001Yes. >> Oh, great. Thank you. Thank you. Like to open the regular board meeting for Central School District 13J and welcome everyone. Thank you for coming. We'd like to open with the pledge of allegiance. Superintendent Kabista, can you lead us? >> Here we go. >> Nice. to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. >> Thank you. We will go through the agenda. >> Yes. So, a couple things tonight. We will not go into executive session. It's not needed this evening. Uh we will begin with some celebrations, uh an appreciation of our staff. We'll talk a little bit about that next. Some student recognition, also a community partnership recognition. Then we'll have communication from the floor. We have two standing reports tonight. Tonight again, one is our
002uh monthly data report, specifically attendance and discipline. And then we have a second one uh focused on our curriculum adoption, the new interim assessment, and some really good news about summer programming. Uh there's no superintendent report today. We'll go into then board report, consent agenda, and then we do have two business agenda items we do need approval for. Uh one at the high school, and Principal Dorma will be here to talk further about that. And then we do have an update to the school calendar. Although, as I said last time, it probably is not going to be the last time we'll see the calendar. uh as we finish out the school year and then again no executive session this evening. >> Terrific. Teacher apprec appreciation week. >> Yeah. So we are excited to uh begin
003the week. It is teacher appreciation week. This week is licensed appreciation week and we would like to take a few moments to recognize our wonderful staff. Before I read the 2026 license appreciation resolution, here are a few examples of what our dedicated teachers do each day in support of students. For the 202526 school year, there will they will instruct 171 student instructional days. That is over 66,690 minutes which converts to 1,111 hours on average that they spend with our students in with instruction. They have engaged and continue to engage in necessary curriculum and standards conversation and development which includes both horizontal and vertical alignment for the board and the community. That means that we are all consistent by grade level in the teaching and learning of students. Again, we call that horizontal grade level approaches
004and vertical, which means our transitions and learning standards from one grade level to another. Example, grades 1 to 2, 5 to 6, 8 to 9, and 11 to 12. This process and communication are necessary for the growth and continued grade to excuse me, growth to continue grade to grade for the teaching and learning of our students. Their leadership in this process is recognized and we appreciate their partnership. As we all know, teaching and learning is a never- ending process for the success of our students. From the staff who keep our kids fit, the artists singers you continue to support in our students, and the development of strong career and technical education programming. And by the way, when a student is a completer in a CTE program at Central, those students graduate at 95%. We thank
005you all for your dedication to our students and the work you do each and every day. And lastly, to our special education and multilingual educators, we see your your work, what you do for our students in their growth. There are no words that I can or anyone can ever say to recognize your work and dedication to our students, their growth, learning, and development. And we wholeheartedly thank you. With that, here is the resolution. Whereas teachers mold future citizens through guidance and education. And whereas teachers encounter students of widely different backgrounds. And whereas our country's future depends on providing quality education to all students. And whereas teachers spend countless hours preparing lessons, evaluating progress, counseling, and coaching students, and performing community service. Whereas our community recognizes and supports its teachers in educating the children of this
006community. Now therefore be it resolved that the central school board 13J board of directors proclaims May 4th 2026 through May 8th 2026 to be teacher appreciation week and be it further resolve that central school board 13J board of directors strongly encourages all members of the community to join with with it in personally expressing appreciation to our teachers for their dedication and devotion to this work adopted today May 4th. And must I say, may the fourth be with you. For those of you that are Star Wars people like me, thought I'd just give that to you on May 4th, 20126. So, let's give a round of applause for our teachers. >> All right, I'm all decked out in my Star Wars stuff. If you didn't know, it's really important day. I never get to have a
007I I am a nerd. It's all It's fine. It's one of my favorite things and I never get to say May the fourth be with you on the board meeting. So I'm going to do it as many times as I can today. >> So as we're going to go into some student recognitions. >> Yeah. >> Okay. So joining us this evening are members of the Central Unified Sports, which we are excited. I love seeing this room full of uh student athletes. In March, unified sports was recognized at Central High School for becoming a unified champion school. This distinction was gained by uh Central High School implementing unified sports, which is both abled and disabled students participating in athletics together, inclusive youth leadership, again making decisions in the best interest of of the high school, and
008whole school engagement, which in March, many of us were able to see a pretty fantastic basketball game that happened between our students, uh including the whole whole uh entire population of Central High School. So, we are excited to have many of the members of unified sports with us today. So, I'm going to uh invite up both Ryan's uh Ryan Trrosco and Ryan Sapardo to share a little bit about the programming and the partnership that has been built and then I believe they have a few student speakers as well. >> Yeah. So, we're really excited about the unified program at Central. It's really grown over the last three years. We have a unified PE. We have adaptive PE. We have unified art. The middle school has unified. So, it's really blossomed and grown within the district,
009which is awesome. But it is nothing without the kids behind us. So, we're really excited to hear from them. And I'm going let Trrosco take over. >> Yeah. I just want to thank um I you know, I've done this at multiple districts now and just the level engagement support through our administrators, our teachers, our um central high school staff and our parents has just been really really beautiful thing and I couldn't have done it without them. Cyrus from thank everybody for your guys' support. >> Yeah. So, we'll have Nick Stalnocker come up and kind of talk about his experience with Unified. >> Nick. It has been a great honor to be here with you all and I'm very very grateful for what has been in this community of being at Central High School. It has
010been a lot during the past 3 years of my high school career. A lot has changed during the uh um between stages of freshman and sophomore. Uh I realized that being with uh Central could be a lot more entertaining and a lot more fun that what it needs to be. And I find I find gratitude in that and probably the most if not the most fun than elementary school. It's more fun here than anywhere I could ever be. Thank you. >> And the fun thing about Nick is he's going to actually be our first unified track and field athlete tomorrow in the track meet. All right. So, your Isaac are going to come up and talk about their experiences. Perfect. Thanks. Let's see. Um, my name is Yetszi and Unified has impacted our school in
011a very good way. It has brought a lot of our students closer together, helping our unified friends learn and understand new things and it's been really good. We have sports. We have art classes. And also we're able to go into the classroom with our friends and work with them. Yeah. >> Uh my name is Isaac Walkery and um it's really fun being able to hang out with these guys during uh either unified PE. Um I'm technically not a part of those classes, but being able to do unified basketball next year. I'm going to be a lot more involved in those classes for electives. But, um, it's just a great time being able to hang out with them. Uh, see them, have fun, have fun with them, doing, uh, these basketball games, practice, and, uh, it's
012a great time, uh, spending, uh, when we had basketball, doing on the weekends. It was a great time to spend my weekend, and it's a lot of fun. >> And I don't know, what do you want to say? You can talk about games. >> Huh? >> You can talk about our basketball games. Yeah. >> Okay. What do you have to say about our basketball games? >> You got this. Do you not want to talk? >> Yeah. Okay. What do you want to say? >> I made basket. You did? So, I'm going to expand on that a little bit. So, uh Leanne did make a basket, but the key thing is um she it had to be quiet, right, Lean? Right. You needed some some uh tempoing to be able to make that shot. And it
013was to watch 900 kids go quiet so Leanne could concentrate to make that basket was pretty amazing. And when she made it, you I I thought we had probably won a state championship. That's how loud 900 of our our all of the entire student body uh when she made that basket. So, I'm just going to highlight it as that as well. It was a pretty awesome moment. >> Try to stay close to the balls. >> Yeah. Because if I can't see the balls going, I might get hit by a ball. >> I did that one. Yes. >> Anything else, Leanne? How can I not see it? >> It's okay. We're there to help you, friend. >> Thank you. Thank you. Yeah. So, what we're going to do, I'm gonna actually pull that front table. Actually,
