001call this meeting of the central school board or central school district board to call it to order and start out with the flag salute which I will lead. 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, liberty and justice for all. >> Let's go through the agenda. >> Yes. So, we are going to uh there is going to be one adjustment to the agenda. We do have two outofstate uh travel requests coming from the high school, one in cross country and baseball. So that was a added Oh, now I'm doing it added to the business agenda item. We will start off with some recognition. Uh we will then go to communication to the floor. We have three standing
002reports today. Two are annual reports. Division 22, which is an annual report we're required we are required to do. uh we will do a data report tied to our September attendance and our culture and climate surveys and then we will have another annual report of our integrated plan uh which is all of the programming together which I'll share obviously with more about that. I do have a short superintendent report uh tied to some federal and state funding. We do have uh policy init uh first reading of one policy again some update housekeeping and then we do want to talk with you about the second reading of uh policy JFCEB which we've had some really good uh communication in many different avenues. So I'll share a little bit more about that. We'll go into a board
003report consent agenda and as I said we've added two uh field trips for the business agenda item and then closing items and no executive session tonight. >> Thank you. do some recognitions. >> Yes. So, I'm gonna I'm gonna have them all come forward and and stand up here for me. So, October and I am going to make them all come on up. Uh October is principal appreciation month. Uh so, we are here tonight to celebrate them and so we will begin uh as we always do. We're going to do a resol resolution for the month of October. Whereas school principles and assistant principles play an integral integral role in nurturing a positive student- centered culture in elementary, middle, and high school across the district. And whereas school principles and assistant principles are responsible for attracting
004and retaining the best educators to ensure that each child receives equitable educational opportunities, services, and support academically, socially, and emotionally with the skills and character to achieve and be successful. And whereas school leaders face many obstacles in supporting and educating our young people. And it is through their perseverance, passion, and hopefilled leadership that Central School District continues to produce highquality students who are prepared for college, career, and community. And whereas we must continue to encourage and support and recognize our school principles who have a positive impact on CSD students, staff, and the educational system. Therefore, as Superintendent Jennifer Kabista and the board of directors do hereby recognize the month of October 2025 as principal appreciation month to recognize them for all that they do to help our children learn. >> Don't don't leave yet. Don't
005leave, Matt. I have a few more things. So, I I want to thank our building principles and assistant principles for your dedication to our students and staff each day. You can continue to make student- centered decisions while focusing on continuous improvement processes within your buildings and with your staff. This drives shared purpose, teamwork, respect, and trust as outlined in our staff leadership strategic goal. You continue to focus on the culture and climate within our buildings so students can engage, feel supported, and safe, challenged, and prepared through their learning and growth. You continue to open your doors to families and to have them actively engaged in their children's education. You do this by building welcoming, supportive, safe space for our students and families. You continue to lean in, learn, and grow all while leading. I cannot
006thank you enough for your dedication to these to this profession, to our students, to our staff, and to our families. I truly appreciate each one of you each and every day. So, thank you for what you do for for all the kids and our staff within our community. >> You got to come up here. >> Julie, take a picture. >> All right. Turn around, please. You're gonna do it. And I'm going to also say I know you all have had long days. So if you need to go, please go. We do not hold that against you. >> Already had a long day. We have communication from the floor. Nobody signed up. Any online? All right. >> Okay. We'll move to a standing report. >> Yeah. So, first up, joining us this evening is Director Clark,
007who is here to give the board our annual update of division 22. and he'll he'll go into a little bit more detail about that. Good evening, school board. Dr. Kabista, thank you for the opportunity to be here tonight to share with you the Central School District Division 22 standards and asurances. A lot of big words there. What I'd like to do this evening is just give you a little introductory course on division 22. Tell you a little bit about the makeup of division 22. Uh the asurances that are in place to make sure that we're abiding by all those uh tasks that we need to and um lastly just give you a sample of our compliance report and what we do as we get ready to submit the information. Okay. All right. Thank you, Emily.
