CSD Board Meeting

001Best >> smile. >> I have a >> call the regular school board meeting of Central School District 13J to order and begin with the uh flag salute. I aliance 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. >> We'll go over the agenda. >> Yes. So there is one adjustment to the agenda. You'll see it in there. We have added in a very important part of the swearing in of our new student representative. So we will that's an adjustment to the agenda. So we will do that next. Uh we will then go into uh recognitions of a community partner. We'll have communication from the floor. We have a standing report uh as we do each year

002focused on safety and security. I have several updates in the superintendent report. So there will be a little bit of more time than we normally do in the superintendent report today. Board report, consent agenda, and then we do have several business agenda items and then closing items. And then there will not be an executive session today. With that, the fun stuff. >> We will uh swear in our new student representative, Anna Smith. You can do it right out front here. I'm going to come take pictures and raise hand. I your name >> I >> will support the Constitution and the laws of the United States. >> will support the Constitution and the laws of the United States. >> The state of Oregon and the laws thereof and the laws thereof >> and the policies of

003the Central School District >> and the policies of Central School District >> and will discharge the duties >> of student representatives >> student representative >> on the central school board >> to the best of my ability. >> Congratulations. Welcome. Okay. Recognitions. >> All right. So, I am pleased to welcome uh Tomage Middle School principal Alicia Reeseman to share and recognize one of our community partners, the Independence Police Department School Resource Officers. This aligns with our goal of community partnership with a vision of cultivating student success or a safe, healthy, prosperous, and inclusive community. Please welcome Principal Reeseman. >> Good evening, members of the board, Superintendent Dr. Kubista, and then community members, and welcome to our newest member as well. Um, I appreciate the opportunity to speak with you tonight. Um, I would like to take

004a few minutes to introduce and recognize um our evolving team of school resource officers uh who serve our district and to make sure to capitalize on the vital relationship that exists between our schools and our uh school resource officers. Uh first, I'm pleased to share that officer Richard Gonzalez will be supporting Talmage Middle School on a halftime basis. Officer Gonzalez brings both professionalism and a calm, grounded presence that will be an incredible assence asset to our student, staff, and community. Um, we're looking forward to uh integrating him into the fabric of our school community. He helped us quite a bit last year, and so it's even more exciting to have him uh in building with us more. In addition, we welcome a new full-time SRO who will be stationed at the high school, Officer Anthony

005Preston. We are excited about the stability and presence that his role will provide to our students uh in those critical high school years and helping to serve us in the middle school. He was even there today helping out. So that was really nice. Um but it's an important step towards consistent uh relationship building and safety which is again part of our um strategic goals. Uh but tonight is also an opportunity to recognize someone who has played a pivotal role in shaping the culture and tone of who SRO's are in our district and the support they provide. So I have the privilege of honoring someone whose presence has made a lasting impact in our schools, not just in terms of safety, but also in a sense of community and care that he helps to foster with

006our students every day. Sergeant Thomas Fleming has been more than just an SRO to our students and staff. He's been a steady presence, a calm voice in all of the chaos of middle school. for those of you who have been there and a bridge between law enforcement and education and most importantly someone that our kids could count on and trust. He's definitely the master of stickers in our building. Uh his ability to show up not just in uniform but with compassion, consistency, and a deep sense of responsibility to ensure that every student in our hallway has left a lasting mark and one that won't fade because they recognize them in our community. It's fun to hear stories when at lunchtime kids will come up to them and be like, "Oh, I just saw you yesterday."

007So they really recognize and are starting to trust that relationship. So Thomas, on behalf of the students, staff, and families at Townidge Middle School, thank you for showing us what true service looks like. You've set the bar high. Uh and we look forward to having uh your future SRO's fill your fill your shoes. Thank you. So, um, congratulations on your promotion and please know that you'll always have a home at Calvin. >> Um, so to the board, as administrators, we often say that a good SRO is not just law enforcement. They're a mentor, a coach, a calm in the chaos, and sometimes just a caring adult that the students need most. So, as we welcome this new chapter of school safety and student support, uh I just want to take a moment to reflect on

008the importance of their their roles in our school. Um not just in times of chaos, but in the day-to-day moments that help to shape our school culture and our student outcomes. So, thank you for continuing to make this partnership a part of Central School District and helping to support that in our schools. It's genuinely appreciated. And so, uh, thank you for supporting this work and allowing us space to celebrate someone who's had a meaningful impact in our schools. >> For sure. >> Thank you. >> There any communication from the board? Moving on. Standing report, safety and security report. Mr. Clark. >> Yeah. Joining us this evening is Director Clark. As we share our annual uh safety and security, we've already had a good start with that uh report as we start the 2526 school year.

009Welcome, Director Clark. >> All right. Good evening. Thank you, Dr. Kabista, board members. Thank you for the opportunity. That is that's a great segue uh into a safety and security um share out. Um I always get excited about this time of year when we can share just some of the things that we're doing with safety and security. Uh again, we share this at the beginning of each year, but there's a lot of work that goes in uh between during the year and at the end of the year as we get ready for each year. So this will give us an opportunity to share a little bit of that information as we go. Um, so as we launch in here, our agenda items, what we're going to be covering uh this evening, again, just a quick

010welcome and a review of our mission statement. I'm going to share with you a little bit about the standard rep response protocol. Um, also our standard reunification method, two processes that we use. Also, we'll review our district's expectations for the 2526 school year. Um, and a thank you as well to our community partners. So, great timing there. And I'll talk a little bit more about that. And share a couple other safety resources that we have in our district that um are very helpful u for our students and staff. And then at the time, I'll give you opportunity for some questions as well. All right. Our mission statement. you've seen this before and I ceases in the back of the room and I want to give her credit on this um as we work together um

011several years ago to create this mission statement that's held with us um as we start each year and we look at the mission statement sometimes you change that from year to year and it just it seems to be so relevant um to what we do in education in our district um one of the things that I've enjoyed as a a director of safety is I often in a safety meeting I'll use this as a kind of segue into the the meeting and just have the the group what does this mean and early on there were a few answers on it um as Dr. Kabista could attest um saying that to the group of administrators this year. Again, people could go just on and on. Uh you could talk about different areas that fall fall into

012this. Prevent what we can, prepare for what we cannot. Next, we're going to take a look at the standard response protocol. Again, this is just really the foundation of our our safety system. It's an action-based protocol and it's designed to we have basically five actions that we take depending on uh the incident at hand. And we one of the reasons this works so well for our district. Got those labeled up there is it again it's a K12 approach. Okay, kindergartens through the 12th graders. Uh year after year we reinforce this and build on it. consistency for district students, staff, parents, and community. Also, messaging in Spanish and English. Again, there's regular opportunities for practice and drills. And as you go into our buildings, I'm hopeful as you walk in, you'll see some posters around. Um,

