11.12.25 Regular Board Meeting I Centennial School District 28J Livestream

001Can you give it? Are we ready? Recording in progress. >> Conducting board. Can I make a can I make a motion? >> Uh, I'd like to move that we move item 6.2. Jeez, this is loud. um outside of the consent agree um agenda uh just to have a discussion about maybe we don't want to just approve budget committee members in perpetuity just if they keep accepting the position maybe by length of service. We want to rotate some people off and maybe open up some vacancies for other applicants. operations under confirmation items. >> There is uh number two 20 220 20 two 2025 and 2026 budget committee uh members couple people were uh up for renewal. >> Yes. 6.2. Yes. Or 62. >> 6.6. >> Yes. >> There we go. Thank you. Yes. Okay. So, we

002have a motion on the floor to amend the agenda. Is there a second? >> I second. >> And we need a roll call. All those in favor say I. >> I. I. >> All those opposed? >> The eyes have it. We will add that to new business. >> Conversations are not bad. Thank you, Director Lynn. >> Okay. Now, may we have a new motion to approve the agenda as amended? I move to approve the agenda. >> Yep. >> Second. >> Oh, tie goes to the runner. >> Okay. Thank you, director. We have a second. Uh, all those in favor of the new amended agenda, please say I. >> I. >> And those opposed. >> Okay. Perfect. The agenda has passed. All right. So, new to next up on our agenda is something that's new to

003our uh school board this year. As we were reflecting upon diversity and equity and inclusion and events that have taken place over the course of the last calendar year, we felt that it was important for us to start recognizing um the important commitment that we all have to inclusion and respect and opportunity for all. So, working with Chief Communications Officer Andre over there, thank you for all your hard work and helping us put together Closer. >> Oh, closer. Yes. I didn't want to yell anymore. >> Uh, thank you for your helping and getting us to uh helping us narrow down these list of proclamations that we'd like to read into the record in celebration of of these. So, we have two tonight. One is the Native American Heritage Month proclamation. And although we missed Hispanic

004Heritage Month uh this past September when we were getting this new initiative going, we'd still like to read it into the record to recognize those contributions to our greater community. So, we're just going to start at the top and kind of go around the uh table here. Director Lynn, you will start us off with the um the first one, the school Centennial School District Board Education Resolution number 2025. 20226.00003 for the Native American Heritage Month. And go ahead, M. Mr. Director. Whereas from November 1st to 2025 through November 30th, 2025, the United States celebrates National Native American Heritage Month. And whereas the Portland metro region rests on the traditional lands of the bands of the Chinook, Multma, Clakmus, Towalitin, Malala, Kalupa, Wasco, Kowalitz, and Katlath tribes. These tribes established their communities in a research reach

005resourcerich area where they traded and fished along rivers and harvested natural resources that sustained their families. land. >> Whereas in the 1950s, under the federal relocation policy, a large segment of the native population in the United States was forcibly relocated to several major cities, including Portland, contributing to the diversity of tribal representation in the in the region. And >> whereas Native Americans are the descendants of the original indigenous inhabitants of what is now the United States and maintain vibrant cultures, languages, and traditions holding a deeply rooted sense of community, sovereignty, and stewardship stewardship of the land. And >> whereas Native Americans have made distinct and important contributions to Oregon, the United States, and the world in the areas of agriculture, envir environmental stewardship, medicine, language preservation, governance, art, music, science, and education, and contemporary applications

006of indigenous knowledge systems continue to expand scientific, environmental, and intercultural understanding. And and whereas the Centennial School District Board believes each and every student is to be celebrated and appreciated for the 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 November 1st through 30th, 2025 as NA National Native American Heritage Month. We encourage staff, students, and the community to observe, recognize, and celebrate the culture, heritage, and economic contributions of Native Americans to Oregon and the United States through culturally relevant activities, and to learn from the past and to understand the experiences that have shaped the United States. Be it further resolved, the board urges staff,

007students, families, and communities of the Centennial School District to observe National Native American Heritage Month with programs, ongoing lesson plans, and activities that honor the histories, cultures, and contemporary lives of Native Americans, deepen understanding, and advance equity and inclusion. >> Thank you, directors. And we'll now move on to the second proclamation, which is the Centennial School District Board of Education Resolution number 2025.26.002. And it just so happens that I am next in line to get this one started. Whereas from December 15, 2025 through October 15, 2025, the United States has celebrated National Hispanic Heritage Month. hand. Whereas the Hispanic community in Oregon reflects a diverse mix of first generation immigrants and longtime residents with cultural roots across 24 countries in Latin America and the Caribbean including Mexico, Puerto Rico, the Dominican Republic, Cuba, Guatemala, Bise,

008El Salvador, Costa Rica, Honduras, Nicaragua, Panama, Colombia, Peru, Ecuador, Paraguay, Uruguay, Brazil, Venezuela, Argentina, Bolivia, Chile, in Spain. They reflect an array of distinct and vibrant cultures that have enriched our community in valuable ways. And >> whereas Hispanic Heritage Month is important because it provides an opportunity to celebrate the integral part of the Hispanic Latino community has had in growing and strengthening our democracy and to shine a spotlight on the unique voices and experience experiences of Hispanic Latino Americans and recognize their history, journeys, and achievements. And >> whereas the Centennial School District serves a richly diverse student body where Hispanic, Latino learners and families are essential contributors to the cultural, academic, and civic life of our school and communities. >> And whereas the Centennial School District Board uh school district board believes each and every

009student is to be celebrated and appreciated for the distinct and vibrant contributions made by sharing cultures, languages, ideas, beliefs, and values within a school community. Now therefore, be it resolved that we are, the members of the board of directors for the Centennial School District, hereby retroactively promote September 15th through October 15, 2025 as National Hispanic Heritage Month. And we encourage staff, students, and the community to observe, recognize, and celebrate the culture, heritage, and economic contributions of the Hispanic Latino community to Oregon and the United States through culturally re relevant activities and to learn from the past and understand the experiences that have shaped the United States. >> Thank you, directors. And for uh those who may want copies of whatnot, this will be on all of our communication channels and available for further reading. >>

010Vice Chair M, can I make a comment? >> Yes. Yes. Director Lynn. >> Yeah. I know it's not part of the proclamation, but really think it's important that this body uh says more and speaks to really the fear and terror in the community right now. Um we have parents and family members that are experiencing incredible, incredibly difficult situations. And I think it's important that we acknowledge and say, you know, at least myself, I would been speaking with our congressional delegation, other local leaders about how we can step in and stop some of these ICE raids and uh the damage that it's doing to our community. So, I just think it was important to note that. >> Thank you, director. So noted. While we're on that topic, would anybody else like to add? No. Okay, great.

011Uh moving on to our next uh agenda item here. We have the approval of minutes from the October 22nd um meeting. May I have a motion, please? >> Motion to approve the minutes from the October 22nd, 2025 meeting. >> May we have a second, please? >> I'll second the minutes for October 22nd. >> Thank you. We have a motion and a second. We have a a vote, a roll call. All those in favor say I or raise your hand. I >> I >> Any opposed? >> Perfect. Thank you, Director Newman. Good to see you online. >> All right, next up is public forum and I understand we have a robust list of folks who will be joining us for public comment tonight and we are so grateful to have them with us and as always

012um as a reminder to everybody, we do welcome people to join us at these uh first governing board meetings in person. And if folks would like to uh submit public comment that way, they're always welcome to do so. 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, the board will not hear comments regarding any district staff member, and the use of appropriate and respectful language is expected. Board members will not respond to public comment and will refer matters of operations and programming to the superintendent's office. Your statement should be concise and will be limited three minutes. Your time will be monitored by our board executive assistant,

013Missy Grindle. Please address your com your remarks to me as board chair, not to specific board members nor the public. Thank you. Please state your name and spelling if helpful in your association with the Centennial School District. Oh, perfect. >> Good evening, sir. Welcome. >> Good evening. Uh, my name is Jonathan Rockwell and I am the band teacher at Oliver Middle School. I'm also the Centennial Education Association vice president. I want to read you part of our recent CA statement condemning ICE activity in our community. It reads as follows. ICE activity in or near our schools threatens the safety, well-being, and educational access of our students and families, many of whom are linguistically diverse and immigrants who enrich our community. These actions undermine our mission as public educators to provide equitable, inclusive, and safe learning

014environments for all students, regardless of immigration status. If you are interested in reading the full statement, it can be read on our public social media accounts and Miss Melissa Gindle has a copy as well. As a person of privilege in our society, ICE actively hits home for me. I work with so many students who experience this reality on a regular basis. My school fields parent phone calls every day asking about the safety of our school. questions such as can their students walk home and what are we doing as a school to protect them when ICE activity is happening in and around our schools. You can feel the tension and the worry in the buildings. These are families that are the cornerstone of Centennial School District. Hardworking individuals, families escaping poverty, families escaping failed governments, families

015wanting a better life for their children, and dreamers who have been here most of their lives. In the board's January 20th, 2025 proclamation, it is stated that the Centennial School District will continue to do everything in its power to protect, defend, and keep safe the children in our care, and that doing so is the responsibility of all Centennial School District staff, community partners, contractors, and board members. We are having a grassroots movement in our district among all of our schools and staff that goes above and beyond protecting our students. Staff throughout the district are helping provide food, run errands, plan safety routes, ride buses, and be a present body in case of ICE presence, and so much more. In a recent update to the community, Superintendent Owens reinforced different avenues for our community to seek

016immigration help and rein reaffirmed our ICE protocols. I want to thank Superintendent Owens and his team for that work. It is still not enough. It is up to our elected officials, our board members who are supposed to be representatives of this district to step up and acknowledge what is happening in our community and around our schools. We urge the board to join us in issuing a formal statement opposing ICE activity in and around our schools, recognize the hard work of Centennial staff, and to stand alongside our students and our families. Silence on this issue communicates indifference, and indifference is not leadership. Thank you. >> Thank you very much. Appreciate your time tonight. >> Take this assistant. We have next uh >> Rosa. >> Excellent. >> Mr. Rosa, I see you entered the room. We're ready

