001I'd like to welcome everyone out to the regular board meeting of the Central School District board for April 6th, 2026. I'd like to start out with the Pledge of Allegiance. Mark, could you lead us in that? I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Turn the time over to Superintendent Kabistan for the some minor adjustments to the agenda. Yeah, so we are going to shift we were going to have a community partnership presentation today from the gate. We're going to need to reschedule that, so we'll get that on the agenda. So that's our adjustment. So we'll move into communication from the floor. We do have one standing report for our
002data tied to attendance and discipline through March. I do not have a superintendent update at this time. Into the board report, our consent agenda. We do have several business agenda items that we will walk through today. Have a little bit more information when we get there, and then we will recess into a quick executive session this evening. That is it. All right, thank you. So communication from from the floor. Welcome to the Central School Board District District Board Meeting. Comments from the community are entertained during the time designated under communications public comments. If you wish to speak to the board, please fill out a comment card and turn it into the board secretary of the board chair at the beginning of the meeting. Speakers comments in this forum are limited to 3 minutes, but the
003board welcomes additional information in writing. Personnel law prohibits the board from hearing public complaints about an individual in an open meeting. All complaints must go through the board's approved process as outlined in board policy KL. This form may be found at our website or by calling the district office. Typically, a speaker's comment is taken under advisement to allow time for the board to review an issue. However, the board chair other board members may ask a speaker for additional information or may convey to the speaker some information that addresses their comment. Please note on the speaker card if you would like to receive follow-up communication and if so, what avenue is preferred. Thank you for your attendance at this meeting. Our first speaker, Jillian Layton. You can hear me, yes? I'm speaking to vocalize my concerns
004about Independence Elementary School. I'm not a parent, but a community member who is shocked by the continuous testimony from families and staff about persistent problems and mishandlings at IES. Two incidents in particular became viral local posts and have been catalysts for more parents to come forward with their experiences. First, when a school threat occurred no communication. Then last Friday, a parent admittedly dropped off a student incorrectly and a staff member forcibly shut the car door on the student and informed the parent it would be reported to police and child protective services. I can only characterize these responses as manic. The first was negligent where families took it upon themselves to inform the community causing a spiral fear and a widespread student absence for the day. There was no meeting or email letting staff know what
005happened. They found out on Facebook. Can you think of a more important reason to have a staff meeting than a school threat? I cannot. The latter incident was far too severe in its handling. Student safety and following proper drop-off procedures is important, but is it necessary to waste CPS and police time for a parent making a mistake? Not to mention actions like this instill fear instead of correcting a knowledge gap and creating an opportunity for communication. IES has the worst drop-off environment in the district, yet not one instructional video has been shared. If drop-off violations are so egregious that CPS is called, perhaps a better explanation of procedures is in order. Finally, there are strict rules on what school staff are allowed to do when physically intervening with a student. Shutting a door to prevent
006students' movement is not proper practice. If this had taken place within school walls, it would be cause for an investigation into the conduct of the staff member. There are more testimonies that raise concern. IES has one of the highest staff turnover rates in the district, particularly for new teachers. This lack of ship is astounding to me. We are home of Western Oregon University, one of the most prominent colleges in the state for teacher education. We should be the model of how to nurture teachers beginning their career. Yet IES has a reputation for a toxic environment where new teachers are, I quote, chased out. It is also reported that students are bullied with no satisfactory action to resolve it. For the safety of students and the retention of families, how is this not taken more seriously?
007Finally, there's overall a lack of communication and resolution efforts. Not only when there are crises, but also to address ongoing problems at IES such as its attendance rate and how many students are at grade level. I bring this board to urgent act to urge action. How many people must speak out or incidences should occur before something is done? The education and community that families experience at our elementary schools is what puts them on the path to success in middle and high school and eventually as citizens of Monmouth and Independence. Our elementary schools are the foundation. I urge the board to look at this matter the way I do, with serious concern and as an emergency. The district needs to communicate with us that they recognize the problem and are striving for a change. Thank you.