013I know they're in the classroom, in the hallways, gymnasiums, auditoriums. Um again it is a reminder and uh we like to have the standard response protocol our SRP um out where everybody can see it as a reminder. The last one I mentioned there was regular opportunities for practice and drill. That takes us into that next section on something that we do on a regular basis. This is part of division 22 which I'll probably be sharing about next month uh in our report. But again, we have an obligation. Um, the Oregon Department of Education has asked us to all districts practice and it's very specific. um we document um we practice and um I said I think it's one of the reasons that um we're successful and again it's we this year in particular in our

014admin retreat we just we asked to share to our staff take it serious right our students are looking at our teachers um our staff administrators myself that are running these and it is it's important to you know to take these serious um do some front loading even talk about um the drills, why we do those um debriefing when the time's right as well. Two of those areas that um kind of a high level area that you'll see from time to time um is secure and lockdown. And I'm going to start with the lockdown, which is again that is the most um intense protocol that we have. If we're in a lockdown, law enforcement is involved um and there's a um an issue inside the building. Okay. And it's been detected and again law enforcement's involved.

015Um what leads up to that is several things from a secure, which I have here. It just talks about locking the outside doors, being aware of the outside, the perimeter. um usually in a secure uh in the incident is on the outside. Okay, so it's in the neighborhood, the community, uh something around the school could be something on 16th that would lead the all three schools to go into a secure mode. Um oftent times if we get some information that oftent times will administrators will get information, hey, I saw this in a locker. um administrative administration will quickly go into their investigative mode, find out more about it, and again, you know, lock down. It's the last thing we'll go to once we have more information. Oftent times we'll be in a a secure or

016a holding pattern as we're getting information and more information. Both of these um oftent times again a lockdown that would definitely be a district communication. What will we be um sharing out? Uh that is something that district office district talks about. Our district response team secure um if it's a involves multiple schools. Um at times we've shared that out to the community. When it's an individual school, we've chosen to just share out with that school uh population. So really determines on the scenario and um Dr. Vista and our district office team will with uh Emily Mincer. Um our public information officer will like I said it's one of the quick groups that gets together and talks about the communication piece of it. I the quick question I I mentioned several of the Emily can we

017go back to that uh last uh slide one more back you guys can see the five protocols up there reviewing all of them. hold, secure, lock down, evacuate, and shelter. Any guesses on which one um we went into the most as a district last year? >> Hold. >> Huh? >> Hold. Thanks, Susan. Hold. That's right. >> And what do the kids call it? Lockdown. >> Yeah. >> Causes lots of confusion. >> Oh, right. Right. Yeah. You know, hold is. And again, there was four standard response protocols um seven years ago. Now there's five. They've added hold. Hold is it's most commonly used. Um it's used uh in case of a emergency in the hallway. Um a lot of times it's a medical condition and that's what we found. Majority have been a medical condition from

018a student or staff member and they're in the hallway cafeteria. We're doing a hold. We're keeping people where they're at. We're taking care of the situation and then releasing. It's a it's really a nice uh protocol to have. Um but yes both and yeah we don't want to get those confused but again that's another reason for you know just again debriefing with the students and communicating and talking through the process. Thank you for that as we do lockdown drills. Again it is it's it is very important our first responders um are involved with that. Um you can see that's just a snapshot of one of our drills at Ash Creek Elementary School. uh Monmouth PD, IPD, Pulk County, our community partners join us on that. We've worked with the administration and the staff each school

019will run two lockdown drills a year at a minimum. So that's about 12 drills that we'll do with our law enforcement throughout the different buildings. And um like I said, I feel that we we are very fortunate to have a team that is willing to work with us and get involved like they do. Um, again, I was uh I did see they were on our agenda, our SRO's, but I was going to give it a quick shout out as well. We're very fortunate to have uh that team um part of our district team. Richard Gonzalez, I'm going to throw that out there as a central graduate. Makes me feel old a little bit there. And I remember Richard coming through, but a great example, the school resource officer and able to connect with a lot

020of students in our hallways. The other piece I mentioned uh with the standard response protocol is the standard reunification method. And we don't talk a lot about this, but it is something that we need to know and be aware of. We're trying to educate parents and partners on reunification. So when we hear that big word reunification, the district's in a reunification mode. What is that? And again, I'm just going to just share a little bit. And I know that you guys know um most of this, but again, a reunification is a procedure used when it's necessary to relocate students and release students directly to their parent, guardian, or designated emergency contact due to an emergency situation. So again, as it says, we are um usually taking a group of students, moving them from an affected

021area to another area. Parents are joining us for reunification process. Next slide there. Other things that lead to reunification. Um, oftentimes you think of an active shooter possibly, but there's several other things that could lead us to a reunification. Fire or damage to a school building, natural disaster, a field trip or school bus accident, violence in the surrounding community, or a situation involving a threat, weapons, or violence at a school. So again, it's um reunification is a again a play within our playbook. Um use that term sometimes. We have it there. Um we're hopeful to do a drill this year um with one of our elementary schools, get them involved, get some parents involved. Uh last one we did was the summer of 2023. Um we didn't use real parents at that time, but we

022feel like we're ready to do that um at this time. that document on the right side. I just want to get a picture of that is a the greenification form. Um has a perforated edge on it. Fill out the information tear it into two and this really drives that process. Um it's highly high security. Um talking about community partners, they're involved with reunification. Um and it's making sure that we have the the correct people with their ID. They're reunited reunified with their their kids. And this document is a a big piece of that. Um, and then very bottom it says there's a star and it says district emergency response team. And this is a team that doesn't get a lot of credit. Um, but that's kind of the team behind the scenes. That's this district

023office staff that if we were to go into reunification and we were to grab our rock box full of our things, our banners and all of our information and um our laptops, if we were to go to the reunification site, that's our district emergency response team that does that. You can imagine the building administrators and staff during a emergency. And again, they're focusing on their building, their kids and staff. And again the district office um our team steps up and facilitates that. So um it's a big job and again at the district office we have people coming and going often right and it's new training and updating and um again just a shout out to the district emergency response team uh that plays that role. And then lastly for the reunification process I just want

024to give a visual of again we we talked about six easy steps and this is really just a diagram that just shows the process is it's a gathering part point. There's a lot of signage involved. We do have community helpers. Um ID um parent ID is crucial to have or guardian ID. Um there's counselors involved. Um, again, it's a very um program process that is laid out um and we are ready to uh reunify if needed. Okay. We hope we don't have to go into the reunification mode. Uh, but if we do, I'm feeling like um we'll do that safely. >> Jason, can I ask a question? Yeah. >> This is what if the student isn't there? What if a parent doesn't arrive? Is that >> what if the parent doesn't arrive? That that is

