Coquille School District Budget & Board Meeting May 13th

001on May 13, 2026. We'll begin with roll call. Are you conducting the roll call? >> Just call to order. Just to call the meeting order. That's not printed on here. >> Oh, that's the other one. Yeah, then. Okay. >> Roll call. >> We do have We know who's here. >> Okay. Then let's move on. Thank you all for attending tonight's budget committee meeting. We appreciate the time and commitment from both our board members and appointed budget committee members. Um I think we were supposed to do a flag before we start this. So how about everyone join me for 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. >> Hey, tonight's meeting will focus on the presentation of

002the proposed budget for the 2026 2027 school year and provide an opportunity for committee members to ask questions and begin reviewing the budget document. At this time, we will open nominations for budget committee chair. Do we have to do the approval for the budget members? Any new >> or is that we might have a different is a new budget committee member that needs to be >> Melinda. I think you have a different sheet. >> Yeah, >> you're right. Let's >> interro committee. >> The motion to >> I'll make a motion to approve our new budget committee members member. >> Just one. Yeah, just one >> Bradley Phillips. >> Yep. >> Okay. I have a motion by Heather and a second by Marca to approve Brad Phillips as a new budget committee member. All in favor?

003>> I oppose. Okay. Now, let's open the U. >> The one thing I forgot to We need to approve the agenda. >> Oh, >> I'll make a motion to approve tonight's agenda. >> I'll second a motion by Heather and a second by Marca to approve the budget committee agenda. All in favor? >> I. >> All right. Now, I will open the nomination for budget committee chair. >> I'll make a motion to nominate Drew Schaefer as the budget chair. I'll second it then. >> Okay. Do I have any other nominations? >> Okay. All in favor for Well, I all in favor of Drew Schaefer as budget committee chair. >> Yeah. >> Okay. You get this. Did I hit anything? >> Not yet. >> Uh, nominations for vice chair. I'll make a nomination to vote for Sean

004Sandborn as our vice chair. >> I'll second that. >> I'm just going blank now. Any other nominations? >> Yeah. Any other nominations? Thank you, Heather. >> Any >> other nominations? >> Okay. Vote. >> Say in favor. >> In favor. >> Any opposed? >> No. Then we go to the superintendent's budget. >> Oh, I was saying >> just a super >> message. >> Okay. Next is the superintendent's budget message. >> All right. Thank you. Um, I'd like to go through our budget message for the 2627 um, budget. This budget is about strategic spending and staff realignment to meet current enrollment. In April, the Cokeill School District um, board adopted strategic goals for the 2627 school year. Those goals are improve student achievement in third grade ELA and eighth grade math. All ninth grade students on track

005to graduate, improve four-year graduation rate and five-year completer rate, improve attendance AC attendance rates across the district, and strive to be the best employer on the south coast. These goals match up with statewide accountability measures from Senate Bill 141, the Cooko School District rolling out a comprehensive plan to meet all six accountability measures growth targets. The accountability measures are K2 regular attendance percentage, third grade ELA language arts ESPback scores, 8th grade math ESPback scores, 9th grade on track percentage, four-year graduation percentage, and five-year completer percentage. In this budget, we've had some staffing changes. Lincoln will offer one preschool classroom, one prek classroom, three kindergarten classrooms, and three first grade classrooms. Lincoln will have two less teacher FTE. And to be clear, for those of you who don't know, when I say FTE, that stands for

006full-time equivalency. And they will also be less a.5 social emotional counselor. Cooko Valley Elementary School will offer two blended learning classrooms, a 23 blend and a 34 blend. CBE will have one less teacher FTE and one less social emotional counselor FTE. Winterlakes Elementary will continue to operate grades K through 8 online only. Eighth graders will now attend Winterlakes High School. Winterlakes Elementary will have 1.6 less teacher FTE and 0.25 25 less social emotional counselor FTE. Winterlakes High School will continue to offer all current programs. Winterlakes High School will operate with one less teacher FTE and one less 0.25 social emotional counselor FTE. Cohill Junior Senior High School will continue to offer all current programs. Coil Junior Senior High School will operate with two less teacher FTE and one less social emotional counselor FTE. Staffing levels

007districtwide will be as follows. Administration will be 9.5 FTE. Certified will be 62 FTE. Classified will be 78.12 FTE and confidential will be 8.7 FTE. Again, full-time equivalency is different than um number of employees. The Cochill School District will have a totaling number of 168 regular employees in the district for the 2627 school year. Curriculum. The curriculum um we will be investing in is social studies to maintain our seven-year curriculum cycle. Building improvements. We plan to do two classroom and assistant principal office remodel at Cochill Junior Senior High School. This remodel will include removing the clear glass blocks, framing in the opening, adding additional windows, new flooring, new paint, and new mini splits. Add three windows to CBE and access to the new office area. relocate the office at Lincoln with two windows and expand