008Again, I'm here this evening to share with you the division 22 standards for the central school district for public elementary and secondary schools. By November 1st of each school year, school districts are to report to their local school board the district standings with respect to all division 22 standards for public elementary and secondary schools set forth by OAR 581 022305. ORS Oregon administrative rules. We talk about those often. The next slide there, what are division 22 standards? I I like this visual here is it just gives us a big words. What does that mean? All Oregon administrative rules, OARS, set out in chapter 581, division 22, standards for public and secondary schools. You can see the example they show there is they called it 58122. Sometimes it's heard um we know that's division 22. the
009standards that the Oregon legislature or the state board has determined must be met in order to be a standard school district. Compliance with these rules ensures a baseline level of service across the state division 22 standards. Next, we have the categories of division 22. And you can see as you look through there, they're kind of colorcoded. We have teaching and learning, health and safety, district performance and accountability, and human resource and staffing as some categories for us within those categories. And I I like this visual that just to give you an example of each one of those that falls into that category. So, as you can see, we'll start up there on the left as we talk about curriculum instruction. things we're talking about is required instructional time, human sexuality education, comprehensive school counseling are
010a few of those. Move down to health and safety under policy and practices, every student belongs initiative, plans and reports, suicide prevention plan, athletics, intercolastic activities, safety of school sports, concussion protocol. We make our way to the other side. Again, it's just a few of those that are within the same categories there. Um, and just again what we look at some of those things that we look at specifically. Okay. The next part here is our where the division what are the division 22 standards asurances? Just want to make sure that we're on the same uh slide there, Miss Emily. Perfect. Thank you. Again, when we talk about asurances, again, compliance that we're following what we need to uh this is a combined accountability model. Um that is both at the local level here and it's
011also at the state level. Okay. And what we do, districts report annually on the compliance with each of the standards and include an explanation and corrective action plan for any rule with which the district is out of compliance. So again, locally, our expectations are that we will report to our local school board by November 1st and then we'll make the report available on our district website also by November 1st. And then on the state side of it, um the central school district will submit our assurances to OD by November 15th and then OD reviews all submissions and follows up with districts that have self-reported as being out of compliance. So there's a pretty clear process that we follow uh when we go through this this process and creates accountability at both levels, district and state
012level. One of the questions we come through and we like to when we're taking something on, we ask the why. The question of why. Why do we do division 22? And this is just a nice slide to show that the division 22 standards. Again, our why. What this does is it signals for our school district our commitment to providing a high quality educational experience and equitable opportunities for all students. It also division 22 standards articulate the floor of the education to be fi to be provided to students not the ceiling. So again they give us a base level to start with and then districts build on that. The assurance process offers an opportunity for the districts not in compliance to reflect on areas in need of attention and receive technical assistance. And lastly, OD's primary
013goal is to support districts in meeting the standards. Those are our wise of division 22. This next slide, this is something that you may see um on our district website uh that we have posted and it goes through all the district 22 standards and again it gives our status of in compliance or non-compliance. And I'm happy to say this year that we are in compliance with all of the standards. Um you know OD it is helpful. Um you can see on this slide here about the third box down. Um they gave us information that again this one this particular one is waved until the 2728 school year. Okay that gives us a little time to prepare and uh get ready for that implementation. Um the next slide, this is an example of collection of evidence
014that we use as a district as we get different things in as we build our evidence folder. Um the examples that we have there, I'm going to use the second box there of identification of academically talented and intellectually gifted students. And again, you can see we have the service and requirements. And then that third box over, we've just created a a category to put all of our documents and evidence of how we support uh the tag students in this category. And after we do those things, our next steps are, as I said before, we'll be posting the division 22 outcomes to our district website by November 1st. And then following the board report, Central School District will complete and submit the annual form to the Oregon Department of Education by November 15th, 2025. And that
015will complete our asurances of the division 22 standards for the 2425 school year. A lot of information I threw at you there. Any questions, clarifications? >> I have a comment. >> Yes, please. This is no small undertaking. Division 22 is a very difficult thing to be in compliance with. So I would say congratulations to Dr. Kabista, her leadership, all of the administrators, teachers, and assistants and assorted other personnel that serve our students. This is quite an accomplishment. It's hard to meet all of the requirements of division 22. Good job. I appreciate that, Dr. Job. That that and with that being said, collection of evidence, you know, again, I should have started earlier with a shout out to our building administrators, our administrative assistants, our district office personnel, uh, who we reach out to and collect
016the information. So, there is there's a lot of people involved. >> It's a group effort. Yeah. Good job. >> Thank you. Appreciate it. >> Jason does an excellent job of gathering information. And we had a as an example, we had a meeting last week and just doing reminders to principles if Jason's reaching out and you for the next month, let's make sure we're getting our evidence to them because it's a big part of putting those on our website. So, uh, really great work again for our principles and and Jason and our whole district office and buildings to build that >> attendance ultra client. >> Yes, we give Emily a second to pull that up. We are going to uh talk this evening uh because we are a month in into school uh a little bit
