001[Music] Recording in progress. Motion to approve the agenda with flexibility. Second. All those in favor raise your hand and say I. I. I. You guys have it. Um, next up we've got our introduction of guests. So, at this point, I'm going to go ahead and turn it over to Superintendent Owens to do our introduction. Great. Thank you. I'll go ahead and actually uh turn it back over to uh Principal Miller who will introduce um our presentation this evening. I understand that we have a variety of uh student recognitions this evening. So, as Chair Solowski noted, it's great to see um students and families in the house tonight and uh looking forward to having the opportunity to recognize your accomplishments. Thank you, Superintendent Owens. We are very proud tonight um to present both some of our
002scholarship winners. They're excelling and showing what it means to be an Eagle and then we will also have drama and band awards um because they're just doing awesome. So, let's turn over to Mike Henderson, college and career. Thanks for having me again. I was here a couple months ago and talking about some outstanding students. So, tonight I'm going to be talking about two more. Um is Nick Casada Batista's parents here or brother? Okay. So, uh, yeah, unfortunately Nick could not be here tonight. Uh, as the story goes, this morning when I called him in to double check on his name pronunciation, uh, he mistakenly showed up at 6:30 this morning at here. And I said, "You were probably here by yourself then." And he's like, "Yep." And I'm like, "Well, hey, nice early riser. You
003know, that's kind of kid is." But he did mention his dad, brother, and I come. So, um, so I'm going to talk briefly about Nick. Uh Nick is a senior at CHS and he's been awarded a scholarship called the Renaissance Scholarship. This scholarship provides financial support to hundreds of first and family college students in the amount of $5,000 a year for four years, which is a total of $20,000. Nick is planning on studying mechanical engineering, most likely Oregon State University. Uh with a 3.891 GPA and high level classes at CHS and his participation in the College Possible program, Nick has positioned himself to ready for the rigors of college. Nick also found out recently that he is a finalist for the Ford family scholarship. If he is awarded this scholarship, it will pay for any
004unmet financial need at the college he chooses up to $40,000 per year. For all intents and purposes, it will be a full ride scholarship for Nick if he receives it. So, he interviews, I believe, on April 25th at the high school over Zoom. And so, he's excited about that and he's just a pleasure to know and and to work with Nick Batista. [Applause] And then I don't see Hania here or probably any family members of her, but Haneia Amin is also a senior at CHS and she's been awarded Oregon State University's presidential scholarship. This is the most prestigious scholarship OSU offers. It's awarded to very few students and is in the amount of $10,000 a year for $40,000 over four years. Pania plans on studying to be a dermatologist. So, she has a lot of
005schooling in front of her. Uh, while in high school, she's done a lot to set herself apart from her peers. To mention a few, she attends Cal and their medical program. Uh, since 10th grade, she participated has participated in the minds matter program, which is a college enrichment program. She attended the NSLC pre-ol program at Cal Berkeley and she participated in the Syracuse University summer medical program. These are just to name a few things. Um, in addition to the OSU presidential scholarship, also found out recently she's a recipient of the Lynx Incorporated scholarship recognizing scholastic potential, high achievement, and leadership ability. With a 4.0 GPA, she is still weighing her options of Oregon State, uh, Carlton, St. Olaf, Northeastern, and Hamilton. I tell you, if you don't recognize the names of the schools, that means
006it's a prestigious private schools. So, a couple of them in Wisconsin or sorry, in Minnesota that she's going to visit this weekend, she said. So great a great student great young lady Hania Am [Applause] Hello. Hi. Um so I'm a little sick so I apologize if I um start coughing. that will not happen. Uh so we uh have some students here that participated in the regional acting competition in February. That is our qualifier for the state competition. Um the thing I think that's like that I'm most proud of is that you know we've been a halftime program for about 15 years now and we've continued to have excellence from our students. They've continued to do well at competition um you know despite the the numbers and so I'm really really proud of them. This year
007we had 26 of 31 teams that um competed qualify for nationals which means that they receive at least one superior score. Uh and um because you don't actually have to go to state to go to nationals. Uh and um unfortunately it's just really expensive. Uh it's in um Indian Indiana. They just moved it was in Nebraska, now it's in Indiana. Uh and so um you know a couple thousand dollars to go. So that's why you know usually we don't attend. But um that was really exciting though to have 26 or 31. That says a lot about So, um, you know, we're not recognizing all those students. I think that's, you know, something that I'm really, really proud of this year. So, uh, we do have some students that receive recognition. A couple of them couldn't
008be here tonight. So in solo acting Sarah Johnson finalist and also in solo acting stand and I'll talk about Audrey again in a minute. Uh but uh the thing that's so frustrating is that um actually um Sarah and Audrey both received 59 out of 60 points which super super difficult to do and they did not qualify for states. That's how competitive it was this year. Um so like when I go back to the fact that we had 26, you know, like qualify for nationals, that's a pretty big deal. U and unfortunately it's only the top 10% that go on to state. So um you know there were about a hundred kids that competed in fellow acting. So you know to get a 59 60 and not go that says a lot about the competition and
009how tough it was this year. So um so Audrey was also a regional finalist. Um Nicole Allen was also a regional finalist in fellow acting and she got a 58 out of 60. So again, they they did all did real poorly, right? No, they did great. Um and then um we also had a couple of our novice students um our freshman uh receive a regional finalist. So in the novice categories, only the very top four goes on to compete at state and they have to actually compete against the experienced kids at state. So, um, this year, um, our duo acting, Riley Moore and Ben [Applause] Anderson, they were regional finalists and did really great. And again, our freshman, so um, you know, our future here is definitely bright. Uh, so then qualifying for state, um,
010we had Francis Stewart and Francis could be here tonight, um, but he qualified in solo acting, uh, and again, which is great. Then Audrey also qualified in solo musical uh and so um you know really got recognized in two different events but made it to state in solo musical and um so let's give her and again solo musical is another one of those really really highly competitive like 100 kids in our just in our region alone. So, another really highly competitive thing. And um this last weekend we attended the state competition and conference and both Audrey and Francis performed. They both did a fabulous job. Absolutely performed to the best of their ability. They did not showcasing. They only picked two out of every category to showcase. So, it's really tough to do that. And
011they should proud as well. All four of these are involved with musical coming up the beginning of Little Women and I really encourage speaking what they do and that's not a toot my horn that's toot their horn. We just literally came from rehearsal. They were just there for three hours you know and they came straight here. um they give up a lot of their time and effort to be here really hard and I'm always blown away by how professional they are and great. and next year. So, you know, thank you for having us. Thank you. And for our last presentations tonight, Bri Tailacer, our um band director, couldn't be here tonight. But one of the things that she really wanted to honor was the growth of her program and the students that are helping it