008the Buzzin system to control four entrances in that building. And we're planning to add an A barn using high school success grant dollars. Challenges that we are facing in this next year's budget. As I reported last year, the Cokeill School District is experiencing challenges that will need to be addressed. Enrollment continues to decrease. Going back to 2021, we were at 1,388 students. Currently in this year, the 2526 year, we are at 1,181. We are projecting in this budget that our enrollment in the fall will be 1,130 students. During this budget cycle or over the six-year trend that I showed, that is down 258 students across the district. Staffing costs continue to increase with significant employee raises needed to maintain competitiveness with local school districts and businesses. Maintenance costs continue to rise as four of our

009five buildings are over 50 years old. Daycare needs for staff in our community continue to challenge our capacity for space and staffing. We need affordable housing to allow Cokeill School District employees to live in the community that they serve. Looking at our state school funding, the level of funding to maintain all current programs across the state of Oregon is in jeopardy in the future due to the consistent increases in PERS rates, insurance, utilities, fuel, food, and employee salaries. Attached is a table demonstrating how state school funding has increased. So when you look at this table, I created this table based on the bianiums that I've been in Oregon. So this represents the 25 years that I've been an administrator in Oregon. And you can see that for a number of years the growth was very

010steady and then it actually went down for two bieniums. And from that point Oregon has been continuing to increase with the last three bianiums showing a significant increase of over a billion dollars each bienium. Mathematically, we are going to need over $14 billion just to cover rollup costs in the next bianium. That is a challenge as quickly as we're increasing that I'm not sure tax revenues, especially with some of the decisions that have been made at the federal government that Oregon is going to be able to continue. This is definitely a challenge. In the future, it will be imperative for the Coke School District to monitor staffing ratios compared to student enrollment. Our staff must match our enrollment. As our buildings continue to age, maintenance costs are going to increase, and additional funding will need

011to be budgeted to address maintenance. Negotiations are inevitable, but the state school funding challenge is coming. Negotiations must be realistic and strategic. In closing, the Cokeill School District is in a strong financial position. The reductions that we have made in our three, excuse me, the reductions that we have made in the past two years are due to declining enrollment. I believe we have an opportunity for stability based on our three-year birth rates in Coke coming forward. If we maintain strong programs that keep students in Cook and continue to attract new families, the Killil School District will thrive for years to come. Okay. Um, next on the agenda is section seven, uh, business managers presentations. >> Thank you. One minute. Sorry about that. It's a little blurry. Okay. So, in front of you in your red

012little books, this is the budget for 2627. And I just want to say thank you very much for all of you volunteering to um help us look over the district um budget. Okay. So, what is a budget? A budget is the district's financial roadmap for the upcoming fiscal year. This includes estimated costs for goods and services. Includes an estimate of resources, local, state, and federal revenues. Why is a budget required by law? Taxpayers fund schools requiring our district to be accountable and transparent in its spending. Transparency and accountability are facilitated by budget law through uniform procedures, independent committee members, public meetings, and public participation. What is the role of a budget committee? Review the budget and doc the budget document and receive the budget message. Provide opportunity for public input. Members of the public can

013ask questions at the next meeting that we will have on May 27th. Um public can make suggestions to the budget committee on a specific line item as they uh relate to the goals and programs of the district. Approve the budget and refer to it refer it to the board for adoption. The budget committee is subject to public meeting laws. What does the budget committee not do? The budget committee does not set salaries, benefits, or contract terms for employees or administration. The budget committee does not set staffing levels. The budget committee does not decide whether or not a service or program should be provided. The budget committee does not make district policies. Can the budget committee change budget? The committee has the authority to change the superintendent's proposed budget within the limitations specified previously. After the

014committee approves the proposed budget and refers it to the board, the board also has authority to change the approved budget. There are two limitations placed on the board. If the board increases expenditures in a fund by more than 10%, then the budget must grow go through a supplemental budget process. The board does not have the authority to increase taxes approved by the committee. Here are the funds that are in our um budget this year. We've got our general fund, our special revenue funds, our capital building fund, our internal service fund and other fud fudiciary fund. So you can see in our um general fund revenue, we have taxes of 2 million2,924,000 um dollars. our investments on interest or I'm sorry interest on investments. We're estimating that we're going to get about $215,000 on that um

