just a wondering like and it it's always hard to keep kindergarten kids in school. I don't know why probably

100because it's not required um but it's it's just a thing everywhere and so it just kind of popped up so. Well, I have a response and it's actually not to your wondering but it's a response. >> Oh, I love responses. So I'll I'll say the really positive thing is the district will be building out preschools across the district. Preschools are very productive successful lever and practice for improving kindergarten and attendance rates throughout and partnering with families and so forth. So that is a pretty important uh that that's a pretty important move for the district that I think needs and warrants some recognition and I do believe that that's going to support attendance as well as lots of other things. Would there be a way to eventually then track our preschool attendance to see how that

101connects to our kindergarten attendance? Are we are we I believe we are tracking preschool attendance. Yeah. So that would be fascinating to to add to that dashboard. I know we're not going to do all of the other data points but if we're able to collect the attendance rates it would be interesting to see maybe and disaggregate it by school buildings or location just a a way to look at where we could target that very specifically. Yep. That's a good idea and as I recall from the presentation we had from Pal Butte, I think they referenced the attendance data being pretty good, which is a a buck in the trend because kindergarten is usually your lowest across your district, which wasn't the case in the data that we just saw, but generally speaking, yes. So, the

102interesting Yeah, I agree. Good idea. My I have a question and it's not well, I I ask it every single time we see this data. You know, we see 79% of our students are on track to graduate, but we see 34.4% of them can actually read at grade level 11 and 16% can have math at grade level. Why is it such a widespread? And that it seems like we're setting our students into the community without them actually having the knowledge that they need. We're falling short there and we need to do something about that. Like, why why is that discrepancy such a wide band? And I've asked it and I just bring it up every time cuz it needs to be brought up. That is a very important question. Um the follow-up question to that

103would be to practitioners, what do grades mean in their classrooms, right? If you assign or if a student earns a particular grade, what does that mean to the How are we How are we coming up with that grade, right? Uh one of the things we're working on in working with the ninth and 10th grade core teachers at the high school is what we call proficiency-based practices. Proficiency-based grading is a part of those practices. What means is as they're working with students, they're very clear with students as to what they're learning and how they know they're learning it. And their grades actually reflect students' ability to develop a level proficiency of whatever the objective is around the learning. So, then the grades we see will be more reflective of what students know and can do. Right

104now, uh across the board, there's a wide uh variance as to what grades actually represent in our schools. And at the high school, it's not uh you know, obviously at the high school. Uh grades could mean completion of tasks. And the task could uh vary across uh levels of rigor from low to high rigor and maybe not at grade level, maybe not attached to a particular um proficiency uh based on a standard, right? And so, uh the work um and um the intentional work at the high school is to focus in on what practices are we engaged in in providing students feedback. And grades is part of that. Grades should be feedback towards improvement and and reflective of their proficiency at the end of the term, right? And so, there are a lot of practices

105tied into that. Uh some, for example, might be if a student turns in an assignment that isn't at isn't demonstrating proficiency, they have an opportunity to go back, relearn, and resubmit that assessment or that test or that assignment and earn a higher grade, which is indicative of what they can know and what they know and can do, right? So, in a proficiency-based model, you don't have a one-shot one-try one-shot model. You have multiple tries to demonstrate, to learn more, go back, redo, and demonstrate proficiency. Um and that's this idea that we're focused on growth and supporting students in that and really centering grades on um as another form of feedback to students uh in terms of what they know, right? And so, it is a good question. So, why are we able to pass students

106uh through high school with low levels of proficiency? Uh graduating from high school is predicated on grades and credit. Grades Grades aren't necessarily predicated on what students know and can do. And as soon as we connect those two things, uh we'll start to see some alignment there, if that makes sense. I've heard Director Horton ask this question quite a bit, uh but Director Olson hasn't had the opportunity to take a run at the response. I don't know that there's much more I can add from what Dr. Kitsuse just shared. Um it A lot of it is is really thinking about proficiency and, you know, and as she mentioned it, but proficiency-based on the standards. So, are we also are is the grade assessing what students know and can do? And is what we're asking students

107to know and can do at the rigor of what the standards that we are presented to and instruct on is asking our students to be able to perform. Um and so again, kind of like we've been doing the standards mapping with our elementary um grade levels, there's that opportunity to really look at, you know, are are courses aligned to the things that the state has has, you know, outlined for us that students are responsible to be know to know and be able to do and that teachers are responsible to ensure that. Long-winded response, sorry, but you That's a very long >> next time, too. Uh all good questions. Thank you, directors. Dr. Kitsuse, just briefly touch on the staff poll survey and the family caregiver survey so when I'm looking at this at home, I

108have a better understanding of what I'm Yeah, so the staff and parent and uh caregiver survey have questions that are aligned to the student survey. So, if students say one of the survey questions I feel like I belong at this school, then there'll be a similar question for the staff and a similar question for parents to reflect on whether or not when they come in they they're welcome to feel a sense of belonging at the school. We look at the the outcome or the the response uh responses to all the surveys and compare how different groups uh respond to that and then try to adjust our practices based on that. Great, thank you. I just filled mine out so I just want to see how that all works together. >> Thank you very much. Yes.

