001Good, Emily. Or do you need a minute? Okay. Thank you everyone for your patience. We will move back into regular session. Uh we will stand and do the flag salute. Susan, can you lead us? I aliance to the flag of the United States of America to the stands. One nation under God, indivisible, with liberty and justice for all. Right. So, adoption of the agenda. Yes. So, we have a couple recognitions tonight from uh two student groups. Excuse me, one recognition from a very talented young group. Uh we're also going to give out some recognitions for service. Uh we then have two reports uh one tied to a capstone projects uh at 8th grade at Talmage and some CTE criminal justice pathway because that's one of our newer pathways. We'll go into public comments. We do
002have one standing report tied to our English language proficiency assessment. I do have an a couple of updates uh for the superintendent report, then into the board report, our consent agenda, one business agenda item, closing comments, and then we will go back into executive session at the end of the meeting and no adjustments so far. So far. All right. Well, let's start with uh recognitions. All right. So I this this evening with us we have the and I want to make sure I get their name uh right. We wanted to take this opportunity opportunity to introduce Marshall Jake and David who make up the team operation donut. Correct. Got get it correct. All right. Who are members of a youth coding league. Uh through the independence library the students have been involved in coding competitions
003and supported by independence library director Patrick Bodley. Perfect. Okay. Um, this is the first time the library has ever hosted the national championship. Um, and they're here because we want them to share a little bit about the programming both from a student lens and then obviously the from the um, community partner end and the work that they have done. So, gentlemen, please come on up and share a little bit about the competition and what exactly you did in the coding competition. if you can share that with the public and those that are with us today and then please introduce yourself. I'm Jake and I'm Marshall. Sorry, I don't know why I have to speak into there. Um we um did a coding competition funded by um Ada Hub um yeah and we we were Operation
004Donut. We did youth coding league which was a um organization where we took a program called scratch and we went and we did several prompts at the beginning called sprints and towards the end which is where we did the n got the national title was um the postseason where we um went up against other teams and kind of had like Microsoft and like Google. Yeah. And so we made it to the finals and in technical merit and we won. Yeah. Can you can you describe in your words what technical merit means for people that may not know coding? So can you give us a little bit of like what that what that means for people? Um uh it's kind of like well there was two categories. There was community favorite. Yeah. Where like I think
005there might have been a link on social media for community fa the community favorite like playoff segment. Uh and then uh you just they just had people like vote for the community favorite like you know they thought was the best project and then technical merit. We were actually judged by like uh computer science engineers or did I say that right? Yeah. I'm sorry. But uh yeah, and there was I'm sorry, David. Did you take it up? So, basically, technical mirror is where like you have to make the game smart. It's like it has to be like very good programmed. Yeah, it's got to have like a No, it can't have a mind of its own. It's also It's also really hard to achieve because like you have a lot of time to work on this
006project, but um you have to finish it at a certain time. You have like a certain amount that it was like two or three weeks. So was two weeks. Two weeks and then one week. Four weeks. Four weeks. Yeah. Four or five weeks. Yeah. I did my best. This was a game you were coding. Uh we we could have done a game. We had a game section, but it Yeah. Yeah, there was like a prompted ask uh I like YCL has like a um like theme for each season and this season uh yeah was space. Yeah. Uh and the playoff prompt for tech merit and community favorite, right? Yeah, they were the same. Uh was to like simulate or do like a little Yeah. like essentially a video but with like an animated video essentially
007explaining what life was like on a space station. Uh and then we have we did have like a like a couple games and like a comedy segment that was like after you watch the animated video. Yeah. It goes to the you could take the comedy or the game section. Yeah. And also it didn't have to be less than like a minute or three minutes. Three minutes long. Yeah. Uh, director Bodley, you want to add anything, please? I would love to. Yeah. Oh, Neil. Cool. Uh, thanks everyone for having us. First of all, these are my notes, so I'm going to look at them. Um, so the Youth Coding League, uh, basically was designed for fifth through 8th grade students. Um, we were the first and only, uh, library in the country where it was run.
008Uh most of the other teams that these kids were up against were after school programs or boys and girls clubs or things of that uh nature. They hit on the fact that they have a different theme every year uh or every season. There was a spring and there was a fall season. This season there was space. Um they also use the term these our three coders here use the term sprints. That was just the name for their regular season assignments. So they had eight regular season assignments before they moved on to the postseason. Uh they did hit on community favorite versus technical merit. Uh we did have a team that moved on in community favorite but not to the finals. Uh these three did win that technical merit which is where they were actually getting
009judged. So uh super awesome if people move on because their community supports them. really amazing that these guys won not just moved on but won because of how they were judged by not the librarian who knows nothing about computer science but by people who actually work in coding and uh things like that. Uh so they were judged anonymously by those. You'll also notice and I have to make this announcement. I use the term was youth coding league announced two weeks ago that they are discontinuing the program. So uh the library is we are dedicated to this. It's obviously been a big hit. Uh our funer is also dedicated to having something still going. Uh I've been looking at uh something called experience CS which is run through the Raspberry Pi Pi Foundation. Uh we are
010going to be able to expand a coding program at the library for third through 8th grade instead of just fifth through 8th grade. We would love to partner with the school obviously. However, we can do that even if it's just putting flyers up in the schools and saying, "Hey, come here." But I'm excited that we're going to be able to expand that to more people. happy to answer any questions, but thank you all for your time. [Applause] Oh, yes. Oh, yeah. We do have a few for you and they read uh student growth and achievement because obviously coding is a big part of learning and growing. Uh this is presented to and then your names are on each of us for taking the national title in coding and representing central school district well off campus.