017about attendance. I am going to start with a short presentation. Some of this the board you have seen because we did a little bit of this in June. Uh but we are at a point that we want some more information from the community. So we want to uh do a short version of just a reminders of our culture and climate survey and some of the things that we're doing with that. And then we are going to talk about uh attendance. Our goal is to um as with the way the board meetings fall, our goal is that we will probably every meeting bring you attendance. It is one of our major focuses of our strategic plan. But uh we have uh really focused and we'll continue this throughout the year uh building a cycle um with
018our buildings and in the district office really focus on that regular attendance. So um we'll share a little bit of that here as we go. I I want to start just as a reminder to the board that um what our mission statement is, you know, again starting with the why of the work that we're doing. So again, we're here to build an inclusive culture of belonging and learning for the success of the whole child, the whole educator and the whole community. Um as we move forward, uh the state as we the state begins to focus on accountability and I will say we have been doing this for some time. uh central school district has a strong strategic plan focused on student growth and achievement, family engagement, community partnership and staff leadership in and continuous improvement
019with clear longitudinal metrics which we call how we measure our pro progress. Uh so what is in front of you is our as I've shown to you before but we're trying to get this more into the community um as we start community chats and different things but this is what we're calling our strategic plan scorecard. So you'll see more and more of this especially as we talk about accountability. One of our performance metrics is focused on culture and climate surveys. And for the past two years the district has engaged with student education who administers our culture and climate surveys which we call experience surveys. These surveys include district services surveys, student student, parent and staff surveys. Um so again that that's what we have been doing for the last couple years. Uh we are at
020a point that we have reviewed the surveys publicly with the board and the community last spring and and are now at a stage to gather input to build an action plan for improvements as we are com committed to continuous improvement as as a school system. Again, one of our four goals in staff leadership and continuous improvement. The next slide shows a few areas of successes uh and areas of opportunity from all of our 2425 surveys. So, we just wanted to share a little bit of those results uh with the community um as we move forward. And we're going to we're going to show you a little bit more of that, but that's a high level. With our administrative team, we continue to use the data to build action plans in our departments and building. We
021ask ourselves, what does better look like? Buildings and departments define behaviors to help improve the areas they identify. Now, we want to be clear. We can't tackle everything, but we are, it's clear from our work with student education that we are continuing to improve and we'll continue with those processes. Um, so this slide shows our student results over the last two years. A couple highlights we want to have of our successes include students believe that their learning is important. That's a very large win for us that kids see that learning is important. Secondly, that their family is treated nicely or with respect while they're at school. One of the areas of opportunities that uh we need to look at though is how do we help students set learning goals to track their progress as well
022as students feeling their respect to each other at the school so they feel their parents are respected, but we've got some work to do uh studentto student uh based off of those surveys. For parent and caregiver input is vital for the success of Central School District. This uh slide highlights the increase in participation by our community from spring of 2024 to spring of 2025. And this is my push a little bit to the community as we will roll these out again in the spring. We want more voice from our parents and our caregivers as we move forward with with our surveys. So the next slide shows our parent and caregiver results over the last two years. again areas of success uh feeling treated with respect at the school which I think is really important. Their
023students also said that so both the parents and the students are are feeling that their parents are respected when they come in the school. And then areas of opportunity include rules for being uh enforced consistently at the school. So school rules enforcement being more consistent. >> Jennifer, I should I should know this and I'm embarrassed to ask. >> Uh these scores, what's the scale? >> It's out of five. Yep. One of five. I thought it was one to five. >> Yep. It's a good question. Really good question. Sorry, I should have clarified that. So, yes, our scores is based out of one out of five. One being low, five being high. Right. Thank you. >> Yep. >> Uh let's see here. Um so, our next uh step this year is to gather feedback from families
024and caregivers. uh a survey will be launched uh this week for parents and caregivers to share information with us about what we should continue to do uh to make them feel treated with respect. So you'll see on this slide, this is really asking the community um if we could achieve a five out of five. So they're saying we're doing well with this, but if we could achieve a five out of five, what would that look like? We want some feedback from our parents and community on the things that we're doing well because we want to keep doing those. um but what what would that look like for us to get to a five out of five? The survey also um will also ask parents to share information of what would it look like to consistently
025enforce school rules. So again, another way of saying that if we were to achieve a four in this area, right? Because this is about continuous improvement. It's hard to jump real quickly from a three to a five. We have to build that process. So how do what what is it and what could we achieve? What would that look like to get to a four? Right? So what are we doing well? Keep that at moving towards a five. And then the areas where we still have opportunity. What can we do to help us move again that needle moving to the fours and the fives which is what we want uh from all of our surveys. So >> So these will be part of that spring 26. >> Yes. So this these questions are are all the