015through our our local government investment pool. Admissions and gates. So that's anything for athletics, $28,000. child care with our revamping of the child care to meet our um waiting list that we have. We're projecting that uh $270,000 of revenue will be brought in by the childare miscellaneous revenue 125,000 county school fund two $23,500 state school fund 14,450,200 common school fund 165,467 our beginning fund balance is um 1.7 million Quick question. >> Yes. >> If it's if it's appropriate to ask question. >> No, you can ask a question now. >> Um, are we expecting any I know the SRS funding got the the school secure rural schools act got um renewed through the federal government this year. Will the district be receiving any monies from that? >> Not that I have heard. Will we receive any

016money on that? No. >> Okay. >> Federal federal forest dollars. >> Yeah. The federal timber >> within our school district boundary. We have very little federal forest. >> We received the last forest dollars um beginning of last, you know, end of last year. And that's the last we'll see. >> Okay. >> Of that. >> Thank you. >> And it was a very it was under $1,000 that we received. >> Sorry for interrupting. No, no, it's fine. Um, so here are general fund expenditures. You can see that um about 73% is payroll and associated payroll costs um of our budget. Um and you can see I know that's really small um but a lot of this information is the budget in the budget message expenditures by category. this personel. So you can see that at 73.2%

017is what payroll is. That's their salaries and then their associated payroll cost. Expenditures for our purchased services is 1,360,47272. Um, it's about 7% of the budget. We have Southwest DSD special education services that are in here. We've got C County School Resource Deputy, our utilities, postage, travel, all of those things that keep us up and running. Our expenditures for supplies and materials is 1,199,475 about 6% of our budget for general funds. So it's classroom supplies, custodial supplies, computers, software, so on and so forth. Expenditures by C um category for capital outlays um 91,364. This is through um general fund only. This is not our um capital projects fund dues and fees. So that's bank fees, athletic fees, extracurricular fees, and professional memberships. It's about $125,175. Denise going back. Okay. To now. That was where buses

018come out of, right? Your capital. The one before this. Is that our Is that our cap? Is that where our buses come out of? Um if we're purchasing vehicles. However, in this case, when we're purchasing any vehicles, it's going to come out of our um our bus fund. >> Sure. >> That's where it's going to be coming out of. Okay. Yeah. So it's not general funds dollars. It's with the interest that we're getting with the bus farm >> and everything >> and all of the vehicles. So that's what we're reinvesting that >> to do >> to be purchasing buses. So um we have a million dollar contingency and so that means that the board can touch it if we needed to touch it for any particular reason. Um this last year with that with the

019boiler issues that we may have to touch it. Um but we're very thankful that we have not had to do that. We have no unappropriated funds at this point. This means that you know um we don't have any untouchable funds. Major changes um from current year to the next year. So, in the general funds, um, we have some revenue increases of $378,000. Last year, we were higher in our revenue than we, um, are for this year. So there, that's what our change is. Um, that is for taxes and our state school fund. We have instructional, license, classified, and admin. And you can see the page numbers that they're going to be on. You will also see in your budget packet the um, significant changes. It is are it is listed out and it will give

020you the page numbers where you can find um that information as part of the budget. We have a nursing increase. We are contracting with this with South Coast DSD. We have um in the past there was increases um in their costs. So they passed that along to us. Technology decrease um we reduced hardware needs to due to entire year technology purchases. So, we've been working really hard um to make sure that all the classrooms have up to-date um technology for their big touchcreens and all of that for their teaching tools. Um we are slowing down on that because uh Sean has done a great job of getting all of those purchases taken care of in the last several years. Oops. Does anyone have any questions? >> Can you email that last slide to us? the

021major changes just to coordinate with the correlate with the significant changes. >> Sure, I can do that. I mean >> because the line items on the significant changes, it makes it easier to understand what I'm looking at versus >> there is an explanation in there on that significant changes. No, it is um >> it is one of the it's after the table of let's see after our budget meeting calendar. Yes, it's after the calendar >> and there are notications. I noticed the one with the nurse, but the rest of them they like move from payroll. It just I think you had it summed up there to make it a little easier to understand versus nurses. >> Sure, I can send that my slide. So, I have no problem with that at all. Yeah, I'll have

022um Julie send that out to the group. >> So, um what So, we're looking at this today. Um you guys can you know start looking at your Yes, Sean. >> Um we mentioned that that the boiler may need to be replaced and I spoke briefly with the superintendent prior to this about the boiler. Will contingency funds be able to meet the amount that is again going to cost to replace that? >> You want to answer that >> with contingency in what we've budgeted as an as the other option. The board is going to discuss that tonight and make a decision on which direction they want to go. But it would it would um exasperate our contingency and the funds that we have set aside for um going towards a different heating source at the high