008Thank you. Somebody had a comment director. Can I help? Thank you. And we had somebody Ed Probst. Good evening, Dr. Kubista. Uh can you guys hear me? Okay. Good evening, Dr. Kubista, the board members, district staff, and educational supporters of the Central School District. Uh in case you don't know me, I'm Ed Probst. I've had the honor of being the band director at Central High School for 20 years. For 15 uh years of that career, I've been the band director at Talmadge Middle School. It's the Talmadge band program I'm here to chat with you about tonight. In these times of budget budgetary tightness, there's once again been talk of eliminating the band program at Talmadge Middle School. I'm here to try and not only discourage that idea, but to advocate for some academic freedom of
009the band curriculum at Talmadge Middle School. As I mentioned, I spent 15 years of my career building the TMS band program from a neglected room with inadequate instrumental supplies and a student population that didn't expect to play instruments on a regular basis to one that performed high school level pieces before they left Talmadge Middle School, had the library of uh sheet music and instruments necessary to run a great program, and retained between 10 and 20 students a year into the high school program, leading to large bands at CHS, electric home game environments, concerts that were deeply meaningful to both parents, students, and community members, and a thriving performing arts program both at Talmadge and Central. In my time in our district, I've had the honor of watching the students that I have taught uh and
010have taken my classes speak at graduation at about 90% of the graduation ceremonies that I've attended. The stats about what instrumental music education does for the brains of young people have been documented for decades. In study after study, correlation between learning how to make music and coinciding academic achievement have been documented over and over again. The graduation nationwide for band students is 90.2%. Compared to 72.9% for students that do not participate. Students that participate in the performing arts also have a much higher attendance rate and while attendance is a problem in the district, it's much less of a problem for our music students. Unfortunately, for the last 5 years, life hasn't been easy for the band directors at Talmadge Middle School. While I was at TMS, when trends in education as a whole came and
011went, I was allowed by previous administration to sift through them and choose what fit my ensembles the best with very few exceptions. I was given the latitude to to disagree about regular classroom techniques being used in a band room. Now, I have had two TMS band directors in a row, the people who've replaced me there, who have shown me to be very competent at the job, knowledgeable about the material, great at managing the band room, and passionate about teaching music. Go on to express great frustrations about school-wide strategies that are being implemented to the band. What would cause a teacher to leave a job for a lower paying one if they have many years of successful band teaching experience? Well, they have been asked to show slides and have students use notebooks to journal and
012write down vocabulary terms at the start of class instead of doing the band warm-ups and working techniques from their method books. As the one who goes on to the band students after they complete their time at TMS, I'm noticing the fundamentals are not where they should be and they're not at grade level. Kids don't know how to breathe for air-powered instruments. They don't know how to use proper technique to articulate the starts of sounds and don't know how to sit with a posture that leads to successful playing of wind-powered instruments. They are also reading music at lower levels than they should be at by the time they're done with eighth grade. Further, I'm only getting about five or six band students a year. Um when I consult with the middle school band directors that have
013been there, um they've been using the time usually allotted to cement techniques to implement some of these avid strategies. The And the remainder of the class is reserved to rush concert material into performability. Uh when you teach band, you already align with avid strategies. When I was observed by district avid experts, he used the wicker acronym commonly used in avid teaching to describe what I was doing. The W stands for writing and my students were writing details into their music about how things should be performed. I stands for inquiry and I was observed asking students questions to lead to points instead of telling them what I was looking for. C stands for collaborations and my students and myself are collaborating on interpretation of musical passages. Uh O stands for organization and the class is organized
014so students are able to manage their growth. R stands for reading and my students were not only reading music all class long, but interpreting, analyzing, and the structure and more. Avid practices are already built into teaching music and do not need strict adherence to systems that make really good sense in math, social studies, and language arts classrooms. I'd like to take a moment to talk about what a difficult job it is to be a talented middle school administrator cuz I don't want to be misunderstood here. They are between high school and elementary school. They're between the district office and the teaching staff. They're managing behaviors uh that are at peak adolescence, y'all. Um They are working hard to make Talmadge an educational pillar of the community. This is far from an easy job, and I