014we can Yeah. pull that front table this way. I'm going to have everybody stand up and we're going to take a big old picture with everybody that's been involved with unified sports. So, if everybody We're going to take a minute to to do that. Perfect. Thank you. >> Some help. We'll give it a minute. be a tough act to follow, >> but to recognize uh our community partners. >> Yes. So joining us this evening, if you all both want to come forward, is uh Christina Reynolds and Tatiana Harden from the Central Health and Wellness Center to talk about their programming and the partnership we continue to have. As we all know, community partnership is one of our district strategic goals and we couldn't do this work without the Central Health and Wellness Center. So they're
015here. They've got a little bit of a presentation. We'll wait for Emily to pull that up and um they're going to talk through just what we do. And um very thankful for this partnership to have a health and wellness center literally across the street from one of our schools. Uh it makes access for students a little bit easier. Uh if we do have um kids that are sick or or just need some attention, uh it's been a really great partnership that we've had for many many years now. So, I'm going to turn it over both of you. Welcome. >> Yeah. Hi. Thank you. >> No, you're good. Take a >> Okay. So, this is Christina and I'm Tatiana. I'm the provider at the Central Schoolbased Health Center. Um, so thank you for having us here
016today so we can share a little bit about our clinic. So, for those of you that don't know, the Central Health and Wellness Center is a school-based health center, and we partner with behavioral health, um, dental, and we have a medical side. So, the medical side is through Salem Health, the behavioral health is through Pulk County Behavioral Health, and then the dental is through Smilekeepers. And we all work together to ensure that our students receive access to care. Um, and we always prioritize our students first. already said that part. So I already said that but to kind of go over our team members. So for the health um it's Salem Health like I said. So I'm Tatiana the provider and then we have Maria who is our lead medical assistant, Ben who is one of
017our front office staff and then Mary Lou who's also one of the front office staff members. And then from the dental side, we have Britney and she's our dental hygienist. And then we also have Jesus and Hannah from Pulk County Behavioral Health for Counseling. And that's me. Um, so a little bit about me. I am bilingual. I speak both English and Spanish. So it's opened up the population that I've been able to serve. and it's been very helpful to be able to speak to my patients and their families without needing to use an interpreter because it does make a big difference. Um, and I will say that I'm also fortunate enough to serve not just the patients but also a lot of their parents. So, it really gives us a chance to care for the
018whole family. Um, I think that was mine. So, benefits of this is that um we care for students all ages. So even if they're in like central daycare or you know elementary, middle school, high school, we will see them all. We also do see them if they are online. Um we do offer walk-ins. So the student just has to walk in between hours that we're open and we'll take we'll give them priority. Um reduces high cost associated with um inappropriate use of emergency department. So having the schoolbased health center has really made it accessible for students at all times. Um parents don't have to miss work. You know, you don't have to go out of town. So it's been very helpful for that. And then like I said, we do prioritize. So we get the
019students in scene right away and then back to school. Okay. Next, um we have the youth advisory clinic. That is a group from the power peers at Central. Um I work very closely with them on doing different projects. We've done um like a health fair. We do a health week over at the Central High School. We've had speakers come in to discuss like their history with substance use and really trying to like get PA or get students away from that. Um I can't read that. There we go. Um, health week, we have a blood drive coming up May 15th that's going to be open to the community as well. Um, we also have a color run that is also going to be open to the community. Um, so the kids have been doing really a
020lot of great things. Well, every year, but this year we're doing a lot. >> And this is the first year. We have not done a blood drive in quite some time in the correct in the school district. Is that correct? >> Yes. Yes. So, we're hoping to bring that back. And then so we have some um data that is up there about how much we have seen and I highlighted on there that our walk-ins um I think it says four something but we've had a lot of walk-ins and that's kids just coming over being seen getting back to class. Um and that's something that is not offered in most offices as I'm sure everybody is aware. I think that's it. >> Okay. Yep. >> Questions from the board. >> Was that 400 walk-ins up to
021this point through the school year? >> Yes. So, um that goes from because the fiscal year goes from July 1st to I think it was like Friday when I ran the information. So, yeah. >> So, you have a dental hygienist. Do you don't do dental work? Do you just check and see if they're okay or and send them elsewhere or do you do more work there? >> So, she I think she has I can't speak for Britney. Um, but I know that she has an additional license that allows her to do a little bit more than most dental hygienists do. And then they also connect with a dentist virtually that reviews all the scans, her notes, and then they go ahead and provide services to the students. >> They are currently working on getting a
022dentist back in office. Yeah. Yeah. Nice. >> Just to give you an example, and we'll share this data with with the board. So last year, 2425 from July to the end of the school year, just as an example, behavioral health um had 608 visits already. This year we have 527. Um and dental 175, well, excuse me, dental and hygienists total of about 600 were at combination of that about 400. So again, I think there's a lot of different things that um we do have. The Tatiana last year saw a total of 24 almost 2500 visits already. This year it's uh almost 1,800 visits as an example. So really really lots of people in and out of the the health center in support of uh the needs of our students. >> Yeah. So with the behavior
023health um is that just for the student or do they do like family support type of >> They offer both. So they have individual counseling and then they also offer family support. Um they also help with substance use disorders and a variety of other conditions. >> Okay. And it's nice because again through Pulk County because our on-site we work with our Pulk County family and community outreach that helps with our on-site um supports for counseling for our students and then having next door behavioral health which again different departments but same part of the county being able to do that work collectively together and support our kids. >> And I will say too it also helps us have a holistic approach to care for our students. So there are times where a student will come in
024and I can identify that they need counseling. So then I connect them with one of our counselors or the dental hygienist will see that they need to be evaluated by medical and then they will send them our way as a walk-in. So we all work together as a team to make sure that we can ensure our patients are healthy and the students are getting the care they deserve. >> Thank you. >> All right. Thank you both. to venue. >> I don't see any community comments, Emily. Comments from the floor. So, we'll move past that to standing reports. All right, we're going to switch to our April data, which again is focused on uh both attendance and discipline. Give it a second here. Again, I just am going to do it. May the fourth be with
025you today. Do it as many times as I can. Uh we're here this evening to give the board an update of two of our longterm performance metrics. Uh again, next slide for me as a reminder uh to the community and the board, we continue to strive towards uh here's our district mission again for the success, belonging, and learning of the success of the whole child, whole educator, and whole community. Uh slide four, as you've seen before, I'm not going to spend a ton of time on this, is our one-page strategic plan uh with our four goals. Student growth and achievement, family involvement, community partnership, and staff leadership in continuous improvement, and a clear longitudinal metrics, which is how we measure our progress. So, tonight again, we're here to talk about regular attendance and discipline through
026April. Uh so, we'll give you a little bit of a glean of that. Next slide for me. Uh we're going to start with attendance. Again, this slide focuses on um our overarching metric goal specific to attendance. Um we are for 2526, we are really striving to get to this 70% sort of that short-term goal with our long-term goal of this is our long-term goal getting to um 85% and 80% for our focal group. So again, we're we're trying to move the me needle in that direction uh as we look at attendance. So next slide for me is going to be our regular attendance. Again, just for to orient the graph on the left of the slide, you'll see our current September through April regular attendance data in blue. Again, we're looking at three years, but
027the dark blue is the ones that is current year. You can see our overall data is at 63% and two percentage points higher from the previous year. Our next slide is our students with disabilities. Uh for April, we are flat at 59% uh from the previous school year. And then 10 are our students who are economically disadvantaged. We are up two percentage points from the previous year at 59%. Couple things. You've seen this slide before. These are our strategic uh strategies and action steps that we've put ac across the district uh for our regular attendance. But I am going to take a minute to shout out both Monmouth Elementary and Central High School as their attendance increases in April. They both had increases in April from the previous school year. Monmouth's attendance in April this