023school. It would take both of those together to do that, which I mean would not be my recommendation. And I think that having a million-doll contingency has served this district well. Um, and wouldn't want to not have that money as a backup in case we needed it. >> Thank you. But we do I mean I think I think we definitely are at a point um I haven't talked to all the board but I have talked to our board members that are on our facilities committee and they're I mean we we are at a point they understand we've got to do something different with the boiler. This winter we had four weeks where there was no heat whatsoever in that building except for just those classrooms that have we've already converted to mini splits. And Sean,

024I know I think you're on the facilities committee, too. And I think that pretty much the discussion was what can we do without having to touch those to fix to remedy the situation, not having to touch the contingency. And so I think we're that's what we're discussing tonight. So we're definitely addressing it as a board without having to touch our >> contingency. >> And since I've been here, um, we have not had to touch contingency one time. >> Okay. we've always been able to take care of >> and the only reason why I asked is that that was mentioned along with the contingency fund. >> So that was the reason why >> we didn't think we were going to be able to wait. We thought it was something we were going to have to do

025and we were able to kind of crutch, how would you say it, Sharon? Patcher. >> We patched it together >> together and got it kept it together. >> The weather has helped. I mean, it wasn't like the best plan, but we were able to keep it together until we could get into a new budget cycle that allowed us to use the dollars that we that we had in our funds to do that without having to touch contingency, >> but that was there if we needed it. We're hoping we just don't I think is the our plan now at this point. >> Yeah. >> Is a contingency fund an interest bearing account? >> It is. Yes. >> Okay. And we we invest our money in the local government investment group >> and um last time I

026looked we were getting 4%. >> We've had we I know at some point the previous year we were over five but at the moment we were getting four last time I looked. >> Well interest rates being what they are and know yeah they're it's paying better than most commercial banks. >> Yeah. So, but yes, um Heather, it is you can see all of the line items for it, but I will email that. So, as you look over the um budget packets, if you guys have questions, please email me the questions or email them to Julie and then Julie will get them to me and then we will um send all of you back my responses. >> Looking at the budget meeting, it looked like our next budget meeting was on the 27th. 27. >> Yep.

027>> Can we do it at 5? Is there a reason why we can't do it at 5? >> It's already been posted in the newspaper. >> So, we can't do it at >> We can't And we might have something else at five that we'll talk about in our >> It's just always easier to come here first before going home. >> Trust me. >> Yeah. >> All right. >> So, does anyone have any questions at all? Okay. meeting. 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. Madam Chair, I'll make a motion to approve tonight's uh agenda. >> I'll second. >> I have a motion by Steve and a second by Marsha to approve the agenda for

028tonight. All in favor? >> I'll make a motion to approve the regular school board meeting minutes from April 8th, 2026. Okay. Can we get a second? >> Second. I have a motion by Heather and a second by Steve to approve the April 8th school board meeting minutes. All in favor? >> I >> Okay. Um I need everyone to look at these meetings. Let me just say we have a budget committee meeting, the second budget committee meeting on May 27th at 6 p.m. We've also had a request for the board to was that called review >> review um what do I say for that? >> It it's it's actually a level two grievance hearing >> to review it. So we're wondering if they couldn't do it tonight. So, we're wondering if we can meet at 5

029and do an executive session before the budget committee >> on the 27th. >> Oh, that could be >> that's what I was budget. >> Does this work for everybody? >> Okay. >> Uh, let me look. >> Yep. >> Okay. So that's Wednesday the 27th executive session at 5 second budget committee meeting at 6. Um June 10th is our special it's going to be a special board meeting because we're having it at five instead of six so it doesn't conflict with grade completion or whatever it's called. Everyone's good with that. Okay. Um let's talk about the school board meeting in July. It's tenatively put down for July 15th. I don't that works for me. I don't know if it works for anybody else. >> What day of the week is that? Wednesday. >> It's a Wednesday.