011And then for Mr. Bodily, we have one for you because again, this is about our uh community partnership recognition, obviously presented for leading students in learning through clubs that encourage develop and developing real life skills they can use. So, come on up here all of you. We'll give you these awards. I got to stay for a picture, too. You guys got to turn around and let Emily get your pictures. One, two, three. All right. It is also that time of year uh as we close out the 24 I can't even believe that that's happening. We have a few more days and the 2425 school year is closing. Um but is it is that time to recognize our staff who are retiring and have dedicated 20 or more years to Central School District. So joining us
012this evening, we have three uh staff members who are retiring that have been with us for 20 years or more. So, we're going to do this in order. And the plaques that they receive say, "In appreciation to staff member for your dedication and service to the children of Central School District 13J, Independence, Oregon, and then the dates of service that the teachers were with us. So, uh, joining us, we have three today. Uh, first is Brad. I almost called you Bradley, but I they they uh they they caught me and said, "Make sure you say Brad." Uh Brad Berry Barry from Tomage Middle School. He was with us 21 years total. So come on up here, Brad. Brad taught science most most of the time, right? Yep. A little bit of robotics and uh just
013um again opportunity to walking through his classroom. uh enjoyed what he was doing with kids, hands-on experiences for kids in science. So, um I'm happy that you're retiring in sad and other ways as well because of what you do for students. Um all right, the next two the next one we have again is uh Claudet Garcia. She has been with the district for 30 years of service. She she has spent I believe the whole time at Independence or am I incorrect? The whole time. Yep. The whole time at Independence Elementary and student taught there 42 years and student taught at Independence. Wow. So, Claudet Garcia and I believe most of your teaching was third grade. I know you jumped around a couple different grade levels. Oh, kinder. Just the last few years has been three.
014Okay. Under my time, it's been third grade. All right. And last but not least, uh we would like to recognize Brett Baldwin. Brett Baldwin has been with Central High School in different capacities, but currently as the administrative or excuse me, assistant principal, athletic director, he also has had 30 years of service within Central. So, please uh give a warm welcome up to Brett Baldwin. I will just say to the three of you um again in my short eight years here, you all have outlasted me obviously um but I do appreciate just being able to walk through your classrooms or being in partnership with you what you do for students in the school district and have done that for many years. So, thank you very much. I know you're probably still going to be in the
015community. May walk away from kids for a little bit, but we always need subs. Just going to say don't hesitate to come back if you uh have that um because we would we would bring you back with open arms in any way in form or fashion. So, uh congratulations on retirement. [Applause] All right, two more. Um, so we also have two outgoing board members. Um, both in Mr. Don Wall and Mrs. Peggy Klene. So, uh, let me begin by saying thank you for, uh, serving the independence and Monmouth student, staff, and community as board members. Don has been on the board for 12 years and Peggy for 10 years. That's a a a very long time. That's to have good consistency in uh in board leadership. Thank you for being thought partners and sounding boards
016with me throughout my tenure here as the superintendent. Again, both of you being in leadership roles at different times. Um I appreciate that greatly in the conversations. uh some that were fun, some that were not always and how we continue to work in support of uh students, staff and our community that we serve. I think under your tenure, we have uh built our strategic plan. We built our performance metrics tied to that strategic plan which was driven by again your leadership on the board for the last obviously uh 10 to decade here. Um, you as part of the board approved a 2A immersion program at Independence Elementary, which will be going into its fourth year next year, rolling up into third grade. You've approved K12 language arts, Spanish language arts, and our new K12 math
017curriculum that's going to be coming forth. Uh, you we are confident you will continue to find ways to serve students, staff, and community in this district. I know what you both are involved in, and I am thankful that you will continue that and be in our community. So thank you for continuing and building upon an inclusive culture of belonging and learning for the success of the whole child, whole educator and whole community. So you both get this also says in appreciation and then has your name for the dedication and service to the children and patrons of Central School District. So thank you Don and Peggy for your service. Come back and get another slide. All right. Now, I'm going to have joining us, I'm gonna have Miss Rosanna Larson come on up here because she
018has several groups that she'll introduce. One, an eighth grade group uh from Talmage tied to our talented and gifted. And then we do also have a presentation tied to our newest uh CTE criminal justice pathway completers for some short presentations. Good evening. I need to introduce myself since I was just introduced. So, thank you. Um so, we're going to get started with this year. Um we had our first ever capstone project opportunity for our eighth grade TAG students. Um we were working to try to build some opportunities for TAG. And so, um I have one of our fabulous um students who uh did that. And then one of the other students is um wasn't able to come because he had a baseball game, but he um submitted a video that I think that Emily's going
019to play. Oh, okay. Okay. So, we'll have have that. And um and they did some amazing work. Um so, their mission was to select a topic based on their own interests and passions with the purpose to expose, effect, or explore. And some of them did um multiple of those things within their presentation. Um, and the students were mentored throughout the school year in questioning, research, perseverance, organization, audience awareness, and presentation. Um, and Virginia Glassman, um, volunteered and helped with this, and she was amazing. She is here tonight, too. I'd just like to take this time to recognize her as well. So, thank you, [Applause] Virginia. Next slide. Yep. So this just talks a little bit about so we did inquiry based learning and they were mentored on the skills of questioning, research, perseverance, organization, audience,
020awareness and presentation and so they learned a lot about um many of those things and um they will share a little bit about that I think as well. So we ask students to explore this and to do this really for the love of learning which is what we hope to instill in our students and um we try to be successful with that as much as we can. So all right. So we're next one please. Yep. Well, maybe we'll have you start. Is that okay? Go ahead. Uh do you want to go to a couple more slides because I have a couple slides in here. Uh next one. There we go. Thank you. Um good evening. My name is Alyssa Glassman and my uh capstone project was on nano robots and childhood cancer. So as a