012grow. Especially if if you guys if you know what happened after co and the devastating effect that had on the performing arts every high school in the state is sort of in that same boat where after co there was a great effect and then you're you're just rebuilding the programs. And so Miss Kyacker has been working hard on rebuilding her programs and she wanted to honor particular four of our students that have been um in band for all four years and our seniors graduating this year that have done outstanding work. So, I want to go ahead and read their names. Ray Anderson, Ben Hendrik, let's give him a round of applause. Anthony Wood, give him a round. and Kyle Warner. Give him a round. So, we want to again honor all the band students and
013the growth of that program as it continues to develop and they are doing outstanding work. And so, those are the students we'd like to honor tonight because they are showing what it means to be an Eagle. Thank you very much. I really appreciate um you guys all coming in and uh the staff for putting this together. It's definitely something that we've asked to see uh more of is student recognition, especially outside of like we often hear the sports teams and that kind of stuff. And so I'm just so glad that you came in today. I have seen your shows and I will definitely be coming to Little Women. Um but yeah, thank you for coming. Thank the work that you're doing getting our kids ready for college. I mean it is so hard to be
014um you know a 17 year old. I don't you know I am assuming because anyway I digress. Uh great job all of you. Thank you very much. You should all be very proud of yourselves and of your students. Um and for those who couldn't be here today and are potentially watching. Congratulations from all of us on your hard-earned achievements. [Applause] Recording stopped. recording in progress. Thanks everybody. Welcome back. Uh next up we'll do the approval of the minutes from the March 12th meeting. I move we approve the minutes. Second. All those in favor, raise your hand and say, "I." I. I. The eyes have it. Um, the meetings will be logged. Uh, next up, we have public forum. And I did not see anything come through. No. Okay. Uh, moving right along to reports. We're
015going to start. Uh, oh, looks like we've got Would you like to introduce the next report? I will. Thank you, Chair Sloowski. So as part of our strategic plan roadmap 27, we have a trimester update that we uh provide and we also collect data and information to help inform our progress. And so I am going to welcome our assistant superintendent Dr. Katsuda um as well as our um consultant Laura Klafky with performance fact who is joining us virtually and they are going to walk us through this evening's presentation. All right. Thank you very much. Uh it's great to see everyone this evening. Thanks Lauren for uh joining from the east coast as well. Uh just want to share uh before we get started that after tonight the information that you'll be seeing visualized for you
016will be available on the website in our excellence target section of the roadmap 22 website page. Um so it'll be public uh after tonight. So um I'm not going to cue this up uh too much because I think Lauren will will uh get us rolling here. Um but as you know we've committed to providing updates on the excellence targets and answering any questions you may have regard uh regarding that and um Lauren has u joined us to facilitate that process. Thank you. Great. Good evening everyone. Um can you hear me? Okay. Absolutely. Thank you. Great. Thank you. Um it's wonderful to be with you uh this evening and I look forward to um presenting the um excellent targets update. The purpose of uh the presentation is really to ground and understanding where um the district
017is currently in relation to the five goals that were established as part of the strategic planning process. um to understand what progress has been made over the course of this year so far um over the first two trimesters in relation to those goals. Uh my intention is to walk through each of those to make sure we address any questions regarding the data. Um any um uh additional data that might be helpful for you. um you can share those requests and we can work on um further diving in because oftentimes data conversations uh lead us to have more questions. Um and then um any questions that get sparked for you regarding um the work the implementation of the strategic plan across the district, we wanted to give you an opportunity to bring those forward and forth
018uh in this space. So, I will go ahead and uh share my screen and uh there we go. I believe it's up there. I believe that you have uh the fivepage Let's see if it's five pages. Yes, the fivepage um CSD uh dashboard in front of you. Uh we'll walk up here just to kind of see where we are in relation to um the data points that we'll go through. And uh my intention is to kind of take each goal in turn um if that's all uh unless there's a preference to walk through all of it and do questions at the end. I thought it would be helpful to just take the goal uh one and then see what questions um emerge um from that and then we'll proceed to the next goal. So goal
019one is focused on building a strong foundation pre-K through third grade ensuring that each student in kindergarten um through third grade will develop the foundational academic and social emotional learning skills necessary for future success. There are some particular indicators or measures of that goal that were selected um to be the focus of the data uh monitoring process. Although I will elevate that there are additional measures in the full plan um that are not represented in this dashboard. Um so the focus of this there are two different um data points that are being presented. Um the first is regarding progress on English language arts for third graders. What you'll see on the left of the display is the current percentage of students who are meeting that standard uh across the third grade. So 38% of students
020are meeting the English language arts standard. Um and it also will indicate what assessment is being used to gather that percentage. Um and this one is the February star reading assessment. across the top you will see the baseline um which is the grade three uh spring OSAS assessment um and that was in at the end of uh the 22 23 school year 28% of third graders were um achieving grade level standards on OSAS then you'll see the data um in the the other kind of slate blue column as to where um the data point was in November when we were last uh presenting the data to you and that has um 40% of students in grade three for the November star. And so if you take a look at the February star assessment, you can
021see that there's been a slight decline of two percentage points in terms of the percentage of students overall who are at uh meeting third grade standards on the STAR assessment. Down below you'll see the disagregation um of student groups both race and ethnicity as well as English language learners and students with IEPs. Um you'll see the differential and the percentages and those are all on the most recent assessment. Those are on the February assessment. The green dash line indicates the excellence target that was set um for the end of the 22 26 27 school year. So um in two years a little two years and one trimester from now um was the the stretch target the excellence target that was set um for the district uh to aim for in terms of moving forward um
022students proficiency on this assessment. the same data set is repeated below but for math. And so you'll see on math um in third grade currently with 35%age uh 35% of students met the standard on the star assessment. You'll see the OSAS comparison again, the grade three report from November um and then the February the current percentage. So, I thought I would um we can pause there to see if there are any um questions regarding kind of just the data or the information or wonderings around this data um regarding the third grade before we move forward. Thank you very much. Are there any questions? Please. Director Andrews. Hi Lauren. Um hello. There you are. How are you? Um, so you said that the target was set for the district, but I thought it was set by
023the district. Am I just kind of doubling on semantics? Yes, by Sorry, it was semantic. I apologize. Yes, I I know. I can remember very distinctly being disappointed that the targets were not more aggressive and so were other members of the district. But they the state kind of negotiated those targets as I recall and said yeah they're they're uh directly tied to the integrated guidance uh um goals that we have which then were also informed and uh guided by the state. Right. Right. They are achievable. Yes. So, do we think with this data that we've gotten the results second trimester that those targets are still achievable in two years? Thank you. Um, yeah, that's a good that's a good question. And I would say I would add to that response and I'll see if Lauren