026same. And so we are now asking we're going to have a survey come out with those two questions. What are we doing that you feel respected because we want to keep doing that. And then two tell us some things of how what do we need to do differently from a discipline end from from a parent perspective. So again we get that information we'll build an action plan work with our buildings. Um again buildings and departments are having have their student their uh staff and their parent surveys where they're building plans within theirs. Again, we're focusing on one or two areas. We can't tackle everything. This is about continuous improvement and picking one or two things and getting better at that. Keep those moving. And then again, we do the survey again. What else do we
027need to improve? Build an action plan and focus on that. We are asking that now of the parent community as a whole system. Uh these are the couple of the areas again both success and areas of opportunity that we want some feedback. Uh so we can can look at that and then start to build plans to put that into place. All right. And then I'll So, next piece, attendance. Um, let me make sure I'm on the right one. So, as we began the school year, and this really began in August with our administrative team, one of our district metrics uh is regular attendance. So, again, this slide just shows our overarching metric goal specific to that. Um, next slide for me, please. This this slide shows all of our really every month um for the
028last two years. But on the far left, you're going to see three uh lines. The far right, if you're looking at the September, so I'm if you're looking at this document, far left on the bottom, it says September. You can see that for September, we are one percentage point higher than last year. Um, again, that's a success. We're trying to uh work very hard to keep that uh goal moving forward, but you can see that we are one percentage point up. We will bring this this graph will become a staple every month because we're going to add as we get to the November, we'll have our October data. So, we will have that in there. You can see some of the ups and downs. And again, uh the buildings and even district office staff are
029working very hard on action plans. Uh, and I'll talk a little bit about the strategies. You'll see those in a second. But this is one of our um, again, we're always focused on the performance metrics, but this one has been a a really key focus for us as we go through a cycle of improvement right now. Really focused on attendance. So, just wanted to to show you that. So, that's our overall picture. Um, this is again our students with disabilities, which is one of our key focal points. Again, you can see for this we're down three percentage points from the previous year. So again, same thing. Far left is September. The rest going left to right is the rest of the year of the last two years of our attendance. So uh we know we
030have work to do here already uh with our students experiencing disabilities. And then next slide is our economically disadvantaged. Again, we can see here we also have a 1% increase point from the previous year. Um, so our goal is to continue to move those in a positive direction um, as we go through this school year. Uh, and we'll again, like I said, we'll update the board at each of our meetings with with this exact slide and you're just going to see it grow throughout the year. So, our last slide, I think this is an important slide because this is really the work that's taking place both at the building level and within um, just through across the district. So these are just several examples that we're focusing on. So we are trying to focus on
031welcoming environments for students, staff and families. Again, you see examples of that strong strong classroom engagement because we know if students are engaged in the work and the learning even when it's hard, we can they can have success and and enjoy school. And then how are we recognizing our staff? And then just different types of of communications uh tied to attendance, the importance of attendance uh within uh each day because uh that is vital to our success. So you're having there's some phone calls, we're doing parent square messages. Um if we do have students that are chronically a uh absent, we're trying to build some plans with families to say how do we how do we get you here more on a consistent basis? Uh and we'll continue to do that throughout the school year.
032Uh we I'm going to talk a little bit about data next, but and we're going to have a bigger conversation about state assessment in our November meeting because again, as we shared, it was released this past week. But um we're making progress. Just think of our kids were here more and so and how much more progress we could be making. So um my push as a superintendent, and I'm going to say it publicly, we need kids at school. Um it's really vital for their success uh that they're present uh each and every day as much as possible. We know kids are going to get sick. We understand that. That's part of the process, but um I'm just going to keep conveying to the community. Keep bringing your kids to school. It's important for their learning
033and growth. Uh we know sometimes it's hard, but it's an important part of the process of I call it real life uh that you're also getting within the within the school setting every day. So questions about either of these um pieces before I go to the integrated plan >> on the communication to families section. You >> one of the things called out is home visits. >> Yes. >> And it's my understanding that those have been really successful this year especially. >> Yes. >> Can you explain how that work? >> So we do have um we have one school particularly um again schools are picking uh different areas of what their strategies are. Again, this is sort of a conglomerate of that. Um, and you, again, I shared in the Friday report, you saw one building's
034examples of what they're doing. Um, we have one school where they have done family visits. And again, not always do families answer. So, we leave a nice kind note. We miss you. We really want you at school. Uh, that school has a 100% attendance of that student the next day when they're going to make family visits. So, little things like that of just going to knock and reminding, hey, we want you to be here. Um, leaving a kind note, kids are coming to school. And then again, from that, we're just trying to build that consistency. Uh, we know families are dealing with a lot of different things. So, we're trying to also help get barriers out of the way uh for families as best we can um from that perspective. So, yep, different successes from
035from different uh schools and in what they're doing overall. Thank you. >> Any other questions of this? And again, our goal is we keep going up. That's our goal um as we move forward. All right. We are going to switch next to uh I we are required to do an annual report uh tied to what's called the integrated plan and I'll talk a little bit bit through that here in a second. So again this is just uh the district's required to report on the 202425 integrated integrated program report. This presentation specifically is focused on the district's state performance growth targets. Next slide for me, please. Uh these this report is the integration of six initiatives. This allows us to leverage multiple strategies and to braid and blend funding sources to have a positive impact on