028year was 70%. That's a six-point increase from the previous year, which is phenomenal. and Central High School's attendance in April also increased 6%age points and they're at 66%. So I think that's just the growth you're seeing overall uh within a couple of our schools. Again, everybody's doing great work, but just to highlight those two, they had pretty significant increases uh for April. Next slide in discipline. So moving to discipline, a little bit harder uh of this one. Uh so here's our long-term uh metric for discipline. Again, as a reminder to the board, we are looking at um comparing ourselves back in 2122 uh those suspensions and at that point we had for that year we had 620 suspensions across the district. Uh so slide next slide is uh to the again orienting everyone. We have
029two years of data on this. Um from the left to right you're this is September through April. April uh our data is in dark blue and for April we were up seven suspensions from the previous school year. Um and again we hope that doesn't happen but we we do know that sometimes uh we are going to end up with that. Next side is our discipline for our male students. Uh and again uh you can see our current September through April data and also you can see we have an increase of five suspensions compared to last year. Couple of things. Again, next slide is our strategies. I think it's really important. Again, we're we're getting into spring and so um we're messaging out things like um just making sure we're taking care of things. Uh we're
030doing teaching and reteing where necessary even as we get close to the end of the school year. Again, we're about a month and a half from school ending. But that doesn't mean that we don't continue to do teaching and reteing as it relates to discipline our behaviors and um our approaches and expectations within the school environment. Uh we continue to support our social emotional learning again as as we've shared with our counselors in in all of our schools again both that are um through our partnerships and and through our uh overall district and then behavior supports uh with our staff and school mental health associates. So again that's a little bit of our our background. We are still trending below that 620 overall. Uh again I think that's that is a one of the things
031that we have been striving for. We know that coming out of co uh socialization was a a transition back. I'll just say it that way. And um even though we are a handful of years out I think there's still things that we're working through in support of uh students to uh just continue to be in an environment where they can learn and grow. questions from the board. We're going to be honest with where we are. It doesn't mean always we're going to have uh you know from month to month that we're going to have positive, but again I think we're seeing I the fact that we're trending discipline wise is a positive thing um overall and um we're continuing to work at at attendance. I think it's as we've shared before, it's it's going to
032be multiple years of really focusing on that as a community and um as everyone staff and students as we work through that uh in support of of the work that we're trying to do. Um and we're not the only ones, right? Uh I just saw a data point uh which we'll bring to the June meeting uh when we have our I call it a retreat, but you all call it a workshop. when we come to our workshop there's uh some beginning uh with the accountability bill that we are going to start to move towards again our strategic plan is has majority of everything in that as we've shared before um but that you're we're starting to see the first uh long uh performance growth goals and targets that the state is starting to set. So,
033we'll bring that to you all as we get into our June time uh to really look at do we need to make any adjustments within the strategic plan based off of the the goals that are now being set uh for the performance growth targets through the the state. But we're moving in the right direction. >> So, quick question with the um with the slight uptick in the with the suspension. >> Yes. Was there any kind of identifiable like things happening within the schools or anything that would maybe semi explain the slight increase or is it just we are and I'm just uh director Clark's here. We've had a couple conversations the last couple of weeks um and you're going to see it here in the next few days. um replica types of things that students
034bring to school that are uh weapons or replica weapons uh is not allowed. So any form of a replica knife, gun, those types of things. Um we've had a little bit of an uptick in that. So again, you've heard us message out multiple times throughout the year. That message will be going out again here in the next couple of weeks. Um, I think we try and do our best, but when the weather's nice, sometimes kids think squirt guns are okay and they're not. And so, we just have to continue to do those reminders. Again, from uh that perspective, I also think there's been a um a little bit more of aggressiveness uh amongst students uh right now as well. So, just having to work through a little bit of that. >> Okay. Thank you. >>
035Can I ask a question, Jen? >> Please. As we push for these things, which I think are smart and good, we want to limit our in school suspension and other pieces. Are we what are the ways we're mediating safety in the classroom for teachers? Like are we are there any tradeoffs as we push for discipline to go down that perhaps there are things that are sliding in the classroom that should be taken care of? Like I I'm just thinking of of what I've heard in local school districts from different faculty talking about >> how unsafe they feel in the classroom. And so sometimes these these goals are often at odds with each other. >> And so I'm just trying to figure out like what are we doing to support teachers in the classroom while also
036pushing for these goals that sometimes might be in opposition to Yeah, couple things I think the and again as we've shared with you the code of conduct that aligns a little bit more what is one both definitions of what is acceptable behavior or what could lead to again progressive discipline is how I'm going to phrase that. So I think having a more consistent K12 uh student code of conduct has is as a beginning step. I think we're going to continue to review that and look at things where we need to strengthen and um where we need to make may need to make some adjustments from that perspective. I think the teaching and retteing as much as we say that I think that is a big part of of that process. Um pausing taking the time
037uh to be able to do that. Um again I think not only us but school districts around us not only in this state but in across the country we are seeing an uptick in behaviors >> right >> um across and so uh trying to work with families uh from that perspective and working with the students um and what's the anticedant of what's causing that behavior um or how all of a sudden you know you can go from zero to 100 and and working through those pieces. So I think that's that's again part of the conversation. And I think the communication between uh families and parents uh or excuse me parents or caregivers and our staff and our administrators um I think that's always a work in progress. Uh sometimes that can be really hard. I
038think when you have a situation where a student may have made a poor choice, it can be hard sometimes for family members to hear that. And so we've had a little bit more uptick of behaviors with care family caregivers and schools. And so how we balance, we want to make sure we're all advocating for students, but we can't have those types of behaviors be aggressive or um intimidating to our staff. So I think that's a constant work in progress. I I don't know that there's one thing that will um fix that. I think what we're trying to do from the code of conduct and make that really clear and and working through those pieces. And then again, we've had conversations with building leadership of again where and when suspension or if we need to expulsion
039is necessary. Uh we go we go through that process. We have had more um expulsion processes this year than we have ever had in my nine years here. Um sometimes that is necessity. Doesn't mean that we end up expelling all students. it's a process because the severity of the of the behavior um was significant enough to be able to move in in that direction. So, I think all of those pieces are work in progress. I think how we continue to build those relationships with parents um how we build those open avenues when there are difficult things um is still, you know, part of the work that we have to do also. And it seems like the comprehensive strategies. I guess for me there's always this worry and you know this even we've talked about attendance
040that when we push attendance that kids are going to come to school sick because we're pushing the goal over the actual thing. >> The same thing I would think about with suspensions and other things that we have these goals but not to the point that we don't allow suspensions to occur if a student needs to be suspended. Correct. And so I I love the list of strategies and stuff, but that's the part that I think I guess for me I would always hope we're communicating is that these goals are important but not more important than us, you know, lowering them and putting our faculty at risk. >> Yes. Yeah. And I and again, I think we just everyone has an uptick right now in behaviors. I think we and I'm going to say this just
041the plea to the community and our our families that uh we need to be kinder to each other even when we are having very difficult conversations. Um when we are all advocating in the best interests of students and then obviously our staff. Um sometimes those can be really hard conversations about what's taking place in the classroom. we need to have those conversations um you know to to support first off why why' this happen and secondly what's the steps that we can do to uh hopefully um mitigate what what may be happening with those behaviors again I would also say sometimes that's also a work in progress I you all have shared heard me say I think we also have laws that hand put us in a difficult situation at times I've talked with you before