024and Dr. consum agree with this assessment, but I think overall we're seeing our stronger growth in our primary grades uh which is an indicator for us that that um trajectory should hopefully hold um as those students metriculate and continue within the system. Yeah. And I know you can't necessarily see this in this really uh broad high level data, but the STAR assessment is a computer adaptive assessment that we we have progress monitoring as well as benchmarking which happens uh almost about every trimester. But the concept behind that is the the actual content or the rigor of the assessment goes up because students will have you know in terms of grade level growth um and where we expect them to be at the end of the year. So the fall assessment um is not at the
025same level in terms of expectations around competencies that the winter assessment would be and then the spring assessment would then assess where they should be at the end of the year based on the growth it gets progressively more difficult. Uh just so you know it's it's adapt adaptive test as well. So as a student takes the assessment, if they seem to be answering uh problems correctly or responding accurately, then the rigor of the assessment adapts to that as well. So um assessments got a little more sophisticated, but that's not necessarily reflected versus an OSAS is a very static one-time assessment that measures where a student is in that moment in time. Right. So was the one on top the OSAS? No, OSAS is the bar to the far left of the ELA U top three
026bars and math top three bars that was Yeah. And so that's why I was curious about like that uh one that went down the first one the ELA. Um, so that makes sense that if it's not that fewer kids are were actually meeting benchmark, it's that the benchmark went up. And well, I mean, so it's few I mean, percentage wise, the percentages went down, which is not the same as saying we had more or less kids is the percentage of the whole number of students who took the assessment, right? So, um, and we dipped both in language arts and math by a couple percentage points. please. Um, as we move forward with this dashboard system, are we going to phase out the OSAS and have it just be STAR and then secondary to that? Because
027it is difficult to have apples and oranges. Um, they're very different assessments. Um, but then also say we look at this next year, um, are we going to have last year's data and this year's data? that's more informative for growth than just looking at the fall and spring. If we could look at them next to each other year by year, I think we would see more of a trend if we're on our two-year goal. So, those are my two questions. Well, it's interesting you should say that because Lauren and I were talking about that very thing. Is it beneficial for us to see OSAs next to STAR assessments because they are a different measure used for different purposes, right? So it is like mandarin oranges to I don't know what other kind of orange sumo
028oranges or whatever right so it's a little different um and I don't know like we the intention was to continue showing the pattern uh of the data through the dashboard so we we haven't actually specifically gotten to this part but in my mind I was thinking we would show OSAs for every year of our plan and all of the measures for star for all for the term terms from here on forward for further length of our strategic plan. Yeah. You would glean information by com not comparing these two things next to each other. It's not unless you know the OSAS test and you know the star test like you're not going to glean as much information out of that unless you have them next to each other year after year. Yep. And seeing the growth.
029Yeah. like someone who doesn't study these tests like you're going to get more information if we see them that way. That's right. Lauren, do you want to Oh, yeah. No, I just think that's great. Yeah. Yeah. Yeah. Yeah. We we had the same thinking and really it's about the the showing the growth over time. So, I think that just to um to kind of bring both comments together, one of the reasons that Os was still included and I I like the idea of having both but keeping them separate so you know you're comparing the same things is that in your integrated guidance the measure is OSAS. So, just to note that that's the state measure. Thank you. Okay, Jeff. Uh, yes. Seeing this data, you know, uh, it's not where I had hoped we would
030be and I don't I think that's just a general consensus across the room. Uh, so is there changes to implementation that we need to make? And if so, what are those changes? Do we need, you know, what do we need to do differently? because we got a long way to go on a couple of these school. Yeah. Tasha, do you want me to share a little bit about what the school sites are doing and then Yes, please. Yeah. And then I can jump you with the response. So, absolutely. Um you're kind of hitting the nail on the head that the data is a uh reflection of the efficacy of our practices, right? the efficacy of our teaching and leadership and organizational practices, right? And so, um, what's currently happening is that your school-based leadership teams,
031um, have they've already come together, um, they've done a root cause analysis looking with their leadership teams looking at this data. They did this in March and they've developed um action plans that are really um focused on recognizing that there are 12 weeks remaining when we came together and that is still a significant amount of time to make a uh market impact on the um the trajectory of students that we have in front of us right now. Um I would say that the uh school leaders and their teams um shared your sense of urgency um and uh concern about um the rate of growth. I would say how I would characterize what I'm seeing with probably with the exception of the math data at grades four through 12 is that we're we're you're pretty much
032keeping kids moving along at where they are. So that still is some growth as Tasha said like the the assessments are getting a little bit more challenging. So there's some growth but we're not yet accelerating the growth in learning for students who are not yet at grade level. And so that's the um that's was really the focus and conversation of like how do we we recognize that if if a student is you know a few years u below grade level or uh below standard um and we just move them along one year from where they are they're never going to catch you know close that gap right so there has to be something different. So each of the schools have developed um their plans that they're implementing. Um and so that's what I want to
033share regarding kind of the work of across the board implementation. Um but Tasha, I'll turn it back to you. Yeah, that is a great question and we share this sentiment as well. Um I think there's some big work in front of us as usual as since the start of the year there's been big work and it continues to be big work. I we've invited Lauren back to a couple of our administrator meetings before our last meeting of the year where we usually solidify our school improvement plans as we move into the following year. And it's going to be ongoing question as to are we implementing what we said we were going to implement. Um and uh going back and really thinking about the impact of that practice if we have and why we're not seeing
034growth and up it's it's it's an indicator that we need to shift practice. if we're implementing it, it's not working, especially if we've implemented over time different practices that we believe would have an impact. And so, um, this is another indicator for us to continue to look and examine the work and, um, revise and and or determine that we're implementing and we need to continue down this road. It needs to take you know whatever we're doing needs to take a route a little bit more in terms of learning is learning is not a linear pro doesn't have a linear line. Learning is not linear right and so um it's just a matter of us continuing to examine the work and think about the systems that are in place and whether or not they're supporting them.