030>> It's just the Wednesday following. Yeah, >> it works for me. >> It's the third instead of the second. >> Should be fine for me. >> Okay, >> I'll make it work. >> All right. Thank you. >> So, Let's move on to 2.0 school spotlights. Our our we have our valadictorian saluditorium presentation by PG and Tiffany CL. So this year our theme is hats off to the grad. My saludiatoran this year is Mr. Jacob Pipus and he is a dedicated student um that sets himself a apart from his peers. Um he has had a very interesting high school journey but has performed very high academically. He has a strong passion for mechanics. He's pursuing a career a career in small engine repair and he is considering his options in the trade schools such as Wiiotech

031um to gain the skills and knowledge that he needs to uh be successful in that chosen field. Um outside of academics, his adventures of the sand dunes and four-wheeling and dirt biking and quads is high on his priority list and he has great enthusiasm for the outdoors. And I just want to congratulate Mr. Jacob Pipets. My next one, um, some of you may recognize this young lady, Miss Jasmine Burgger. She is my valid Victorian. She came to me from CHS. Um, she has been involved in varsity soccer, wrestling, and cheerleading, and participated in student government while she was part of the Coke High School where she developed the leadership skills and learned the importance of teamwork and serving her community. After graduation, she plans to attend Southwestern Oregon Community College to finish her prerequisites in

032the nursing program. So again, I want to congratulate Jasmine Burgger. And that is it. Thank you. Skip ahead a couple slides. So, I've got one saludiatoran this year, four valadictorians. Several of them have a track meet tonight and so they're off in Myrtle Point at their track meet. Um, but I have Faith here. She's going to tell you a little bit about her time at Cookil High School and her plans for next year. And the others made a video for you. So, we'll play the video when Faith is done. Hello. I am the vice president for our senior class and I'm also on board for National Honor Society. Um I'm the treasurer. I've been involved in cross country track and I also was part of the new flag football program this year. That was super

033fun. Had a blast. Um and I have helped freshman orientation these past two years. I've been a part of basically every leadership opportunity I can. Um, I enjoy helping out wherever I can and just being available to my classmates. And yeah, there's any questions orans? >> Oh, yeah. Yeah. I'm going to, uh, SWAT, Southwestern Oregon Community College to finish out my associates degree. I want to become an elementary teacher. And so, um, I'm already about halfway done with my associates degree through, um, some of the opportunities at the high school and online courses. So, I assume it'll take me a year or less to finish that out and then I'm going to transfer to a university um to finish my bachelor's. >> Yeah. >> Do you have any questions for Faith? >> You said elementary

034school. Do you have a grade picked out? >> Yes. Um I'm helping third graders right now at Coco Valley Elementary and I love they're so fun. Um they do get distracted really easily. Um but that's that's part of elementary school. Um so I don't know exactly what grade. I wasn't super set on a subject that I love and so I figured elementary school because it's all the subjects. So yeah, >> congratulations. >> Thank you. >> And then I'll play the video with our other four. >> My name is Katie. I'm Kia's 2026 saludiatoran. I am parliamentarian and historian of the National Honor Society. I've been a varsity athlete for all four years of high school in track and field and cheer as well as I'm part of the freshman orientation program called Elvis Connect. Um

035I'm first year for Symphonic and Pand and I plan to attend University of Mississippi and Oxford, Mississippi. My name is Aydah Miller. I'm the daughter of Rocky Melinda Miller and I'm a validictorian here at High School. I have been involved in soccer, cross country, and track for all four years of high school, including being a state championship in the hurdles for track and field. Um, I am a part of our freshman mentorship program, Devil's Connect. I am vice president of National Honors Society and I have been involved in that my junior and senior year. I have been on student council all four years of high school and this year I am our senior class secretary. I am first chair for the alpha saxopones in symphonic and pet band. Next I plan to move to Provo,

036Utah to attend Freman University and continue my education there. >> So, my name is William Snley. I'm a valictorian. Um, I have done track and basketball throughout all my four years of high school. I am a member of NHS and a member of the welcoming committee and after high school, I plan to attend SWAG for first two years and then transfer to OSU to become an aerospace engineer. >> Hi everyone, my name is Caitlyn Johnson. I am the 2026 Victorian self-confidence while I was in high school is that I was I was president of the first chapter. I also president for two years all four. I also was active with my volleyball team for two years. I've been involved in volleyball and track and both my sports. I'm also involved with my community at Dus

037County and now I'm a specific sports team and my plans for the fall are to go to University of Oregon. Thank you. So those are validictorians and saludiatorans and something about them is that they didn't take the easy path there. They really took advantage of our advanced level courses. All these students are graduating with multiple college courses under their belts and we're very involved and we'll miss them a lot. They've done a great job. >> Good job, Paige. Thank you. All right, let's move on to our school program and written reports. Um, Winter Lakes High School. >> You missed Rio. >> Oh, sorry. I missed 3.0. I guess I want to get this video. >> And this is this is the big part of the meeting. >> I'm sorry. I I'm sorry. >> Okay, let's

038move on to 3.0 instead of 4.0. Um, we'll go to 3.1. >> Good evening everyone. Um, as part of our annual renewal of our title six funding, we held our Indian parent committee meeting on April 28th and we submitted our application to the federal government called the OEE2. We have to complete a first application and then we complete a second application. At the meeting, we held our elections for the next year. We discussed the goals that we had set for our students who are part of our AIAN community and we discussed the amount of funding that we would receive for the upcoming year, which is $12,745 based on our membership. We also learned about the tribal health scholar opportunity, which is $1,700 internship um that a current Winter Lakes High School student is engaged in.