025often the case. Yeah. There's um there's a group that counselors those type that looked um forward to us those situations, right? So again, you have kids now we've got we've been going on for two hours and we still have six kids here and now we need to you pull information. It's probably calls have already been made out gone out at that time finally make contact. Um yeah, well that's a great question. And then a tougher one too is if there is an accident on one of the campuses and a student had to be transported a parents there to pick up you know um whereas little Susan u well she's at the hospital you can imagine a parents reaction to that right so again counselors being prepared there's a lot of different scenarios that fall within

026this that we have to be ready for there's even a counseling area as well >> can I add one thing I think this is really as you asked that question because I think it's a important question for both parents and guardians. If you haven't looked at your emergency contact list for your students, it's good to have two to five. We have that ability to do that. And so I think that's a really good point because we do use those as um if we do have any type of emergency. So this is sort of a just shout out to the community and families as a reminder that if you haven't looked at your emergency contacts for your students in the schools, please do that and update those because that's an important part of this process. Uh

027that piece is significant as if we were to ever go into uh this type of procedure. I think just on the heels of that um ensuring that families are if there's a changed phone number that they make sure they let or even their their emergency contacts have chain different contact information make sure they're keeping that updated. >> Yes, thank you for that. >> Thank you. >> So again that's the standard reunification method I just shared. Okay so we reviewed the standard response protocol standard reunification method. Next, another area that supports our safety and security piece and our protocols is our district expectations. And this is something that we've been working on. They've gone from goals to expectations over the last couple years. Um, as we work our way around schools and we um we encourage

028and we applaud those that are doing this, we address those that aren't. Okay. Um, the first one is identification badges for all staff and visitors. Again, if you're in the building, we'd like you to be identifiable. Okay? If you're not identifiable, we like a staff to come up uh and ask and ask if you could be helped. Okay? And I I know Dr. Kabista is known for taking her ID off and she walks in just to see if she could get that. And I appreciate that. Um that's what we've got to do. We've got to be feel safe enough that if we see something and there's an ID that we address that that issue. So, ID identification badges for all law. >> Let me add to that. this first week. Again, it's I I am

029sometimes doing that. Um, and there were some new staff that I was in the building and one of them said, "Hey, Jen, I'm supposed to ask you, do you have your badge?" And I went like that. So, it is an important part of what we do uh for everybody that's in the building, especially our staff. >> You know, we're talking about badges. That might be a good time to one of the little things that we do for staff. you know, we asked if we'd get into that, take a deep breath, you know, turn your ID over and just take a look to see what protocol that we're in. Um, glance up at the poster on your wall. Um, all of those little things. But yeah, this was kind of neat. I'm going to give Selena

030and our admin uh crew a shout out for for these. That second one, lock all perimeter doors to the buildings. That is something that again we're we're trying to do. Um 100% we are very close. Um again we have some schools couple campuses. It's a little bit more of a challenge. Um I think we know which which schools those are but we continue to to monitor those and be aware of that. Um I again a shout out to um again the high school that's a time that I I'd spent quite a bit of time. niceware of all the exits, entries and exits. And often times if all the doors are open, there could be 12 uh entries and exits into the building. They've done a great job of uh keeping the west entrance is the

031main entrance that's controlled. Um again, by personnel once the school day starts, um they do a good job with staff just circulating from time to time. We have rocks or pencils that prop doors open and try to do our best. And we even had students that come up to that and they see that they'll take it out and that's a big big shout out to some students uh that get involved to protect their schools as well. Uh third one is radios for staff have efficient communication plan and you'll see most of our staff carrying radios. It's just quick communication on campus from the playground to the office cafeteria to the office from the school to the district office from the school 911 whatever the scenario would be. can have an efficient communication plan. Okay. And

032then lastly, uh the importance of student drop off and pickup safety and that is just the time before school and after school that is just um we call it organized chaos to a certain degree for about 10 minutes there. And it's just again a time for situational awareness for all staff. um as it's a big time of people coming and going. Um not a lot of patience. Sometimes people are busy needing to go and um it's an important time and our staff has done a good job. Um every campus is a little bit different. So educating your parents, signage, uh those things makes this process a little bit easier. So those are our four district safety expectations. The next one there, I I mentioned a little bit about some stuff that we do in the

033off season. Man, I'm going to share out. I just got a couple documents up there. I just I want to head on one. I I was working with the new high school administrative team and we we put final touches on this uh emergency action plan for extracurricular events. Okay, we know what we do uh from 7:30 to 3:30 or 4. All right, but what do we do outside of that? Um we have a play in the auditorium. We have a Friday night football game at the stadium and we have an emergency situation. This just gives us an outline of some things direction to go to. Uh these are designed to um have these around um laminated around their AED machines as we have those stationed different places. Key places uh to go to um not

034really something that you're designed to go to and you read to see what you do next, but it just really gives us a process. um if we were to have an emergency situation. And then the other document um and this stems from an incident that happened last spring uh where we did have a um a secure uh situation uh right at the start of the school day. Okay, it's about 7:45. We got a call that came in um that with a concern and um like I said it led to a little confusion um early on. Uh I thought we did a good job as a district getting together, communicating um after the fact, but it was a little unclear during the time. Um one of the things that was nice is we once we got

035the information and the description um we and found out the kiddo and what was going on with about 10 minutes of the situation that happened. Okay. And um but leading up to that there was just a lot of things going on and we talked about part of our process whenever we have one of those is a debriefing opportunity and we'll debrief here at the district office as a administrative team. Also we'll pull in first responders uh debrief with them as well. Um oftent times we get parent input insight depending on what the situation is. And from that um just some things came to light for us and it really tied into the emergency situation during a drop off and pickup time and what are the roles of staff and administrators and again it's a very

036busy time administrators are very busy during that time right who knows on a given day but again when we go into that what is the communication plan okay we have kids walking in we have walkers we have drivers we have and I I can't get in to all the specific fix. And again, it's one of those things in safety and security. You don't show your whole hand, okay, on what you do. But there is protocol. And the big thing is communication, okay? And going out and addressing um get getting people into the building if cars are rolling up, sending the cars if that's needed, but having a communication mode. Um during that time um I met with a couple parents uh Miss Emily and I got a chance to meet with a couple parents and

037what we took away from that is just some great ideas on what could we do to improve safety and safety knowledge education for parents. I just want to mention a couple of those. Um one of those and again I I folk we could do this. It's a great idea and fact she said Mr. Clark, how about a table set up at registration uh with your safety protocol and parents could come by and they could ask you questions and you can share a little bit deeper information. That's a great idea. Um again, open houses. Um parents coming in for open house principles can get a little deeper into the the information. Um parent proposed a video that we post uh online that talks a little bit about the standard response protocol. Um again all things that