017when you are, sir. Mr. Rosa, we are ready for you. >> Usually helps if I unmute. Sorry y'all. I was going and didn't realize that I was uh still muted. >> We will restart the clock for you. Go right ahead. >> Thank you. Uh good evening, chair, vice chair, directors, and superintendent. My name is Drew Rosa. I am a fifth grade teacher over at Palute Elementary School and the president of the Centennial Education Association. I want to start by acknowledging something positive in labor management. We have made real progress this year. And I want to specifically recognize Paul and his maintenance team. They have been consistently responsive, solutionoriented, and quick to address concerns brought forward by educators. Their follow-through makes a real difference in our schools. While communication styles and perspectives can vary across the

018ta table, I do believe everyone is trying to support educators and solve problems. I appreciate the effort being made and I want to continue building on that shared commitment. That's why the board's recent decision to deny our monthly CA report is so disappointing. When voices of educators are restricted, the district loses essential insight. CA and OEA should have a standing reliable place at this table just as unions do in districts across Oregon. Because you cannot speak for education if you're not listening to educators. In place of the report we were unable to give, I want to briefly share two updates. First, labor management is an important space for addressing concerns at a lower level, but some issues require broader systemwide dialogue and public transparency. exactly the kind of dialogue that is core to true community

019schools, which I am committed to helping Centennial build. I also want to address something I've heard said recently, that naming concerns or calling out issues is somehow not collaborative. I would argue the opposite. True collaboration means being honest about what is what isn't working, welcoming multiple perspectives, and inviting shared problem solving. And that includes the board raising concerns with the union as well. We should all be able to speak openly. That is how trust grows and that is how a district improves. Second, a brief bargaining update. The district has moved only 1% on cola since their original proposal. In class size, kindergarten is still being proposed near 30 students and stronger language from our previous contract has not been restored. And the district continues to push for additional educator time, which costs the district nothing

020but adds a sign significant strain to our staff. We have two bargaining sessions left on the books. Thursday, November 13th and Monday, November 17th. I invite each of you to attend. See the process uh seeing the process firsthand matters. Educators want collaboration. We want transparency and we want a district where our voices are valued and not limited. Thank you. >> Thank you, Mr. Rosa. >> Yes. >> Oh, I just said thank you. >> Oh, thank you. Okay. >> You're welcome. >> Our next is Monica Weathersby. >> Okay, Monica Weathersby, you are next on our public comment. Miss Weathersby, the floor is yours. >> Thank you. It said join as a panelist, so I had to do that. Hello, my name is Monica Weathersby. Um, I would like to address the chair and our board members.

021I appreciate you listening to me. I um worked at Butler Creek as a fifth grade elementary teacher and since then I ran for the position of equity director at OEA and I have been with the Centennial School District for over 10 years now. I'm bringing the issue of what Drew was talking about communication. If we are going to work together to build a stronger community school, to build a place where our children feel welcome and our community is part of our school system, we have to communicate. And so it's bothering me that we're still online. Um there's many folks in our community who don't have computers or access to the internet still. Um, and so to be equitable, we need to figure out pathways in which we can communicate our issues as well as some

022of the things that are going well. And if we're not listening to each other, there's no way we can really work on something together. And so I really appreciate all of you doing this really difficult task. Being a board member, it's a volunteer space, right? But I ask that our leaders who are paid by our community that they make systems and structures that will allow all of us to communicate because the real thing that we want to accomplish is that we have great schools that people graduate from that we can be proud of together and we need to do that in collaboration. So, I really appreciate you letting me speak today and I look forward to learning about the ways in which you've improved collaboration between board members, educators, community, students, um, so that we

023can do a really great job together because it has not been easy these last few years. We've had some struggles at the state level. Funding is not adequate. We're working with fewer and fewer things. And so we definitely have to come together to cut out the red tape and to help our students to thrive. So I appreciate you and I hope that we can work on that system so that it is doing the best we can for everyone. I thank you for your time. >> Thank you Miss Wesby. >> Next is logging in. >> Okay. Next one is All right. Can you see me? >> Yes. Good evening. >> Can you hear me? Oh, good. >> Yes. >> Okay. Um, just making sure. Um, thank you so much. My name is Stacy Fleck. I am

024a 23-year veteran teacher at Centennial High School. And tonight I'm here to express my concern about the changes that have been made to the CTE early childhood program of study at CHS and the loss of student access to the on-site preschool. Um, that preschool is a program that's over 30 years um old. It's connected our high school students, preschoolers, and families in ways that have strengthened our community. Uh, this change has had serious negative impacts. A direct result of Preschool for All taking over the on-site preschool is that our high school students enrolled in our early childhood program have limited or no opportunities to work directly with preschoolers. Now, by replacing our long-standing CTE preschool, CSD has negatively impacted the early childhood program. Current and future students will earn fewer dual credits and have significantly

025fewer hands-on opportunity. This loss extends beyond academics. Our students are missing meaningful relationship building with the preschoolers they once mentored, as well as with the families and educators who supported them. These interactions nurtured empathy, leadership, and a sense of community pride. Furthermore, this change does not align with CSD's goals of roadmap 27, educators rising, or the preschool for all initiative. Those frameworks emphasize equity, access, and mixed delivery models that give families choice. Goal four of our profile of a graduate specifies ensuring equitable access to highquality academics where students receive the necessary support and resources to ensure their success in the academic pathway of their choosing by not allowing students into the preschool regularly. We're closing this academic pathway. Moreover, I have spoken with several PFA staff and this is purely a CSD administrative decision. Room

026116, the classroom that the former ECE was ran out of, sits empty, unused right now. Students, community, and staff children could be accessing that room immediately if the board intervened. I urge the board to restore a CTE preschool experience that supports our high school students career learning, our preschoolers growth, and our community's shared future. I hope as the board you share my concern and as the governing body that guides our superintendent, I ask you to take the necessary steps to return access to this room to the CTE department and allow our community preschool to begin second trimester so current students can receive dual credit and gain professional skills in their chosen academic pathway per your district's mission. Again, room 116 sits empty. We could be operating immediately. I really do thank you to your for

027your time and your commitment to what's doing the right thing for our students and their future. >> Thank you, Miss Fleck. Appreciate your time tonight. >> Excellent. Hello, Aiden. We're ready for you. >> Great. Sorry, I got like a notification that I had been invited to join as a panelist, but then I couldn't hear what else was actually going on in the meeting for a second there. Um, so hello, my name is Aiden. I am a social studies teacher at the high school and a CA building rep. Uh, I'm here to talk about a few things this evening. I think a really great transition point from what Stacy was just talking about a moment ago is the directive that we hear a lot from the district is about the need to be student centered. One

028of the things that I want to talk about today is the fact that staff working conditions and student learning conditions are the same. their learning school environment is our working environment and so when staff aren't getting what they need we can't turn around and provide students with what they need in turn. So obviously one of the like huge concerns with that the elephant in the room is the contract. Um, and as a staff member myself and as a CA rep, one of the things that I can provide perspective on is that there is just a widespread perception among staff that our work is not valued. And that is only like further fed upon when we see proposals from the district that don't reflect any kind of like what appears to be any kind of interest

029in providing reasonable compensation for our work in helping to maintain reasonable class sizes and case loads. Um staff are struggling to keep up with the numbers of students they're expected to serve with all of the different ways that they are expected to serve them and are have seen you know our compensation compared to other similar districts drop and that feeds into this perception that the work that we do every day is not actually respected and is not actually valid. Um, I also want to talk about, frankly, the contract and the necessity of our administration actually following it to the letter. As a CA rep, I have had multiple accounts of staff members being called into meetings that end up being about some sort of complaint, something that could lead to disciplinary action. They're not notified

030about what that complaint is, the nature of it, who made it ahead of time, which is something required in section 7 of the contract. They are sometimes having these issues brought up to them in meetings where they don't have a CA rep present or where admin has brought in a CA rep, but the contract states explicitly again in section 7 that members have a right to choose their representation. I've had an administrator tell me and a staff member uh that they were not beholden to scheduling a meeting about a complaint that could lead to disciplinary action based on a rep's availability. Admin is absolutely beholden to do that. That is in the contract. If an admin is not beholden to do that, then meaningfully the right to representation does not exist. And this cavalier attitude

031to these meetings that can result in disciplinary action again just feeds into this perception that we are not respected as professionals. We are not respected as educators and the work that we do is not seen as valuable or important. We have students in turn >> feel if I may just for one second apologies for interrupting. We have gone over three minutes for your time. I would kindly ask that you wrap up in the next 30 seconds. >> Okay. We have students who continue to be deeply concerned about their safety at school, both in terms of communication that they get from the school to them and their families about instances of violence in the community and in terms of, you know, proactive statements of support from the district about the serious threat posed to them by

032ICE. >> Thank you. Thank you so much for your time tonight. Next. >> Hello, Miss Cassab. We're ready for you. >> Thank you. Good evening. My name is Amanda Cassab Johnson and I'm speaking tonight both as a parent and as an employee in the district. I'm here to share my frustration with the limited communication and lack of transparency this from the Centennial School Districts in regard to how as a district we support our community. As an employee, I keep hearing that the community is engaged and that feedback has been gathered. However, as a parent and community member, I have to ask who is being engaged. My neighbors don't seem to be aware of what's happening in the district. That tells me that we are reaching some people, but certainly not the whole community. As a

033parent, I appreciate the superintendent's updates. However, our community exists far beyond the families currently enrolled in school. There are grandparents, business owners, caregivers, neighbors, and longtime residents who care deeply about public education and want to support what is happening in their district. They deserve to be informed, too. If we only communicate with people who are already connected, we are leaving out a significant part of our community, including some of our most vulnerable families. This becomes even more concerning given the realities of our community is facing right now. SNAP benefits are being cut, grocery prices are rising, housing instability is increasing, and in some of our neighborhoods, ICE activity is creating fear and uncertainty. These are not abstract issues. They directly impact our students ability to learn and to attend school consistently as well as feel