021bit was explained um the capstone project was where we had the whole year to choose a topic and then we got to research the topic, create a presentation and then present said topic. Um, so to start off with our uh figuring out what our topic was, we had about a month and a half to two months to figure out something that we were passionate about or something we wanted to learn a bit more about and then we got to go deeper by um asking seven to 10 questions that we would then later on research. One of my favorite parts was definitely the research process just because I had this opportunity to look at multiple different topics and then or not necessarily topics but like different resources and then compile it all into one thing. I
022feel like a lot of the time just with school when we do presentations or essays teachers give us um either websites, articles or just they give us certain things and then we use those to create our presentations or essays. However, with this I got to look at different resource ideas like um we explored the TED library and Google Scholar which was a really cool opportunity for me to learn what other sort of things we could use. Um so I really love the research process. Um uh part of the research process I actually learned how to create a pie chart which was really cool for me because I've never really used slides. Um so my topic as I said was childhood cancer and nanoobots. Um this uh pie chart compares the amount of medicines um for
023children uh compared to the amount of medicines for adults that have been FDA approved in the last 30 years. So for adults it's over 200 and for children it's been seven. um which was something I went in deeper comparing adults and children and the treatments they have which was an amazing opportunity for me as well. Um so continuing on we went to the um after we did the research we would start building a presentation and I've got to say I've never created such a long slideshow not necessarily that it was long but just because it was really important to me and I loved being able to create something that I could share with others. So, um, when I presented, I learned multiple different important skills. As you might be able to tell, I talk fast,
024especially when it's something I'm interested in, passionate about, or just really excited about. And, um, you might not be able to tell, but I've actually improved a whole lot throughout this year. And, um, I just made me really proud to see how I've grown. Um, the next thing was being able to interact and connect with my audience. So, part of my topic was childhood cancer or just cancer in general, which I feel like um everybody's had some sort of experience with it, whether it be through a friend, co-orker, family member, or even if they've experienced it themselves. And I felt like I could connect with my audience by sharing my own personal experience when my can uh my cousin went through cancer. And I felt like that helped them understand where I was coming from.
025Um I also got to interact with my audience. So, one of my favorite parts about my presentation was when I had everybody on a small slip of paper draw what they thought a nanobot looked like. Um, and it was really entertaining cuz I hadn't told them anything about nanoobots, which so it was just really cool. I still have the papers in my room actually just to look back on. Um, and so it was just really fun to interact with the audience that way, especially as a lot of the time back to presentations at school, they don't really have us interact with the audience that much. And so it was a great opportunity to like level up my presenting skills. Um, next future of science. So, um, part of this was just learning about nanoobots, which
026was like, oh my gosh, something we can do to like figure out how to cure cancer, which has been around for so long, like forever, and we're close to solving it, which is crazy. And just thinking how much science can impact the future later on. And then finally, as I mentioned, my cousin Keegan, um, he was diagnosed and then passed away with cancer uh, during COVID. and I felt like I could honor my cousin through this presentation. Um, a lot of my family members actually came to my presentation in um, like Monday on like conference nights and they came up to me that night and they've actually come up to me multiple times after that saying how much they appreciated my presentation because of what it meant to them. Um, so that's why my um,
027presentation meant so much to me and it's really made a difference. And I know that I couldn't have actually done my presentation if it weren't for the people with the who helped. So, Miss Larson and my mom, thank you. So, and also my peers. Um, without having the dedicated time or to have the people who could support me and to help direct me, I know I wouldn't have been able to get this done. And so, it's made a huge difference for me. Um, at this time, if you have any questions about like the capstone presentation or my project in general, I'm willing to answer any questions. What does a nano robot? Okay, so there's multiple there's about five different types of nanoobots. Um they can help with like blood clots. They can help um they
028can replicate immune cells. They can bring oxygen throughout the body. Um the one I talked about mo um mostly talked about was um basically these kinds that have um they can actually carry medicine to a specific spot in the body. So if there's a cancer spot, instead of trying to have radiation or chemotherapy go throughout the whole body um which then affects the whole body, it can go to that specific cancer site and then inject the medicine there, which I thought was really useful. So then it wouldn't like have as many detrimental effects throughout the whole body. How big are they? So or should I say how small? Um a nanometer compared to a meter is about the same as a marble compared to the size of a whole earth. And the average nanobot is
029about 20 to 30 nanometers if that helps with scale. So really really really tiny. Any other question? Um, I think there's actually some pl I think has um a place that they have that does a bit of nanoobots, but um there's like different nanoobotic labs um that throughout like the world that creates nanoobots. I believe the OHSU is the only hospital in our area that has that from and I only know that just because I had a friend that went through some of that. So, so you you were talking about research, how you got to sort of expand the field of source material, how were you able to distinguish between what was credible and what was not? Um, because there were so many different sources, if I noticed that like like two or three sources
030all agreed on something, then I would um like deem it credible. And also noticing like some of the stuff we've learned in our ELA classes about how it ends. Is it like agov? visit a.com or.org and also just um like I've didn't Yeah, just seeing different things. Um I interviewed my aunt a bit and so she helped me connect with some other people as well and so that's how I knew it was credible. What do you plan to do when you grow up? I want to be a JPL engineer. So that's uh JPL is Jet Propulsion Laboratories. Um basically NASA. Absolutely fabulous. Good job. Thank you. Fabulous. Anything else? Thanks, Elissa. Appreciate it. Hudson. So, um, but the the students were amazing. They worked every week, at least one time a week. They gave up