035So there's some work ahead of us um as usual on this. So I don't know if that answers your question sort of. Yeah. I mean, it's the best you could answer the question. Yeah, I have I have some insight to offer as well if you don't mind. I would offer um and Lauren and Dr. Katuda, feel free to weigh in on this assessment as well. I don't think it's for a lack of trying and I don't think that it is um something where we want to lurch to different strategies um immediately. I would say that the I'm in every school at least once a month and I'm in classrooms in every school every month. I've probably visited 200 learning spaces over the course of this year. And I would say that there's intentionality in terms
036of how leaders and leadership teams are working within their school and they're continually iterating their practices based upon what they're learning. So, at the most recent data summit, they're taking a look at the information. They're assessing what they're currently doing, and then they're pivoting and adjusting for the last 12 weeks. What I would also offer is that there are some bright spots that are emerging in our school system, which I see as you know, you liken, you know, it's spring now. There are certain things that are budding and it's like, okay, so that's working. And so I see where that and and I get frustrated with the level and rate of progress as well. And so bright spots can become frustrating to me because if we go back to our equity audit, it indicates that
037there's inconsistency of practice. And I still see that when I'm in classrooms, there's inconsistency in terms of what we're intending to do versus what's happening. Um, and there's bright spots happening in individual classrooms and there's bright spots happening in terms of how schools are organizing their systems. I would say Patrick Lynch Elementary is an example of that in terms of how they're using their primary team in their PLC's and how they're using their um reading specialist, instructional specialist to do a co-eing uh model. And so Lauren maybe can speak because I think you work directly with that school in terms of the strategies that they're employing. But then what happens is when we bring our administrators together, they're sharing and seeing, okay, this is working over here. let's look over here and see what they're
038doing and see if we can add some replicability in that practice across our system. And I would say that's one example, but I see that taking shape amongst our system as well. And so while the results are frustrating in terms of where they are in terms of how we're organizing in um adding intention to our systems, I find that more encouraging. Lauren, what would you add to that? Yeah, I would I would add that it it was clear in this last ad around that there are some as we say I we called it like gamechanging results um that are happening. I think it's a don't have in front of me but I think it was first grade impatro lunch if I have the grade level correct. Correct. And so something that we um highlighted and
039you know was explicit with the schools the elementary schools in particular um that I'm supporting was like there is a clear structure and system of kind of way of um the teachers collaborating working what they're focused on what that rapid kind of feedback is assessment of where students are at and making adjustments in classroom like every two to three weeks. that's having a significant impact in spite of it being a great level with really low attendance. So um so we can see the proof point of what's possible when you have really intentional aligned highquality instruction and collaboration happening together with a team who's really taken ownership of moving the needle on learning for this cohort of students. So um there was a lot of energy I just in you know Leslie should be the one
040who should talk more about this directly um but you know she people were saw those results and we're texting her the principles being like what's happening you know so I think part of the continued look at the data is that people want to improve it and so that's a big shift from when we started looking at data uh you know a year or so ago where there was just a lot of questions about the data and questioning of the data, right? And so I think that what's not yet showing up is the impact of that shift, but there definitely is a shift in the desire to move the needle in this work. there was always the desire to move to support children, right? And to support students in their learning and growth, but to recognize
041that this is a this is a way for us to move forward and to accelerate learning, I think is is a a shift that we've seen over the year in terms of the um the teachers and staffs participating in the data summits. So, I'm you know, I'm looking forward to seeing what we see in May. Um Yes, thank you. Other questions? Yes, thank you. Um I I I don't want to gloss over the fact that we do see double digit improvement um both English literacy and the math. U but I share everyone's sentiments and my questions were right along the lines with with Jess's like and I guess mine will go a little further into is there a mismatch between curriculum and the assessment content? Is that kind of what we're speaking to, right? Kind
042of like, hey, we're we're adjust we're assessing and readjusting and adjusting or was there just a huge gulf between the two to begin with and now we're maybe essentially catching up based on the improvement we're seeing, but not quite there yet. I would say the curriculum we've adopted is adopted with the criteria that is it it actually u meets the grade level standards. um how we implement and how we teach the method in which we teach our pedagogy um is critical in that. So I would say not a mismatch with the curriculum but how we facilitate the learning process is critical and that is our big area of growth right and so um in essence that's a lot of what we're talking about is is how we're teaching not necessarily what we're teaching because we've
043adopted grade level curriculum does that answer your question thank you that's great um these are great questions anything else on this before we take a look at the survey data Please continue. Okay, great. Um, and nobody gave me a time frame, so feel free to let me know if I need to, uh, move us along, but this is great. Um, so the next, uh, goal two is around, um, students well-being and inclusion. Um, so feeling a sense of belonging, um, feeling safe and supported as learners. Um and so um there are two met metrics that we're tracking for that. The first is around the perception survey and what you'll see is the elementary student results on the left and the secondary that's middle and high together on the right. Um you'll see the um the
044overall arc is kind of what percentage of students on this survey um were reporting positive perceptions of safety, inclusion, belonging kind of in the aggregate. So 86% of elementary students and 55% of secondary students. You'll see the target which is again that excellence target. The stretch target is below in the detail. It has um the baseline data which is from the 20203 survey um and that's in the shaded yellow here. And then you'll have the fall administration, the most recent winter administration. And then when we come back together at the end of the year, you'll have the um the spring assessment as well. And then there's the target laid out. So you'll see the actual questions that were asked and the percentage of positive responses from those questions um and the targets. So for example
045um I feel like I belong at the school. Elementary school students in 2023 were at 83.6% of students responded positively. In fall of this year they were at 90.2% of students rep responded positively. And then in winter, the most recent assessment, they were at 88.5% of students responding positively. I will note that it's typical for us to see a um changes in engagement at different points in the school year. And so the if we're looking at an applesto apples assessment um you'll be we're looking to see kind of how does that spring and assessment compare to um the baseline um you back to the baseline from 23. So that's the um one set of data and then the second is looking at regular attendance and this is just to give you um a sense of
046where things are at. um the baseline for regular attenders and this is for students who are have attended at least 90% of days um of the school year um across the district we're just at the time of this data poll we're at just about 60% of students um in November we were at 64 um% of students and the baseline from the 22 23 school year was 54 typically you'll see a decline um although there are again some game-changing um data sets at at particular schools where they have reversed that decline um to be an increase of student attendance particularly at the elementary level. Um I the next one is and I'll stop after this one but it's also student survey data. is around student voice, empowerment and leadership. And so right now there are uh
047three survey questions that are connected to as well as engagement that are connected to engagement in the classroom. Um and this is the overall percentages for those questions. And then finally students perceptions of voice, empowerment and opportunity to contribute to change. Um these are the questions that are um part of the progress monitoring survey uh connected to those. When we do the um April assessment students are taking or the spring assessment students are taking the full battery of all of the questions but these are the select progress monitoring questions. So I will stop there and take your questions. Thanks Lauren. Please Dr. Harden. Uh yes. Why? Um and this could be an easy answer. I don't know. Uh why is there a natural decline as we get further into the school year to attendance? Spring
048fever. That's a Yeah, that's a good question. Um I don't think that I could give you a um a databased answer. It's more of a informed by experience answer. Um where so you know what you'll usually see in attendance rates is that at the beginning of the school year you have some of your highest attendance and that over time students get sick, they miss more days, they go on, you know, trips. there's various things that come into impact and that um and that's uh just more um I I would need to actually pull like research to give you a better databased answer on that. I I'd say Lauren's answer tracks. I mean, you you stop for a second and say that's the trend, but why is it the trend? And it's some of the factors.