042not that we want to use this tool all the time but sometimes in an abbreviated day for a student to learn the skills so they can get those skills and then start to do stepup plans um can be vital for the success of the student. Asking a student who may have a some difficulty behaviorally or even a disability and then pushing them to a full day, which is what we want. I want to be clear, we want to get students into a full day. Um but if they're not ready for that, then how do we work with families to be able to do that? Um, and I think there's some things still there that are difficult for us to continue to work through. Again, I've shared um with you all. I now sit on a
043workg group uh with Senator Geltzer and many many executive leaders of different departments across the state trying to figure some of this out um to say where do we need to adjust rules where do we need to adjust definitions uh so everyone feels supported again students staff and family members because I think everybody's being impacted a little bit right now based on the way the laws have been written so we're trying to dive into that work that this work group will go through next January which was then the long session will begin. Um so we've we presented as I've shared with all of you we presented a couple weeks ago just a little bit of our perspective of as central a couple other school districts as well and then we're going to continue to hear
044from different agencies because I think that's part of the process of everybody understand what's everybody going through so that we can make the right decisions for everyone involved um for supportive for one our students and our staff who are helping them each and every day. Thank you. So, Jen, just more more of a comment because I know that there's several administrators currently present and I think you made the comment of um uh just needing to be kinder and I think as we are having these conversations with our with our um with our families, with our caretakers, and also as our um teachers are having these conversations, just a reminder to not assume that all families are aware of what kinder looks like, sounds like, and feels like >> because in just in from what I
045do for a living, um having to describe what as a school district the expectation of kind is and knowing and understanding that other people outside of our doors, kind looks and feels and sounds different. So, being able to um coach and teach and have our families understand what the expectation of kindness is once we come through our doors and what that looks like, feels like, and sounds like cuz it could be very different than what our families are used to outside of our doors. And so, um yeah, just having >> Very well said. I think that's again this is a partnership, right? This is a partnership of um you know they're with their families um and then they're with us and how we do those two things together because at times those are going to
046be very different um you know culturally even just how we are raised versus what we're trying to do within the school setting. Um all of that comes into play as we have these conversations. I appreciate that comment. Well, I I I think that's when the code of conduct becomes very important. Putting everyone on the same as much as possible, putting everyone on the same level of understanding as to what >> behavior standards ought to be. And I appreciate Melany's comment that we don't move that standard in pursuit of a goal. Exactly. >> They're and and I think I hear you saying that we do the best we can >> not to do that in in in our strategies. So, >> um it's there's a lot of moving parts as far as I can tell. Um
047but these are really well articulated concerns and I appreciate that. So, thank you. >> Yeah. No, again, this is work in progress and like I've said before, we're going to come to you and we're gonna have months of success and that's what we want to celebrate and and continue to uh focus on that and then even as attendance a couple months ago and it we had a plummet, right? How we've been able to recover and and do some of that and again the ups and downs of that. So, I think the work that's being done, this is hard work. I want to I want to be clear, educating young people and then having adults that are constantly learning and a growing and adapting. This is not uh you've heard me say it. This is not
048work for the light-hearted uh in what we do. And so again, appreciative of our our students, our staff because this is this is difficult work and but the right work for those of us that are called to it. Um and we'll continue to continue to move forward with that. >> On attendance, >> did I hear correctly? It wasn't it wasn't another meeting that 80% of students come 90% of the time. So we're dealing with 20%. >> Talk about attendance just generally. So I'm going to take regular attendance. So regular attendance is kids have to be in our schools 90% of the day. So what you're seeing here is regular attendance. Now >> over 80 some percentage of our of our kids come to school every day, right? they just may not meet the 90%. Does
049that make sense? Because we have to track it based off of 90% of the school day they're physically there. But >> regular attender is the definition. >> Correct. >> But overall attendance, yes, kids are coming to school in the upper mid 80s every day. It's just only I think right now probably across the district, what I what was the total? Let me go back to it. It's uh >> 63, right? >> I think 63. >> So 63% of that >> 82% are there 90% of the day. >> It's so crazy to I know it's the best way to describe it. >> Are they checking out >> leaving early? >> They'll leave early. They don't they you know they and again this is the hard part, right? because uh and we're going to talk sooner at
050some point more about instructional time and days and those types of things, but I think from an attendance end um when this the state doesn't like we have codes for absences, so sickness, you know, appointments, those types of things, but it doesn't matter that still if they're not there, even though they're excused, they don't count as or they count against us into the 90% of the day >> if they're not checking back in. Correct. I got you. >> Right. So that's the that's and and to be honest when we look at who's close to the 90% like we have handfuls of kids that are just on the cusp of getting that 90%. Which potentially would get us to that higher level but again that's where the mark is for the state and so we track
051it that way. But again we're we're moving in a positive direction. I think there's as I've shared this isn't we have been focused on attendance but we have been very uh laser focused this year and we'll continue to do that. Again I think there's conversations with the building principles. Remember we're doing a plan do study act which means we're looking at attendance every really five to six weeks. We have that coming up next week. We're diving because we're getting to the end of the year we're diving into a little bit more of the data. Um, we uh there's an that we just read through an article about here's the strong strategies you should be using. It was good for the administrators to see, wow, we're doing a lot of those already and what we've agreed
052to. And so then just how do we take those next steps and diving into a little bit more of the data and then really looking at um some of the strategies that maybe we need to dive into and say, okay, what do we need to adjust a little bit uh from this perspective to see if it will help us move the the needle a little bit more in support of attendance? Other questions? Okay, we are going to shift to curriculum. So joining us, we're actually I'm very excited about this. There's some been some really good work that's happening um by everyone, our teachers, everybody involved in this. So joining us this evening is Director Jackson. She's going to share where we are in the curricul curriculum adoption process and some next steps. She's going to
053uh share with you sort of the process and how we identified and have chosen a new interim assessment. Again, that's because the state moved to four options, which of which we did not use one of the four options. We use FastBridge, and she'll talk a little bit more about that. And then she's got a really bright spot tied to summer summer programming. So, with that, Dr. Jackson. >> Um, hello. Good evening. Nice to see you all. Um, I am here to update us on the adoption work. I was here in December and laid out a super ambitious plan. We were going to catch up with science and health and social studies all at the same time, grades K through 12. Um, which we have been doing essentially. We've got nine different curriculum committees, a K5,
054a 68, and a 912 in each of those subject areas. After December when we said we're going to do this, then we needed to do this. Um and so we surveyed the needs with uh teachers. Um we assembled teams and we convened uh monthly with each of these committees and built some recommendations. So I'm going to take them one at a time. We'll walk through science first. Science recommendation from the K through five team is to integrate the science standards with benchmark advance. This is the ELA curriculum adoption that um is currently in place. We're in the fourth year of implementation. And the wonderful thing about Benchmark Advance is there are 10 units and four of those units are explicitly science themed. Um, and you can see those highlighted here. They kind of come throughout