036students. You will see the metrics are also part of the district strategic plan and identified long-term performance metrics. The this next slide just outlines the requirements as identified through the student investment account. Again, that's a state requirement. Remember, this initiative is tied to uh career and technical education, the student investment account, high school success, the student uh investment account. So different types of programming that we are allowed to use uh to uh blend in braid and support what the programming that we have within um the school district. So these are identified state performance growth targets. Uh what I appreciate about this, these align to our district strategic plan performance metrics. We did that intentionally many many years back. Um and again I think we're as the accountability comes into the state uh we are ahead
037uh which is going to be a positive thing for us. Uh so these are the district um identified targets for four-year cohort graduation. So let me step back for a second. We have set a strategic plan and I think this is some of the work that as the accountability comes in, we're going to need to do some work collectively with the community, our buildings, uh our staff leadership, um and then obviously the board. We have we set because we did our we set our strategic plan many years ago. Um we also were required to set longitudinal growth targets at the state level. Our strategic plan is much more aspirational. Right? I've talked with all of you and as we go out to the community sometimes you want to have those we're going to push the
038system. We want 85% of our kids in attendance. That is an aspirational goal that we're trying to reach. However, at the state level, we have to set metrics that are that we work with them that are measurable based off our historical view. So, this metrics are different than what we have in our aspirational goals. And we we do we will continue to talk through that because I think there's a balance of both of them. So this is our specifically our graduation targets both for four-year cohort and then five-year completers. Again, we don't have results because we do don't actually get our graduation results until January. I have an idea, but again, I'm not the final answer. all that comes, we send data, it gets reviewed, and we go back and forth a little bit checking
039um all of those pieces. So, um I can't give you any more information, but this is our target uh specific to both of those. Uh so, these are this slide shows our um district 9th grade on track targets. The district did not meet the baseline target goal for all students. So we we know we have some growth to do in this area for the gap closing target specific to our focal groups. We're still analyzing that data because it again some of this just came out. But below is our strategic goal focused on emergent bilingual which took a dip this last spring. So we know there's work to be done um at the high school as it relates to to 9th grade on track. So this next slide, this metric is specific to third grade language
040arts proficiency. The district exceeded the baseline target of 26.5% for all students and met our stretch target for all students at 30%. For the gap closing target specifically to focal groups, we are still analyzing this data which was again just released on Thursday. So we are meeting that goal. Again, we're going to get into more detail in November because we want to be able to give you um all of that data again, our focal groups, etc. um with our data moving forward. But we are making progress on our language arts proficiency, specifically the state assessment. Uh last metric is our regular attendance. Again, this so the metric is different because this is that we do this in conjunction with the state. So the district was one percentage point below our baseline target of 60% and
041we did not meet our stretch target for the gap closing target specific to focal groups. Again, we're still analyzing all of our our data, but below is our strategic goal focused on students with disabilities, which we met, and economically challenged students, which we did not meet for our gap closing target. So again, we we know we have work to do here as well uh from that perspective. So just wanted to show you some of that data as we continue to work through regular attendance. So part of the annual report uh we're asked several questions uh through this process. Uh you can see my very depthy uh writing of that on the website. But um the first and if you can go to the next slide for me please. Um in the the first question we're
042asked is to reflect on our outcomes and strategies related to the state performance growth targets. Um a couple highlights included that we continue to to braid and blend funding to meet priorities of the district's strategic plan and performance metrics. Again, we recognize that our regular attenders are flat uh from the previous year and this continues to be a priority as an administrative team that we continue to work at. The district continues to see growth in our third grade language arts state assessment, which is a really good win. We want to continue to see that growth happen. The next uh narrative for number two deals with barriers and challenges. And again, I know you all hear me talk about this. We continue to see rising costs in special education, specifically in our high-cost disability amount, which
043again we're not reimbursed, but 34 cents to the dollar for that amount. And the fact that the state reimbursement cap is only 11% when our special education population is 16%. So we only get reimbursed for 11% of those costs considering we have 16%. So we know that's a big big big thing. I continue to advocate and will continue to advocate uh that that funding needs to be really looked at um in the as we move forward. Then the last question uh were asked around just overall reflection of our data uh holistically and I will say there is still growth needed in both graduation rates and our nth grade on track. I will say I'm very uh excited the strong leadership that we have at the high school which has done amazing work already and we'll
044continue to do the work with uh not only their administrative team but within the high school uh to move that data in a positive direction. We will also start to look at our high school success plan see if we need to make any adjustments were applicable and appropriate with that plan. Uh so um Mr. Dormer and I have already had some conversations looking at the budget, looking at the different things that are in that and we'll continue to go through that process throughout the year uh from that perspective. Um so again just next slide for last year all of these programs together again six of them uh the integrated uh grant funded $4.4 million in support of students and staff. And here's just several examples of how the district has used the funding throughout the