034safe. We all know that children cannot focus on academics when their basic needs are not met. Families who are hungry, scared, or overwhelmed cannot fully engage in the school system. So tonight, I'm asking you, what will the board do to ensure that communication reaches beyond the small portion of the community we currently access? What will you do to make sure that every family, every neighborhood, and every resident understands what is happening in our districts and where they can go for support? From our vantage point, it appears that the district is unaware of the challenges of our current reality. While our community is struggling to survive, our families deserve more than narrow communication channels. They deserve to be seen, supported, and informed. I am asking the board to push genuine, intentional, communitywide support and engagement that

035enhances the safety and security of the Centennial community. Thank you and thank you for your time tonight. >> Thank you very much. Do we have anyone else for public comments? >> We do. Okay, perfect. >> Next, we have Lyall Russell. Mr. Russell, we're ready for you. >> Can you hear me now? >> Yes. >> Perfect. I want to thank you guys for your time. Good evening. My name is Lyall Russell. I am a parent of a student who is in the early childhood uh depart uh education program with the Centennial High School uh that Mrs. Le had spoke on earlier and I want to speak in part of my concern on that program. Uh, as a parent, we chose the Little Eagle program for our children because of the program itself and its model, the

036one-on-one interaction with the students uh, and the preschoolers. We found that to be very valuable and um, ultimately we took our kids away from the traditional preschool setting and chose Little Eagle program for that reason. understanding that our child in preschool would always have a one-on-one interaction with their teacher, the high school student, um with the oversight of the program director, Mrs. Fleck. In that case, for us, we were so happy with that program over the years as a state registered daycare, we continuously referred it to every family that we had who had children going into the preschool age range. Um, and I can't attest to how many of those families went there. Uh, but we do know at least a few that did. Um, it was a great program for preschoolers, especially when you

037guys are talking about inclusion u, and diversity. Like this is an opportunity for these little preschoolers to interact with teachers who look like them, sound like them, live like them on a wide range. um by closing that program down or changing the model and how it works from my understanding of how it is you are taking that away from a large portion of the community. Um in addition to that, the program offered a a deeply valuable uh experience for us with the field trips, the connection with those students to our children who they still go back to this day and relook at those photo albums that they got from the preschool sharing their memories. Um we are now finding out that additionally they are trying to take away the college credits earned for these children

038the high schoolers. My daughter has went from a student in the preschool to a student in the child development and theory high school program. Uh she has planned her part of her life around the college credit that she would receive in that. um looking to go into engineering and child education as uh her college path. So, she has spent all of last year in that class to meet her prerequisites to enter into the child development and theory portion of the class so that she could earn her college credits. And now she's being told that she's going to lose all or a portion of those college credits moving forward. I ask that the board do their part wholeheartedly to preserve this program, keep the promises that were made to these students um and the students coming

039forward in the future. This is a great program for those students and for the child uh the preschoolers as well. This is the only opportunity that these preschoolers have to have a preschool where again they get to be taught by people who look like them, sound like them, live like them in a one-on-one interaction, even in group settings. It is a deeply meaningful program for both the preschoolers and the high schoolers. And I thank you all for your time. >> Thank you, Mr. Russell. I do have one more. >> Two more actually. Two more actually. Okay, great. All right. Am I able to be heard? >> Yes, Mr. Miller. Go ahead. >> All right. Wonderful. I will try to power through this. Um, my voice is a bit shot today. I spent the better part

040of last night helping try to coach the boys soccer team to a victory in the state semi-final playoff game. Uh, and the consequence of that is I sound a bit gruff, but I want to open with that because a little over 20 years ago, I myself was a player on the field playing in our own state semi-final. Uh, after that time as a player at Centennial, I was fortunate enough to go on to play soccer at Oregon State University. I got my teaching degree and I got some real world experience that was invaluable and irreplaceable to the person who I am today. After Oregon State, I had the fortuitous luck to go travel and teach in the country of South Korea for 5 years, both at a middle school, high school, and private academy setting.

041I came back to Centennial despite having traveled the world knowing that this is where I wanted to be because I wanted to pay back the debt of the educators who had made my life impactful and try to make it as impactful for the students that we have with us. My reason for speaking today is that there are hundreds of other teachers like myself who have the qualifications and experiences to make a change in the students lives. The problem we face is that the change that we are trying to create sometimes takes creative planning or creative programming to ensure that these changes can be impactful. Unfortunately, the reality is the more we bring these creative ideas forward, the less we are supported. The checkbox culture and systematic design that allows for a single unilateral path for

042us to support our students oftentimes shuts down opportunities that many teachers like myself would like to be able to provide. I'm coming today to ask for you to try to encourage a more collaborative, creative, and open-minded perspective from the administration to support our students. Nothing can be done when dealing with human capital if we treat our students and our teachers like clouds in the machine. We need to have the dynamic flexibility to meet people not only where they're at, but to take them where they want to go. And so for that, I would like to encourage you to support all open channels of communication from teachers, community members, parents to make this community school district the kind of district that can continue to grow and promote from within. Thank you. >> Thank you, Mr. Miller.

043>> Last public comment came in. >> Excellent. Hi. Can you guys hear me? Okay. >> Yes, Miss Garrett, go right ahead. >> Um, as a kindergarten parent, I'm concerned with the high teacher to student ratio at my child's school. She attends Patrick Lynch Elementary. Are there any plans in place to staff appropriately and make sure that students are getting the attention and support that they need and teachers aren't being overextended? Elementary school is a critical time for a child's learning and it is important that they're set up for success in their educational endeavors. The teachers at Patrick Lynch have been excellent and are extremely knowledgeable and passionate about their job. They go above and beyond for their students. It is important that those teachers are supported and not overloaded with large class sizes so as

044to retain these outstanding educators. Thank you guys for your time. >> Thank you, Miss Car. We appreciate you being here with us tonight. I believe that concludes public forum for this evening. Directors, just a quick check around the room. Continue on or we need do we need a short break? >> Continue on. Perfect. Well, we thank everybody again for joining us for public comment and do invite folks to join us at all of our governing board meetings this the second Wednesday of every month. Next on our agenda is reports. We'll be starting with our student representative Yah Castro. Uh good evening board. It's always a pleasure to be here. Um oops I didn't share my screen. Yeah. Okay. All righty. Um, this month of October and November has been a bit short. Um, we're just

045kind of wrapping things up from homecoming and student council. So there's not much going on. Uh but first of first we had our trunker tree which was um run by student council. Different different people could sign up to the trunk or treat and it was held in front of the tennis courts um on football senior night. So it was actually really fun and a lot of elementary students came. And then we have our penny wars. Um it was a class competition between all the grades. pennies were positive, dollar bills, and all silver coins were negatives. Um, seniors ended up winning, so I was pretty happy. Um, all of the money was donated to the American Cancer Society. And then the way that this worked was that um each grade had their own jug and they

046would go around the cafeteria and during both lunches to um to encourage students to donate. Um then we also have our fall recognition assembly. Um, we see we saw a lot of more student engagement in this assembly. And we also had our not guest speaker, but he was a guest at our assembly and he taught us an an indigenous game. Um, and he um mentioned how important indigenous culture was in our community. Um, as well as recognizing indigenous indigenous heritage month, we also had our fall recognitions recognizing all the sports and their accomplishments. Um, yes, not a lot this month, but um, here are some more pictures of the trunk or treat. Thank you. >> Thank you. I hear directors, any questions for here? Yes, director Harden. I had a question. Uh, do you happen

047to know by chance how much money was raised in the penny wars? >> I think it was nearly $400, $300. >> Nice. >> It's impressive considering a small denomination. >> A lot of pennies. >> Yes, it is. >> Yeah. Great job. Great job, CSS. Thank you, director. Anything else for here? >> Okay. Thank you again. And next report we have uh director Denise Wright with student services joining us. >> Good evening board members. I am here to share our annual behavior safety assessment and restraint and seclusion annual report. This should be familiar to all of you. Thinking about you all have been here in previous years. After reviewing this report, all of you as board members will be able to continue to deepen your awareness of the district systems, specifically the processes that include um

048our behavior safety assessment teams, our sexual incident response teams, and restraint and seclusion processes. You'll also be able to review multi-year data, and the you will also receive the required information about restraint and seclusion from last year. um to set the stage for this. It really sits within kind of this bell curve when we think about prevention is where we want to spend the majority of our time. We do know that there will be events that occur that lead to us needing to have a response and provide supports around recovery. So this also sits within our multi-tiered systems of support. And we think about tier one as something that we want each and every student to be exposed to, to have experiences with, to have those preemptive and preventative um opportunities. We do know that

049there are some students who need some reteing, some additional supports and kind of smaller group opportunities, whether that's in the class or throughout a building. And then there are individual students who have very specific needs that we need to follow up on. And so our prevention can be monitored and connected with all of these. and you'll see opportunities where this comes into play. Many of the things that are connected with prevention, we really do want to call out. And so all of our classroom and schoolwide expectations support that prevention work. All of the things that our classroom teachers are doing around their culturally responsive and student- centered teaching and learning really helps to set the stage of building those um classrooms that are full of welcoming and supportive and inclusive climates. We have transformative social

050emotional learning standards that are supposed to be embedded throughout a student's school day. They're not supposed to just be during a morning meeting that happens right at the beginning of the day, but more interwoven throughout the school day. Those connections with people at lunch, on the school bus, and throughout those instructional moments in the day. We do have amazing counselors, social workers, and school psychologists that are at all of our buildings. This year, we have an increased amount of mental health providers. So, we're up to about six to seven community-based organizations. And um it makes me tearary because I just think about um many of the folks comments and shared that we do have many many resources that are available to our students and the community. And the competitive part of me likes to um