049I mean, kids show up to school in earnest at the beginning of the year and then things happen um and that tapers off and that's a trend that we see over time. Um, I'll also recognize just for note in the room here, we picked an evening to present that our curriculum director Mo Callahan and our um, director of student services Denise Wright are not available. And so I think that if they were here, they could help round out some of the answers that we're providing as well. Will will we have access to the disagregated data? As far as like what I'm curious is looking at is the trends with the the three upper level schools, the two middle schools and the high school. Is there a wide variance in the belonging kind of feelings at
050one school versus another school? Um yeah, we can share that with you. Yeah. Yeah. I mean I think my along wondering why what are the barriers and how can we then identify those do something about it you know why are we having less than 50% feel safe in schools why are less than 50% saying that nobody asks them how much school that kind of seems How many times getting Well, I I do want to offer we have a secondary representative here in the in the room, Principal Miller, and I don't know if you're tracking the conversation here, but um as pertains to the data sets that we looked at specifically around the perception data for students and the approach that your respective team took during the day-to-day. I'm curious in terms of like the questions
051that are being asked, the thought process that was applied when you looked at the data and maybe that would provide some insight as to the leadership team's thinking as they see this data and plan for next steps. I don't know if that's something that you um to put you on the spot but are able to speak to. Yes. Just to add a little bit to some of the stuff that has been said this spring um data day was probably one of the most impactful that I have seen. Um the teams are growing together. I could show you the plan that um like the high school came up with. Um we went deeper than we've gone before. So we not only disagregated the data but then we had the conversations about it but we have each
052of our what are called department chairs there um of our roughly 11 departments and each of those departments then we came up with hey these are the instructional strategies high yield instructional strategies that we want to see implemented across the school. But of course you need to take it and you need to make it your own. And then what does that look like? How do you implement it? And then each of those departments now have gone back to their departments and said the this is the focus. We're focusing on these four things because we know that they work. And um like um you know some of the teachers in the room will be like hey we need to have really well-defined learning targets. We need to be using it. We need to have you know
053really strong student dialogue discourse and they need to be using the vocab in, you know, in their lessons. So they're hearing the words that we're teaching the brick and mortar words. So they're learning and I could keep going on. But then so each of the departments now has taken and they have their individual action plan and now they're implementing it. And what's really cool is this is the I'm seeing a shift overall where now the departments are very proud of what they're up to um and the results that they're getting and so they've asked administrators come in and see us doing this and giving us feedback and helping us grow and that synergy is what we're looking for in this whole process. So that that would be an example of how we've taken it and
054we've gone down to that level and then we're going back and then when we're in the classrooms what we're looking for is student outcomes. Do we actually see this implementation in the classroom? Is it you know to increase student growth? What would you say about the the student voice and the student safety aspects that director Lynn had asked about in terms data points, those assessments and then how the educators and you are looking at that information and thinking about how to either dig deeper into the prompts or in terms of how you respond to what you're seeing. So when you start looking at the um disegregated data, you it's really well defined where like um sense of belonging at the high school and I I think I even showed you a few board um meetings
055ago where we've been really working on this trying to continue to increase the culture and change our culture. And then you're seeing this in an upward trajectory with this outcome. And then the disegregated data is um very impressive because then it disegregates it not only by things like grade level but then it um it goes down you know male versus female students. It goes down to your major groups and then it shows here's the standard and then what groups are not um above and below the standard and so you can start having that conversation. So like give you a perfect example, sense of belonging at the high school. It is our female students particularly in ninth grade that need um some extra support. And now we're able to target that and say, "Hey, these are
056some of the interventions we're putting in place." And then we're able to see um hopefully in 11, you know, weeks because we're trying some different interventions here. Did we see an outcome? um because we're having the students retake that data and and did we see a change in that? And so that is the process and that's the continual renewal cycle as we're going through this. But I'm hoping that answered your question. So the the good thing is that level of um data is really helping inform a deeper discussion. Can I add something on your behalf, Mr. Miller? Yes, please. Yeah. So, something that um he didn't share that he also does that I think connects to what um director Lynn was saying is that um it to get to that why or why that might
057be the case. Um the high school actually engages their um the student their own student voice team or student leadership team to take a look at the data and the results and do their own analysis and feedback on those. I don't know that it's happened yet for this round of data. Um, but it has happened at each, you know, each data point. And it's something that I think is a real promising practice um to make sure that we share back the student voice data with the students um so that they can unpack it and let us know um what's really at the heart of what those respondents look like. So just like one of our plans is actually one of your questions you see there as somebody asked me as a student how to improve
058this. So through our advisory and through through this we actually share all this capital with them and then the students are giving us feedback and then we're collecting that feedback and then we're running that back through the leadership team and say hey based on the student data and the student feedback you know what what it is and then part of it is also do we see a change when we survey the students again because we've asked them for this feedback do we see a change in that question where we've seen an improvement because we're we're truly intentionally trying to ask them for feedback how to make the school better. We're having them actually look at the data and then do they see the changes and then do we see that reflected in that survey data.