015respect it greatly. This isn't a job that I could do. This isn't a job that I know the minutia of by any stretch of the imagination. I know how tough the job is, but like teaching band is for them, I wouldn't presume to know how to get results they want out of the teaching and learning populations of the school. I'm nervous to talk to you about this this evening in short because resistance to using these strategies uh that are applicable to math, science, and language arts, and social studies, but inappropriate for the band classroom might paint them in a negative light. I don't want that. They are incredible educators. That's not my goal for the evening. The admins at Talmadge are very capable, and they do stuff that I can't comprehend. My goal for the
016evening is to maintain the Talmadge Middle School band program for at least the half-time position, and give the next band teacher at TMS the same latitude I was afforded when I was there. The talk of discontinuing the program after the school year to uh is complete to save money at TMS continues. Um I did my due diligence for this discussion. Not only did I research the benefits of music education as a whole, but for my partic- my potential future colleagues at TMS, I reached out to the band directors in middle school in our state's most successful school district. That would be Salem-Keizer. They don't use avid strategies as spelled out at TMS in their band rooms and are confused why they would be asked to do so. I looked to see if there was any
017studies backing up the use of notebooks and slideshows and other avid strategies that are being implemented to improve the techniques of band musicians, and they don't exist. Um These strategies have led to tension between the admin and the band directors at TMS. And I don't think it's healthy for either of these parties or either those admins or the band students who need a break from their regular outlets um of their regular academic day for an outlet of creativity. In conclusion, please support the continuation of instrumental music at Talmadge Middle School. Not only for the success of the students who partake in this brand of education, but for the community as a whole. And please allow the future band directors at TMS the latitude to teach band in a musically appropriate way that leads to retained
018band students at the high school. Thank you so much for your time. Standing reports. Yeah, so we have our update for two metrics that we're going to do and I'm going to give Emily a second to pull those up uh as we review both attendance and discipline uh leading up all the way to March. So, once she gets those up And they're also in your packet, so you have them there, too. All right, thank you, Emily. Uh so, again, we're here. Go ahead and go to slide three. We're here to just talk about our metrics. Uh as I do every time, I'm just going to ground us in our mission and what we are trying to accomplish here is uh, building an inclusive culture of belonging and learning for the success of the whole child,
019whole educator, and then obviously what that impacts in our community. Uh, next slide is our I'm not going to spend a ton of time on this, our one-page strategic plan. Again, our focus today is on attendance and discipline. Uh, as we move to the next slide and we will then start with our attendance. So, uh, the district continues to, um, focus on our strategic metric. This slide again is our overarching. Uh, we are focusing again overall long-term in looking at uh, where we would like to be in 2027, uh, but do have some specific uh, goals that we're trying to meet throughout this year, um, and again both of the focal groups that we're going to focus on. So, overall, our students experiencing disabilities as well as our uh, students uh, economically disadvantaged. So, if
020we go to the next slide, on the left again, just as a reminder to orient the community on the left of the slide, you will see our current September through March regular attendance data and that's in blue. Again, this shows three-year trend. You can see our data is 60% and 2% is points down from the previous year. However, it's 8% is points higher than last than our February date, which we know we've talked about was a little bit of a struggle from that perspective. So, increase but from the previous month, but we are a little flat uh, going through March. For our next slide, which is our students uh, experiencing disabilities in March, we also are down three percentage points from the previous year, but again we are up from February by seven percentage points