045last year. So, there's a lot of things that we do with all of the funding um for for for that. So, we'll continue to move forward with that. Um and I would open it up to any questions that you may have for me. >> Nth grade on track is measured at the end of the ninth grade school year. Isn't that correct? Yes, we will do we will with you because we think it's important for you to see a midyear. So, we'll give you always uh a midyear once we have ending of first semester. Usually that happens either in the um because our semester ends in February, we do that in your March meeting. Um we will and then we will do it again usually in uh the the July meeting. So yes, annually for the
046state it's done at the end of the year, but we will always give you an update midyear of end of first semester and then end of or the full year um in usually either late June or July and do they start advising the eighth graders about what's required of them as they enter? Yes. Yeah. And we're going to continue to do that. I will say um both uh principal Reeseman and Principal Dormer have already started conversations. I think there's uh the teameming that I've seen between the two of them as they start to again the high school administrators are getting to know the building. Remember, we have three new uh one person has been in our our district but was not at the high school. So, uh they've got they're just building their systems and
047working with their staff and and doing a phenomenal job of that. But they're starting to also have some conversations about what does an alternative program look together? What how do we build CTE from eighth grade on or seventh grade on? Um I think they'll they're starting to have those general conversations with each other and and we'll start to put that together. Um but yes, some of that stuff is already happening with with them preparing them for nth grade. Okay. So, just a couple things in my superintendent report. I do want to talk uh a little bit about both federal funding and state funding. Uh so, I just want to make the board and everyone aware um obviously the federal government is shut down, but we want to share information that we are receiving from the
048Oregon Department of Education. At this time, they are monitoring the situation and evaluating potential impact uh to federal funding. At this moment, they do not anticipate any immediate disruption to federally supported K12 education programs in Oregon. And that includes title one, title 2, title 4, and IDA. Those are the main ones that come uh funding for our school district. uh OD Oregon Department of Education conveyed at this time that operations remain stable and districts should continue their work as usual. Uh superintendents have a weekly Friday meeting. Uh it's called Friday forum with uh KOSA and then O the Oregon Department of Ed is usually on those calls and they are going to they are literally updating us every Friday um with any changes. So I will continue to convey changes or anything not only at
049board meetings or PLC's but also through the Friday report that I send you. So I just wanted to give you all in the community update on on any impact that that the federal shutdown have which at right now it does not. Uh today uh there was some information shared with us about state funding that I want to share with the board. So, a couple weeks ago, uh, September 15th, the governor sent an announcement out to all departments, uh, or state agencies across the state requesting a what's called a spending slowdown. So, that's really looking at budgets and and we do that a lot here is we say, "Hey, let's not spend if we don't need to." And so, that that process started on September 15th. On October 1st, uh the legislative fiscal office asked state
050agencies to begin to identify areas to cut. So the Oregon Department of Education, and that's all departments, not just the Oregon Department of Education, every state agency that we have in the state of Oregon. So we're connected to the Oregon Department of Education for the most part. We do have some tied to the um health, but most of majority of our funding comes through the Oregon Department of Education. So, they're looking at different areas of revenue and how cuts would be distributed among the following pots of money because I want you to think about when we talk about in the budget, we talk about different funding, where they come from. Um the language they used with us today is think of it as different colored money, which made me laugh. Right? So, we've got this
051bucket of money, it's pink. This bucket of money is is green. So, we have different buckets of money to choose from. What they're looking at, the the key three pots of funding that they're looking at for potential cuts is one, the overall general fund across the state. Second, the corporate activity tax, and then third, the state school fund. So, I want to be clear, no reductions, no decisions about reductions have been made. They are just in the planning stages or they're asking them or requesting them to make those plans. Um, I want to remind the board and the community that the budget committee last spring requested us to do a stress test on the system. Remember that process? And we shared with you, here's the stress test. Here's the things that we might have to
052cut if we were to do that. Um again we have built that. Um we are currently looking at that stress test that we built. Uh we have set a time set some uh time aside and we actually did this about two weeks ago before any of this information came out. Uh the executive team to really dive into budgets in part of November and December. Uh we will also continue because we have monthly meetings uh with all of our principles and department heads as well as monthly meetings with our union leadership and I shared with them the last couple weeks that this will be a standing uh item on our agenda. So um we're going to continue to work through all of these groups, but I'm very pleased that we started some of those stress testes
053this past um year and and we're going to continue to work through that. uh the timeline just for the state departments to just sort of tell you where we are and again I would just say um this could change but at this moment this is what's been shared the timeline for all state departments to submit their again planned if we had to reduction options to the legislative fiscal office is November 3rd they will then we have legislative days we just had those remember I went and presented about the summer learning so there were legislative days in September We will have legislative days also in November. Those days are November 17th through the 19th and all state agencies will report and present their plans to the different committees in the legislature during that that week of