059So that's like one of our action um one of our parts of our spring action plan is actually implementing this and we've now done two cycles of this this year and this is brand new for this year. Awesome. Has there been any discussion about somebody into the survey data? Uh the survey asks uh it's a single prompt uh and the responses are fixed responses. So they I'm trying to remember is it a continuum? I think I'm sorry I didn't hear the He was asking if someone could add Oh. He was asking if uh well correct me if I misunderstood. You were asking about whether or not they could add detail if they answered no to a question. Is there a comment box where they can say why? And we don't have the survey set up
060that way. Um and um we do have things set up in the school to where and again this wouldn't necessarily be anonymous uh but if a student has a need and is not feeling safe that we have adults that we're hoping they would connect with and other means for them to get support but in the survey itself there's no spot for them to add the details. Did you want to say something? I just was wondering from Lauren and your perspective if that's ever been a conversation point about offering the comment box or if that's in terms of how surveys are administered from your perspectives if that's been a discussion or if there's a particular reason why it's not. Yeah. Well, I'll say uh Pleasant Valley uh at some point at the start of the year
061when we were doing in our first progress monitoring survey, they asked for a open-ended qualitative response uh feature to the survey. Um the survey was designed for another purpose. It was really about that quick progress monitoring. Um and uh there was some discussion about whether or not it'd be valuable, but it would then uh somewhat uh interfere with the administration of the survey. And there we've had some discussion with the principal around working with the staff to create other easy access for students to express their needs um versus using the survey because a survey itself is anonymous. So a student could provide detailed information. it doesn't necessarily tell us if if we did provide that option doesn't necessarily tell us who uh and then how to respond. It's not really a diagnostic tool. It's actually
062more of a progress monitoring tool for a cohort of students. And so um the thinking then was uh first of all if a student's not feeling safe, we want to make sure that they're supported and there's intervention uh available assistance, what have you. um survey may not be the best way to do that, especially not a progress monitoring survey. Um yeah, I don't know, Lauren, if you have uh anything to add to that. Um I I wouldn't uh I agree with everything that's been said. I um you know, matching purpose with um tool is important. So, you know, if the purpose is to get to some root cause or understand p like perspective, there have been um clients that we've worked with who've added one to two open-ended questions at the end of the full
063survey. Um, you know, depending on what data point they were looking to gather. Um and uh the the other one though, you know, in terms of like a reporting tool, there are lots of um options out there for student self-reporting or self-reporting tools around like um screeners for um variety of things and including feelings of um feeling unsafe. So that would be I think as Dr. Kudo was saying um something if it's a need right to kind of be like wow if we see that only 50% of our students feel like they have an adult they can go to what's available to the 50% of students who don't feel that way that we make sure that they're connected to something like that would be a kind of a a potential districtwide action or adjustment to
064make right based on the data. I have a a question on these two data points, please. Um, do we have data uh that is broken down in the same way as question one is with the demographic groups? And and if and what I'm curious about is is there a correlation between those uh historically marginalized communities and their feelings of inclusion and empowerment, etc., etc. And if so, what are what are we doing to meet that standard? Great question. every student's well-being. Oh, sorry. The way we have this Oh, the goal one. Goal one. Yes, sorry. Goal one. The way we have disagregated data by uh demographic group. If we have that as well for goals two and three and if there's a correlation between the poor performing groups there and their feelings of inclusion, empowerment
065and if so, if we've identified that, how are we addressing it or what are the plans to Yes. to do that? Yeah. Lauren, do you want to answer that first? Yeah, I can I can share. Um, I'll give you the sort of what's happened to date. Um, so each of the when we come together for the data summit, each of the schools are given a data packet that includes the disagregation of all of the data points um as you're suggesting. So they have the survey results broken down by various demographics. They also have comparison between previous year like cohort comparison. So last year's third graders to this year's fourth graders, last year's fourth graders to this year's fifth graders. So they can kind of track to see um if those student groups are um growing
066in their sense of connection or cohesion. And um and I would say that there um you know there's a range in terms of um uh uh what the data says at different school sites in terms of like very clearly you know across all four data points it might be like wow fourth grade at this school is really you know there's something going on here that we need to pay attention to and so each of the schools I think as u Mr. Miller had shared with the example of like nth grade um female students is that um you know comes up with identifies those actions based on what they see in their individual data. Currently, I don't think that we've yet pulled together a districtwide disagregated data report on the survey. However, for the progress monitoring
067survey, but for the endofear survey, um, which is coming up, I think it's in process now, the spring survey, um, that will be disagregated districtwide. And so, and you all will receive that as well. So, you'll see the, um, breakdown by different student groups, etc. So you you will have that coming forth soon. Yeah. And in response to your question, um I would have to refresh my memory and go back to all the disagregated data sets for every school and it there may be some outliers and some variance there, but generally speaking, there is a correlation between belonging and academic outcomes. Um, and if you disagregate the data, uh, likely, and I'd have to go back to to speak with some definitive, uh, tone here, but or response, but, uh, likely there's strong correlation. Correlation
068doesn't equal causation. Uh however, it's important uh for us to recognize that and that is part of the work of the the school teams when they get together is to make those connections and ask those hard questions and get down to some of the root causes and then develop their systems or their approaches or their practices accordingly. But I would I would say yes with some teniveness because there are some outliers. So, for example, uh some folks might assume that our multilingual emerging multilingual students who receive ELD services uh might not show up in the higher tender group. They're among our highest attenders, right? So, there's there are some unusual outliers there. Um but generally speaking, academically, when you look at the social emotional um outcomes here, there is some correlation. Yeah, I think that
069was be interesting to see all that data broken down like that. Yeah. Thank you. Okay. Shall we There's uh we'll go to the next um the next uh goal which is goal four. And this is going to look very similar to goal one in terms of what data we're looking at. It's the math and ELA data for the remaining grades 4 through 11. So you have um students achievement on the by grade level on the STAR assessment and reading. Um and so uh there are you know um modest gains in several grade levels um and then some um I would say modest declines as well um in some of those uh grade levels. And the one thing that I will name is that the the comparison for um the uh high school data we didn't
070have um the November star data. So it's actually looking at OSAS to star. So I just want to make a note of that. I recognize that that's problematic. Um and we brought that point up earlier. So um so then you'll see it broken down by student group and then also in math. Um and math is, you know, um more across the board. Um we're seeing declines or, you know, steady state. Um so there's your star pieces for these grade levels. And I'll do the last data point because there's just one on the last page that's updated. Um so the ninth graders on track data um this is around um students graduating with the skills necessary to thrive. Um so looking at how many students after 9th grade um what percentage of students are on track
071and so last school year 23 24 at the end of the year 80% of the nth graders were on track and that means they've learned they've earned um at least six credits. Um, and uh, if you look at the at the end of trimester 1, we'd be looking to see if they've earned, I believe it's two credits, at least two credits, and then at the end of trimester 2, it would be at least four credits. So, um, that's the overall um, percentage of where we are at this year. So, I will um pause there and um see if there's any questions um regarding these last two data pieces that maybe haven't been elevated yet. Uh yeah, so this is a tough one. Um so it looks like the students are earning credits but they're not
072meeting the state standard. So why? I mean, the general consensus is why, but you know, that's the tough question to ask and I don't know if there's an answer in this room today, but that's what we need to figure out. Excellent. I had a question on goal number five, between the four-year and fiveyear graduation rate. Is there something that we're doing from an education perspective maybe at the school level or at the district level that's increasing that number as much or is it just kind of natural metriculation? Do we have data to back up that increase in terms of the four-year versus fiveyear? Yeah. Yeah. So the five-year is going to naturally be higher than the four-year because the students have an additional year to finish the credits that they need to successfully complete. So
073some students just aren't on a four-year trajectory but can complete the five-year if that tracks your question. Yeah, I was just if there was something if it was metriculation then just just growth as an individual or if there was something extra or taking place that that got that number higher. Yeah, and director Harden to your question before, I think that that's been a running theme of um some of the discussions that we've had over the last few years. Um and I agree with you. It's the content standards versus what's being instructed versus what's being assessed versus what's happening on assessments like Smarter Balanced and then how credit is being assigned. There's a mismatch in all of that. And I wouldn't I I don't want to normalize it by saying it's not Centennial specific, but that's
074not a issue for Centennial specifically. That's a more global education perspective and something that we need to address and solve in the local context. Yeah, there's some there's some significant work and some significant steps to take to get there. And one would be that we would make sure our instruction standardsbased and that there's standardsbased grading which gets to what you're speaking to some alignment between um credits earned uh as an indicator of knowledge and proficiency versus completion of assignments or attending class which sometimes is what influences grades, right? And so the what grades measure is different than what the test measures and um there needs some needs to be some alignment with that. And that's key for a lot of schools that have made progress in terms of graduating highly skilled students um who are