031time in in their um their pride class and they would come down and they would work with us. And there was a lot to do. There were a lot of steps that we went through um really learning about research different research platforms what's what's valuable and um and reliable research um but they were really amazing and then they had an evening where they presented and they for three students they there were three of them who presented and they packed that library. It was really amazing how many people showed up to support them. So um I was incredibly impressed and we hope that we will have the capacity to offer it for next year's eighth graders as well. So, all right. Thank you. We can if you want to do the other group and we can
032always come back to this if we're still working through that. Okay, great. So, joining me are a couple of our um recent central graduates. So um and they are part of our group of 11 students who were our first capstone completers for the criminal justice program. So this was the first year that we offered that and um in that in that program we had um three of those students um took and passed the ORPAT which is the Oregon physical abilities test that is required for law enforcement. And so that was impressive that our students were able to do that. Um nine full FEMA certifications came out of this program um at the 100 and the 200 level. and that's a national industry recognized certification. Um, three of our students have gone on and already have
033cadet placements and ready to go. And as a a group of the 11 students, they have over 500 hours of professional learning and hands-on experience this school year. So, and um over half of those students are going into a career in law enforcement. And some of them weren't sure about that starting off and now they are. So, um we're excited about that. And then next year we have 25 students. So, we've more than doubled um the students who are going to enter in that capstone and we have over 250 students who want to take the introduction um course. So, we're really growing um that pathway. I would like to thank also our local police departments, Mammoth and Independence PD and my husband Tad Larson who's recently retired from Marian County. They helped to build this
034capstone um and and the speakers um that they um and the people that they organized to go in and they're going to share a little bit about that. So, I'll turn it over to Hannah and you can introduce yourself. Thank you. Yeah, I'm Hannah Gilbert and I just went through um the capstone project. So, a little bit about that is it is offered it was mostly sen I think it was all seniors this year um who have completed all the CJ classes and then so we meet every other day and it's divided in half. So half of the class time is like independent learning where we go through the FEMAs and we did 100, 200, 700 and 800. So, the FEMA stands for Federal Emergency Management Agency. And it's basically an agency that helps um
035local law enforcement um just law enforcement all over the nation prepare for disasters, whether that's planned or unplanned. So, that could be the 4th of July and how you manage that all those people or it could be an actual disaster. So, it's how you prepare for that. So, these are certifications that fortunately take a very long time and can be very boring. Um, but it's a requirement to be a police officer. So, that was really nice that we were able to get all of those done and it was free for us, too. Um, we also went through ORPAT, so we got an opportunity to run that um with a certified instructor. So, we all got papers that we can then take to law enforcement agencies if we want to become a cadet. And so, that
036that is one of the qualifications you need for the cadet program. And so, we got that too. And then we also got interview preparations. So we met with local law enforcement agencies with Monmouth and Independence and they kind of just went through their interview processes. So they're it varies from agency to agency, their questions and how they go about it. And so they kind of prepared us to go into an interview in the future, which was really nice and kind of told us some of the questions to expect and things that they were looking for so we can prepare for that in the future. And then also we just gained so much experience and connections the connections with um the SWAT teams or Monmouth independents um police departments. We went and talked to a judge
037and kind of got to see how the court process worked a little bit and then we just did so many things within that. So within the police departments we learned handcuffing and defensive tactics and all that. It was a lot of hands-on things. We actually um accidentally spiked a police car on accident, which was a complete accident. We thought we had the practice trips and they were not the practice trips. So that um that was Yeah, I'm sure that was good learning for everyone during that time. Yes, we did get to watch Lewab change tire for 30 minutes and I don't think anybody was expecting that. That was really entertaining for all of us. Um, and then we just went through like simple things like traffic stops and we got to actually perform that where
038we took out the cars and we went over the radio and did all of that stuff which was super fun. Um, and I think all of these things combined just really prepared us for a job in law enforcement if we're interested. And even for those that weren't interested or didn't know if they were, it was just kind of opening to see or eye openening to see how local law enforcement works because it's so different than what you see on TV. So, I think it was just nice to see um how that worked and understand that like the officers in our community are members of our community. Like they're people, they have families. Um and so I think that was good for everybody to see too. And then I think Haley is going to explain a
039little bit about what she's doing with that. Do you want to say really quick what you're gonna do? Yeah. So, I'm gonna go to Western and I'm going to pursue a degree in criminal justice and then go into law enforcement, hopefully FBI as a special agent after that. Thank you. Good evening. I'm Haley. Um, so I definitely think that the criminal justice capstone has helped a lot. It's definitely more hands-on than the other three classes that we had to take, which were criminal justice, um, criminology, and then forensic science. Um, it's been a lot of hands-on work. Like Hannah said, we inspected a police car. We got to learn how to use handcuffs. We actually got to see someone uh actually get tased. So, that was pretty cool. It was a good um experience to
040learn and see like what happens uh to the body and if you shoot in different areas, it affects it. Like uh one got shot in his leg and then the other one went to his back and instantly like he stopped moving. Like it's just crazy how it works and how differently tasers have changed from back like 1980s to 2025. Like it's so different. Uh um it's really helped me move to the cadet program. I am I think the second cadet that is started up since I don't remember when I think during co they stopped it and then they just started continuing it up again in 2024. Um and it's so much fun. I've learned a lot already. They've I've done multiple ride alongs with uh multiple different agencies. I've gone to Dallas, Mammoth Independence. Um
041the cadet program is only in Independence right now. Um I don't know if Mammoth is going to start it and I know they have one in Marian County as well. Um but it has the uh capstone has really helped open up why I want to be an officer and really helped me like okay like I definitely do want to be a cadet. And so it helped open up that opportunity for me to become one. Um we had someone from Marian County come in and talk about the cadet program and that's how I really got started. And the process was long and tiring and there was like four interviews I had to go through and a long notebook of questions I had to answer. Um, so that was a lot of work. And um, another thing