109Perfect. Uh any other final bunch of questions on this topic, directors? Seems like everybody's good. All right. Well, thank you very much. Next on our agenda is the Superintendent's Report. All right, I've got a relatively brief report this evening. Greetings. Thank you. I was looking to get gather an applause there. Greetings, board members. It is uh my pleasure and privilege to share with you this update about happenings in our school district. For this month's district office display board, Pleasant Valley Elementary highlights student learning through writing, research projects, and visual representations of student thinking across grade levels. The display showcases informational writing, research connected to global studies, and student-created work that demonstrates how students organize and communicate their ideas. Students are developing literacy skills as you saw in the presentation earlier and using them to communicate

110ideas, organize information, and explain their thinking. The display also highlights elements of student voice and belonging with opportunities for students to share personal interests, reflect on their identities, and to contribute to their classroom and school community. These experiences reflect Roadmap 27 priorities related to literacy, student voice, and inclusive learning environments. And you can see when you look at the board that they've uh tried to make really explicit connections and in fact if you look at the image on the top right it's a little hard to see but you can see it in the hallway. As you can see the student has recreated the road map in this case to high school. So they're really trying really trying to reinforce the strategic plan to the classroom level. There's a few celebrations in the month of April.

111The first is Arab American Heritage Month which was featured earlier this evening with the board's proclamation. First recognized federally in 2019 and signed into state law in 2021. This month provides an opportunity to honor the histories, cultures, traditions, and achievements of Arab Americans in our community and throughout our country. Each April schools across the country celebrate school library month. First celebrated in 1985, school library month honors the contributions of school libraries and library staff to support student literacy, learning, and achievement. Please join me in thanking each of our Centennial School District library managers for your work in connecting our students to critical resources offered in our school libraries. April is as you heard earlier April is also World Autism Awareness Month. A time dedicated to fostering understanding and acceptance for individuals with autism. First recognized

112in the United States in 1988, Autism Awareness Month promotes acceptance, advocacy, inclusivity, and support. The infinity symbol represents the limit limitless potential of autistic individuals. It is often shown in rainbow coloring symbolizing the diversity of the autism community. In Centennial we know that registering a child for kindergarten is an exciting time for families. We also know it can bring up a lot of questions which is why we are hosting our annual Connect to Kindergarten event on Thursday, May 7th, 2026 from 5:00 p.m. to 7:00 p.m. at each of our six elementary schools across the district. During this event, attendees can meet the principal and teachers, learn what to expect during kindergarten, tour the school, explore a school bus, visit a kindergarten classroom, and receive registration information and registered uh for the early kindergarten transition program.

113Is that right, April? They can register for EKT at that time. Uh the dates of which will be available, I believe, in May. School tours will be happening between 5:00 and 6:00 p.m. with online registration assistance be available between 6:00 and 7:00 p.m. Any child who will be 5 years of age um or below or before Excuse me. Let me just start that over. Any child who will be 5 years of age on or before September 1st is eligible for enrollment in kindergarten at their designated neighborhood school. Information and instructions for online registration are available on the district website. Last Thursday, the district held the second meeting of the Facilities Advisory Committee at Centennial High School, where participants continued their work on the long-range facilities planning process. During the meeting, the committee reviewed information related

114to financial considerations and bond funding, including current levy rates, outstanding debt, and comparative data from neighboring school districts. Participants also engaged in discussion around educational vision and facility needs, including learning spaces, safety and security, and areas for potential improvement across school sites, such as classrooms, student service spaces, and outdoor areas. The committee will meet for its third and final session this spring on April 30th as the process moves into identifying and refining potential long-range priorities. It was nice to have Directors Newman and Harden as well as Vice Chair Moore in attendance and welcome them to share anything they would like about their session here in a moment. And with that, I invite any questions or comments you might have and that concludes my Superintendent's report. Any questions or comments? One comment. I think that we

115should let children design the posters now for all of the road map bee thingies that we do. Their artwork is far superior. I second that. Especially after we saw the display board. Perfect. Director Harden, any reflections? Uh just that, you know, with library month, I think it's a pretty cool that for Powell Butte, the classroom improvements project, that we are if all goes well, we'll approve it tonight and that will help the Powell Butte library. Good stuff. And just just to take a cue from Superintendent Owens, the facilities advisory meetings are going really well. Director Harden was able to join us in his last one. People are excited. They're they're engaged. A good dialogue taking place and they're very well attended. So, there's a lot There's a lot of interest in in in support for