054time. Um we do believe legislators won't consider any planning of cuts until the short session. the short session usually will begin in late January, February and then go through the spring. Uh so I just wanted to to share that I will continue to update the board through the Friday reports and then I will continue to at our PLC's and board meetings also update that. So I just think it's important I have shared with you since last spring and even as we started the school year, this would probably be a topic that we will have to stay focused on throughout the year. Um, so I'm just going to uh keep reminding that and then we'll keep working through this and bringing it back to the board and sharing with the community. So I just before I
055move on to policy, any questions from the board? >> Can you explain what's driving this exercise? >> Yes, the there uh the governor came out there's a $327 million budget deficit right now. So they have to write that. >> Lack of federal funding or is this due to lack of revenue? not as much anticipated revenue. >> I It's not as much anticipated revenue. Um I think there's impacts all around. Um again, I don't want I'll just say there's the federal legislation could and again we we're in a state or federal shutdown because they're not agreeing on the budget. Um there are some things in there uh that could have quite big impact. Example, one being Medicaid has significant impact on our state revenue funds. So again, yes, shortfall in the state for not having revenue,
056but there's also potentially depending on what is passed at the federal level, the impact also at the state level. So combination of both. >> Okay. Any other questions? >> Okay, I'm going to do the easy policy first. Uh we have a first reading of just JOA, which is directory information. We actually brought this to you uh late spring, but um every year we get an update from the Oregon Schoolboards Association on just policies that may have some housekeeping. Uh there were a couple pieces of this directory that uh we needed to remove. So this really is just a housekeeping update um for first reading. Um so I would just if there's any questions to this um but we will be coming with you over the next couple of meetings because we did get a large
057update from um OSBA tied to policies. So we will bring you several housekeeping um just again when legislation changes we need to update the language those types of things. Uh and this is one of those uh for first reading. So I don't need anything from the board at this time unless there's questions. Okay, the JFCEB personal electronic devices. So I one I want to say a couple thank yous to everybody that's been a part of this. So in your packet you we have added some clarification and definitions requested and suggested uh by our superintendent policy committee as well as our as well as feedback from our students. Um so the changes that you see there is coming from that those pieces. Again just reminder of timeline uh we do need to adopt a policy no
058later than October 30th and our implementation plan is no later than January 1st which is what that's when we will start to implement. Again this is our second reading of this policy. Uh we will take uh we have a couple more meetings coming up and we'll have a final adoption at our October 20th PLC. Again, we continue to gather information from everyone and I'm very very thankful for everyone that's been a part of that. Again, our administrators gave us feedback in August. We had a meeting the other day where they gave feedback. We've shared this information with our union leadership over the f uh past few weeks and we'll continue to talk with them uh through the implementation phases and if there's anything we need to do different with them. uh we have received 228
059comments as of Friday on the Google form. So we are diving into those th that data uh and again this is from probably our staff and caregivers and parents probably some kids students getting on there uh and giving us information. So we're in the process of analyzing that to hopefully if there's anything else we get from that that we would make those changes before coming to you on the 20th. The superintendent policy committee has given us feedback and we meet again with them this month. Um, we have shown you a draft version of the AR. They were the the superintendent policy committee was very helpful in that process. Um, because I'll be honest, I've been in we've been in the weeds as a district and it's just really hard to think of exceptions when you're
060just trying to how we going to build this and implement it within our within our school system. And I will say both a high school and middle school are doing doing a version of this already. Um, and so we're trying to move in that direction. We'll do, again, we'll continue to do final adjustments all the way up till the 20th. I will say we could pass this on the 20th and I could come back with you with some adjustments the next month and we'll start that process over again. So, I would just remind the board and the community that uh this is a fluid process. We do need to have it in place and we will. Um, but as we continue to gather data or if there's shifts even from the state level, we will
061bring that back to you. Again, our goal is to adopt or implement in January 1, we're going to continue to work with our student leadership levels at particularly the middle school and high school uh to help us support that. And they have some really good ideas to uh for for them to share what the policy would entail and then for myself and Mr. Dorma to do sort of a Q&A to help kids students understand uh what this policy is and how we will move forward with it. So any questions from the board related to the policy? >> I'm interested to hear how it's going and do you have any observations if you see any difference? Most teachers have well not taking phones but if it becomes a problem in class they've taken phones and devices
062but for the most part it's been going pretty well actually students have kept their electrons away so it's >> I heard from a teacher in a different district that the students are interacting a lot more during pass periods they're talking to each I don't know. >> If Miss Reeseman were here, she would say that that is taking place at lunch at the middle school. Uh she has said to me several times uh more engagement between students and less discipline. So, um again, I haven't really do dove into that with her. It's just been uh some conversations that we've had in our one-on-one. So, um I do think there's some positive things. I there's still some things that there's some really good questions that the students are asking me. and I I met with Meta uh
063one of our clubs last week and so there's there's still questions about the why why lunch and different things. So we're still working through some of those pieces, but I do think it is helping includes the superintendency. board report. Our PLC is on October 20th at 6 PM. Is that here? >> We are actually going to be at MEES. We will give you more information. Yes, MEES is going to be our first school visit. Uh we're excited. They're excited to uh share information with you. So, we'll get a calendar invite for the uh 20th at MEES. And are we going to do a walkth through during the day? Did we do we land anywhere on >> We are. We're going to give you some opportunity to walk with uh we're going to talk through that.