055the year. This is one of those places where that vertical alignment that Dr. Mubista was talking about before is really in place. So at all grades K through five, unit one, they're all doing plants, animals, ecosystems. Um, so there's some really nice vertical alignment there. in order to hit the science more deeply than the ELA curriculum uh goes. Um there's been a recommendation to supplement with Mystery Science, which is an online supplemental subscription that's currently in place and it's being used and we'd like to continue that use. So that's where we are. K5 science 68 science they have um developed uh next generation science standards district curriculum maps um and they'd like to continue doing that that work. They've built those the last time they did the science adoption. They've got materials. They have been
056doing a nice job and they want to stay the course which we can certainly do. They also have a supplemental online program that they'd like to continue using. So those guys kind of just want to hold and keep on going. Science of the high school is a little bit of a different story. There are some places where they want to hold and there are some places where they want to um replace and go a little bit deeper. So um each bullet point here is a different kind of ask from the 912 committee. Um the Gleno Integrated Physics Chemistry, they just need to renew the online licenses and they've got a shabby teachers guide they'd like to replace. uh Glenco Biology, we want to renew and we want to purchase the materials in Spanish so those
057kids can um work alongside their peers in the language that's more comfortable for them. Anatomy, we've got a 2004 textbook that would um it needs to be replaced. >> Needs to go. >> It needs to go. So, same publisher, new edition, uh 1112 anatomy textbooks. AP biology, uh there were some tweaks that were made to the AP standards, and so they'd like to get some student consumables that are more aligned with the AP standards. Um astronomy books, similar situation. They'd like to have some new astronomy books that are um consumable for students. um they crossed their fingers and said, "Gosh, it would be nice to have microscopes so we don't have to keep rebuilding the ones that we have." So, if we could get microscopes, we would love it. Um 20 microscopes, so it's on
058my list. Um and then some supplemental support. Again, it's an online science interactive um subscription that's um really great that that particular um online subscription is fantastic with labs for kids who are missing school and need to make things up. Um it's a it's really it's kind of a neat thing. All of the science materials that we are recommending are available for viewing. I've got um materials over here on the uh table that are the physical books, the physical science, the biology, the anatomy, um the biology, the AP biology and the biozone earth and space science books. Those are available totally online and I've got you linked here so that you can just go and like flip through the book there if you if you'd like to. Um, and we are welcoming the community. Whoever
059has access to this board agenda has to all these links, which is everyone because it's online. Um, and you can follow those links and see what materials are there and what the the things are for the physical materials. If you'd like to come take a look at those, we will have them available um May 5th and 6th, which is tomorrow and the next day in the evening, and then May 7th and 8th in the morning. So, they'll be there and we can take you through and we'll have computers there as well. So that's science. Let's move on to health. Yes. >> That in terms of credits for students. >> Yes. >> Okay. Um that a year of chemistry and a year of of physics, you know, to get into college. >> So in this integrated
060course, is it a twoyear? >> They still need to get the same number of credits. >> Okay. >> For science. So they it is integrated and I think I would defer to the high school and the credits um around that but I know that there are um >> yeah they have to get three credits in science still >> um and correct me if I'm wrong back there um for that piece of it. So again that could be anything from again combination of biology physics or biology physics I don't know that astronomy counts I think that's uh specifically for elective um um from that perspective but uh or earth science or space science those types of things I think are all part of those those pieces uh for them to be able to get those credits.
061So it is a combination. They do have to still have three credits of science. >> Okay. >> And this is not an exhaustive list of the courses that were available or that that are offered at the high school. This was where are the material needs? Where do the material needs lie? And so the ones where they were like, we've got what we need for this class. We're good to go. We set that aside. So this is not a a complete accounting of that. >> All right. Health. This one was interesting. K5 um is going to continue implementation with a great body shop. It happens to be the only um OD approved health material out there. Um and we have used it for many years. Teachers did have some complaints about it. It is a little
062bit of a messy um arrival because it is a consumable and it comes by grade every month to the schools. Um, and so the teacher said, "Yes, we will. We would like to continue. This stuff is good for kids, but can we start fresh? Can we get a little professional development and can we get some organizational support?" So, we're shoring up some of our our systems that way to help support that. Um, the little icon here is a link to the Great Body Shop website, so you can see their materials and all of the things they have to offer. 68 and 912. We were all a little bit surprised that OD's approved list includes no materials for health. They have look they have standards. They have looked at all of the materials and none of
063the materials tick all the boxes. So that was that was really interesting. 68 said you know what we've got Gleno health books. We like what they have. The places where it lacks we have built and we would like to maintain with that. We checked that. All good to go. um 910 is where health is required at the high school and those teachers also felt like we've got what we need. We're happy to continue on. We did a little survey and looked at all of those things. Then the big question about what's up with Oregon standards and why are there no materials that meet them? We surveyed Oregon law and resources because we wanted to make sure that we are really considering compliance around the health materials. So, this next slide, which is virtually impossible to
064read unless it's right in front of you, is a list of the different laws in effect in Oregon and where they're taught and what the key requirements are. Um, as we went through that list with our health teachers, we did discover that um, Eron's law, which is um, an abuse prevention law, requires four less, minimally four lessons per year, K through 12. And because our 11th and 12th graders have had health as 9th and tth graders, there's a little bit of a missing piece. So, we are actively working to go through the lessons that OD has made available to figure out who will teach those when so that we can make sure that we're doing right by our kids. Um, and the health standards because that's a pretty big important one. So, that's the roundup
065of health. This was the official year for adoption for social studies standards and the social studies standards in Oregon are brand new as of 2024. Um, so we I I wanted to push everybody to take this very seriously. I think the social studies standards are important. Again, the K5 team said these topics are covered in benchmark advance. we can go a little bit deeper with them to make sure we're meeting the standards, but we've got units in the ELA curriculum. We can we can expand a little bit. Um, and so you see those laid out here. And again, there's a nice vertical alignment. So, I'm going to pause here for just a second and say that the K5 team is coming together as full grade level teams to do some of this integration work where
066we're looking at do we have the standards built in or are we overlaying this the content standards into the ELA materials and are we making sure that we've got what we need and that we're lined up so that we can see that the kids get this and we're doing that work um seriously and extensively and that's happening this in the next couple of weeks here this May. I'm really excited about that. Social studies um 6 through 8, they're continuing to look. They are the one missing piece I still have with this. They've got materials finally. We've we've ordered sample materials. They're reviewing those materials and um I have asked that they have a recommendation to me by the end of this week. So, we'll come back with that recommendation. they um have real mixed feelings
067about starting with new materials, but looking at the standards, um there's definitely reason to take a serious big look. So, we're we're continuing there with 68 9 through 12 went allin with McGra Hill and they want English and Spanish. These materials again, they're over here on the table. They're all packaged very nice. There's an English and a Spanish book. One of the things they loved about this in addition to it's written for Oregon. It's on Oregon's list. It's a traditional textbook and the English and Spanish is like a mirror of itself. So the teachers were really excited. You tell the kids to turn to page 112 and whichever language they're accessing it's the same. So it it's nice and streamlined. Um so that was that's a bonus. That's not the reason they chose it, but
068that's definitely uh was a bonus for them. Those materials are coming back with me. They will be at the annex on view. Um same time we're going to have the science and the social studies materials available. People want to take a look at them and of course they're over there. You can look at them now. So that's the curriculum adoption roundup. Then Oregon threw us a curveball this year. I'm sure you're all aware. In June 2025, they passed the Accountability Act and it took until February 2026 for um the state board of education to say, "These are the four we want you to pick." So, in February, we said, "Oh, those are the four. Well, ours aren't on that list. We better take a good look." We took a good look um at the district