116what we're doing. So, I think that bodes well for our overall bond planning going to going into fall. Perfect. If there are no other questions or thoughts on the Superintendent's report, we'll move on to the confirmation items which were distributed at before. But, do we have a motion to approve? Motion to approve confirmation items. Second, please. Thank you. All those in favor, please say "Aye" and raise your hand. Aye. Aye. Aye. Do we need Director Newman? There's four of us. We have Chair Shields online. Okay. Thanks for clarifying. Yes, thank you. Okay, confirmation items have passed. Perfect. Okay, on to old business. We have updates from the superintendent's committees. Superintendent Owens, is there anything that you wanted to add before we kind of run down the list of those? Nope, we have the policy committees

117and so my understanding is that we'll hear updates from the relevant coordinators of those committees. And I believe also Vice Chair Mooring that we were intending to discuss uh the topic of um the CEA report uh during this time as well. Perfect. Uh let's go ahead and we'll start with policy BK, evaluation of board operational procedures. And um Director Newman will report out on our policy group meeting. Yeah. So, uh Vice Chair Mooring, Director Stanley, and I met with uh Missy and we went over the policy BK, which is board evaluation, self-evaluation. Um the policy was quite dated and and OSBA had a recommended newer policy that is simpler. We um talked about discussed that and talked about some pros and cons. We will be presenting the first read at the business meeting, sorry, the

118uh work work group meeting later this month. Um as well as discussing kind of restarting our own self-evaluation. Go us, first policy committee. Put a policy up. Okay, next on my list here is uh the budget committee positions. So, Dr. Slovsky, do you have a Yeah, we're ready to put it up, too. No, uh so, we we've um we've gone back and forth and we have some recommendations. We haven't heard back from Pam yet, but um but we're we feel like it's it's easy enough that we're probably ready to move forward. >> Excellent. Um I was laughing. Sorry. No, you're good. You got back. Okay, great. That's awesome. Thank you. And uh Director Stanley, you'll report on field trip excursions, I hear. This has been a wonderful topic. >> It is a to-do. It is

119a It is a long It's a long to-do. Um we're still currently collecting information from all elementary schools. Um Principal Miller and Director Shields and I met and we discovered that all the elementary schools have different ways of doing their um protocols. So, we are really hoping to help streamline the process. So, Missy's helping us collect all of that information. Um great conversations um with the high school perspective and the lens as to what all of that can entail, what it should entail. Uh it's going to It's going to be a process. But, the hope is that everything will become an easier process to have everybody follow, which will hopefully lead to more opportunities for our kids. Okay, wonderful. We also have the Policy Committee for Board Member Compensation and Expense Reimbursement Review. Director Lamb

120is not here. Uh we have started to email Director Newman is on that committee along with myself and Director Linneweh. We have an email chain. scheduled, so I have part to have some information forward. And then, as Superintendent Owens mentioned, um we have been in discussion of creating a work group uh to return the CEE report to the board and wanted to do it in the collaborative way of doing it. So, uh myself, Director Stanley, and Director Newman um are on Director Newman and I had actually been working on some of this in the background during negotiations. Uh and then Director Stanley had expressed interest in being a part of that group, as well. Uh and then Superintendent um Assistant Superintendent Dr. Katsudo will be joining us as our staff liaison and then we will

121connect with Drew Rosa and another CEA representative of his choosing if you wish to come together and talk figure out what those parameters are and then we'll present it to the full board and can get those get that report returned back. Oh. Go ahead. Uh do you know if the classified workers also would like their report back cuz it was it was at that time it was both I I think it would be good to include them in the conversation as well if we're opening that back up. We we we briefly talked about that the other day as well and to our knowledge there is we haven't asked but we haven't been informed that they wanted to but we can certainly make the offer. >> I think it's good Yeah. to talk about making the

122offer. Yeah. Yeah, yeah, yeah. Absolutely. Can That is what I was going to mention too. >> Oh, okay. Also we're going to offer to classify Okay. Can I ask questions or would you rather me send them to the work group? Yeah, you can send it to I'm the facilitator so if you just want to shoot them over to me. >> okay. Yeah, we don't really have anything in concrete to present any to anyone. I guess the thing I would like to know a little bit is the history cuz we have had it before and a little I'm just curious one why why it went away you know and you know cuz I just don't a little bit of the history of cuz we have had that as part of the program with both union groups

123and I'm just curious you know why did the process stop? A little bit of history there and I don't know just a little bit of context. I think I'm going to defer to much longer it could I was the chair at that time and at that time um So they weren't always part of it. Um I know that there were some previous board members who worked really hard to get those set up on a recurring basis. Um it became There was a point in time where both Um I would need both the CEA and the O S E or no, is that right? OCA. Um representative and it was not feeling like it was meeting either of their needs Um and so at that point the decision was to to stop coming. I'll I'll be