051name that we have more mental health providers and more organizations within our small little tiny district than many of the other districts surrounding us. And that is a place that I would love to continue to keep winning. So, um, we have amazing community partners that support in prevention services. Many of them are culturally specific and we do have a really strong connection with the city of Gresham, especially with their youth prevention and community violence prevention organization. And so, they are um, a wealth of information. We connect students with them and they also help to provide supports when we need um, in a variety of different situations. You can also see we have a variety of other things. We provide affinity spaces for students. We do um think about staff in this context as well. There's

052social committees, there's staff morale, there's emergency assistance programs. All of these are preventative pieces that we have in place. And then there's several things that you can see listed here that have italics. They can be seen as preventative as and also responsive. And so many of our situations, if we think about responsive um standard response protocols, those are things that we practice in prevention so that if something were to happen, we can respond really quickly. We have the safe Oregon tip line. We have that so that we can prevent situations and we also can respond to something that happens. Same with our suicide prevention work, our non crisis prevention interventions and our behavior safety and sexual incident responses. Having practices in place that staff are aware of that they put into practice often once they

053need it and have that familiarization that helps with their prevention side and then they're also able to respond and through those responses that does help to complete the cycle of going back to prevention if themes are seen or additional needs come up. So with that, just to share reminders around um the goals and the purposes of behavior safety assessment and sexual incident response. It really is a way to investigate threats andor actions that are made towards others and it helps school teams in developing a plan. That plan should consist of supervision, intervention, instruction and how do we maintain this plan. This does help teams to assess potential risk and it really helps to identify what are some protective factors that are in place for a student or a group of students and if they're not

054in place, how can we incorporate that into a plan. These are not meant to be an opportunity to label students and or 100% guarantee that something isn't going to happen, but they really are meant to bring a group of people together to consider an event, take in information, and really be mindful and intentional about the planning for next steps. When we shifted from threat assessment to behavior safety assessment, there really was a bigger expansion of who was involved. And it is about that shared responsibility and liability. This is not a process that just sits with one individual. It's including input from teachers, including input from admin, including input from students as well as family members and others who are connected with students in situations. It helps because of the team effort that a lot of

055information can be gathered in a short period of time. Before when we had one person who was gathering all of this information from a lot of people that could take multiple days. Now we can have a team divide up what needs to be gathered and then they can come back to review that information in a shorter period of time. It really again focuses in on um protective factors. That's a huge piece of this. And then when needed increased supervision and monitoring for students and we know that risk can always change and it's really about the context. So something might occur with a student in one context and it might not ever happen again because kind of all those variables haven't come together. So we also can't just say that because the student has said something

056or done something in this situation that it's always going to happen or or it will happen repeatedly. We have to take all those variables into account. And then for students who are needing a higher level, a level two, which I'll talk about in a minute, we do have a broader based community group that meets weekly that really helps to problem solve and has a wide net connected with many many resources if needed. You can see we have the three levels which should be very familiar. We have our level zero inquiry and this is as soon as a threat is made aware to um admin and it can come from teacher, it can come from a family member, it can come from a student. They gather their um direct team members together which is typically a

057school psych and a school counselor and an admin to talk through what do we know so far? Do we have enough information that we can go through a level zero and complete that or are there too many questions that we need to go to a level one? You can see a level one has a larger team. It typically takes longer. There's many, many, many more um in um interviews included in that. And there can be some additional folks that are brought in if they know the student. Does the student have a case manager? Are they connected already to mental health services? They might be brought in. And then again, a level two is a community-based standing team that is facilitated through the Multma Education Service District. We have representations from all of our school districts

058within Malttoma County. We have law enforcement. We have um DHS presence. We have juvenile justice presence. We have um multiple of our community outreach groups um are a part of that as well. And that is an opportunity to go deep with a very concerning um situation. So there's specific criteria that would lead to a level two and at that point it's often when schools or a district is outside of what it can do to offer resources and or to connect with those um supervisors in other um agencies that can help pull some levers to get either some resources to students and families more quickly. So data that we have here you can see this is our yearly comparison. So, we have about a five-year comparison and um the blue line is our inquiry. That's level

059zero. That is typically the highest one. And that's okay because we continue to share with administrators and other staff that we take each and every threat serious. And so, if it's from a kindergartener on the playground who just got kicked in the head with a soccer ball and let that person know that they were going to kill them to a high school student who has shared Snapchats with very explicit information, we want to take all of those seriously. how we respond to them after that might be differently, but we don't want to let any threats go without um an assessment of that. And so we would expect the inquiries would be the highest. You can see with our level ones, they um dropped down, but they're pretty consistent over time. Last year, we did not

060have any students who their need warranted a level two. And part of that was we can access a lot of the resources that are at level two within district. and the circumstances surrounding things didn't warrant that as well, but we always have that as an option. And then um our sexual incidents have kind of gone up and down and um were down a little bit last year. We also have a breakdown of what it looks like which buildings where are having um our behavior safety assessments. And so you can see our elementary had a larger group last year, our middle school next, and then the high school level. And again, an indication of this is rec that we take every threat serious. Um, and so it's all right. And we also want to make sure

061that all of the um processes that are happening at the building level make it to us so that we can collect that data. Um, principal Miller and I were discussing that the high school number looks a little low to me percentage-wise. Um, and so we're just going to double check and make sure that things are coming in where they need to. We also um keep data on monitoring race, ethnicity, and gender um because we want to make sure one um are we um checking our biases when it comes to situations and circumstances. That's a part of it. And also if there's trends between different groups, this can also be an opportunity for us to connect with some of our culturally specific providers to connect with mentorship or to bring in some other opportunities. And so

062that is something that we monitor for as well. Any questions about behavior safety assessment before I move to restraint seclusion? >> Go ahead. >> Yeah. >> Uh yeah, on the team two response. Um of course we hope gun shootings are, you know, shootings are incredibly rare. >> Um and we of course we want to prevent a catastrophic gun shooting or you know uh shooting. Is there a policy or procedures to escalate? I know there's questions about the presence of firearms in the household, but is there then an escalation of potentially triggering red flag laws or like involuntarily removing using law enforcement to remove the firearms from a a home? >> Yes. So within the level one process, there are very specific questions that will automatically get the situation sent to a level two um and

063depending on the degree to which firearms are involved. And we also have a working relationship with law enforcement. And so if needed, we can do welfare checks. And so there have been times when if there haven't been um like specific allegations of a weapon, but there's been reference to, we've worked with law enforcement to do home safety checks. And as a part of that, they inform families that they can voluntarily um give up any weapons if they want to. And so there's opportunities within law enforcement to store those. And then we do also provide we have um gun locks in um partnership with law enforcement that have provided those. So there's several um ways that that can be handled with. And if there is direct contact with a weapon and it's been visually identified um

064that often is an escalation to a level two. >> Okay. Would that involve say like a parent I think there was a case in another state the parents >> still supplied the student with a firearm. Is there any trigger where it would be letting you know involving law enforcement of taking the guns away from the parents? I can't speak directly to law enforcement's ability to like take guns unvoluntarily from a family, but they are very explicit with families in what families potentially could be condoning if they're aware of their students access to guns, if they're aware of the threats that we're sharing with them. So, there's a whole process that law enforcement shares with families if they're going out to visit. >> But nothing you could trigger. There's not something I specifically can do to

065say to law enforcement, go take their guns. But we can we can share like we process. Yeah, we have extreme concerns. That's part of where we would consult with Neil O'Donner, our district O'Donnell, sorry, our district safety liaison, and those are often conversations he's having with the police as well. >> Thank you. >> Yeah. >> Can I follow up on that question? I I'm curious um at what point it I'm these numbers look decent and I get the emails from the school telling me all the things that are happening. Um, and so I'm curious like at what point are we going to start looking at potentially um some sort of um gun uh metal detector or something so that if we know kids are bringing guns into our schools, our kids are not safe. And

066so when when do we feel like that becomes part of the conversation? >> Those are great questions. I might look at Paul in a second. And um through this behavior safety assessment process, we have a very very low number of actual identified weapons. Okay, that has been So that not to say that there aren't there are weapons in our community. We're well aware of that in specific instances with students who there have been um either and weapons can take multiple forms. We have um specific backpack checks that are conducted. There's a very specific practice we have had with some students to use wands to do specific metal detection for them because we have some students who are very creative and where they can hide some things. And so depending on the student, the situation, what's

067been a part of um the identification of a weapon, there's multiple things that we can do around that. >> Great. I would say that by making um it available so that all students have to go through the metal detectors, you're not calling out any specific student to say I need to wand you. And so I'm just I'd love to start that conversation if we can. >> Thanks, >> Dr. Harden. >> Oh, yeah. My question is on prevention, the community partners, the resources available. How are we advertising that or informing people of these resources? >> Yep, that is a great question. So, with the increased mental health providers, all of our school counselors, all of our school psychologists, and our school social workers have been informed and are provided the referrals for those resources. And so,

068students can be referred directly from their counselor or from our building tier 2 team. So, a student might rise to a tier two or tier three where they're struggling with potential mental health needs. there might be some behavioral needs that are coming up and the team thinks that a mental health um provider might be a resource. We also have families that directly contact their counselors and share you know our family's been experiencing this loss or this death in the family. Are there any resources available and so counselors can do a direct referral to families that way as well. um they are all on a referral basis and so we do try to channel them through our counselors and our tiered systems so that we can also monitor how much need is coming in and to

069make sure that those referrals can be processed and I believe if I'm looking at Mr. Miller in his newsletter there's often um information about a variety of resources that are also available. So that is a place where some of the buildings are advertising too. >> Okay. So it's more on a case by case individual basis versus a communitywide these resources are available to you. >> Y especially when it comes to mental health resources. We do advertise more broadly when we think about like our um school-based mental health center or school-based health center. They provide mental health services. So that's a place where we do more broad advertisement. >> Thank you. >> Yeah. >> I have a question. Can you go back to the race, ethnicity, gender page? >> And I'll turn my mic on. um