038it was good good to get that information and uh we're willing to take that feedback. Uh one of the things that's important and um we've talked we've had this conversation is not staying um but you know moving forward continuing to improve on what we do. I think these are some of the things that uh we can do to to get the information out. >> Jason I have a question please. So, um, when we have had to have any kind of like lock down or what was the other one? >> To me, that one's new to me. Um whenever there's been a situation where you have had to actively um do that afterwards after at the end of that day at the end of that week do you gather with um the party the stakeholders who

039were involved and just kind of dissect the situation and what why did this happen? What could we have done differently? Is there anything we could have? Maybe there was nothing to prevent it, but just trying to continue like you said. Um, do better, be better is always a goal. So, >> no, that's a great question. I And I think it is I think that debrief and anytime we have an incident like that, it really is it comes to table and we lay it out again who really look deep into it, right? Who was involved? When did it happen? Those things some of that discussion goes back in to what's it going to look like at the school? And again, is that principal going to have to stand up with their staff, share out the information

040at the end of the day because it was important enough that they need to know before they go home, or is it something that the principal sends out via an email by the end of the day? But definitely a debriefing, a followup. Um yeah, I I um you hope you don't have things that large, but again a community debriefing if it gets that big um certainly could be part of the rebuilding protocol. >> And I would add to that I think depending on the I mean again we have different situations that take place. Sometimes we'll do a debrief meeting end of day first thing the next morning and then it will be hey we got to have some follow-up meetings, right? So it's not I would say yes there's debrief but there are other times

041that we're it's a continued conversation. Um I think this example of the issue with the drop off pickup has been a continued conversation um both from a information gathering and just learning and what can we do differently moving forward. So I think it's a combination of both where at times after the debrief we're probably still having three or four additional meetings to make sure let's go back through any concerns anything we need to shift um because again you all know the first priority is the safety and security of of the district um top to bottom. So, and I guess I'm assuming that um after that has happened at one school, it's shared with the administrators of the other schools just so that there's a level of awareness like if it happened at one there's a

042possibility it could happen but making having that intentional conversation to where everybody's in the loop >> and I appreciate that. One of the things I enjoy this part of our district safety meetings, we have monthly district safety meetings where we'll facilitate those here or online, but representatives from each building come will come and at the end we'll usually talk about what happened what's happened in the last month at IC CHS and we'll review those scenarios and it's a great great way to kind of play through it think about okay it happened here but what if this was at your school? um scenarios. That's something we did at our admin retreat this year and we enjoy going through those. Again, it's just really a way to kind of kind of work the process and think about

043how would you react to a a situation scenarios. >> Great question. Thank you. >> I've actually had a a question about um hold and the only reason I knew the answer to that is because I had a conversation with you about it last whenever last fall I think. And uh so my understanding is um that the most common reason for hold is like a is a medical thing like um a student or a teacher might be injured in the hall or had a seizure who knows what. But a lot but it seems to me that a lot of times what has happened would be like a private thing. So, how do you balance helping people understand all good? You can't you probably can't tell them all the time exactly what happened, >> you know, and

044I you're right, you know, and I've seen a couple scenarios um where, for instance, the high school, it's a little bit larger, they'll cone off a hallway and they'll put a cone here and a cone there and they'll just reroute traffic. Um, and just some very creative ways to address that as well. Um, you know, it is, you know, again, you have a lot of people asking anytime you have a hold, it's traumatic for for somebody, right? They don't know what's going on. >> So, um, that's just part of that debriefing process. Again, hopefully after that, you have kids sitting in your class and as a teacher, you have a a teachable moment there. Um, you have any questions on what hap just happened? Um, and it's a little deeper conversation. I think that's so

045important. We talked about that. We talked about that as administrative team and a district safety team is just in following up and looking for those teachable moments around safety and security >> and Susan we'll make a also in those when those happen right a lot of times we're having conversation of how and what we communicate out a lot of times in the holds it's either a student or a staff member so again that's privacy right we have those pieces that become part of that conversation and so those are the conversations we have of okay what is the communication out especially if the holds go longer, right? Our our goal is that holds don't happen too for the length of time. Um but that's not always the case, right? And depending on what we're having to

046work through. Um so it is a the process of communication is always because of of what we're working through. Um just like we say if we were to go down in a lockdown, right? It may take us a minute to share out and the share out's going to be we're in a lock down and please stay away from the buildings. don't come to the buildings. Please, you know, we're going to be very clear about please stay away. Um, and that's hard as a parent, for someone who has lived through several different scenarios in my uh career. Um, that's not easy for us to be able to say, "Please don't come." and when you're hearing and having things come from the school because of some of those things. But, um, I think we do have tried

047and continue to learn and grow from those perspectives of the sharing out and and being able to both protect what's going on with the people that are involved, but then also trying to communicate out as best as possible to parents and families in our community. >> Yeah, thank you for that. Did that answer your question? >> Thank you that input. And lastly, I have a couple other resources that um our district we uh chose to use and um we're lucky we have partners that came up with us on on this. Uh the first one is the handle with care program and uh this is something that uh we started about five years ago. Um and it continues to grow. Um, again, this is something where our kiddos K through 12 experienced some type of trauma

048outside the regular school day at home. Um, our first responders have responded to the situation and now they respond back to our handle with care team, uh, which is a small group here at the district office. We get the information. We push it out to building principles and they're aware of the students that are handled with care. Okay. And again, um, imagine the difference. We've had every situation. Um, some kiddos will show up and they're struggling and upset and emotional and we could address it quickly. Others, um, you may not be able to tell. Others may not show up. But again, we're we do our due diligence and follow up, see if the students there, what can we do to support, and it's it's a great program. We've used it this year already for a

049couple kiddos. So, handle with care. And again, thank you to first responders on the police department. Um, actually our uh Pulk County Fire and Rescue is tied into this. IPD is tied into this. Any of our first responders that respond, follow up with a handle handle with care message. And then uh lastly, u just another pathway for our district to to share um if you have a concern in the district. Uh this is really designed to share things around bullying. Um it could be uh violence, drugs, uh unsafe behavior, and uh see safe Oregon tip line. Uh this is supported by the Oregon Department of Education, Oregon State Police, local police departments. Um it's all filed into a data base. Um last year we had tw I think it was 24 total on just safe