069level and we narrowed it down to two. There were two um assessments that we felt we we felt good about putting in front of our students and our staff. In April, we brought teacher teams, teachers representing every level from every school came and heard presentations from the T top two publishers. We met after that, put together a list of questions we had for those publishers, ask the publishers to answer those questions. We want to compare apples to apples. After we got that, teachers were surveyed and the survey came in. On this slide, I think this is slide 20. Both of these links take you directly to what the publishers had to say in response to our questions and then also a survey for teachers to provide feedback. We invite the community to take a close
070look at both of those documents. Feel free to respond to the survey as well. Um and what we will do is take a look at that and make a final decision as it stands. And this is definitely tipping the hand, but the data overwhelmingly favors STAR over I Ready. Um 83 and actually I did this when there were 12 respondents. We've had a 13th respondent. So we're at 85% um prefer STAR to I think it was 13% preferring I Ready. Again, we want to make sure that we are doing our due diligence. If anybody has anything else they want to contribute, we will take that input through the end of this week and we'll make an announcement next week about what we've chosen and how we're going to go forward. Can I add thing I
071think it's important that you know we use fast bridge right we've had that universal screener um you all have heard us share uh the timeline is again we don't have to implement till uh 2020 fall of 2027 I think we're looking at doing doing some piloting I think that's still a conversation that is happening with the the teaching staff and our administrative team um there is a connection fastbridge um is connected to star I think they've actually been bought out by STAR so there's things in Bassbridge I'm sure that we've used that will end up coming over to STAR from that perspective. So I do think there's going to be some alignment as we shift from one to the other. Uh but again we can't we're not allowed to stay with what we've had. We
072think this is a good move. We've been actually even talking about when we might have this conversation about doing that. It just again got forced upon us a little bit more with the identification and the timeline that have done. But really good feedback from staff. appreciate their leadership and taking the time. Right? We know being out of the classroom because we did have to take several of them out of the classroom for a period of time, but this is an important part of the work that we're trying to do across the district. Again, having those common informative assessments, having district assessments leading into the state assessments, right? All of this alignment is a big part of uh how you really track that growth and achievement of students over time. And on the theme of teacher
073appreciation, it has been a delight to work with all of these committees. And as somebody new to the district, this has been a really great way for me to get to know the teachers and for them to get to know me. And um I've just really enjoyed it. So for all the teachers out there, thank you. It's been great. Um so that all leads us to our great big announcement. I don't know if Emily's got me on my um uh animation up there, but the summer learning grant um this we've we've enjoyed the summer learning grant for the past several years. Um but it's always been a little bit of a by the seat of your pants, I think, um award. This year they changed the format up a little bit. They made it competitive.
074They are making this award for each year over the next three years. So, we have some consistency and we have a much better on-ramp for making sure that things are stable and awesome. And we were one of the districts that was awarded and we got almost everything we asked for, which is $934,382 per year for each of the next three years. So, we are very excited and a little overwhelmed about making sure that we are planning to spend this money to um get our kids excited and engaged and caught up and ready to go. Um, and that really is kind of the theme of my work is I feel like through engagement and the joy of learning, we can actually combat some of the discipline and attendance issues we've been having and we can have
075a lot more fun. So, that's kind of what I'm lined up to do. And >> there you have it. >> Just to give you an idea, right, when the list came out, um, you know, they do all the rankings, those types of things. You look at the amount of I mean, we we are we are pushing ourselves. We we have listed there that we want to serve 575 students across the district, right? We we have over the last couple of summers been anywhere between 200 and 300 students. Uh, we want to push, again, this is K12. Again, we do have different things. credit recovery at the high school, different things. But there's some things just the transitions middle to or elementary to middle, some of the bridging things that we want to do, plus again
076a really robust K5 uh focused on literacy. I think as we've shared with you in the Friday reports, we have the high dosage tutoring grant, how we embed those types of strategies. Again, that's again Jen's teacher. I'm one on two. I don't have more than two students at a time. We're doing a quick 20 30 minute intensive lesson, right? Tracking those pieces, all of the things that we're trying to do both not only in the school year plus what we've done in the after school program and now with the summer learning. Again, focus on literacy. That's the first big part of this, but we're going to do science, technology, you know, art, math, all of those things will be a part of it. But there is a big focus on the literacy piece as we
077continue to move that that forward. But we are excited. This is a huge grant to do some fun things with students. Again, we're going to do a lot of learning, but there's also going to be some fun things. We have had to apply for this grant every year at this time and then just wait and build and interview. I mean, we've been interviewing staff and just have been telling them, hey, we're we're not sure, but we want to be on the front end of this. And so we are ecstatic to have it for three summers because we can just have a little bit of a breath to say yes. >> But did we ever have 300,000 a year? >> We've had we've averaged between in our summer school funding. I think on the low end
078I'm looking at Julie here. Uh it could be as low as some years we've had about 350,000. Okay. >> Some years we've had 700,000. Other years we've had 400,000. I think it's it's been what's the state have and how much can they split it? and we're giving you that amount. This just allows us to sort of build what we've always wanted to build and >> that's fabulous. >> Probably a little bit more. >> Just fabulous. >> So, we're going to >> It's really exciting. >> We're very excited about this and uh I think everybody on the team did an excellent job. Anybody that's interested in working summer, please continue to apply. We're going to uh we want to just build a really good program for our students K12. >> Fantastic. If there's any questions, I'm
079happy to take them. Otherwise, I'm happy to leave you happy. >> Thank you very much for all your hard work. >> Yes, of course. >> We'll share a little bit funding wise with all of you, but I think one of the things that's come out of this and and the work by Dr. Jackson with the staff, you know, obviously we we continue to talk about enrollment and some of the things that we're having to do from the budget committee end. Um, but one of the things that we've we've really worked hard and I think everybody's done it is like what do we really need and if we need to spend it, we need to spend it and buy it. Um, and so we again, as we've shared, we've we're having to make cuts. Um, but
080the amount to put into the curriculum is not um where it would save us staff. So again, we're going to keep moving in that direction because we do need to uh stay on top of of our curriculum and the alignment that we're doing across the all content areas uh within the district. So, I just want to make make that clear with everybody from that perspective because that was a big part of the conversation coming from staff of if it's too much and we're going to lose staff, we don't want to do it, but we have to move forward with this work. >> All right. >> Really appreciative of everybody and the work they've done with us. I have no superintendent report. >> Board report. The board will meet with the next full budget committee on
081May 18th at 6 PM. Next regular board meeting will be June 8th at 6:30 p.m. Um, next is the consent agenda. If you've reviewed that, I'll entertain a motion to adopt the consent agenda as is constituted. reminding. >> I move that we adopt the consent agenda. Moved >> by Melanie, seconded by Jan. All those in favor, please show by a raised hand. So, I'm going >> That was Susan. >> Susan. >> Oh, hi Susan. >> Yes, Susan is joining us virtually. >> Okay. Was that Was that a yes vote, Susan? >> Yes. >> Okay. All right. >> It's 5. Well done. Well done. Thank you. >> Uh business agenda consisting of a couple of items. want to talk. >> Yeah. So, uh joining us this evening is Principal Dormo who will share uh just a
082little bit further information related to um our request of waiver and then I'll just lead in with the legislative and then I'll I'll let him share. As we shared um last week um and as I've shared a couple times over the last couple Friday reports uh during the 2023 legislation, Senate Bill 3 was passed which modifies graduation credits. Again, I'm going to just tell you what those credits are and then I'm going to turn it over to principal dormer to share more. Uh, so we have to embed in really this year and next year uh a half credit of higher education and career path skills. We call that the careers class. That's new. And then the other one that we have to do is a half credit of the personal financial education. We have also