070do we know um where the percentage of our students so for example over 75% of the things were uh particip or sorry >> Hispanic >> is that or male male okay I'm sorry I can't see from far away um do we know correlation or what's what's the word where it's like what percentage of our students are that so we can determine if a if we're having a higher percentage of a specific population with issues. >> Yes, we do have that disproportionate data and I had the slide in and then I took it out because I was like Claudia's not here. So, um I can follow back up with that. And to the bar that is the highest, our gender um balance is almost at 50. It's like 48 51. So, clearly our males disproportionately are

071showing up in this and there are a couple other groups that disproportionately are showing up. >> Yeah, I'd be really interested to see the difference in the racial groups. Thank you. Thank you. All right. >> Anything else for director? Director is >> okay. At least for this we have part two of the All right. Restraint seclusion. So um within the PowerPoint that was shared with you all the full report is included and so these are the highlights. Um approximately 175 staff were trained last year which is a really great healthy number. That means we have staff in every single one of our buildings and we have anywhere from five to 10 people trained in a building. We um for physical restraints last year we had approximately 40 events. Um and this included 16 students and

072so with that you can tell that there were nine students who had multiple events needing restraint and seclusion. Um there were three students who had five or more incidents. So kind of a really small even though there were 40 incidents when we think about that number to the number of students that it wasing is a very small number. We did not have any incidents that included extended physical restraint or seclusion at all within the district and extended physical restraint counts as anything over 30 minutes. Um there were oh thanks am I not loud enough? It's glitching. >> Okay it's glitching. Thanks. All right hopefully this is not glitching. We additionally had um five physical restraints for students who attend a site at the mult education service district. This number has drastically gone down from um

073previous years. They have incorporated some new strategies and some new techniques. Um and so that's limiting the amount of times that they're um needing to have hands-on students for that to be safe. Um overall for the whole number of students there were approximately 19% occurred with white students which were three of the students. 25% were with our black students. So um Rose to your point we have approximately 8% of our students districtwide are black and so 25% of them which is four in this instance. So that's a very disproportionate number there. We had 31% were our students who identify as multi-racial which was five students. And then for restraint seclusion we had approximately 62 stu percent of the students were male and 38% were female. 98% of the 16 students are students who experienced disability

074who were involved with restraint seclusion. And then we had zero seclusions. Um, and one thing that I do want to point out, given the high percentage of our students who experience disability, for any student, if they've had a restraint or seclusion, if the team predicts that this is something that will happen again, or if the student needs this level of support, they build in a support plan around that and they have very specific conversations with families in the need of this is our threshold, this is when we would do this, this is when we would need to call you. So, all of those pieces are shared with families and the teams really work through. and what are our other options instead of needing to put hands on students for themselves or others to stay safe.

075Um, injuries. Last year we did have 15 staff andor students who were injured. The majority of those injuries were um scratching, biting. There were minor injuries, but we still recognized that there were injuries. And then we did have two staff who were non-trained in incidents. And both of those situations were um emergencies that needed to support other students safeties, which we need to keep everyone safe. And then we have multiple steps. We still continue to um support embedding our trauma-informed practices and strategies for staff. And a part of that has to do with staff also recognizing what kind of their emotional cycles are so that they can stay as calm as possible if students are becoming escalated. and then how to intervene when students are escalated. We still consider our multi-tered systems of support as

076a piece for students who might be struggling more or are there pockets or situations that we see are leading to student escalation? How can we support that? And we also collaborate with the Multma Education Service District on a variety of areas both for the students that they're supporting but also for our students. Any questions for restraint seclusion? Um, do have we had any complaints from parents about over uh restraint and have we had any grievances or complaints from staff about being injured in the course of it? >> We have not had any formal complaints as of last year for families around any restraints inclusions. Many of the conversations especially for students who have one or more restraint. The concern from families is also voiced during those debrief meetings. And one of the required pieces of

077this is that a report has to be written by the staff who were involved and then within 24 hours we need to have a debrief with families. And so that's a time when families are sharing concerns of oh no somebody said this when we know that this is a trigger for the student. Let's make sure that we don't say that and let's put this into their plan. Or they might be saying this has happened too many times. We need to figure something else for my child. is this the best setting? So, those conversations are happening in that sense. They're not necessarily coming to a formal complaint. And then with staff, um we receive and I receive um specific injury um reports that are filled out. And then we follow up with staff if I see

078patterns that are emerging in schools and especially with the numbers. We had a couple schools last year, specifically two elementary schools that had repeated situations involving the same students. And so that's a time um last year that I reached out to the building and said we can have our non-violent crisis prevention trainers come out to the building and meet with you all specifically to be in your space to talk through the students that you're working to support and to problem solve how this can be better and safer for you all. Um and so that's one option. We do also provide students or staff with safety items such as Kevlar sleeves. Those have been provided so that if students are scratching or trying to bite someone which might lead to potentially a restraint that they can

079have some pieces in place to support themselves too. >> Great. That's the main point of my question is yeah do they feel supported >> in these very difficult situations where they you know that's possibly getting hurt. >> Yeah I hope they are and we want to be as responsive as possible for staff and for students. >> Dr. Sloski >> I have two questions. one. So, when you're talking about um issues coming up, oftentimes in my experience, I'm like, "Oh, that's an IEP meeting." So, like, do you guys have the flexibility to do those in between IEP meetings and to move quicker so that you don't like aren't limited by that? >> Yes, because we are required to meet within the time frame if this occurs. And so, from that meeting, one of the next steps

080might be we need to call an IEP review so we can be more thorough. But these have to happen right away. And part of the specific questions in the form is really what happened? How do we think we can avoid this in the future? And what can we do differently? And again, that's where sometimes it's like we need to revise the student's five-point plan. We might need to update a behavior safety plan. We need to think about some different goals or accommodations in their IEP. >> Um, are we have we paid any attention to the impact on learning time that these situations caused in a given classroom? Um I I'm Yeah, I'm curious like um is it these situations? Are they in a a youth um in a class full of students that then has

081to room clear and do all of that or is it on a more of a one-on-one setting? So, it's not really impactful of instructional time, >> right? It happens um in both instances. So sometimes a student might be escalated while they're in a classroom and before restraints needed the teacher may um realize like I do need to do a room clear or it might be a part of a student's plan. So that might be one option and then those won't show up necessarily in restraint data if the team is able to. We'll do a room clear, the student can deescalate and then we can bring everybody back in. Um there are situations where um you know restraining a student anytime is really intense for the student and others involved. And so wanting to minimize the

082impact for other students and other staff is something they're often really really trying to do. And so it's like how can we get the student out of the class and maybe into one of the um safer spaces. So and we don't have specific data of how we monitor for the students who are restrained but not necessarily how what was the interruption to everyone else. Yeah, but that's a great thing to wonder. >> Yes, Dr. Stanley, >> I'm gonna try to articulate this having been in these situations. Um, do the schools have um things in place to help the the teachers and the students have some sort of restorative processes? Um, is one question. Um and secondary question um are there ongoing trainings with like co-regulation and and other sort of strategies to just purely focus

083on staff and and their own well-being with these because these are these are trauma impacting for our teachers and staff just as well for the kids. So >> y >> we can always get better at all of those. And um to your first question of what does kind of the repair look like after something has happened and um we have our building principles and our school counselors often will connect with a teacher if something has happened especially significant. We want our building administrators to be there right away and depending on who's closest, what's going on, it might be a counselor connecting with them to really figure out what do you in your classroom need at this moment. And depending on the teacher, sometimes teachers themselves, because especially at elementary, they're so used to doing morning

084meetings and circling students up, they might feel comfortable enough facilitating that conversation. Other times they might want somebody to come in and facilitate. Sometimes it looks like um an admin hopping into a classroom and that teacher popping out and doing some restorative work with a student. So there's a variety of options that can be used um in that and again we can always get better at that and we want our staff to know that that is a process that if they're needing that and their classrooms needing that that it's available and can be utilized for sure. And then your second question with um thinking about co-regulation those um techniques have been built in over the last couple years with our engaging equity content that we've been doing once a month with staff. And so last

085year was really really heavy on because as adults and you know being in a classroom that we have to regulate ourselves and know how to regulate ourselves to help mirror that with other students and to be there for um the students in our class and so that's an ongoing part of professional development for staff. >> Great. Thank you. >> Yes. Yeah. >> Great. Director, is there anything else for director? >> Well, thank you very much. >> All right. Hopefully your knowledge is deeper. Thank you for those questions and appreciate you all. Okay, next up on reports is you, Superintendent Owens. >> Thank you, Vice Chair Moring. Appreciate the board hanging in there, too. This evening, you get a medium large report. Uh, greetings board members. It is my pleasure and privilege to share with you

086this update about happenings in our school district. To start things off this month, the district office display board features cardboard relief landscapes made by students in sixth, seventh, and eighth grade in Mr. Sidpek's class at Centennial Middle School. Cardboard relief landscapes are a type of 3D artwork created by layering pieces of cardboard on a flat base to form a landscape scene with depth. This technique builds up the image from back to front using different layers of cardboard to create a sense of dimension, making elements like mountains or trees appear to stand out from the background. So, thank you to Mr. Pek and the students of Centennial Middle School for helping us feature those this month. As was indicated by the board's proclamation, November is National Native American Heritage Month. This month provides an opportunity to

087celebrate the rich and diverse cultures, traditions, and histories and to acknowledge the important contributions of native people. During the week of November 3rd through 7th, the National Association of School Psychologists and Schools across the US recognized National Schools Psychology Week. This week celebrated the contributions of school psychologists and the role they play in schools and communities helping children thrive. This year's theme, finding your path, recognize the ways that school psychologists take an active role in helping everyone in their communities determine paths to learning, growth, and overall well-being that meet their unique needs. On Tuesday, November 18th, we will convene our first data summit of the 2526 school year. As a part of roadmap 27 implementation cycle, these summits provide a structured opportunity for school leadership teams to analyze student data, reflect on instructional practices, and