042that Hannah said, uh, FEM was boring, but I didn't know I had to get that done uh, to become an officer. So I'm very glad it's done and over with and I don't have to sit for another like eight hours and do it again because that FEMA was not easy and I yeah, it was not a lot of fun. But I am glad I completed it and it's good to have those certifications in my back pocket in case I need them. Um, yeah, the capstone was amazing. I loved all the hands-on experience. The field trips were so much fun. It was definitely more intriguing than sitting and going through slideshows. I prefer hands-on. I can learn a lot quicker with it. Um, and the ride alongs are teaching me so much. I've learned a crazy
043amount of things from doing them. And um I'm hoping to go to Shemecha and then get my associates transfer and transfer to Western and get a major in psychology and then become a police officer and hopefully move up to detective sergeant. Well, we are looking forward to continuing um this program, expanding it. Joel Everett has done a fantastic job um with teaching the program and again just can't thank our partners enough and the student feedback because we have a lot more things that we're going to be offering next year within this program. So, thank you. Thank you so much. I will just add uh I know that FEMA was boring for you, but that makes me as the superintendent very happy because the more people that are trained in FEMA, should we ever have anything
044happen in our community, you will be able to help. So, I think that's really important. Um, just I I publicly want to say that because that is a huge asset to have as a young person already in your back pocket. So, thank you for doing that. Even though it was not maybe your funnest part, it you you could help us in the long run as a community partner. So, thank you for that. [Applause] Good to go with part two of tags. Excellent. Hudson Sty's video is ready to go. Thank you, Emily. And if not, we can get this sent to the board so they can make sure that we can see that so I can put that in a Friday report as well. Okay. All right. Well, he did a fantastic presentation on the impact
045of sports um on people's mental health and he tied it directly to he did a survey and gathered the data to see how it correlated with like the national resort results and it's pretty cool. So, I I think you'll enjoy hearing from him when you get a chance to. So, thank you. Thanks, Ros. Thanks. Can I ask a question because I won't be able to sleep until we know this. Did the Did the person volunteer to get tased or was that a surprise? It was not a student and it was a volunteer person. Yeah. They didn't take him out on the street for that. But they when they do their ride alongs though, they get to see a lot. Um you know, sometimes things that are really difficult to see. So that that's part of
046that capstone experience is seeing can I handle you know things so well thank you sorry all right uh actually we really are moving to communication from the floor nothing anything online right let's move to okay so next we are going to program report so now come on up uh please welcome director Monroy she is going to share with the board the preliminary results of our English language proficiency assessment state test. Good evening, Superintendent Kabista, members of the board and central school district community. So I am here to talk about our preliminary and unofficial ALPA summitive and alt ELPA uh achievement and growth. So, this is just a little bit of a data about our numbers of students that are receiving um services as emergent bilingual in our school district. Um we do have students that
047are on a waiver and um students who have exited that are on monitor status. So students who are on a waiver which is uh that's a choice that parents have they still take the um summitive assessments. So 538 are students that um as best we can uh test them to 100% participation if possible. And we're going to talk about both achievement and growth in this. Um you're used to this. We've done this annually for a few years now. So when um students take the ELPA, they get an overall proficiency score and then they get um scored by each domain in reading, writing, listening and speaking. And so when they get to a four or five on all of the domains, then they are considered proficient and then they exit. So if you can move, thank
048you to the proficiency slide. So looking at the data um I wanted to let you know that this includes alpa summitative and altpa data both within the proficiency and we want to congratulate our students. We had um 10 students at the high school reach proficiency, which is huge growth. Um something that we've been working on and I just really want us to celebrate that growth. And I wanted to let you all know that in addition to um that 12th grade proficiency um for Central High School was 22% compared to the state level of 6%. So 12th grade was a huge success. And also just want to highlight a few other um spots on this proficiency data. 11 students at Ash Creek um reached proficiency and within that the third grade proficiency uh rate was at
04917% compared to the state at 13%. Fifth grade proficiency uh was at four 14% at Ash Creek compared to the state at 11%. And then at I had nine students reach proficiency this year. In addition, in additional information, second grade's proficiency was 19% at IIS compared to the state level of 18% and fourth grade proficiency 19% compared to the state at 15%. Um, and I just also want to remind as we celebrate these 32 emerging bilingual students who reach proficiency, um, that each student is on their own language acquisition journey. And this this assessment these assessments are very much tied to where students at are at on their journey in that um acquisition. So and Holly just on average because I know that just what you said on average how long does it take potentially
050a student to get proficiency in a second language as an example? So there body of evidence and research that says 5 to seven years and then there's other bodies of evidence that say seven to 10 years. So somewhere between 5 to 10 years is what it takes to to reach that level of academic English language proficiency um on par with their peers. So if we can move to the next slide. So we're going to look at the growth data the way that we've been looking at over the past several years. Um, I wanted to just remind the board that we're comparing students who have two consecutive years of scores. So each year on the graphs that you're going to see that the subsequent graphs are the previous year compared to then that current year and
051they're not necessarily the same students within those um data sets. So it's not cohort data and for example kindergarteners would not be included in this state in this data. First year recent arrivers wouldn't be included in this data because they've only taken the alpa summitative for example one year and not two. So um we did have a lot of growth last year um and we're really excited about that. We also are planning a deeper dive in with our team um on the 16th to look at the data and kind of like what are we learning from it and what next steps do we have. But I do want to speak to the fact that last year we did have the ransomware attack as you all well remember and we tested later than we ever have.