075ready for life and that's some u important work to dig into. Right. So you had you just went down a list of things we do you remember what they were? We run down them again. Yeah. So you've got the standards of what's intended to be instructed, what's actually being instructed. And so I can break that down even further, too, to say there's the content standards for the grade level, and then you experience the students who may or may not have the skills to access that content. And then what does the educator do with that? Do they teach the content standards at that grade level, or they do they attempt to remediate to build skill to get to that content standard? And if they attempt to remediate, what are they compromising or what's the opportunity cost
076to the fact that they're remediating versus teaching grade level content because of the level of the students that they're experiencing as they come in. So that's a whole thing. And then you have the smarter balance assessment that is taken at the high school level in 11th grade. At the lower levels, it's taken annually. And so that'll assess and measure some things. But I guess the question then becomes how do you assign the grade? So is effort incorporated? Is work completion? Is there extra credit given? And is any of that relevant to the content standards at that grade level? Because the course may instruct something, but is that to the rigor and degree of what the assessment is via Smarter Balanced or STAR or whatever else it is? So there's a whole lot of uh you
077know there's the intention and then there's what there's what happens in the classrooms and those things don't always track and that's being evidenced by the mismatch that you see between graduation rates, assessment results, completion rates, all of that. So here's why I ask. Um I am not an education expert. Um, but what I am really good at is relationship and determining um, one of the things that I've learned in my um, career is that it's really about the relationships that the students make. We can talk about all of these things, but if there is not someone at the school that they can connect with, then it's really like then it makes me wonder like are they even paying attention to the questions on the survey? like, you know, I could go down a rabbit hole
078of like I love qualitative data, so I'm like, you know, what's the temperature of the room when you're giving it to them and the time of year are they is it before lunch or after lunch, right? I mean, there's all of these things. Um, but I think that that one of the things that I think is really important to remember is that at the end of the day, like there's all of yes, all of that, but we still need to have solid relationships with our kids to be able to get them to engage. I feel, you know, like, and I think that that belonging data speaks to that a little bit. And, um, you know, knowing you know um I know that there's not every teacher is going to connect with every student in their
079class and not you know like so then who is it the PE teacher is it the music teacher like are are schools taking any sort of like approach like hey are there kids that nobody has a relationship with that we should figure out who can make that relationship like I just feel like um it's so touchyfey Um, and it it's not a good strong data point, but I just want to speak to relationship because I think that the impact that that has for students and the way that they take on ownership of their education is huge. Well, I app I appreciate that and um I would absolutely agree with that. uh students sense of connection and belonging uh their relationship uh with each other in the class and their understanding of themselves is the foundation
080of which we build the house of learning on. Without that uh learning is significantly impacted which is why we have it as a critical aspect of our our strategic plan. We recognize that and there is a tremendous amount of research that that shows that. Right. So, I really appreciate you saying that and um appreciate your questions and consideration and support as we continue to examine what we're doing and critically examine what we're doing and uh move forward with our plan. So, yeah, I just want to say, Rose, that's the entire struggle of an educator. So like I I don't think anybody's arguing with anything that anybody in the room is saying because yes and yes and and all it's all of it. So, I mean, this is this is I think why this is also
081um growing pains because it's it's holding educators and instructors accountable for strategies that maybe are new to them while still holding them accountable for relationships while still collaborating and co and like making sure your assessments match while figuring out how to do standards with assessments with grading like it's it's yes and and and through all of this. So I don't think any one piece is more important. It just the struggle is it all has to happen at the same time. So thank you and good night. Yeah, this was a really promising report. I think that one of the things that I'm most excited about was the buyin that you guys talk about in these data summits and getting getting folks to the point where they're like, "Yeah, this isn't okay and and we want to
082make a change and what are we doing?" And having that come from inside um inside the house is great. Good work. Thank you. Right. Thank you and good night. Good night. Thank you, Lauren. All right. Uh, do we need five? Let's take five. Recording stopped. recording in progress. I love it. Welcome back everyone. 7:57. We will continue on with our agenda this evening with the superintendent report. I'm going to go ahead and turn it over to Superintendent Owens. Thank you, Chair Salowski. Greetings board members. It is my pleasure and privilege to share with you this update about happenings in the Centennial School District. As I have mentioned before, I am making an intentional effort to point out the artwork in the district office display at the front entrance of the building, which changes periodically to
083feature the work of students in our schools. This month, you'll see the artwork from students at Centennial Middle School under the direction of teacher Sydney Pek. On the top left, you will see grid portraits from the intro to art classes. On the bottom are portraits from the advanced art classes. And finally, on the right are all prima landscapes from the advanced art classes. I welcome you to take a closer look on your way out this evening. There are a few celebrations in the month of April. The first is Arab American Heritage Month. First recognized federally in 2019, signed into state law in 2021. This month provides an opportunity to honor the histories, cultures, traditions, and achievements of Arab Americans in our community and throughout our country. Each April, schools across the country celebrate School Library
084Month. First celebrated in 1985, school library month honors the contributions of school libraries and library staff to support student literacy, learning, and achievement. Please join me in thanking each of our Centennial School District library managers for your work in connecting our students to these critical resources that are offered in our school libraries. April is World Autism Awareness Month, a time dedicated to fostering understanding and acceptance of individuals with autism. First recognized in the US in 1988, Autism Awareness Month promotes acceptance, advocacy, inclusivity, and support. Originally, in the April Superintendence Update newsletter, and on our website, we had a different graphic with a puzzle piece. Thank you for changing that. However, a Centennial parent who had read the newsletter contacted me to let me know that of the problematic history and meaning associated with the symbol
085and suggested instead using the infinity symbol which represents the limitless potential of individuals with autism and is reflected here on the screen and is combined with rainbow coloring symbolizing the diversity and beauty of the autism community. The puzzle piece also suggests that there's something missing. something missing or that it's a puzzling concern. Um, somebody I'm glad somebody's reading the newsletter. And the uh apparently the uh infinity symbol can also be uh shown in gold, which is au is the um periodic table symbol for gold. And so that was part of the reason that was chosen as well. I responded, "When you know better, you do better." Um, yesterday, our district CTE guru and CVA principal, Dr. Zack Ramberg, and I joined other key community leaders from business, education, government, and service providers in the region
086for the second advancing semiconductors in East County meeting with the shared goal of supporting economic development in our region. Convened again by Mount Hood Community College President Dr. Lisa Scari. At this meeting, the group reviewed the mission and vision and worked toward two goal areas that were established in the initial meeting, particularly around how to build a stronger connection between K12 education and the semiconductor workforce in Centennial. We know that registering a child for kindergarten is an exciting time for families. We also know it can bring can bring up a lot of questions, which is why we're hosting our annual connect to kindergarten event on Thursday, May 1st from 5:00 p. p.m. to 7 p.m. at each of our six elementary schools across the district. During the event, attendees can meet the principal and teachers,
087learn what to expect during kindergarten, tour the school, explore a school bus, visit a kindergarten classroom, receive information, and register for the early kindergarten transition or the EKT program. the dates of which will be available in May. School tours will happen between five and six and online registration assistance will be available between six and seven. Any child who will be 5 years of age or on or before September 1st is eligible for enrollment in kindergarten at their designated neighborhood school. Our district website contains information and instruction on how one can register their child online. You'll see a variety of civic buildings here on the screen. Over the last uh several weeks, our government uh relations efforts coordinated by interim government affairs administrator Puja Bot has continued um advocating on behalf of East County school districts
088including Centennial across the state, county, and city governmental levels. At the state level, collective efforts have included engaging in legislative discussions on key issues such as obviously education funding, early literacy, summer learning, and special education. This includes providing testimony on OD's budget bill, pushing back against proposed cuts to school safety and prevention services, and monitoring important legislation like House Bill 2007, which is the summer learning, House Bill 3040, early literacy, and House Bill 3435, universal school meals. We're also working to educate lawmakers about House Bill 3652, which proposes making class size a mandatory subject of bargaining. On the county front, we've submitted East County budget priorities to Chair Vega Peter Peterson and are preparing for an upcoming April 18th meeting with Commissioner Vince Jones Dixon focused on relationship building and reinforcing our shared budget concerns.