088refine their school improvement plans based on current trends and needs. This year, we have transitioned from contracted support from performance fact. That means that the district is assuming planning and facilitation of district and school improvement work like the data summit. The day will include collaborative learning on data access, data literacy, and high leverage instructional practices as well as time for teams to engage in deep analysis of academic and engagement data. Participants will identify key strengths and areas for growth and begin developing responsive action plans to guide their next steps. These plans will inform ongoing school-based learning and will be revisited at our winter data summit in March. Our efforts with Centennial High School will look a little bit different this year and we will be planning a schoolspecific data summit focused specifically on 9th and

08910th grade on a different date here shortly. This intentional rhythm of learning and planning continues to serve as an anchor for systemwide improvement efforts and helps ensure alignment between data strategy and instructional leadership at every school. As part of our phased implementation of the profile of a Centennial graduate, the district will launch its pilot cohort work with an initial session on Tuesday, December 3rd. This first convening will bring together a representative group of classroom educators and instructional leaders who have committed to piloting deeper learning experiences tied to the profile of a Centennial graduate attributes. The pilot is designed to be a learning journey that involves testing ideas, reflecting on practices, and refining approaches before expanding more broadly across the system. Pilot teachers and students will be co-designing instructional experiences that reflect the competencies within our

090profile of a Centennial graduate while also helping to identify what supports are most needed to bring this vision to life in everyday classroom practice. Future sessions are scheduled through the spring, culminating in a student summit in May of 2026. Along the way, stories, classroom artifacts, and examples of student voice will be shared to inform future scaling and deepen staff understanding of this work. On October 29th, the district held its educational summit as an important component of our long range facility planning process. This event brought together a diverse group of educators and school leaders to explore the relationship between our educational vision and the learning environments needed to improve it. Participants reflected on the current student experience, imagined future possibilities, and contributed ideas that will help shape design priorities as we continue this planning process. The

091session focused on creating learning spaces that are flexible, inclusive, and responsive to student needs. Themes include outdoor learning, student agency, cultural representation, and instructional innovation. A summary of the session has been compiled by our consultants at DLR Group that will be reviewed and released shortly. We anticipate sharing more as the planning work continues and the ideas generated are integrated into our next steps. Earlier this month, director of business and operations Paul Sutherton and I met with members of our transportation department for our twice yearly collaborative work session. This is an evolution from the listening sessions we've held in previous years to more solutionoriented meetings where staff help co-construct responses to challenges they themselves have identified. It was encouraging to see the level of ownership that sta department staff are taking in naming the problems of

092practice and then offering ideas for improvement. These sessions continue to strengthen our shared commitment to operational excellence and student support. >> It's Halloween, but it was Halloween last year, so we didn't take a photo this time. So, you get last year's picture, but there were costumes last year. In recent weeks, we've taken coordinated steps to reaffirm our commitment to immigrant students and families. In addition to the board's proclamation adopted in January, the district issued a message to all families on October 10th outlining our policies related to immigration enforcement. That message was also shared with staff along with multilingual flyers that are now posted at every school site. Additionally, we continue to collaborate with our community partners and neighboring school districts, ensuring regional awareness and alignment. These efforts reflect our responsibility to ensure that students and

093families feel safe and supported as possible while on campus. Key staff have been trained to follow clear protocols, including elevating any immigration related concerns to district leadership. While no enforcement activity has taken place on school property to date, our goal is to maintain preparedness, promote accurate information, and to uphold the welcoming environment that students are entitled to. Additional information and multilingual resources are available on our district website. On Tuesday, November 5th, I joined counterparts from neighboring districts of Reynolds and Gresham Barlo for a meeting with Gresham Mayor Travis Stoval. The gathering provided an opportunity to share updates from our schools, service pressing pressing issues affecting our students and families, including immigration enforcement, and strengthened the collaborative relationship between the city and local school districts. While much of the conversation centered on shared challenges and community

094impact, it also reinforced the value of continued partnership in support of young people that we collectively serve. On a related note, recently I joined Gresham Police Chief Travis Goldberg, Iman Gasemi of the East Multma Outreach Prevention in uh Prevention Intervention, also known as Emopi Program, and then Marcel Frasier of the City of Gresham Ceasefire Partnership as well as colleagues from neighboring districts to discuss how our efforts intersect and how we might deepen our collaboration. Amobi in particular is focused on outreach, prevention, and intervention for young people in East Multma County. These conversations are timely and important for our district as we look to strengthen uh supports for students and connect more closely with community-based systems of care, not dissimilar to what director Wright was sharing in the previous report. I look forward to ongoing collaboration

095as we work to further align our schools with supportive and proactive uh interventions. Last Friday, Congresswoman Maxine Dexter visited Meadows Elementary for a brief informal tour. We were joined by Meadows principal Lisa Klingan and Chief Communications Officer Christine Christine Andre as we visited a few classrooms. We also observed the lunch program in action with dining services director Kim Burns and nutrition and wellness coordinator Pia Watsig. The visit was coordinated at the Congresswoman's request as a follow-up to prior conversations about school nutrition and federal education funding and offered a chance to share a glimpse of our school environment and our day-to-day student experience. Earlier this month, Director Newman, Vice Chair Moing, and I attended the OSBA fall regional dinner meeting. The gathering brought together board members and superintendents from across the region and included updates on

096OSBA services, a review of key policy issues, and a preview of the 2026 legislative session. Topics included upcoming shifts in Oregon's accountability system under um Senate Bill 141, potential federal funding impacts tied to HR1, and the importance of local local advocacy in a tight budget and political climate. The meeting also provided opportunities to connect with OSBA staff and network with peers from other districts. I appreciated the engagement of our board representatives and the continued focus on the issues that directly affect our schools. As you may have heard, la uh late last week, the Oregon Department of Education released a list of proposed 2 and a.5% and 5% potential budget reduction scenarios to the state school fund and other K12 programs. These scenarios were developed at the governor's request as part of fiscal contingency planning across

097state agencies amid broader economic uncertainty. While no reductions have been finalized, these proposals combined with upcoming revenue forecasts and a shifting federal landscape are expected to shape conversations heading into the 2026 short session. Of course, each district's financial situation is different. Here in Centennial, we'll continue to monitor and plan responsibly. Even so, this uh latest state level development illustrates the importance of staying attentive as we approach the next legislative session. The next state revenue forecast is scheduled for November 20th and will provide additional insight as pre preparations begin for the upcoming legislative session. Friday, November 14th is Ruby Bridges Walk to School Day, which honors the bravery of Rudy Ruby Bridges, who at age six faced hatred and adversity to walk to school, helping desegregate the school system in New Orleans. Her simple act of

098courage reminds us that positive change often begins with one brave step. By celebrating this day, we can inspire our students to show kindness and stand up for what's right. Several of our schools will be recognizing this celebration this week, which started this morning at Butler Creek Elementary with a walk to school event attended by student, staff, and family members, as seen in this slide's photos. Thank you to Director Salowski for being at Butler Creek uh this morning to help send these students off on their walk. Additional uh walk to school events are scheduled for Meadows and Centennial Middle School tomorrow as well as Park Lane and Oliver Middle School on Friday. These events are coordinated in collaboration with our safe routes to schools program. Uh Patrick Lynch, Pleasant Valley, and Palute will also be honoring

099the day with story walks on their campuses. A story walk is an innovative way to promote literacy and physical activity by displaying the pages of a children's book along with an outdoor walking trail or path. Sequential pages are mounted on signs inviting classes to stroll from post to post while reading the story together. Finally, as a reminder, Centennial High School's Eagle Expo takes place tomorrow. This annual event celebrates the accomplishments of the class of 2026 and showcases students research, career exploration, and post high school planning. And board members are warmly invited to attend and engage with the student presenters. Um, and with that, I invite any questions or comments that you may have. And that concludes my superintendent report. >> Thank you, Superintendent Owens. Um, I do have two quick things for you. Uh, the

100quickest one is that I do plan to be at the Eagles Expo tomorrow night. >> Well, um, are you asking me? >> Thursday. >> Are you asking me? >> Tomorrow is Thursday. >> Yes. >> Um, you heard how I sound on this uh on this report here. So, depending on how I'm feeling tomorrow, um, I intend to go, but we'll see. >> Okay. I I will be in attendance. >> Question. >> Yes. I cannot go to the Eagle Expo because I shall be singing about Christmas. But um are any of the students presentations recorded in any capacity that could be watched or looked at? No. Yes. Maybe >> we're seeing a negative headshake from Principal Miller who's walking up to provide more verbal context. >> No presentations are recorded. However, for students that miss this

101opportunity because it's part of a demonstration of mastery of their five-year plan, there are makeup sessions and we are always looking for adults that would come in and give students feedback in makeup sessions. So, if you'd be interested, I will give your name to our person that schedules them and we would love to have that because it's either you get to present to um a board of adults and they give you feedback or we're also looking at a possibility of having our students and makeup sessions go down to the middle school and present there. So, yes, we would love to have you. >> Yes, please do. I I make every effort to do those kind of things. So, thanks. Could we have that just sent to all of us just for for all awareness? >>

102Yep. I will um send a email to Missy and she could connect you with um the person that's scheduling that. >> Great. Thank you. >> Did you have anything else? No. >> I did have one other quick question for you, Superintendent Owners, regarding the long range facilities planning process. Are we generally on track with our engagement timelines? >> As far as I know, we're on track. We intend to meet with the DLR um group representatives and director Sutherton and I meet with them on a bi-we weekly basis. So every other week and what we're scheduled to do in this next session is to develop a roster of the um the core team that would meet for the six to eight sessions that would take place in the spring and then going into the fall of