083been doing that, but that's been embedded into economics. and then I'll let Principal Dormer share a little bit more about each of those uh pieces and why we're asking for the waiver. >> Good evening everyone. >> Yes. So, Senate Bill three and and I apologize for the the um for the high school because we are a little behind, but I I just attribute that to just the rollover and administration coming through this. um we're not hurting kids, but it puts us in a little bit of an emergency situation here because Senate Bill 3 requires us um for the graduating class of 2027 um which is just over a year away. So, um when their ceremony would be that they would require um everything from Senate Bill 3, including that personal finance, which the change there
084again, it is a standalone course on the transcript that will say personal finance. It's not a social studies credit or a business or anything like that. And then also this careers course. So both both good things but definitely I can't argue this is great stuff for kids to know before they head out in the real world. Um but we do again careers course will be new to us. We will offer that next year and in our planning that will be a junior level course. All juniors will take careers course. Um the personal finance will be a senior level course and has been right now as Dr. Kabis explained. It's embedded in our our econ class. It'll be pulled out and it'll be its own standalone semesterl long class. We will still offer economics. We'll have
085many seniors taking that next year as well. Um what it puts us in in a bind at both both sides is one that's going to be tough to if we don't have get the waiver. We'll have to offer careers to all juniors. We've got to get on track and then we have to offer careers to all seniors. So half of the school will have to take careers next year which is tough to staff and uh and it's a little binding for a senior. They have been planning for typically seniors a really pretty open schedule but you know we have great kids are doing some cool things and so this is that year to to get a lot of things. We have a lot of our CTE completers that will be taking uh some of their
086internship stuff and this adds another class on there that careers that maybe they haven't really been planning for because now they they have a standalone personal finance. They have American government, they have language arts. Many of them are taking econ just to fulfill a full three years of social studies that's in their plan because most of our students will take social studies as a freshman, as a soph excuse me, as a junior and as a senior. So, uh there's some stuff on there. So, the careers courses I literally spoke to a teacher today that's um was working with some students said, "Hey, they they're trying to take they taught one of our great electives and said some kids are a little worried about the schedule's looking a little tight, how they're going to get it
087all in." I said, "I'm going to the board tonight. We're going to talk about it." Um so the waiver we're asking for is allowed by the department of ed. We're asking of course for your uh blessing first and then go on and request the waiver from them. Uh the idea that seniors would not excuse me I should not get ahead of myself. Next year seniors a one-year waiver next year seniors um if we're approved for the waiver both from you and the department of ed would not need the careers class. we will still offer to all juniors so we get on track and then of course there isn't even a waiver and we weren't going to ask for one that they would have it and then they graduate in 2028 if we're seeing that and
088so on and then we're on track and kind of Bob's your uncle there so hopefully everything will fall in line if everything works out >> and we have to tell uh the Oregon Department of Ed by July 1st of this year so we want to get this process going with you all again I think here's what I'll say I think we have a great we have worked extremely hard. Um, and although this is Rick's first year with our career and technical education pathways, we I think when I got here, we had three and now we're at six. Is that right? At least. >> Is that right? Six. I'm looking at Lynn a little bit, too. Right. I think we originally had three and now we're at six. But even in the six, there's different pathways
089within that. And so I think we have we are meeting some of the careers based off of what we have built in our career and technical education pathways. However, again, this is a requirement from the state. Um I'm going to remind you all and I've said this, a nonfunded requirement that we have to meet. And so with everything that's going on and enrollment drop, it's just we need to pause and and really allow some time to be able to to do this and do it correctly. Again, we've been I I'll be honest, we've been more focused on the financial literacy class and trying to get that going and then get that built than the careers. Again, I think we've done a really good job in the career and technical education pathways, but um we we
090we are going to need to do this careers class at some point for juniors, which is sort of funny for me because I sometimes think this careers class should be as freshmen >> and then they're building into these potential pathways, but that's not how the state has that right now. So, it's it's looking at all types of careers. It's not just career and technical education, but it's any type of career that that students could be interested in getting into. And we do a little bit now with the personalized plans that we require for all the graduates. They, you know, they fill out a resume, they do some work experience, that kind of stuff. So, we've touched on it, but now we're, you know, fortifying along with Senate Bill 3. >> Would this be a replacement
091for an elective then? >> It would, yeah, it would reduce that by adding these classes. It reduces their Yeah. to electives. The the 24 credits remains the same. So, >> yeah. >> So, if we just want to make sure I understand this correctly. If we approve the w the waiver, everybody who graduates next year will have gone through financial literacy, but the senior class will not have gone through the careers class. Okay. And so can you describe what this careers class is? Is it some sort of survey course of different career paths or what what is it? What are they what are they missing? I I we haven't built it yet, so I don't have very good information. The good thing is the states give us even brought a couple packets here. They're they've given
092us some kind of model courses. We've worked with I've already started talking with some teachers about bringing this on. So, I'm sorry I don't have a lot of info. I'd be happy to share shoot some out to the board with kind of the broad topics of the careers course but the state tells us what it needs to be um educated plan career lead experiences application on that there's some of the things they they pretty much tell us kind of what it needs to be and then our teachers will you know build a curriculum >> I do think the survey is part of it right so we've done planning of you know potentially interests of of students that's going to be part of this process we've done that with the I always forget what it's called
093the >> planning the career career path plan or something like that. What's the >> the career information system? >> No, that they have the what what's it called? >> PLP, right? Personalized learning. >> Right. So, I think it's trying to embed some of the things that have been in >> uh what we have. I'll just say it's a like a modification of what's already in place. >> So, they're getting elements of it >> scattered throughout other word where it'll just be >> in one spot with this. >> So, it'll replace that >> some of those pieces. Yes. and people won't get yeah >> and like I said I we have been more I think the financial we have there's been a bigger approach for us on the financial literacy I think that's not that this
094is important because I think we want to give uh pathways for where kids can find a potential career or what again you all have done it the survey test of what I might be good at as an adult uh for my interests and those types of things um but I but again I think we have we have tried to build some of those different pathways both in our classes again, whether that's AP, whether that's honors pathways because we want to go to college and go that way or into our career and technical education. I think this is just one more layer of we're going to give you some things to maybe help you really start to frame what you might be interested in. >> Personal finance is uh what it used to be called and
095it was a requirement at Central. Yep. probably when you were in school by >> the personal finance and uh there were several classes in careers and over time they were replaced by other mandates >> and so now it's back >> back >> yay >> I took it as a senior at Full High School personal finance as well I was required back then that so I remember yeah and we al we I do want to say this is always a good time to celebrate don't forget if any senior needs anything our college and career center is I mean is top class outstanding and so those continued resources when you talk about careers uh we also have have kind of rolled over working with Crystal and the college career center um we are back subscribing with the
096Oregon Career Information System and they've improved it. I've already been through some training with Crystal and so that is something that students will still be um not only have access to that'll be put it in the careers course but we use with all four grades to kind of same thing that what are you going to add and it kind of builds up a career portfolio. So those are going to happen next year regardless. >> We have a careers teacher sitting in the audience who's rather spectacular, Miss Thomas. >> When was this put upon you to put together to >> Well, we we knew >> we knew about it and we were planning for it and then when we saw the waiver and we were kind of putting things together. So I knew coming into this.