050wording tips that came our way. Um some of them are a little vague. They may not give you a lot of information, names, things we can follow up, but others again um we wouldn't have had this avenue. We wouldn't have been able to address the situation. So very helpful tool um as a way to to report safely. Safe Oregon tip line. And that's about all I have for you this evening. Is there any questions I could answer for you or clarifying questions? >> I want to compliment you on the drop off pickup um revisions that you made. Um I I don't know if the card that's on it that says do not enter emergency in progress is that's what's on the placards as people come in. I just remember I was one of those parents

051during that lockdown last year that dropped my kid off and was like, "See you just go on into this scene and left him and didn't know what to do." And so knowing that this is a that you all adapted and changed that because that was a pretty chaotic moment. >> Well, and you know what's interesting with that? So are you looking at the sandwich board there, the placard? Yeah. One of the things that was highlighted, you know, that is something that >> what you look for is things that you don't have to physically do. What if we're short on manpower? We can't get that sandwich board out to the the curb, right? Then it's not in place and well, where's the sign? Where's the sign? >> Um >> on a on that document that's actually

052highlighted because of that. It's not a automatic. What you do is you can put one of those sandwich boards behind the main door or something so it's close to the entrance, but it's just not one of those that it'll always be there in in an emergency situation. But it is helpful if you can get that out there. So, those are just little things that you can do and they would be helpful. >> I just like know you should stay in the car. Don't send your kid out. >> I did. That's right. >> All right. Thank you. >> Thank you. >> Right. Superintendent report. >> All right. I'm going to we're going to go into state and federal updates. I just have some short things with that and then we're going to go into the first

053review of the policy tied to the personal electronic devices. But before I do that, I want to talk about the start of the school year um because it has been fantastic. So, I want to just uh we've had some great opening weeks to start. First, we had our staff returning the week of the 25th and then had students obviously this this past week. We had a wonderful welcoming back event with staff on the 28th. We had some fun. I'm not gonna lie. Uh there were inspirational speeches from our union leadership as well as our chair Shinkle and we were able to celebrate both the growth and successes of our students from this past year. Um when you bring in or when you have $4 million worth of scholarships that went out with seniors, like that's

054just we we have to celebrate that. And there were lots of really great things. Our first season of unified sports at the high school, you know, those types of things are just fun to celebrate. Um, and so it really was one of the best kickoffs I've had in my tenure. Uh, it's just been a really good positive vibe. And thanks again to all of our staff for being in attendance and, uh, having a little a little bit of fun along the way. Uh, our theme for the 2520 school year is inspire and encourage is others to be and do their best every day. Um, our key focus areas in include continuing to build welcoming environments across all buildings in the district, attendance, where you're going to hear that a lot this year both in staff

055and students, student engagement strategies, because again, we're going to uh review our first reading of the new electronic uh personal electronic device policy. Again, that's tonight. We'll talk a little bit through that. Also focusing on recognition. Again, acknowledging and reinforcing students positive behaviors, when they're engaged, when students are challenged that they and they're stepping up to the task. Acknowledging those great steps that they're taking and when they're prepared for our staff teach so that they can learn, acknowledging those pieces both in recognizing their academic and character improvements along the way because we also know that not everybody it takes a little time to get some of those pieces. So we're um you know m making sure that we recognize those improvements that'll help students boost their confidence, improve classroom and building culture. Uh and again

056those accomplishments and successes will uh be there. We also have talked about our staff recognizing one another for their accomplishments and successes and whether that be big or small that that's a big important part of our our uh recognition. Um we do want to share with the community and board attendance this year is a key metric. We're going to continue to focus on uh the first day of school we had 96% of our students in attendance. Thursday 92% and Friday 89%. So that's a good starting point uh for the school year. Uh staff across the schools have been posit positively engaging with students and and are already building good connections focused on growth learning and success. Again I've walked through buildings last week were full. Our enrollment as of Friday, I didn't check it today,

057was 2,993 students. Um, and that will continue to grow and change a little bit here over the next month. When I quick did some quick huddles throughout last week and uh talking with our principal, they shared that staff are starting to review expectations in the classroom, going through routines. Um, and you can see that connection walking into classrooms this past week, both with staff and students and then studentto students. Uh, in those processes by Friday, many schools were already d diving into content. You were starting to see what I call pre-assessments. Uh, so formative assessments taking place in many of the buildings. and that really is guidance for our staff, both teachers and our instructional assistants to really get an idea of where our students are starting uh the beginning of the school year. So,

058that's been great. Um, from a partnership end, I I do have to thank a couple of partners. Some we've done tonight, but I'm going to thank them again. I want to thank our partners, specifically our youth care facilities as the students transitions back to our buildings has been one of our best. Um, and we all know that that's a big part of our community. Um, so I want to thank um, all of them. We have two particular partners uh, for their conversations and and collaboration and support of students coming back to school. And then as we heard both the um, especially as we started last week, both the independents and Monmouth uh, police departments uh, keeping this the start of uh, school safe. Just going to remind everybody that the speed limit through school zones

059is 20 miles an hour. Just going to reiterate that. It's an important part as we start the school year. Um so just that reminder. And then athletics and activities are up and running at both the middle school and high school. And we have had huge and good turnout so far fall far for both fall sports and activities from that perspective. one of the best openings that we have had uh in my tenure and it's you can feel it throughout every building and I'm appreciative to uh students, staff, families as we have started off the year uh in a positive way. So, thank you for that. Couple things um from a funding because we are going to continue to talk about funding as I shared before at the August meeting um the US Department of Education

060did release our current allocated federal funds. So we are have received our title 1 C migrant education. Our title 2A which supports effective instruction and we really use that for professional learning and mentoring. Title three which is uh focused on language acquisition for our multi- uh lingual students. Title 4 A the funding for uh to support student academic enrichment. And then title 4B funding before for before and after school programming. We are pleased to announce that our before and after school programming is returning. Yes, that was a very difficult to tear down and have to rebuild, but families should start to get messages regarding acceptance into the program this week. Um, if you have not filled out the interest form uh to place your student on that weight list, please make sure you complete that

061as soon as possible. That form can be found on the front page of the website on the main homepage. So, just reminder out to the community that if you haven't registered for that, we want you to do that. Um, and we thank you, thank the community for your continued support and patience as we work to provide a safe and enrichment enriching program for our students. So, it's just it's taken us a minute to rebuild it. So, thank you for that. On a state level, uh, we still have not received our final allocations yet for early literacy, the student investment account, or high school success. Um allegedly the final allocations will be here in the next few weeks. That's the messaging both uh cease and I have received. So we are still waiting uh for those