021at 56%. And then finally, our last uh, review for our students experiencing or having economically disadvantages, we're flat uh, from the previous year for March at 56%. So, again, not what we were wanting. I think there's some things that the buildings continue to work through as we focus on attendance. If you go to the next slide, these are our main strategic actions that we've talked through and that were have in place as we focused on through this year. This past week again, you know, I've been working through both community and staff chats. We're still working through those, but I was with in a community chat with one of our large business groups. We talked a lot about attendance and shared the data related to attendance and the strategies that we are using. Uh in this
022conversation they asked me, how can we help? And so one of the things we talked with them about is encouraging anyone that they talk to, whether they're talking to students, whether they're talking to families, their neighbors, their friends, really the importance of students coming to school consistently. We walked them through the, you know, if you're in school 90% of the the day, the learning is easier and and is more consistent from that perspective. So really trying to work with our business partners and how they can help with that. And so we were talking through a couple different strategies and what what they could help support from that perspective. So again, we know there's work to be done in this area. I think we've had some successes. I think there's some hard things we're working through
023as a community as well right now and some of the things that are tied in and seeing the impact of that in our attendance. But I'm really appreciative of the principals and the work that they're doing. Again, even our families, I know one of the things we've also talked about is just even seen growth of students, you know, only consistently coming three times a day, how we work with families to get them to four days. We're seeing some of those successes as well and and making sure that we're articulating that to both students and families as we see those increases in in attendance. So that's our attendance for March. Next is discipline. Again, this is there's some good things in this. First, this is our overarching metric. Again, we're trying to review and decrease our
024suspensions from what they were in the 2021 school year. Just a reminder to the board in the '21-'22 school year, we had a pretty significant we had 620 suspensions and so that's really what we're looking at and then how do we continue to decrease the males which again proportionally have more suspension than females. So again, this slide again, this is 2 years of our current data and you'll see moving left from right, that's September through March and we are looking at the dark blue data specifically. So for March, we are 54 suspensions less than last year. That is a 62 percentage point drop. So that is some some good work that is taking place by the the buildings as we continue to work through discipline and within our buildings. For our male students, which is
025the next slide, again the March trend for our male suspensions also they decrease pretty significantly by 41 compared to the last year, which is a 58 percentage point drop from the previous year. So again, we're trending in the right direction of actually reaching our overall strategic goal in discipline this year. Again, we're we are next page or next slide please, excuse me, is our strategies. Schools continue to reteach, teach and reteach where necessary. Again, we had a staff chat last week and we always ask what's bright spots within the school. The school shared with us that their approaches of implementing positive behavior and intervention supports. You've heard us reference that as PBIS at their school. They did a revamp of that behavioral approaches. They've shared that work and how it's impacting the behaviors. They even
026shared because obviously last week we came back from spring break. I asked what did we do this week? They said a lot of re-teaching and just getting back into those strong routines and expectations across the school that week, but they're seeing some really good successes of of those approaches. So, I think that's important because that's one of the some of the key things that we're looking at. Again, continuing, there's a lot of work going on specific to instruction and looking at our standards and alignment and and actually our units and how we continue to strengthen those cuz obviously, you know, engagement in the classroom is going to keep kids learning and focused from that perspective. And we also continue to have our counselors and our behavior support staff as well as our uh partnership with
027the mental health as as part of our partnership to decrease our discipline. So, little hard for the not something that we wanted to see in March for our attendance. We were hoping we'd see a little bit more jump in that, but there are good things that are taking place as we look at discipline overall from that perspective. So, I'd take any questions from the board if you do have any. Do you know statistically what school has the most discipline? I do. Is it high school? Uh it's at times your secondaries do tend to have. We have state laws that there are only specific things that we can suspend at the elementary. So, your numbers at the elementary always are dramatically less than the secondary levels. So, your secondaries tend to be your higher suspensions and