052And so just our wondering is if more time in class and the lateness of the testing window which was April 10th to April 19th. Um I'm not saying it did. Could it have impacted the data? We're not we're not sure but it's something for us to continue to explore. So the first data set is growth in overall proficiency level. Um, so here we're looking at their level overall. So are they going from emerging to progressing, progressing to proficient, or very rare cases, sometimes a student can go from emerging to proficient? Um, and I just wanted to highlight a couple of um pieces of the data here. Um, IE had 21% kind of staying the same. And if you looked at K CHS continued growth to 60 16 percentage points in that and Holly both of
053those schools have the most students that are testing for Alba. Correct. It it is true. If you look at the at the number slide, the majority of the students on a waiver, sometimes we call it an opt out. Um again, parents can choose to sign a waiver for their students not to participate in program services. However, they do take the ALPA sumitive. It is a requirement from the federal and state level as well as us continuing to be aware of their needs and supporting them because that's what we do is we support students in their needs. Um, and so I wanted to talk a little bit about our recent ar recent arriv. we have had um a beautiful increase of recent arrivals and um so that's almost doubled compared to uh multiple recent years. I
054think we looked at like 20 2017 through 2023. Um, and so when we think about when we looked at the ontrack to English language proficiency, just the way that that uh trajectory lays out, students wouldn't necessarily be even gaining any growth in any given domain. If they scored like a one in each domain, they would be there for like a subsequent year, we might not see growth. So just something to keep in mind. Um, we also have 77 dual identified students who have an even longer runway on the on track for English language proficiency. So now we're going to look at growth by domain. We're going to start with uh oh sorry growth in one domain uh first before growth by domain. So this is these are students who have at least one domain growth
055or it could be multiple domain growths. Um so if we look at Ash Creek for example um we have last year kind of shooting way up there but if we look at the other three years um so 22 to 23 and then 23 to 25 they went from 66 percentage points to 73 percentage points then to se 76 percentage points and again reminder this is not cohort data and I think that's one of the conversations Holly and I as we've been going again preliminary ary data, but we have some questions that we've started to say and obviously she's going to meet with our team and and move forward with that, but these are not cohorted kids. We I think there's conversations of can we look at cohorted kids maybe a little bit deeper um from
056this perspective to see because again we're sort of from year to year because it's a two-year process. These are apples and oranges, not apples and apples as an example. So, I think we have to keep that in mind as we look at this. But I think there's still some, as I like to say, we harvest some winds from this and some bright spots from that perspective. And there question that's kind of like that. Go ahead. I I let me know if this is right or not because I was thinking before you even brought up the cohort. Oh, okay. I think this is not cohort data. And I was thinking about last year how we had such outrageous good numbers of kids that reach proficiency and all those kids are no longer in the data, right?
057They're they're on monitor status. So we went from a 100 students on monitor status last year to 134 on monitor monitor status and then if you're a 12th grader right then you're you're most mostly at 12th grade then they're they've graduated sometime we do have some um fifth year seniors but um that is true and then also the other thing that can happen is it it's just it's where students are at. So if we had that many students that were just right on the cusp and ready to pass and then they passed, then there might be a bigger group of either recent arrivals of students that are just they're they've made growth and now they're just kind of on the cusp and sometimes that can take a couple of years as well to grow from
058moving from a three to a four which would be a proficient on a domain. So, and these are conversations that we're ha having because there is work that we can do that's specific to the needs of those students. Um, often ti tied to just looking at rigor and specific um like grammatical structures for example that they might need that they may be looking for in the assessment when they're looking at their writing or listening to their speaking. So, these are conversations that our that our teams are having and will continue to have. Um, so I'm going to move to reading. So, um, oh, I think I just now I'm a little bit off on my slides. Anyway, I'll if I repeat this, I'm sorry. Um, so Ash Creek again, not looking at, um, last year
059went from 2000 went from 20% in look at that one in in 22 and then went up to 344 percentage points this year. And then CHS as as well a little up down but at ending up at 21 percentage points and we don't have just so the board knows we do not have the state average right this is preliminary data we may come back with you maybe it could change a little bit in the fall because we have come back to you with an update of that um once we have again we have the overall by Holly and I were able to get into what's called OSAS and we can look at our preliminary scores uh there and So, we did do a little bit of a dive on this past week to say, you
060know, what grade levels are we at, but we don't have specifically overall from a from a state level. So, we'll once that comes out, we'll get that to you all. So, you have it to see where we stand. We've been able to do it by grade level, but again, those are still preliminary, too. So, we have to be careful how we how we share that. So, moving on to the writing domain. So, just a couple of highlights. um looking at 22 um for Ash Creek moving from uh 31 to 38 percentage points and and Monmouth Elementary 26 percentage points and 22 to 30 percentage points and then we'll move on to listening um looking at growth of at Ash Creek if from 22 to 25 from 34 percentage points to 50 percentage points. And then
061um IE last year to this year 38% to 41 percentage points of growth. And then I wanted to speak a little bit to to the speak to the speaking domain. Speaking has been a focus for for our district. Um it's it's challenging for when we're learning language to um to be really successful in writing um when when you're not able to speak it. So it's really good for language learners to be able to speak and have conversation, use academic language in in dialogue and then be able to take it to writing. And um at the middle and high school, the secondary level, students were really struggling with their speaking domains. So we sought out student input and students were sharing with the staff at the buildings. They were embarrassed because typically you have kind of
062a small group testing. you know, you might have 15 students or 20 students depending on your grade level, smaller numbers at younger grades, but they were feeling um they weren't feeling confident in speaking even though everyone has a headset on and they're at different places in their assessment and they're may not even be on the same part of the test, but they've got, you know, kind of like a little pilot's headset and they were feeling uncomfortable speaking into the microphone in the testing environment. So, at the Millan High School, they were offered an opportunity to take a one-on-one speaking domain assessment if they chose. And so, a lot of them did, and at Talmage, we see the growth that they had in the speaking domain up to 41%. So, I think that that's also I