097>> I think everyone's all buildings are like the district office. we're all have had some cuts >> and so now we're just as we've gone through this we need a year >> um to be able I mean again we are more prepared for the financial literacy because that was more of the push um from that bill of really getting that up and going for students to be able to understand their finances and all of those pieces again not that this part is not important we want to be clear about that I do think we have parts of it already built in the high school it's now just taking all those parts and putting it into that one class. >> But the resources, as you were saying, Sister Dorman, the resources for someone who's motivated are
098available to them to take advantage of if they need help with resume, interviewing, mock interviews, that kind of thing. >> Yeah. Yeah. In fact, our if you walk in the front doors of the high school part, one of the things put out by Crystal for the College Career Center, the word says, "What is a mock interview?" And it gives you information. That's I saw that today when I was walking by. So, yeah, everything's out there. Um yeah, just all those components again careers will be the class that kind of houses a lot of it but all the work they've been doing over the four years with the personalized learning plan a lot of those things um are happening. So >> okay. >> Yeah. >> And then again next steps is we get approval here then
099we have to go and get approval from OD. OD could come back and tell us no. >> Yeah. >> Then we'll have to scramble from that perspective. I I do not believe because again this because this is out there. I think they're understanding what school districts are having to work through right now both with enrollment drop and then and obviously the financial piece um being I'm just going to say being flat is how I'll phrase it. And so I do think um I want to believe there's going to be understanding but we'll find out. >> Any other questions or discussion? Wouldn't it be cool if they learned from it and they also then financed unfinanced unfunded >> dates if there was trickle down trickle up? >> It's kooky talk. >> I'm going to dream. >>
100Yeah. I think I >> think it's a fair ask to put it on pause for you. I I'll make the motion. >> All right. There's a suggested motion right in the agenda. >> Yeah. Motion to move to approve the waiver for the 2026 27 school year at Central High School for the high education and career path skills class by Mark. Seconded by Irene. All those in favor signify raised hand. Susan yay nay. >> Okay. Well, we're we're taking it unanimous here anyway. >> All right. Thank you. >> All right. Thanks for that. And when we get the course built and everything, Dr. Helman, I'd love to kick it out just so the board can see probably both of these just because they're brand new. They're new classes even with personal finance pulled out. So, we'll
101kick that information out so you can kind of see what what they become. >> Thank you. >> Thanks. >> Appreciate it. >> Update to 2627 school year calendar. >> Yeah. So this I again probably going to be bringing this to you. We just want to make sure that um some of the things because again our calendars the next two years just to remind everyone will be starting school prior to Labor Day. That is the first time that's happening. So any adjustments that we're making um we're going to continue to to share with you all. So we've made some minor changes and that's why we want to put it in front of you. Again looking at had some conversations with um obviously our administrative team. they brought it to their teams at the school. We've had
102conversations with union leadership and so from all of those conversations, some of the uh changes have been made. So, just as an example, the first week of school originally, we had had Friday as a no contract day. Uh and talking with everyone, we uh there is in favor of moving that to an actual school day. So, instead of having a 4-day weekend for Labor Day, that will be a three-day weekend. What that does is then changes the last day of the school year to Tuesday 6:14. So, trying to get out a little bit earlier. There was also a request to move uh one of the snow days to the end of the year. So just as a reminder, we have one snow day that is on the front end of the Friday of spring break.
103So if we don't have snow, which is always the goal in my mind, that we would then have that as a day off. If there's snow, then that that day uh staff and students would come to school. And then we have another one of those on the Friday before Memorial weekend. And then what we'll do is put the third one at the end of the school year if we need it. So again, those are just a couple minor changes. We we there may still be changes that that come, but again, we're just going to keep reminding the community and sharing it out that school will start before Labor Day this year and next year because of the way the calendar falls. >> So all the snow days are when there is no snow. Is that
104right? >> That's the goal. We hope that there's no snow. Jay hopes there's no snow. If we end up with snow in February, then do we just switch? Then we make that day. Yeah. Okay. Yep. So, just looking for approval. >> All right. Any discussion or questions about that? >> There's a suggested motion on the agenda. I move to adopt the updated 202627 school year calendar and the 2728 draft. >> Moved by Jan. >> Second by Mark. And all those in favor raise your hand. Is Susan back? All right. Everybody raise their hand. All right. Four to nothing. Unanimous. Thank you. It is adopted. Uh we do not have executive session. So closing items. Any board comments? >> I think that the central unified was that what that fabulous. >> Yes. >> Absolutely fabulous. Um
105I honestly wasn't aware that it was that extensive. It was great. I really enjoyed it. really admire the folks that put it together and are keeping it together. >> Every year we've sort of expanded it little by little. Started with adapted PE and sort of have just started adding programming. Uh this past year it's gone down a little bit to the middle school. So, uh just trying to slowly build it and um it's one to and again as we get more of that as they start playing more games and being uh again I think with uh leadership at the high school and I'm going to say with our athletic director uh Mr. Piper and some of the things that they're starting to do. Uh you'll start seeing on your Friday report unified sport games and
106uh I would tell you if you have an opportunity to come see them, it's it is >> makes your heart I mean I love we all love watching kids do great things but uh to watch just the partnerships is pretty amazing. >> And Leanne made a basket. >> She made an amazing basket. I wish you all could have seen it. It was awesome. It was awesome. Yes. kickball next. Yeah. >> Should include alumni in that. >> Any other board comments? Appreciation to our teachers and yeah the staff >> all that they do. Stiller appreciation. >> Absolutely. All right. Well, if there's no other comments or objections, direct your attention to some uh information for June and July meetings, some data reports. Uh but we will adjourn