124quite honest that some of the people that would come just felt like it wasn't at like it wasn't any good doing much good and they couldn't really share the things that they wanted to share. And so I think that this will be a really one of the things that will be really important with this work group is putting some parameters around what do we want to hear at the from that board report. What do they want to share with us and what is you know, like really work together to determine like how we can use that to the best of everyone's ability because it got Yeah, it got to the point where it wasn't feeling like a useful space. Um and then as leadership changes, right? It's a whole new wave of people and so

125I think that that it's really important to to have this conversation. Great. Thanks for the history. Appreciate it. Okay, great. I think that wraps up our superintendent policy committee update. On to new business. We have the consideration and ratification of the CEA and CSD contract agreement. It looks like assistant superintendent Dr. Katsuda is listed next to this. Did you have something to tee us up on here? While she's coming up and and getting ready, directors will be taking a poll vote and we'll go around the room to even have each of our votes recorded individually for ratification. And it'll be alphabetical by last name. Hello. Hello. Uh so, uh representative of the district, I recommend that the board approve the 2025 to 28 uh collective bargaining agreement between uh ECBC's uh CEA and Centennial School

126District. Okay. Thank you. Keep it simple. Um okay, we're going to go, as I said, to do a Do we need a motion to approve? We probably do, huh? I make the motion to approve the ratification of the ECBC CEA and CSD contract agreement. Second. I am. Perfect. All those in favor of opening vote and conversation, say I. I. I. Okay, perfect. Do we need any additional conversation? Checking with Chair Shields as well online. We're good to go. Okay. Proceed to the vote. Director Harden, you Excuse me, Director Harden. Votes I. Yes, I I approve. Thank you. Director Newman. Yes, absolutely. Director Newman votes in the affirmative. Thank you. Uh Director Linna is absent. Um Director Moore and myself, I vote I in the affirmative. Director uh Chair Shields. I. I, thank you. Director Salawsky.

127I. And Director Stanley. Resounding yes. Wonderful. We have Yeah, it's agreement. Good work to everybody. And thank you to Drew and Jonathan for hanging in there. You know, it's kind of it's been a long night. Okay, perfect. Uh we are on to the future. What do we have in store for the work session, Superintendent Owens? All right, our first budget committee meeting is scheduled for 6:00 p.m. that evening. So, note the difference that evening and it's virtual. Uh the work session the board work session is scheduled to start directly after. Uh we'll talk at board leadership about what time, but probably about 7:30. We also have the opportunity to recognize Teacher Appreciation Week. Uh we will potentially, maybe, we'll see, have a long-range facility planning mid-process update from DLR. I need to check with them

128since we received a somewhat recent update to see if that's the appropriate time or if they just want to um do that during the July board retreat. Um and then we have calendars coming up as well. I'm not sure if they'll be ready for the work session, but they're on the horizon and that's the um school year calendars for uh '26-'27 and then uh corresponding board meeting calendar as well. And I know that there was intended to be some discussion about uh board meeting day of the week as well. Remember I think actual operations. Okay, anything for the good of the order? I got some for the good of the order. Uh Centennial Youth Football. So, they are looking for donations and fundraising. Uh they have moved over to Pop Warner and they are uh

129hoping to minimize the cost to the athletes. They've had a great turnout these last couple years. They've been on a upward trajectory. Uh they really need some funding help. So, if people know of grants, if people know of ways that they can be supported, reach out to the Centennial Youth Football. Happy to put you in contact with Chris Dowell and Rudy Watzig are the heading that. So, by all means, if you can spare a couple bucks, they would appreciate it. It would go to a good cause. Perfect. Thank you very much. Do you know if they if they have like a green drop account or something like that? Or bottle drop or something? The bottle That's what I meant, bottle drop. Bottle drop, I do not know if they have a bottle drop account. >>

130I I can reach out to Chris. Okay. Thank you. Thank you. Perfect. Thank you. Yes, thank you. >> look for updates um as Mount Hood Repertory Theatre will be housed in the high school this summer putting on a professional production of Into the Woods that will be using some of our high school students um in roles, but also hopefully with props and sets and costumes and designs and allow the high schoolers to work alongside professional actors. So, it's a pretty exciting opportunity, but hopefully we can fill the auditorium with seats as well cuz it will lead to further partnerships. So. >> Is there a run date of program uh There is a run date and yes, yours truly is in it. Okay. Um it we will open August 7th and run through the 23rd. Perfect.

131August 7th through August 23rd. Excellent. Okay. Ladies and gentlemen, thank for your time tonight. We accomplished a lot of good deal of work for our community. We're going to adjourn at 8:57 p.m. Rec >> Hey.