063mean, we're going to celebrate our wins and learn from things that we need to learn from. So, I think that's awesome. Um and so and then I as well just up slightly in the data and then next slide please. So the continued focus overall this year has been um looking at integrated and focused EL and looking at how do we assess language acquisition and ELP standards. Um we continue the conversation about all staff being language teachers and um really looking at collaborative processes between multilingual teams at Talmage and the high school. There has been monthly professional development that has been really well received um for bilingual IAS um at Talmage and the high school. And then again, the continued implementation of the tweet program at II is another way that we support our multilingual learners,
064our emergent bilingual. And then just lastly, I'd like to say that we may we may want to have continued conversations about fig figuring out not figuring out because the the formula is there, but um it's more involved process, but looking at the data in regards to the formula used for the ontrack to English language proficiency. It's kind of one of the conversations that we're having, which is still complicated when we're talking about yeah, you know, this this exam. So this is not an easy one of you know language acquisition as as uh director Monroy I said takes time and so I think also where you enter I think you're entering kindergarten versus you're entering as a a language new language learner in ninth grade right just the brain and how we learn that can change
065a little bit and so I think all of that we have to pay attention to and continue to have those conversations and it will be interesting to see the data from the state with the on track to English language proficiency and seeing how our students are growing on that trajectory both for students on the regular timeline and then the students for example our dual identified students who are on the extended timeline. Um it will be interesting and at the same time we will be reflecting on just where we can continue to grow especially with our students that are kind of sitting right under proficiency and what they need to move to the next step. And Holly's debriefing this with her team again. We I know in part of our uh June retreat meeting is now
066what I'm calling it because I know you all say it's not a retreat. Uh our our June retreat meeting, we will be I think some of this conversation that we want to continue to have tied to our strategic plan. I think listening to the team and saying where might might we make some shifts and looking at the data uh bringing that to you getting some some followup from you as well as we continue forward um and moving our our students especially our multilingual students towards proficiency and I'm help I'm happy to entertain questions that you may have if I have the answer I will respond today and if not we'll get back to you [Music] all right thank you thank you all like that. Yeah. All right. So, I just have a few things. First
067off is last week was I call it graduation week. Even though graduation was Friday, I think um overall just an amazing week. Um starting off with on Tuesday, we had the Latino graduation which was double the size as it was the previous year. um just some amazing students doing amazing work within our school district. Followed by the next day we had our ba basic life skills at graduation and and a lot of the students that are um at the high school uh that will come out of basic life skills will come down here to the district office into our transition program. And then Friday again which many of you were present. What a one beautiful evening to celebrate our graduates as well as being in a site that we are not normally at and it
068was flawless. Um so I just want to say thanks to all the students and the impeccable work that they did to uh go across that stage to the leadership at the high school. Um Ian Amura who has helped and led graduation and a big part of that. Um I they just were it was phenomenal. Um, so I just I want to acknowledge just the the greatness that last week was. We have one more graduation this week with our transition program, so that will happen. Uh, so we're very excited for that. Um, I saw Orlando at many of those uh, events as well. And just it's fun to see students supporting one another. We um, on Wednesday we had the awards uh, $4.2 million in scholarships. That is double the previous year and that that is
069with a new college coordinator that was only in the job for less than six months. She met with every senior. She's already starting to meet with the juniors. I think you're you're seeing some really good things um in leadership at the high school and moving in that direction as we um one want to graduate people four years in their four-year cohort and if not then we're being able to capture them in the five-year completer. So, some really good steps taken and just a beautiful, beautiful week last week uh from a graduation standpoint. The other thing tied to the high school, I get to announce finally that Central School District and Central High School are pleased to announce that Rick Dormer has accepted the role as the new high school principal. Mr. Dormer has been a
070high school administrator in Alaska for many years. He taught math, was an instructional coach, and uh as well as district mathematics uh specialist before he uh moved into administration. He's also served as the president of the Alaska Association of Secondary School Principles. And he will uh officially be joining our team July 1st, although we have started some conversations with him and it's been great to get to know him and and start to bring him on board. Uh we are also excited to have in the district and at Central High School are pleased to announce that Brandis Piper has accepted the new uh position of the assistant principal athletic director. He has been a teacher, instructional coach, and an athletic coach at McKay High School in Salem for 13 years. He's pretty much coached everything. Um
071he was the head football coach at McKay for five years, and then he also coached collegiately at Wamtt University. uh this is his first administration uh position. Uh he will also be joining the team in July. And so I just want to uh to all of you and to the community, although we have announced this, it's my first time that we're excited to have Mr. Dormer and Mr. Piper join the Central High School administrative team. So very excited about that. And then last piece is feedback from the board uh uh tied to the policy uh JB with early entrance. So a couple things I just want to share based on the feedback. So we've re we have received feedback from 66 people which is fantastic from the community as of today because we we double
072checked it one more time. Overall, the data is 36 to 30 in favor of keeping the early entrance option. Um, if the board would like to keep this policy, because that is up to you, uh, my recommendation would be that we update the policy, um, and the administrative rule to reflect some of the community feedback because I do think there's some things in there that I think would help this process that in talking with administrative leadership and some of the approaches at the elementary uh, in conversations with the three elementary principles, I think there's some little nuance changes that we can make that will uh meet the needs of the families uh that have shared the the information with us. Um so I really just need guidance from you. If you would like us to