062final pieces. So positive on federal news still waiting on the final state grants which you all know is those three grants are pretty significant part of our our budget. So before I go there any questions about the funding pieces where we are right now. Okay. So we are going to switch and I am going to take some time to talk about policy JFCEB the personal electronic devices policy. Uh this will be our first reading of this and so I am going to take some time to just walk through what's in the policy and some of the steps we've already taken and we'll continue to take. So, the student use of personal electronic devices will be prohibited from the start of the regular instructional hours until the end of the regular instructional hour day. Um, and

063then there's going to be some caveats of when that may not take place. Um, I'm not going to go into a ton of detail about that today, but like when we're on an athletic trip for um sports, there's there they would be allowed to use electronic devices. So there are some caveats that are are tied to that and I'll talk a little bit about that. What we mean by personal electronic device that is a portable electrically powered device that is capable of making and receiving calls and text messages and accessing the internet independently from the school's network infrastructure. So, cell phones, um, uh, watches, any type of texting device, um, will not be allowed from bell to bell during the school day. Um, when can they be used? So, there's a couple things that they

064will be allowed to be used for. Um, if the students medical provider orders uh, for the care and treatment is a medical condition. So, that would be allowed. if the students individual education program which you hear us refer to that as an IEP uh and that's defined under OS 343.035 or an education plan developed for students in accordance with section 504. So we've talked about that before um and of the rehabilit rehabilitation act of 1973. So those are two two options and then there will be a process that we are building for a written exemption provided for the student based on a request received from an AR that we're in the process of developing and then school administrators will respond to such a request within 30 days uh for for those options. Um and so

065that we're that is still a work in progress. I don't have a lot of information for that at this moment, but uh we're continuing to look at that and then uh waiting continued guidance from uh the state. So, where can students keep those devices? Right? Because that's really the next question, some of the next questions that we have had. Uh so what we are in this policy, you're going to see language that talks about that they can be kept in their lockers or their backpacks or actually on their person because um we know that that could still be um something whether they need it for an alarm clock, those types of things. We're going to talk through a little bit of those pieces, but they will be able to to to have it locker, backpack,

066or on them. However, they cannot use it during instructional hours. Now, can a teacher use that as a tool? Yes. Could be used for 20 minutes and then be put away. Right? So, so we're going to be working through that with our staff uh moving forward in some of those areas. So, that is how we will do that. Um there is an option for or there was an option and we are not going with this because this comes with no funding. Um there is some pocket things that you can do but I will be honest we did a just even a low cost amount and we're still looking into that. It's was a almost a $100,000 $200,000 investment that we would have to do across the district and we do not have that. So we're

067going to work with our students and our staff with hey we have them let's put them away. Let's let's do our instruction time and and then go from there. uh if there is uh student violation in this pol policy there can and will be discipline can be discipline as we've talked before this will be progressive discipline uh so I want to be clear about that it's not going to be automatically we're trying not to suspend students that is not the approach with this uh so again there but there will be processes that would um go into that could be a conversation with a student as a starting point could be a meeting with the student and the parent or caregiver could be a agreement that we make that the student is not bringing their cell

068phone to school. So all of those options we're going to continue to work through um as we go through the next few months as as we move towards implementation. Um so if there's needed communication uh during the school day on school grounds again guardians and parents they'll be able to make those phone calls through the school office. that has never changed. I think technology has just allowed us to have that more flexibility, but that will be um just the same processes that we do. We will post uh once we have this policy uh both written and then approved, it will be on our website. It'll be made available to students, family, staff, and caregivers uh for the be able to see those. Um, again, we're in that process of developing the request for exemption that

069will fall into the administrative rule, which we'll bring back to you at a later time. So, this timeline includes adoption. We have to adopt this policy no later than October 31st. Our goal is that next month we will bring it to you to move forward with a final adoption. Um now saying that that doesn't mean that if something happens from a state level where rules change we will bring that back to you. So we could have a policy in October. There's changes at the state level. We would bring it back in November, December, January, February as we go through the year uh depending on that. But we do have to have a policy approved by October 31st and the plan is to implement it no later than January 1st. We are going to hold off

070on implementation until January 1st. Um we have started conversations with administrators um that they would like some time again we've as I've shared before with you at our um August meeting when we had anformational meeting about this uh we want to both work with students and then some of the work that's already happened specifically at the middle school and high school like we've already started some of these processes so we want to we want to move forward on the areas that we've had some success and then we also want students to have voice in that uh moving moving moving forward. So, we are in the midst of gathering all of that information. Uh we received feedback from our administrators in August. They actually this first draft is from them. Um they took the original version

071and and helped us work through and and this is our first reading obviously uh with their information and some of the things that they've tried to implement moving forward. Uh we will be in the next couple of weeks here. We have, you've heard me talk about, we do meet and confer with our union leadership. So, with both CA and OCA chapter 124, we will review this policy with them. We're going to be asking them to go back to their executive leadership to have those conversations and then um you know, asking them to share out those ways. We'll also be sharing out from our perspective as a district to the um our to all of our staff. We do a newsletter and so this first version will go into our next newsletter to staff. We were

072then going to start to gather uh feedback from our students. So this week uh we I think this week and next week we have already three meetings set. Um we are trying to frontload that a little bit. So we gave this policy to uh the three staff members that we're going to go visit as a starting point allowing students to see it and really working with them on what's concerning of this. Again, you all know policies at times a lot of legal information, but then we're really working with students of how do we implement this with our goal of this is starting January 1st. Um, we will also be building a Google form to gather feed feedback from caregivers. So, that'll be on parent square social media websites. I do want to be clear with

073the community, this is something that we are required to do. So you giving us feedback, I I know people are not may not agree with this. We appreciate that, but we actually need feedback on implementation and so I want to just be clear with the community. Please give us feedback on that part. It's really important that that we get everyone's voices uh from that. And so we'll work through that through September. we'll make those adjustments uh in the policy and then we will bring that back to all of you hopefully also with the AR at the October meetings. So I'm going to pause what questions both with the student representatives and the board uh questions you have for us as we continue forward. I don't have a question. And I I just have a a

074comment on the policy as is written. It just seems that you know to your point this is something that's again handed down from the state and it seems that the adjustments that we've made while complying with the mandate are as least intrusive as we can we can make them. you know, allowing the students to keep a hold of their property, not causing as much as we can the turning the teachers into the cell phone police and that and that that's always been my big concern is putting >> people in bad situations. But I I think as it's written as the revisions that we've have made to it, it's done as as good of a job as we could have expected. So, thank you for your work. >> Other questions or or thoughts will be coming

075to you you all here this week. So, um we are looking forward to having some conversation with students because we do need their help. I mean, they're part of this, right? They're going to be a huge part of how we how this is successful. And so, the feedback we get from them is going to be important. >> Hannah, do you guys have any thoughts on this? [Music] I think like I mean in general of course like a lot of students they're not going to be like you know happy with the thought of like not using their phones. So I guess like just take that in count when you come you know cuz I think you're are you coming to Meta or we are. >> Yeah. So like I of course being a part of that