064Um we can do things together or uh one of the things that we have uh talked about is um I would work with the principles and you all would just by yourself or with a couple of you or if you wanted to go with me have the ability to walk the building. I think uh one of the things that we our conversation is when we all work walk in a room there's a lot of us even when we break ourselves up there's a lot of us um because you're you know again myself our teaching and learning directors usually their supervisors are all there so um we'll share uh this Friday in the Friday report sort of what we're thinking on um the time that a couple weeks before that or from now till that time
065um you know having you reach out to uh Miss Sidell to be able to go even for half an hour or 45 minutes and she'll walk you around and and talk with you. Again, if you want me to come, great. But otherwise, we want to give you some time by herself with the principal or assistant principles as well as um if you want to do it in twos. Uh I would ask uh and the principles will know this. You we cannot have four of you together at the same time because it's not technically a meeting. So, we'll just have to monitor that as well. But uh that's just because it gives you all flexibility to go when you have the ability to go visit. >> Thank you. Next regular board meeting, uh November 3rd, 6:30
066p.m. Moving on to the consent agenda. I'll entertain motion to approve the consent agenda. Chief, >> I move to approve the consent for June. Moved by Steve approve as constituted. I'll >> Seconded by Susan. All those in favor, raise your hand. Five. It's unanimous. Let's move on to the business agenda. An out of state field trip request for the cross country team. >> Yes. the c the cross country team uh would like to take all state qualifiers which we have had a lot already this year. I don't know if anybody knows but the preseason we are ranked ninth in the state. >> I think we have a chance to move up in that. So excellent job by Mr. Serino and his staff. But they would like to go and we have seen this every year
067usually to the Nike cross regional national qualifier. That race is in Spokane, Washington. And that's uh Thursday, November 13th through Saturday, November 15th. So, we just need approval. >> There is a suggested motion on the agenda. >> And finals is in state, right? Is that what I read? >> Yes. So, this is just a cross >> Yeah. >> regional type of event. I move to approve this state field trip request for Central Cross Country Team to compete at the Nike Cross Regionals National Qualifier Race in Spokane, Washington from November 13th through 15th. >> Moved by Andrea. >> Second, seconded by Jan. All those in favor, raise your hand. >> Five. That makes it unanimous. out of state travel request for CHS baseball. >> Yes. So, Central High School baseball would like to take uh their
06818 players to Phoenix, Arizona for a tournament competition. Uh and that will be from March 22nd, 2026 to March 26, 2026. >> Is that spring break? >> I believe it is. I haven't looked that far ahead, but I'm 75% sure that I believe that's spring break. Yes, I'm getting the nod back. So, that is spring break. And again, we have seen uh baseball and softball programs do this um every few years. So, we would like approval >> retaining motions. Since we don't have the suggested one and this other one was so detailed, will it be sufficient to say I I move to approve the CHS baseball team's trip to Arizona as described? >> That'll suffice. Moved by Susan. >> I second. >> Seconded by Irene. All those in favor, raise your hand. Five. Once again,
069unanimous. We will now move to closing items. Uh any board comments? Quiet bunch. Oh, Steve. >> So, I'll start. I want to thank the staff, Jennifer, and all of her staff, all the hard work that they've done trying to keep us going with a moving target that changes every week. And so, thank you to all you guys that are administrators and and such for the district for all the hard work you're doing. It' be nice to get things to be regular for a change. You mean the budget or the policies like everything? [Laughter] >> I was just going to um say that I don't know that anyone this is really publicized but next week is National School Lunch Week. >> It is. And so I was I have been over to CHS and I've been
070over to Telmage and this year I have a goal to go to all three elementary schools. So we'll see how that works out because it's it's awesome to see how they manage to feed all those kids. Um I don't know. And and plus maybe I should go to Telen CHS so I can see if people are not using their phones. But I'm looking forward to I I always enjoyed that um that event. >> Yep. And we'll get we'll get more information out to you all this week about um on your calendars if you can make it. Right. If you can't, we understand, but we will we will make sure everybody has that >> comments. Uh turn your attention to the items for future or action at future meetings. Just review that list. So if you
071have questions or topics that you want to discuss on those items, make sure you submit those prior to the meeting so the staff can come prepared to discuss. Uh if there's no other comments or questions or objections, we will adjourn this evening's meeting.