103the uh next school year. So, um, all indications is that we are presently on t on track and we've, um, buffered the timeline, um, generously from our start date to be able to allow for any sort of detours or hiccups. Director Sutherton, would you agree with my assessment? >> Perfect. Thank you. >> Okay. Well, that concludes our report section. We're going to go and take a fivem minute break. That's closer to 10 minutes, not 15. And it is 8:05. We'll see you all back here at 8:15. Thank you. >> Recording stopped. Recording in progress. >> Buddy, we are rejourning here at 8:15. Next up on our agenda are confirmation items. May I have a motion to approve? Motion to approve the agenda or the confirmation items. >> A second. >> Second. >> Perfect. All those

104in favor say I or raise your hand. >> I. >> Thank you. That passes. Next up on our agenda is old business. And director Sutherton, you're up to talk about our HVAC replacement design engineering award. >> Wonderful. Thank you, Vice Chair M. It's been a minute. I've had any uh business for you all. So, hope you enjoyed the break. Uh probably going to have a few things on the next couple of meetings. So, administration is recommending approval of the selection of PA consulting engineers for design engineering and technical construction administration of mechanical system upgrade projects at Palut Elementary funded by the grant from Portland Clean Energy Fund. We did a public procurement process which is a request for proposal. We were fortunate to receive five uh responses. Two of those were scored the highest and

105based on reference checks and team knowledge with PAE overall we rated them as the top firm and are recommending approval and award of approval of awarding them the contract for the RFP. Uh the administration recommends the board of directors approves the contract award of design engineering and technical con construction administration of the PF grant funded mechanical system upgrade project at Palut Elementary to PAE consulting engineers in an amount not to exceed $375,000. I welcome any questions you may have. >> When uh when would the work take place? >> Great question. We're hoping to have construction documents and bid documents by uh late January, early February, and then based on the response from the contractors, we're hoping to start work this summer. >> Thank you, directors. Any other questions or clarifying? Okay. May I have a

106uh motion to accept the award? Motion to award the RFP for Pal but Elementary HVAC replacement design and engineering. >> Second. >> Thank you. All those in favor say I or raise your hand. >> I I >> I. >> Any nays? Passes unanimously. Thank you, directors. Moving on. Thank you, Director Sutherton. Moving on to new business. We are considering candidates for the OSBA board of directors position legislative policy committee positions. This is something that we're voting on as a district board. Do we are we seeing that up on the screen, executive assistant prindle, or >> process? Yes, Director Lynn, >> with the agenda item out of the uh consent agenda, uh there was a potential discussion that could be had which might have potentially opened up two positions, in which case we might not have

107to go through interviews for both of these individuals or we might want to open it up to multiple individuals and bring it back. to have that item first. >> Um, I don't see any objection to discussing that. Everybody okay with moving 6.6.2 into first uh new business and we'll come back to candidates. >> Should we finish the OBA policy? >> Shouldn't be they're not they're not connected related. Yeah. So, could we finish the the conversation we started and then switch to the suggested conversation about the budget committee? Right. Aren't they two separate? Am I not missing? Am I >> No, you're correct. You are correct. Yes. I I I think I I think we should finish the OSBA and then we can discuss the reappoints to >> budget committee. Okay. Okay. >> Because if the

108intention is Yes, we if the intention is to have a more open process, then that would not jive with just sliding anybody into something, right? >> All right. Thank you. I thought I was confused. Okay. >> Thank you. >> Sorry, Superintendent Owen. Do you have the candidates up here? >> Yep. [Music] >> Okay. Were we given any um information from these candidates as to why we should vote for one of them over the other for position 18 >> has candidate information in this link. I can try to click it and see. >> Oh, I'm sorry. >> My bad. >> It doesn't want to Yeah, there we go. >> You want to go ahead and take two minutes to read over the >> Sorry. Okay. Okay. When >> we're ready, I'll comment. >> Sorry. Comment. Sorry,

109I didn't hear you. When everybody had a chance, I'd like to comment. >> Got it. Got it. >> Thank you. >> I'm good. If we're waiting to move on, so >> I just gave everybody a second to to speak. >> She said we didn't She said we could continue. >> You're good. >> Okay. >> Director Lyn, go ahead. >> Great. Thank you. Uh all these individuals and um I would certainly recommend Brenda Revis for position 18. Thank you. >> Thank you. Uh, executive assistant Gindle, what is our process here for voting on these folks or voting on the contested position? >> So, what we can do is Can you hear me? Okay. Okay. >> Yeah. So, we'd start with our uh board of directors position 18 first and we can do a hand vote or

110if we have to do a ballot vote, we can certainly do that if we need to go that direction. And then we would want to go ahead and vote for the three um legislative policy committee positions. >> Okay. >> 17, 18, and 19. And they are all running uncontested. So, that's easy. >> Either we vote for those those three or we don't vote for those three in those positions. But definitely the board of directors position 18 >> want to make a decision as as a group. >> Okay, great. Well, do we have any questions from anybody regarding the candidate statements for Chris Howitt or Brenda Rivas? >> And everybody feels prepared to vote. >> Okay. Um I guess we can just do a voice vote and a hand raise. Uh Director Shields, I see you

111joining us online. Thank you. We will go ahead and um I guess we'll just start with how many folks would like to vote for Chris Holllet. Please raise your hand. Check with Director Shields online here. No. Okay, perfect. Uh seeing no votes for Chris Howitt, how many votes do we have for Brenda Rivas? One, two, three, four, five, and six. That makes it unanimous. Very good. We will vote for Brenda Rivas as a board and uh legislative policy committee. All these candidates are running unopposed. Do we want to uh vote for them all in mass here? Let's just have a show of hands unless we need to discuss each one. Looks like we are in unanimous agreements on the legislative policy committee candidates. Thank you, directors. >> Do we need to make a motion of

112that? like I make officially >> it's fine. I am concerned about director Shield or Chair Shields. She's not >> Chair Shields hasn't added her opinion on this one, so I wasn't sure if you wanted to. >> Chair Shields, did you have a vote for the LPC candidates? >> Um, oh, I just raised my hand without saying. >> Okay, perfect. Yeah, >> we didn't we didn't we didn't catch you on camera. It's okay. No worries. >> All right. Sorry. I I'll keep my audio going. Thank you. Perfect. Okay, that takes care of that. And now we are on to 6.6.3 which is the my apologies the 2025 2026 budget committee members in consideration of these here. Uh previously we did have two of our current budget committee members Mirna Jensen and Ron Bler um come um

113expire this past June. And this was initially going to be in confirmation items to have their their terms uh re-uped and director Lynn has asked that we have a more open conversation about the process for budget committee members. Is that accurate? Director Lynn. >> Perfect. Before we jump into that, um, Superintendent Owens, can you just give us a brief refresher on our efforts to advertise and recruit for the budget committee uh most recent vacancies? And before you do that, let me just add that I personally did put this on my forward- facing Centennial social media as well as ask the PTAs at a couple schools to pass the word out that way as well. And I and um director Superintendent Owen's going to tell us what we've did from a district perspective. And I think

114our response was tiny bit underwhelming, which may be why we're in the position that we're in today. But >> all right. Um, I'll pass it over to Chief Communications Officer Christine Andre to tell us what our communications plan was for our budget committee vacancy. >> Thank you. So, in um alignment with past practice for this position um vacancy, we did um kind of a multi-tered campaign to put the word out. So, we included it in our superintendent districtwide newsletter. Um I did see that a couple of schools had repeated that in their own newsletters as well. We used our website with a banner. So right when you go right to the website, it was right at the very front with a front and center banner. We did um both social media uh channels that we

115have for the district. So Facebook and Instagram as well. And >> another thing that we did is we advertised in our um district equity committee because as part of the new policy as far as integrating the district equity committee, that was a component that we wanted to make sure that we advertised in that forum as well. And we also um Superintendent Owens and I also collaborated to make sure it was mentioned in his board report for the board meeting that fell in between the opening of it and the closing of it. And so we did try to get the word out through the available channels that we do have at our disposal. It was also shared with our key communicators mailing group uh group that we have that is a public self-enrollment group that's available

116through our website. Um and that group has actually grown this year since we switched it to a self-enrollment group. And so that's I believe a slightly over a hundred members now. um some parents and staff but also just community members at large. So we also shared it with that group and asked them to redistribute the information. So right now those kind of are our available channels to get the news out far and wide and so that's what we focused on. >> Thank you Chief Hendrick. >> Thank you. And how many total applications did we get on this last go around? >> The two that you see in the >> two that we have that we're interviewing. Okay, >> Director Lynn, want to make sure we see a time for you as well. >> Well, thank

117you. Yeah. And certainly when we have less applications than we have vacations than we have vacancies, then I think it is um a better process than to just not automatically renew people on the committee, but to actually open it up, possibly have them have the same criteria to reapply and have us consider them um to to extend their service and not have it be an automatic thing. I know several people on this list have been on the budget committee longer than I've been on the board. I don't know how long they've had their family represented on the budget committee. Um, and I know there's at least one who have, you know, since board members are also budget committee members are we're getting two votes from the same family. So, if we're really looking for a

118diversity of experience and perspectives from our district, uh, to turn some people away because of an automatic process where we're renewing people doesn't seem open and fair and a good way to go about it. So, I think that's why we should open it up and either like because we have two incredible people ready to step up. We just wanted to roll off the longest serving budget committee member and say, "Hey, thank you for your service. Please reapply." Or we table it to next meeting and have all the candidates apply all together equally and consider them all individually. Great suggestions. I'll ask directors. Maybe we'll go around the horn and see everyone's thoughts or questions. >> So, the budget committee policy DBA was last updated in 2013. The actual language is we may appoint budget committee