076cabinet like we we heard that you guys were coming. Um so yeah I think it might not like I think it's better to explain to them why cuz off the bat I think they're going to not agree. I mean on a personal on a personal note I could I guess I could I mean I could go off my phone you know all day but for a lot of other kids it's different. So it really depends on who you ask and who you talk to. >> Yeah. And I think the exemption part will be a big part of that process and what that looks like. So um which is again another burden on our administrators, right? So um although we understand that this is the direction the state's going, there is going to be a little

077bit of that and having to make decisions and there's going to be appeal processes that appeal will come to me um or a designate. And so we'll have to continue to work through those. But uh Orlando, we expect that. I I I want there to be good voice in this and then trying to help. I mean, again, I've shared with the board, lunch is not we are not allowed to count lunch as instructional time. They're not allowed to use their phones during lunchtime. And so I think that's going to be the hardest conversation. And and how do we work through that? Now, high school goes off campus. So, if they're off campus, that is not they're not on our property at that time. So, that's a different scenario. That is not the case for the

078middle school. And so, we're just there's some really good things that both schools had started to put in place that we're going to have to just adjust a little bit and and have those conversations. Hannah, anything from your your perspective? Um, I believe that the policy can be good for a lot of reasons. It can help kids stay focused on tasks and things, but um yeah, you're going to get a lot of push back from students. >> Yeah. We we expect that. So um hopefully we will can find ways to meet and compromise as best as possible. there's not a lot of compromise to this but um you know again I think those good conversations will help us to try and okay what's our and really what's our first step in October to help with

079this what's the next November as we move towards that January one implementation so that's the that's the goal >> Melanie you were gonna say something >> just >> Steve >> so just a couple of comments um I was watching the news and one of the Portland public schools they're putting their phones and pouches. And a teacher and a parent, they both both were commenting that by day three, the kids were increasing social activity between each other. So they were seeing this as a very positive thing. And then I spoke with one of the middle school teachers and and her belief is that it's not going to be that difficult for them to expand this policy because they kind of started ratcheting cell phone stuff down last year. And she says, I don't think it's going

080to be a big deal for us at the middle school. So hope I was thinking that'll be positive. you had something. >> Yeah. So, um, Jen, are you going to be So, you're going to be going to clubs like Meta and others or just >> Yep. >> We're we're hitting, uh, so far we're going to speak with the and again, we're we're just starting this Meta. Uh, we are going to student council. >> Uh, we're going to power peers as a starting point. Uh, the middle school last year because they have started this. Um, principal Reeseman has data. So, we're getting that data because there's already been some voice in there. So, we um do have some voice already from the middle school and so we're having the conversation. Do we still want to go

081back to the middle school and have that conversation with them? Um so, some of those pieces we're going to continue to to work through and then other groups that we're going to reach out to. So sort of we want to get our what I call the first it's one of our key um leadership clubs two of our leadership groups within the school get that see what kind of feedback we get figure out what we need to adjust do we adjust the policy then go take another step with whether we go back to these groups or go maybe come back to them and then go back to another set of of students. um that sort of is a we're sort of organically allowing that to happen >> because we need to hear their voices. >> No,

082for sure. And I think that um by doing that it's a perfect opportunity for you to be able to describe the why behind the policy >> because I think with any big policy roll out that affects so many um I think if we were able to communicate the why like it wasn't something the district wanted to do it was something that was statemandated and we are not the only district but making that really clear and for the kids and to have the opportunity to hear from you. It's great. So, it's great that you're >> still not fun to hear for something, right? >> I think that there's going to be people that that are our students that >> I think that our we are trying to as a school district, especially as they get into

083high school, we want our young people to be young, accountable adults. >> Oh, of course. >> Right. And so, I think, you know, that's the hard part. I do agree with Steve. I think even just in the um last year with what the middle school implemented um I think there is increased engagement I think that's a a positive thing that we want to be able to see in our classrooms um and that that is not a distraction. So it's how do we balance that out because there are some teachers that do use the phones at times as a tool in their groups and those types of things. They'll still be allowed to do that. Um, and that's clear in the policy, but again, it's it's that more of okay, once they're done with it, hey,

084we're putting it away and and moving forward from that perspective. I think that kind of like what Steve mentioned because my daughter graduated this last year and I mentioned to her, we're watching the news and we were watching also in another state uh some changes that were being made and she was like, you know, mom, I don't think it's going to be that big of a deal because teachers were already at even at the high school level, they were already limiting the use of cell phones during class. So, um, she was like, I don't think it's going to be that much of an impact because so many of the teachers were already doing that. So, that's that was good to hear. >> I do remember cuz you brought up the part that I think the

085part that concerns me is that squishiness of um, having phones allowed in certain classes or not. And this is something that always concerned me even before there were cell phone policies because I think there are inequities uh between students who have phones and students who don't. And so I think that's something we want to watch is um if that is a provision that is allowed. I don't want to take away any teachers autonomy on that. But if it's like say you can use your phone as a calculator, there's probably other tools that we could bring out because I do think that there can be those glaring um those glaring walls between kids who have a phone and kids who don't. >> And so I think um I agree. I think you're probably going to get

086more engagement. I think the research is pretty clear. There's a lot of reports coming out recently on what it does for students. Um but I think that if there is that squishy piece in the policy where teachers can use it that can be also hard for students too because um you know if if they I don't know it can be just a squishy place that we should be >> and and then working through the exceptions right there are going to be some students >> and again I'm just going to use this as an example um we have diabetics in our school district I'm going to talk generally about that what do diabetics mostly now in our technology age they use what to do what right >> right on their person >> connected to their phone

087>> right so that's where the 504 will come in as an example again a lot of families that do have a a student that may be a diabetic we we do talk about getting a 504 plan so but and then working with our students of you know if I'm going use Byron as an example Byron is the diabetic and I see him pull out his phone I'm not why is he Right. Like so having those really intentional conversations about >> how are we doing that? Like how are you what's the plan to inform students why someone gets a phone without revealing their personal history? >> Yeah, that's so I we have a couple ideas. We have a couple ideas district but I also want to talk with again that's a big part of my our

088conversation that we want to have with the students to say okay how are we going to how do we educate because I think we're going to need the student bodies at the middle school and high school to help educate and again I'm going to say in our advisory classes as an example like what is our education as we do that. So, you see a student pull out a phone, your first gut reaction probably shouldn't be, "Hey, what are you doing?" It's being thoughtful and that we've done the pre-work with students to say, "Oh, maybe that person has an exemption. Okay, take a step back." Right? So, I think those are some of the just conversations we need to have uh with the students at the high school to talk through that. Um because I think