039And we scheduled a meeting in the fall for our bylaw review, which we had adopted the year prior. We have to do that within six months of receiving our funding and completing our application. Um the group nominated Kelsey Clark to be the chair for next year and Megan Smith to be vice. We had an approved um tribal representative, our very own Marshia Frost, who was in attendance, which is a requirement um to receive the funding under this revenue stream. The application was submitted on April 29th. Are there any questions for me? >> Thank you, Okay. 3.2. >> All right. My part of this is very small. Um, I want to thank all of our administrative team and our teachers that put time, effort, and energy into coming up with our district comprehensive plan for being

040able to meet the growth targets of Senate Bill 141. This is that accountability law. This is new and there's a lot of moving parts and pieces and part of our comprehensive plan. So, we are very excited to get a chance to share that um with our board tonight. So, what is the plan going to talk about this? Um our administrators are going to talk about meeting those growth majors. That's K2 attendance, third grade reading proficiency, eighth grade math proficiency, ninth grade on track, four year graduation rate, and five year completer rate. Um, with that I'm gonna turn things over to our first presenter. Um, there should be another slide. Next one. And one more. Perfect. Thank you. All right. So this year my focus has been on improving attendance for students in kindergarten through 2

041grade. Chronic absenteeism is defined as missing 10% or more of the school year regardless of whether absences are excused or unexcused. The causes of absenteeism are varied and complex and are often symptoms of larger challenges students and families may be experiencing. So students who are chronically absent are less likely to demonstrate school readiness skills and are at greater risk of not reading fluently by third grade. And so consistent attendance is critical because students need regular access to instruction in order to remain on grade level. So our committee developed six recommendations to really support improved attendance moving forward. Our first recommendation um is to establish an attendance PLC. Without a dedicated group focused on attendance, it can easily become overshadowed by other priorities. Maintaining an attendance PLC ensures that attendance remains a consistent area of focus.

042Our second recommendation um is to ensure that attendance reporting in synergy which is our student information system um is consistent across uh the schools. Uh reports generated from synergy are used for Oregon Department of Education reporting and it it means that we need really accurate and consistent data entry. Another recommendation is to strengthen communication with families regarding student absences. So teachers will reach out to families on the first day a student is absent to check in and offer support um let them know that they are missed and the attendance secretary will follow up on the third and the seventh consecutive days of absences. We believe these attendance check-ins should be implemented consistently. Our next recommendation is a practice that's already implemented at CVE and at Lincoln and that we would like to continue next year.

043That is positive recognition for students who achieve perfect attendance each month. This has been an encouraging way to recognize students and families for prioritizing regular attendance. CVE has also done a great job in implementing monthly grade level attendance challenges that have really been successful in promoting and maintaining um strong attendance. And my final two recommendations are probably my favorite and most exciting um as we consider the needs of our youngest learners. So first we recommend reviewing the current one mile transportation radius for students attending Lincoln school. So Lincoln serves the district's youngest students who are not old enough to walk or ride a bike independently to school. In addition, inconsistent or even non-existent sidewalks create further safety concerns for families attempting to access the school on foot. So, if feasible, we are recommending that we

044provide transportation to all Lincoln students prek through um first grade. And our the second transportation recommendation is um a start strong bus for families living within the onem radius who still need additional transportation support. So this program is designed to assist students who miss their regular morning bus pickup but are still prepared and eager to come to school. This start strong bus would provide an additional transportation run to safely bring students to school and help uh reduce missed instructional time and we're excited about implementing this opportunity um in the 2627 school year. Um we believe that attendance should continue to increase over the coming years. Do you guys have questions about attendance? >> So how would that work? your tardy bus pilot. You're >> the start strong >> or start strong. >> Yes. Yes. >>

045You just have a set time and you go back to all those. >> Yeah. If a family calls and is like, "Oh man, the bus just drove off." Like, yes, we would have a set time that we could go get them uh bring them to school, um feed them some breakfast, and get them to class. So they'd have the family if they missed the bus would have to call in and say we need you to come back and get >> and how long throughout the day or well it's a new program with new programs come new systems and so part of that will be developed but I would hope that it would be in the morning like a set time >> but there will be a dedicated type 10 vehicle >> correct at link next