119members to as many consecutive terms as they deem appropriate. I also feel similar to Director Lynn that um as we are trying to welcome more people into what we do as a board, we have two candidates who have shown by both running for positions and applying to this position that they are interested. We want to get interested people in here and we want to get as many voices as possible. And I also feel that um yeah those that like if we don't have enough candidates it makes sense to roll forward but that's not the problem that we have right now. The problem that we have is we have more candidates and I think that it would we want to provide the best budget committee possible and doing that would be interviewing all four candidates for

120the three positions in my opinion. >> Thank you Director Sloski. Director Harden. >> Uh my thoughts on this are that it is about engagement and so my thought is that we review who was engaged in the previous year's budget committee and you know were there members of the budget committee that did not participate in the meetings and did not participate in the discussion either through attendance or through uh reviewing and questioning uh the different budget items. that seems more important to me than term limits when someone, you know, a when if a spot's available or not. Like I would I look for engaged folks um on the budget committee. >> Well spoken as our director of the budget committee or chair of budget committee. Yes, Director Stanley. I've been trying to wrestle with my thoughts

121and I um want to honor the work that people want to do, but I think more vital is multiple perspective and multiple voice. And so I I also feel like we should interview everybody whose term is up and who has applied um and see how we can capture more areas of our district, particularly if we're looking at a double household representation or um you know the same quadrant in our district representation. Our district is hugely diverse for being so tiny. So I think if we can make every effort to capture all those little nooks and crannies of our district, we should do so. >> Thank you, Director Shields. I want to miss you on on the Zoom. If you have any thoughts to add. >> Thank you. Well, this budget committee um process uh and

122the um advertising of this has been there for several months now and no board member has brought up the the process or the concerns prior to this moment. So, um it's like you're changing horses, you know, uh mid race, which I don't agree with at all. I appreciate um that director Slok has looked at the board policy because I think that's an important part of what our process should be is following the um what our policy indicates and people are allowed to be moved forward. Um the two people in question have been long supporters of of course of the district have worked diligently um and on behalf of the district as well not only as budget committee members but both of those individuals have long-standing information as it relates to bond and bond um preparation

123which is um tied directly to our budget process as well because we often are looking at through the facilities planning etc. what kind of needs we're going to be looking at in the future. I really do believe that um we could have this discussion and that we should go ahead and review the language, the 2013 language, but our process has been as um director Harden has mentioned that we go to the members and ask if they want to continue. I know that we've had to um check in with members in the past. Some have actually even moved out of our district, right? And so they won't be able to continue. some um their time commitment has changed, but these individuals have been asked. The question has been asked and answered um and we're ready to

124move forward with the one vacant position that we have this evening to interview our two candidates who are um with us tonight. So, I would say we stay the course because we have been um at this for at least two months and then let's make sure that we do go through this process for our next um budget cycle. Great. So, and just thank you, Chair Shields. And just to add my two thoughts on it, too. I do believe in inclusiveness and and getting as many voices in the process as we possibly can. We did have a process for us for the last couple of months that was communicated out to the board and there were ample opportunities for folks to maybe chime in. Um, it sounds like we are probably split um if I'm listening

125to the comments right. So, um, I will recognize, uh, Director Solowski before I make a couple suggestions on what we can do tonight. >> Thank you. According to the policy, um, no later than a regular meeting in November, the board will appoint to fill the vacant positions, which is this meeting. So, we would either, I feel like, have to suspend that policy um and and move forward that way or take a vote at some point. That's my >> Got it. So, thank you. There's a couple different things um at play here. Uh we do by policy need to fulfill that or suspend our our policy. We've also rescheduled these candidate interviews uh before as well. So, I think in the least we should talk with these two folks tonight. Are we in agreement on that?

126Do we take a formal vote on it? >> I would like to hear from the candidates. >> So, we're all in agreement that we're going to talk to the candidates that we have tonight. So now we need to discuss and vote on do we want to proceed with the interviews and appointing the um existing committee members back into their positions and then filling the vacancy seat with one of these two candidates tonight or do we want to suspend policy to table it to our next meeting and then I think we need to really make sure we're done that. So, um, would someone like to make a motion for either one of those options? >> Yeah, I'd like to make a motion to suspend policy into the, uh, table that until the next meeting >> until

127next to hear from all of our all of our candidates. Okay. Is there a second on that? >> I second that. >> Okay. Let's go ahead and and take a vote. The motion is to suspend current board policy and table the vote on the positions until our next uh, meeting in December. And all those in favor? Oh yes. Yes, we're we're still on. Yes, we've had a second. So we're still an open conversation. >> I would love to modify the motion with selections will be made in our December not just table things until but then the path forward will be decided um because I don't want it to keep leading to discussion to discussion. I'd like resolution. Director Lynn, is that an acceptable verbal amendment to your uh motion? >> Absolutely. That seems like we

128would consider all four candidates um but then be kind of on the record of having to decide at the next meeting. >> Make the appointment. >> We will decide. Okay. So, the amendment is verbally and unanimously uh uh um amended >> to we will make a decision. This is just the current motion on the floor, right? So now we need a vote and all those in favor of suspending board policy to then make a final decision at our next meeting in December, please raise your hands and say I. >> What question? >> The decision is to make a final decision about what? I was sorry. I guess I just didn't follow it. >> The appointment will be made. I'm sorry. >> All have uh yes. Thank you, Chair Shields. The motion on the floor that

129was seconded is that we would table existing policy to appoint the committee members by this meeting to uh appoint them um to table it and make sure we can interview and appoint them at the next meeting in December. >> And who are them? We would interview all four candidates and then make that decision at our dece interview all four candidates and then decide on them. >> So we we will not be interviewing tonight. >> Uh we will not be talking to Rod or Amir tonight. They were not >> okay but you're saying we would talk to two candidates. >> Yes. >> But we wouldn't talk to the other two. We are going to talk to the two who are scheduled to speak to who already been scheduled tonight and that is uh Sequoia and uh

130Rudy and since we rescheduled their interviews from last time so we'll talk to them tonight >> and I understand about the rescheduling and that's because again we had questions. Um I'll be voting against the motion just so you'll know. Um and I'll state the reason why. uh now you're interviewing two people and then you're waiting a month to interview two other people and so you are not having a the same process for the the positions and I object to not having the same process for um the positions. I I would vote affirmative if um if all four candidates were being interviewed at the same time but not at different times. That just doesn't make any sense. Thanks for letting me voice that. >> Thank you, Chair Shield. Yes, we're still an open discussion before the

131vote. >> Um that I actually agree with that point that um if we are going to change it, I I I hate wasting people's times and I apologize to the two candidates, but I do believe Cher Schultz raises a valid point of interviewing all four at the same time. I think that is appropriate and if we are going to look at providing that best chance to get that snapshot of our district, we should make it an equitable chance and interview all four at the same time. So I I do agree with that point as well. >> Additional comments, >> Director Harden. Either way, I believe we should review the process for um for budget committee members and how they're appointed and interviews. I believe we should review the whole process. >> Um yeah, >> good.

132>> Seems to be some different ideas and adjust the policies >> committee. >> Perfect. Okay. So, uh we have a motion on the floor that's been seconded that we will do this divided interview process. So we can vote on that process or the uh amendment can be withdrawn and then we can uh remotion sorry excuse me the motion on the floor can be withdrawn and then we can remotion to have all four at the same time in December's meeting. So first we do need to deal with the motion on the floor. >> Could we amend the motion to have all four on the same day? >> I would be willing to make that amendment to the motion. again. >> Okay. So, the motion on the floor is that we will suspend board policy and appointing

133those folks by today's meeting to have all four candidates interviewed at our December meeting and voted on at our December meeting. That is the motion on the floor. >> Okay. All those in favor, please raise your hand or say I. I. >> I. I. >> Anybody opposed? I >> so noted director Harden. Thank you. Okay. Um if Sequoia and Rudy are listening still in the session there, we're so sorry to ask uh that we reschedule your interviews one more time and we do appreciate your patience with us as we work through this very important topic um for ourselves. Okay. brought this up a couple months ago. >> Director Harden makes a good point that we should definitely just revisit the overall policy since it hasn't been updated since 2013. I think we could probably uh

134agree to bring that into um 2025 or 2026 and a small policy committee could perhaps tackle that together. >> And I'm just going to formally apologize to those two candidates. I didn't connect the dots. So I I do apologize. So noted. Thank you, Director Stanley. Okay. Well, then that concludes all of the new business on our agenda here. Do we have things for future agenda items? >> Topics. >> Two things. >> Oh, very good. Stand. >> I know. I'm just I'm >> Go for it. >> Um I I brought up in in board coffee. I would love to discuss um if our meetings have to be on Wednesdays or not in the future. And I know not for the rest of this calendar year. Um, but I would love to propose an alternate date like

135Tuesdays. Um, if we could have that conversation in the future. Thank you. Um, and a second future business. Um, I would really love updates and reports on how the preschool situation is going. Um, I'm personally invested with my own family and history with it. Um, uh, multiple layers and it's not going to go away. they just go away. And so I' I'd really love, please, if we could have some updates ongoing as to how that is being resolved. One, to help our students get credit, um, but also to honor the community's wishes and things. If we could just have some updates, I'd appreciate it. >> Great. Great topics, >> Superintendent Owens, or anyone else. Uh, agenda items. Uh, I'm going to contact Lisa Merrick, who is our government affairs um administrator for East County, and

136see if she's available for either the December or January meeting with the legislative session that I referenced coming up in um early 2026. I think it'll be timely for the board to be able to get a preview of that legislative session and what's on the horizon. We also are slated to have a roadmap 27 first trimester report. Um and then also director Sutherton will be providing a budget report um along with budget committee chair um Harden um and looking at funding update and enrollment uh report as well. That's a new feature that we've added within the last couple of years to see how the budget process actually worked and what we're looking at going into the new budget cycle. And we may have a couple of policies as well. >> Excellent. Okay. Anything for the

137good of the order? Very good. Hearing none, I will now go ahead and adjourn tonight's meeting at 8:44 p.m. Thank you so much everyone who has attended.