073move forward forward with that and then we could talk about next steps. If you do want to not have the policy, then you would need to vote on that today. But if it's something that you would like us to continue to move forward with, we would um potentially bring that policy back to you in July with with the revisions that were suggested by the community feedback. Yes. And and we would get those updated and probably send it to you in a Friday report. So you would have that first and then we would again publicly we could have a little conversation if needed at the June 23rd meeting and then we could bring it formally to the board at our July meeting. And can I ask a question? If if we're going to use the community
074feedback to guide some some of the changes, we would still go back with who to verify that nothing in there is against. Yeah, we will we will work with our legal counsel. Yeah, I just want to make sure. Yes, absolutely. So, any any adjustments outside of what um especially if the policies come from OSBA and we make any adjustments, those will be reviewed by legal counsel before we would bring them to you. thoughts. I'm okay. My thoughts are either dump the policy or make it into a useful policy. So, yes. Okay. Okay. So, then what we will do is we'll make some adjustments to it. Uh and again, we've had some really good conversations already with leadership and and some of the things. What we will do is then if we need to have a
075conversation or show you a first view, we'll give that to you on June 23rd. we'll formally do it on the uh July meeting and we do not have to go through three readings. So if you are comfortable with it at that time you can approve it and that way we can start those processes uh as we begin the 25 26 school year. Trying to get my brain to shift there even though we're not done with 2425. Um so I think I will say this is the first time we've done more of a survey feedback for policy. Uh, I do think this is something that we will continue. Um, but I think that we'll continue that conversation as a as a group. But I do think there were some really good things that came out of
076this um and having it on up and being able to get feedback from the community. That is it. Moving on to the board report. Our summer board retreat and quotes on June 23rd. Next regular board meeting will be July 7th. Actually, that should say the 14th. Oh, right. Should be July 14th. Sorry about that. July 14th. And the swearing in will occur on the July 14th as well, right? Correct. Okay. Um any Well, let's move on to the consent agenda. I'll move that we accept the consent agenda as presented. Moved by Don, seconded by Jan. All those in favor of approving the consent agenda as presented, raise your hand. Six. Any opposed? It's unanimous. Consent agenda is approved. Onto the business agenda. You all should have a copy of the summary of the performance evaluation
077and I'll just read it into the record if that's all right with you guys. June 9th, 2025 to whom it may concern the summary represents the full evaluation of superintendent Dr. Jennifer Kabista by all seven of the central school district 13J board of directors. All of these directors have served this last year with Dr. Kabista. Criteria used were those recommended in the OSBA workbook on superintendent evaluation. They are visionary leadership, ethics and professional norms, inclusive district culture, culturally responsive instructional leadership and improvement, communication and community relations, effective organizational management, effective financial management and policy governance and advocacy. The goals that Dr. Kabista and the board set at the beginning of the year are also included. Improve supportive environments, improve quality and timely data to support the cycle of continuous improvement, improve quality instruction. The outcome
078of the scores and comments provided by board members indicate Dr. Kabis to be performing at or above standard on all the over in the overall performance of her duties. Dr. Kabista continues to score high ratings in the areas of ethics, inclusive district culture and governance and advocacy. These scores are qualitative qualitatively reflected by comments such as quote a sound understanding of our policies and uses fair and equitable judgment in carrying out her duties. This is a top priority for Superintendent Kabista. Superintendent Kabista is top-notch in these area and is well connected at the governance level. Keeping positive momentum this year was no easy task. Faced with obstacles such as technical issues that knocked the district's network out for several days, a failed school bond in the November ballot, and administrative instability, particularly at the high
079school. Despite those challenges and numerous others, Dr. Kabista steadily kept moving projects forward and leading to leading to successful outcomes in numerous areas, i.e. Replacing the turf on the multi-purpose field. Replacement of the tracks surrounding the field. Successful principal and athletic director assistant principal searches at the high school. Improved climate and culture scores for district services. The implementation of improved parent and community communication services including parent square and a successful budget messaging and process. Most importantly, student testing scores improved leading to growth and achievement in grade levels and focus groups. Over the coming year, the board looks forward to working with Dr. Kabista, continuing to plan for, support, and facilitate positive growth in the district. Particular focus will be on furthering student academic growth and achievement, and providing support and leadership to the professionals who
080directly deliver education and support services to our students and their families. Respectfully, Byron Shinkle, board chair. We'll now move to closing items. Comments from the board. I just briefly go for it. As as usual, our students were absolutely topnotch in their presentations. They were so excited and genuine. Um, and you could see proud parents and relatives in the audience. It's just a lovely community feeling celebrating those kids who've just been doing I mean I I now know what a what's it called? I just u really impressed with them. too. I just wanted to echo what Dr. Kabisa was saying about switching how how flawlessly graduation was. So, it was I don't know who to name by name in that process, but to everyone who was involved in that, that was very well done. and um
081just I I I appreciate the bes be behind the scenes work that goes into all that stuff. So, thank you very much. Not surprisingly, I have something to say. Also, um I went besides graduation, I went to the Latino ceremony on Monday and the um Tuesday and the senior awards um ceremony on Wednesday. And at both of those events, again, students so impressive. It just makes you wish that more people in the community could see their achievements because they're so great. So impressive. Absolutely true. So, I should at least say thank you for putting up with me for not all 12 years because I think I'm the only one that's been here 12 years. Uh, but it has been uh most of the time a joy to work with uh each and every one of
082you and I wish you the best as you move forward. I'm sure it will come with continuing challenges, but there are exciting results like the kids tonight and uh and I hope that at least on a couple of occasions I've added a positive uh contribution to the group. So, thank you. Thank you. Thank you. Thank you, Peggy. So, just a a comment about the the criminal justice CTE program and all the FEMA classes that they're taking in. If we manage to turn them to the dark side and get them to the fire department, they'll already have their FEMA classes done because you got to take the same classes, start poaching students. By the way, when I first met Ben Stangy, our fire chief, he was a police cadet for the Portland Police Bureau, and we
083turned him to the dark side, and he came to the party. Now he's fire chief. It can happen. All right. Um, if there are no other comments from the board, we will take a five minute recess and then move into executive session. So, back here at 8:03. [Music]