046year for Lincoln staff to be able to access and either transport students to school or if need be transport student home. >> Yes. Okay. >> And a dedicated staff member that can drive that. >> Yep. >> Yes. That's trained. >> A bus or just a minivan or >> we are Nate. Do you want to talk about the specific bus that we have for that type 10 vehicle? >> So I don't know if you you may have seen that the white bus that the district has It looks like a bus that's made with bus uh construction, but it's actually a type 10, which is a passenger vehicle. So, it holds nine students and 10 including the driver. And so, uh we're projecting to dedicate that bus. So, um, over the last year, do you I'm assuming

047that you have had a lot of calls, we just missed the bus and that's why where that came from or, >> um, no, we have kids that just don't come and then when we call, they're like, we miss the bus. So, we right now are reaching out to them. >> Um, and right now we don't have a way to get them to school. And so we want to break down that barrier if transportation is a barrier. Or we have had families that that might have a vehicle but they have a flat tire and it's not going to be fixed until two weeks later. And so then they're in this tough spot because they don't qualify for transportation. >> You mean from the one mile radius? >> Yes. Okay. >> Yes. They don't qualify. >> They

048know there's a need. It's not just something we're trying. >> Correct. No. No. Transportation is a huge barrier to getting kids to school, >> right? But I meant the tardy thing. >> Yeah. Yeah. >> And and the boundary, just making clear the boundary part of that, if you really look at our community, it really is this area from 10th Street over to first. Does that sound right? >> Yeah. First street. >> 10th to first in that window. That's the group of families. So all of those families are really close to Lincoln. And so if a staff member jumps in at Lincoln can be anywhere in that range of neighborhood um really quickly to be able to pick students up and come back because if they're beyond that they're already over a mile and they're already

049have transportation as an option unless as Amy said a family did miss the bus then we would we would go and pick them up. But most of the kiddos that aren't already eligible for transportation that we could support if a family needed it really is within a very close proximity to Lincoln. >> And if we have older brother, older sister that goes to CVE, we we're going to be able to get them to even if we have to. >> If I'm if I'm sitting a a bus with a trained staff member to go get kids, I'm going to get them to school. We're going to put as many kids as we can grab on. >> Yep. >> So, where are we pulling a trained staff member from or implementing? >> We would be pulling right

050now that trained staff member would come from Lincoln. Lincoln currently has the highest um or the excuse me, the lowest density as far as our adult to student ratio is at Lincoln because they're serving our youngest kiddos. So, we would be pulling a staff member and again that systems part again Amy is going to be working on that with her staff to be able to who could we free up to go pick up somebody for five minutes and and come back. I think I think she's got enough options to be able to do that. >> I have staff that will be willing to help. >> Yes. >> Yeah. Great question. Yep. So, when I read your committee reports, your notes, one of the thing that really stood out to me is the fact that you're

051really taking um the punishment >> away. Yes. >> And and it came out in several different ways that you spoke about it. And I think that that is a mindset that has it's been long overdue. >> Yeah. >> And um it really can play into very positive effects. So, I I absolutely um commend you and your committee for really looking at that and that it's to no fault of the kids at all and to shame a parent means they're not coming anyway, right? >> And so, I think that we do need to um reestablish what it means to uh try to get to school. We'd love to have you here on time or whatever that on time is. >> Um but we just want you here. >> Yeah. >> And thank you. We have worked

052really hard on that culture shift this year. Um, and if I can give a shout out to Michaela. Um, she has changed our tardy slips to we're glad you made it. Yep. >> Um, she's welcoming every family warmly. She's offering students breakfast. We've worked with our um cafeteria staff. Uh, Miss Bonnie does a great job greeting late arrivals warmly. It's not an interruption to her day. Would you like breakfast? offering it to them um because it is outside of their control on what time they arrive. >> Yeah, it was definitely >> it was definitely felt as I was reading it. So, I commend your staff a lot on that. So, that's that'll be I'll be excited to see because I know it'll it'll make positive. >> Yeah. >> Inroads. >> Thank you. >> All right.