028or if we have expulsions, those at times are where uh I would have to say a majority of the suspensions do take place. We do have them in elementary, but again, there's state laws that we can only do it for specific things from that perspective. >> teams at Talmadge and the high school seem to be doing really well. I'm wondering if that's I think they've worked >> accounting for the drop in >> I think that leaders I think everyone leadership wise is um again our goals we don't want to suspend or expel kids but there are drop though Yeah, I think there are all the schools are working really hard at ways to keep kids in school. Again, I think there's certain things that we have expectations. Again, we want to keep our environment safe
029and secure. I think the work that they're doing culture climate in both of those buildings is helping again I'm not we're not perfect, right? I'd love to say that but I think this is we are in the people business and we continue to learn and and grow and and work through those pieces but I do think some of the cultural pieces which goes into the environment of the secondaries is helping this. Really good focus on that from both buildings. Orlando, would you add to anything of that from a culture perspective at the high school? Yeah. This um since prom is coming up they have like a lot of like kind of like a lot of a lot of rules on you know you can't have like suspensions or tardies or this or that. So and
030then I think a lot of people really do um like prom cuz it's really it's a really nice um event. So yeah, so I think this month in high school it will be very um very chill. Should have prom every month. How about that? I don't know that I don't know that staff would be in favor of that but we do they do like the dances so Little incentive. >> Yes, definitely. It is a good incentive. >> Yeah. Those are the types of things that we do work with with them on. Attendance wise is this Melanie maybe you can shed some light on this but maybe you can too. Is attendance at post-secondary down as well? I mean, is this a universal issue? >> We're struggling in the university as well. And I think that
031the trick that we have there is um it's not compulsory like K-12. Right. So, these are students who have paid thousands of dollars to be there, and it's still a struggle to get them. I think it's still that post-COVID slump of of what it means to attend and be there. Mhm. Okay. Yeah. Yeah, this is And again, we um we're uh there's going to be some things that are going to come out about attendance. Um there's a uh group called Stand for Children. There's been some things about length of day and those types of things and how much instruction is taking place. So, I think there's a going to be going And obviously, we all know this. We are done with the short session now. We are leading into the long session, which is for
032the next biennium. So, I think there's going to be a lot of topics specific to both attendance and instructional time that are we're going to hear a lot about here as we end the school year and then go into the summer and into the next year. So, this we are I think we have done some really good things. Um I give you high level. We're looking building to building. There's a lot of different things that play into this. Um so But it's a bigger phenomenon >> Yeah. than just K-12. >> if you would even go into the business world, you have business people saying attendance is even I I will I will say this. Our staff and our kids, I mean, we have worked really hard as a group uh in And I'm going to
033speak for Central School District of the importance of being at work and being in school. Again, we still have People get sick and and things come up, but I think everyone is is really working hard to make this um be our a key thing that we continue to work on. And again, we're trying to get to 70%. Our short-term goal this year is can we get by the end of the year across the district to uh an average of 70% across the district. That doesn't mean that every building's going to hit that. I think some buildings are dealing with some cultural things across our community more than others. And so, how we continue to support uh across all K-12 is is what we what we are focusing on in the strategies that we're doing. So,
034um I remind the principals because they're in one of the things as we review data and go through strategies and approaches, um I remind them this isn't going to it's not going to just be a month or year. It's going to take us time. We are really trying to change the culture within our community of consistently coming to school. I mean, our goal is 85. I'd like everybody to be 90, but again, how do we slowly get up to that um with our first goal of getting to 70 this year. Any questions, discussion? Thank you. And then no report for me. Board report next PLC will be April 20th at 5:00 p.m. here at the district office. Our first full budget committee meeting will be April 27th. And the next regular board meeting will be
035May 4th at 6:30 p.m. Next on our list is the consent agenda. You've gotten a chance to look through that. I'll entertain a motion to accept the consent agenda as is, or we can pull stuff out if if you need to. >> I move that we accept the consent agenda. Moved by Melanie to adopt the consent agenda as constituted. I'll second. >> Seconded by Susan. All those in favor, raise your hand. It is unanimous. Thank you. Uh moving on to the business agenda. Yes, we have two items and I'm going to have as I go over the first one I'm going to have uh our finance uh director come on up here to talk through budget uh committee as we do that to make sure we're all on the same page. So, first business agenda