089that is going to be I mean I anxiety is another one, right? We all know anxiety, depression, right? Music can be a calming piece of that, right? All of that is going to still come in to those conversations with those exceptions, but it is going to also be though how do we work through that from student to student? >> That's tricky. >> Yeah. And that's why we wanted the runway because that gives us now from now September all the way through January 1 for us to do that education, answer questions, come back and forth with students as we go through that. What's our first step? What's our second step? Oh, we did the second step. That didn't go well. Okay, what do we need to adjust to help try and educate before we go to

090full implementation? And again, there's we have had as superintendants, we've had meetings about this. There's still some things we're asking for clarity. We've asked to go back to uh the governor and her policy team to just clarify some things for us. So, if some of that comes back and forth, we'll uh be able to do some of those adjustments. So again, uh that we've been it's been very clear this is firm. It's not going to change. So, you know, we need to to take that moving forward, but um again, I think the voices that we get here over the next couple weeks and then all the way into January are going to help us be successful >> um in this. So, um we'll get there. >> Yeah. I mean, we'll >> get there. I for

091my job I we deal with that and like we can't even put a sign up on the door that DPP is in progress because it identifies the whole room as having diabetes. So it's just >> Y >> I don't envy you right now. >> Yeah. >> We are again I I think it's a learning opportunity. It's um I do think the engagement I agree with Steve and and and the research that's out there it's an important part of this. I've um you know we'll we'll make it work and get feedback and continue to learn and grow and adjust and you know hopefully we're going to see some successes with this approach. Any other questions for me? Okay. So that's first reading. I don't need anything from you at this moment. um we will get feedback

092and then we will our goal is to bring it to you in the October meeting to adopt and then if we do need to change we'll we'll work through those processes move to the board report we have a meeting on next meeting will be October 6th, which will be your regular board meeting. >> This is your last light month before we really start to do two meetings a month. So, I' I'm enjoying it. >> That at 6:30? >> Yes, please. >> All the regular Emily, correct me if I'm wrong, but all the regulars start at 6:30. Correct. We have to do executive session, >> right? >> And then the >> the other ones start at six, right? >> Our PLC's, our professional need time. >> Okay. >> I get those mixed up sometimes, >> too.

093All right. Consent agenda. Any questions or comments on that? I think there was a name misspelled on the personnel. >> Okay, >> that's not to be corrected. >> Okay, I'll look at that. >> Thank you. Other than that, >> no entertaining motions. >> I'm just impressed that you can see that. >> I move that we adopt the consent agenda as written. What the motion would be? >> With the spelling correction >> with the spelling correct. >> We will correct that. >> Been moved. >> I'll second. >> Seconded. All those in favor of adopting the consent agenda, please raise your hand. Any opposed? Nothing unanimous. Thank you. Uh on to our business agenda. Talking about the board superintendent working agreement. Now, we reviewed this. >> Yes. And there was one change. Uh one of the changes,

094the only change that we talked about, and you'll see that I think it's on page three. I think it's number 10. Uh where we want to have our uh board meeting agendas posted two Fridays before. It used to say five days and so we've been um we didn't make that adjustment last year. So we did make that adjustment for this >> two Fridays before. So we have it posted. That doesn't mean we won't make adjustments or it may be posted and then we're adding in the uh presentation. But we do want to get it up two Fridays before uh the the actual board meeting. Is that just for board meetings or also PLC's? >> It's it's for both. We're trying to do it for both and uh the PLC is still a board meeting. So

095we we take it that um as our public meetings. >> Are there any questions or discussion about the board superintendent working agreement? >> Entertain a motion. Somebody is so inclined. There's one right on the agenda, too. >> Agenda's um I move to adopt the board superintendent working agreement. >> Moved by me. >> I second. >> Seconded by Andrea. All those in favor, raise your hand. Any opposed? None. Five. Nothing. Unanimous. That is adopted. >> And before you leave, I will we will all sign for those of us that are here. >> Uh board calendar. >> Yeah. So, I want to just for the board, just as a reminder, we originally had our board meeting in March the 1st Monday. Um, as we go through um our evaluations and um by state law, we have to

096have that in front of you by March 15th. We wanted to have an extra week to be able to do that. So, that's just the reminder of why we're moving it. I think it's from the 2nd to the 9th. Um, and so that's our request. So that's just uh the shift in there. So we have a little bit more time to finish those and and get those to you. >> Any question or discussion on the calendar? >> Again, this is always subject to >> Yes. >> relations. >> Yes. >> Based on >> throughout the year. Yes. >> Uh >> Lots of different things. So >> I move to adopt the 2526 board calendar with a change to the March 2025 date. >> Moved by Melanie. >> It's actually March 2026 meeting, right? >> Yes. March

09726. >> Seconded by Steve. All those in favor five. That is unanimous. I nothing. >> It is adopted. >> Thank you. Um, now we move to closing items, board comments. >> I think you've, the district has been very thoughtful about the policy. Um, I've heard from other districts that have just adopted a policy and they're going, you know, straightforward. And I really appreciate that you're consulting with students, that you're working with groups, that you've thought about so many of the implications of this. and um it makes me really proud to be a parent in this district and to know that it's been so thoughtfully uh done and that you're it's not just a reaction to the executive order. So, thank you. >> The fact that we're taking the time to roll it out gradually, that

098way we can pivot if we need to or make any changes necessary to meet the needs of what the law requires and also um our our kids. >> Yeah. Yeah. Thank you. My comment relates to the next item, but we're not there yet. Just if you have questions, um, take a look at the board reports that we'll be doing on for future meetings and then if those prompt any questions just so staff and Dr. Kabista can be prepared, they can answer our questions in public because that's always the best place to do that. Um because if we're if we have a question about it, there's guarantee somebody else out there has has a question about it. So make sure we're paying attention to the upcoming we do a good job. That's just a reminder, but

099paying attention to what's coming up and getting those questions answered prior to those meetings. So, but my last comment is I appreciate everybody's time, the sacrifice that it takes to be on this council, this board. So, thank you for your service and thank you for people who come and participate. Thank you. >> Any other >> I wanted to thank Jason for his great presentation. Yes, >> it always makes me feel so much better when I relearn some of the things that we do as a district and all the thought that's put into such a wide variety of situations and knowing that if some crazy thing happens that doesn't not it's not a hold that happens all the time that there's a process and so you can find out even if you don't know you can

100find out what the process is. So I appreciate that very much since I always say like our most important job even before educating is keeping the kids safe. >> So thank you very much for all that work. >> There are no other comments or questions. We will adjourn. Thank you. >> Thank you.