089Coordination is ongoing uh for consistent district communications related to county budget proposals. Finally, we have submitted a formal priorities letter to Portland Mayor Keith Wilson and have scheduled a meeting for him on April 29th. Engagement with city council continues, especially around the sun programming and broader city budget. Testimony has been delivered during council budget listening sessions with more planned to ensure education priorities remain visible. Uh these efforts reflect a coordinated East County approach to elevating education needs and ensuring our students and schools are considered in critical policy and budget decisions. Finally, yesterday morning, 47 of our first, second, and third grade students from Meadows Elementary had the opportunity to visit the Sheratin Portland Airport Hotel to see some of the behind-the-scenes operations of the hotel and hear from employees in the kitchen, maintenance, front desk,
090and housekeeping about all of the tasks involved with running a busy hotel. Even more exciting was that each student was able to select a new bike and bike lock through a generous donation from Pauland Hotels. The bikes were delivered this afternoon for Meadow students to take home. This bike donation event was coordinated by our new safe routes to school coordinator Ian Reese and Angie Darby of Paul and Hotels who is also a volunteer assistant cheer coach at Centennial High School. With that, I invite any questions or comments you might have. And that concludes my superintendent report. Thank you very much, Superintendent Owens. At this point, are there any questions or comments from the board? One quick question on kindergarten day and I don't know if this might be a school level question. I was just
091thinking one when that we saw that slide, but um is there opportunity for parents to parents of existing kindergarteners that people have called through already? They remember when we did our orientation last year, we were six minutes late. I kid you not, six minutes late to the orientation. They're like, "You missed the parents portion already." And does anybody want to fill us in then? It was just a general kind of, "Nope, your kids are ours now for the next few hours. Come and get them when we're done." So, and I don't know if that was just a programming mishap or whatever it might be, but if there was a way to strengthen the uh incoming, you know, uh programming at all if so that it lasts longer than six minutes, especially if it starts at
0925 because a lot of people may not even be able to get there. Absolutely. I noticed that the start time was a little bit different because it used to be a six to seven event. Um, yeah. And so I would say overall, and I can't speak to this completely because I haven't been intimately um involved in the coordination of the event, but there's a desire to build in more consistency in programmings because over the years, what it has been consistent has been the date and time. What hasn't been is in terms of what the program involves. Sometimes it's just simply an open house. Sometimes it consists of a presentation by the principal followed by meet the teacher. So, um there's an attempt to bring um the programming into consistency, but I'll take the feedback back
093um to the team that's planning it. Um because obviously regardless of whether you're there right on time, you want to be able to get the information to help support and start off on the right foot. Thank you. It was a mystery for a few days. Anything else? Fabulous. Um all right, let's look at some confirmation items. Hopefully you've had a chance to look at them and I would love to hear a motion. Move to accept the confirmation items as presented. All those in favor raise your hand and say I. I. The eyes have it. Um, look at that. We have no board action items this evening. So, I will just jump right ahead to future agenda items. I'll start. Uh, I've got quite the list. So, our next board meeting is our board work session.
094It's scheduled to be virtual on um April 23rd, 2025. We're tenatively planning for the following uh future agenda items, which is our first budget committee meeting is scheduled at 6 PM uh followed by the work session scheduled to start directly after at 7:30. Um we have recognition of teacher appreciation week. Our integrated guidance plan for 202527 um is to be presented. The submission date is April 30th. So we need to make sure that that's done before then. Uh we have planned the presentation of the 2526 school year calendars for the board's review and consideration as well as the accompanying 2526 board meeting calendar. Um and we also are looking at the 2526 student fees. um an update to the construction excise tax rate, updated meal prices for 2526, and last but not least, uh recommend
095and appoint district equity committee members. Um should be ready for that time as well. Um what we probably will not have because of time is uh any more policies just because that's a pretty packed [Music] meeting. Fantastic. When do we expect to have the spring data and the ability to review that similar to what we did tonight? Can you go by a microphone? Look at the calendar, but it would be we'd have the data after the spring uh data summit that we're holding with the staff. think that's in miday but let me get back to you all and I'll sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh sh share that and I think we have a board
096report uh right around that time. The spring data summit uh is scheduled for May 29th. Oh, okay. So there's there's going to be a board report around whatever board meeting is before after that one. probably after. We should probably aim for before because the only board meeting in June is pretty late in June and you probably want to see that before. I'm imagining I'd like to see before the fall. Yeah. Well, yeah, definitely. Yes, for sure. Yeah, I think we prescheduled that. We'll we'll double check and make sure it's on the calendar. Yeah, we we set some dates. Yeah, let's get back to you on that one because I'm seeing the board meeting for that month is on the 18th, which may be a little bit sooner than we're able to pull it together. So,
097either the May meeting late or the June meeting. Yeah. Thank you. Any other Yes, please. Uh, just an announcement at the community Centennial Community Association. We had ODOT present on the safety improvements that are coming to Outer Powell. So, I brought that information here tonight if anybody's wondering. It's between 122nd and up to 174th. Um, I can show you here on the map. So, if anybody's interested, I have the information. So, just want to let you know. and we don't have to pass it along to our safe routes to school new coordinator because he was at the meeting. Yeah. Have a wonderful evening. Thank you, Chair.