036item you'll see in our packet that we are presenting the school year calendar calendar for approval. We usually do this in May, but we're doing it a little bit earlier than normal because we want to share information with families and staff that school for the next 2 years will start before Labor Day. It is a the way the calendar falls and where Labor Day falls for us not to be teaching almost till July, we need to go before Labor Day. Uh so, we want to get that out to the community and to families and to staff now so we everybody plans accordingly. I want to be clear though, we are still reviewing a few items. We're still looking through things such as conference days, are they where they're falling in the calendar. We've made some
037small adjustments to that. You'll see as we did this year, we've moved snow days more into the calendar. Uh both uh leadership at union level and as well as our principals are advocating that those instructional days be put into if we have snow days in December, hopefully not November, but December, January, February when they normally if we have snow days, that's where they tend to fall. Trying to put them into March and May, April a little bit to get those instructional days back instead of at the end of the school year. So, some of those we're still working through. You all know we are also in negotiate negotiations, so there could be some small shifts to that. So, there's a potential we could come back to you all at um both May and June because
038again I this is really for the start of the school year to get it out and we'll make a communication out to families. That's the sum of the parts may shift a little bit as we go through the end of the school year. Uh we are getting feedback from our unions. We've asked our principals to review. They've handed it to their leadership teams uh for review. So, those processes will continue to take place and then again obviously we're in negotiations, so there could be some shifts with that. Couple things because as I said it before as tied to attendance, um you're going to start to see articles in the Oregonian about instruction time. So, I want to be up front. We have 171 student contact days. You're going to hear across the state people having
039149, 150. So, I'm just I'm being very up front that we have at this moment 171 uh contact days. When I got here we were about 166, 167. Again, we've worked really hard with both unions to to move that in that positive direction, but I just want to want you to be aware of that because it will become probably in the next 2 weeks very large articles in the Oregonian talking about instruction time and actual contact with students. So, just know that that's going to be coming forward. So, >> What's the minimum? Uh And in the state it's done by hours, so that's part of the discussion that's taken place. I will speak from my previous school district that was in a different state. We had state law tied to days, not hours. So, there
040I think there's going to be some debate that will start about that. At the elementary K through 8, we have to have 900 hours. And then at um for seniors, it's 966 hours. And then for 9th through 11th graders, it's 990 hours. So, it's done by hours. So, again, we'll we'll keep you up to date on that, but I do would like uh uh approval of the calendar knowing that I may come back with you with small adjustments on a couple of the items there in the next 2 months, but we do want to get it out tied to the front of the school year. And that's very common having those little adjustments. >> Yes. So, it's not >> Yes. We've done that the last couple years. When we have negotiations, we've had to do
041that. So, again, that's still the work in progress that we're doing. Any questions or discussion on the calendar? I mean, the only thing I was thinking of is um thank you for pointing out that that's going to be in the news. Um I mean, it's important to us that we give our students the opportunity to be successful, and cutting back instruction days doesn't sound like the way to get there. So, I appreciate you um letting us know in advance so we can kind of be prepared to think through what that would mean for our district. They measure attendance in full days, not hours. Correct? >> Well, they they do it in hours. I I For funding No, they do just do it by the total days and and that kids are in contact, but we
042are instructionally by law, right? That's where a lot of this I think there's some things that you'll start to see to try and can we make these more collective together because of those are not really the same approaches when it comes to financing. So. Just kind of a loophole. Yes. So it's going to be an interesting I and again we'll share it with you as information comes out. We we are we thought it was going to be out this Sunday. We've received some information that it'll probably be out not this upcoming Sunday, but no later than I think it's the 22nd, whatever that next Sunday is. Um of when that information will be shared out. And again if you have been on social media, the Oregonian has shared some things tied to that and and
043what's going to be coming forward. There's been a couple op- opted articles um already in the Oregonian Oregonian related to instruction time. But there's some clarifying things that we as superintendents are going to be make sure that they make it clear um because again I think there's some information that uh they've asked and we've given them, but now we're asking more questions because again state law's instructional hours, not days. And so that we need to make sure that that's clear to the public. All right, so there's a suggested motion on the agenda for the 26-27 school calendar year. Under business item 8A. >> We're not going to vote on this draft 27-28. >> like you to just say the 26-27 draft approval because again that's still 2 years out, but we'd like to put that
044out so both families and staff have that and can plan appropriately. So we try and do the calendar in a 2-year rolling knowing that the second year is a draft cuz we do make changes to it from that perspective. So, there is a motion there. I'm actually not seeing it, but I'm only >> to approve the 2026-2027 school year calendar and the 2027-2028 draft calendar. By Andrea. Second. Seconded by Melanie. All those in favor, raise your hand. No opposed, it is unanimous. Thank you. Let's talk about budget committee appointments. I don't see this. Thank you very much for um considering this. We did put out uh notices to folks who might be um interested in representing your zones in the budget committee. Uh we do have returning members. Again, members are appointed for a 3-year
045term um and we have folks who are appointed in those zones. We had uh one person whose zone was open um and that was um that person expressed interest who uh represented that zone last year. That's Antonio Martinez. So, we would recommend that you um appoint him to represent his zone. Uh then we had uh two vacant zones. Folks, um no one applied who lives in those two zones, but we did have two at-large applications. Both um uh Nicole Walker Sumby and uh Jake Bolton were on the committee last year, and they have indicated interest in returning. So, we recommend that you appoint those to the two vacant zone positions, and we will have once again a full budget committee. But you'll see several suggested motions there to be able to appoint. I move to
046appoint Antonio Martinez to the 26-27 budget committee for zone five. I second. Moved by Susan, seconded by Andrea. Any discussion on that? All those in favor, raise your hand. It is unanimous. Antonio Martinez is appointed to the budget committee zone five. And how long do they serve if we appoint people from different zones? So, if they are appointed to a regular position, that's a three-year term. If they are appointed out of their zone, um they actually then are only appointed on a yearly basis. And these folks know it, they've served that way um in the past, and they are willing to continue sort of on a one-year So, there would be an opportunity for someone for from that zone to Correct. >> Next year we open it up again, we advertise again, and you would
047have the um if someone applies resides in the zone, um we would let you know that. Um And so And so just to be clear, both of these uh applicants, when they served before, they weren't serving for their regular zone. Correct. That's what I Yep. They're still filling vacancies. Right. If you appoint them. I move to appoint Jake Bollo Bolotino to the 20 26-27 budget committee as an out-of-zone representative. Which zone? Pick Pick a vacant zone. Uh for zone four. Zone four. >> Quality. Excellent. I'll second. Moved by Andrea, seconded by Susan. All in favor, raise your hand. Looks unanimous. How about zone six? I'll do it. I move to appoint Nicole Wacker Sunby to outside of their zone to zone six the 2026-27 budget committee. Moved by Melanie. I'll second that. >> Seconded by
048Andrea. All those in favor, please vote by raising your hand. Four to nothing, unanimous again. Excellent. So, Nicole Wacker Sunby will represent the zone six and Jake Bolatino will represent zone four on the budget committee and we are full. Great. Nice. This is great. Thank you. Um Do we want to do closing items before executive session or Uh unless any we can do closing items or board comments and then we can go into executive session if there's any. Let's do that. We're going to jump to item 10, closing items, board comments before executive session. If anybody has any anything you want to discuss. Anyone discuss? All right. >> I want to I wanted to thank the commenters that came in rose raised I can't even speak today. Raised concerns to us tonight. Um it was
049good to know um what's going on in the community and the way it's being perceived so that we can talk about what we can do. Thank you. Excellent. We will take a five-minute recess and move into executive session under the provision of ORS 192.660 open meeting law, the board of directors will enter executive session for the following purpose to conduct deliberations with persons designated to carry on labor negotiations or S 192.660 sub 2 sub D. Specific information discussed in executive session shall not be made public and shall remain undisclosed. So, a 5-minute recess.