053Armando is coming up for third grade ELA. >> Thank you. So, I'm I'm going to talk about third grade ELA, and I'm excited to share with the board that this is an area that we have been meeting uh the metric um and we know that third grade reading is the most important indicator for student success moving through the K12 system. The first slide talks about um the three things that um have been recommended as being vital to our um success in third grade proficiency. Um Mrs. May talked about uh chronic absenteeism and the importance of attendance. And on the opposite side of chronic absenteeism is regular attenders. So those are the students that are at school 90% of the day or 90% of the school year. And then also another important indicator that's going to

054help mark our grade reading proficiency along with attendance is having um three years of highly effective teachers. So that's our um that's what the research says. Um assessment to the core curriculum. We have into math h we have a lot of data that we use to drive our instruction. Um those are all parts of our core curriculum. Um collaborative planning and professional development. We have our grade level teams, our PLC's, we have our teams that look at data to adjust our instruction and then the vertical and horizontal writing alignment. So that goes um for the consistency that each uh teacher gives the the delivery of the writing instruction and the graphical organizers that we need for each grade level. the sequencing moving from um grade level to grade level and then um presenting that in

055a way where um there's a seamless transition in between grades and what they're learning. Um we really want to focus on the six writing traits as part of that work to eliminate the learning the learning gaps. These are some of the things that we do at CVE. Um, right now we monitor a lot of uh data for reading fluency. We're going to be moving to a different system next year. Right now we use Dibbles. Next year it'll be something else. Um, I brought some uh numbers of where we need to get our third grade readers. At the beginning of the year they start um proficiently. Um they're at 73 words per minute and by the end of the year we try to get them to about 114 words per minute. That shows that they're at

056grade level on their oral reading fluency. So we do a lot of um adjusting our walk to read groups, analyzing data um having our intervention groups and those things um adjust throughout the year. Really excited to work on um and have that phonics science of reading program in our second grade and our third grade for our struggling readers that need to get their oral reading fluency up. And so that's really important to us. Um we're excited about that. I've talked a little bit about, but that just really goes seamlessly with our curriculum because teachers can um pick standards and assess those standards and um give students targeted um work that will help them reach their goals. Um I talked a little bit about grade level teams, but those function really well with um lesson planning.

057Um Mrs. Dixon and I were talking about how they they get together for, you know, how they're going to train their students and prep their students for state testing prep because that's how we're measured by the state, right? Look at a lot of different measures of data, but that's the one measure of data they're using for this accountability measure. So, we have to examine that data. Our walk to read groups are um really effective and uh we do that in multiple grade levels and we have Danielle Ecklland as our title one teacher and she's a reading specialist and she does a lot of that uh work with the students to get them up to grade level. We have 90 minutes of ELA instruction. So we have a 90-minute block where you have some small group

058um whole group instruction and then we also have a writing piece. So we have 90 minutes dedicated to ELA instruction. And then another supplemental part to our um reading which kids have to learn to love to read because when they learn to love to read they do it more and it's just like anything you do practice makes you better. So we have the accelerated reader program where students have goals, you set goals and then we celebrate when they reach their success. And so for instance at the end of the school year we'll take them to Sturman Park. There's a nice great new playground there. We'll barbecue some hamburgers and hot dogs and they'll have a lot of fun doing it. and uh it's the reward for meeting their reading goals. Next slide, please. Here's some

059data uh for third grade reading proficiency. My first year uh was 22 23 is the principal of CVE. So 2122 was our baseline data and then uh the following year um we scored at about 50%. um the next year not as well because our overall um score went down 10% but then this uh the following year it was trending back upwards which is what I um what we always strive for in our staff is for improvements incremental and uh we we are really excited to see what that will look like this year and to keep making that growth to make that metric. Next slide please. So uh our foundation is fidelity to the core curriculum. All teachers use our core curriculum and we ensure that the evidence-based materials purchased by the district are used as

060intended providing every student with a guaranteed and viable researchbased curriculum. um rigorous adherence to the established scope and sequence to ensure all standards are met you by year's ended and um the explicit use of graphic organizers across all classrooms to pro provide visual scaffolds for our writing. Um, let's see. Monthly monitoring of the oral reading fluency and internal assessments to identify students slipping below the benchmarks. Data directly informs tier 2 and tier three support groups ensuring no student remains in the red zone without a specific plan. So that's that data-driven monitoring that I was talking about. So these are all things that will continue in the implementation and then more professional development. So professional development targeted uh specifically on the writing traits for writing. Um that is an area where uh we feel like we

061can improve on the state testing um because our reading has always uh traditionally scored better than our writing scores. Um any questions? >> Okay. Thank you. Okay, I'm going to talk about some eighth grade math proficiency. And so, um, our eighth grade math proficiency, what the state is, um, right now is on our ESPback scores that we take every spring. And so, I'll talk through our current practices. And if you have questions as we're going through, feel free to ask. So currently for curriculum we're using Big Ideas Math which was the curriculum we adopted a couple years ago. We're also using Amplify Math which is a supplementary curriculum that we're using. Um the great thing about Amplify Math um is that it looks very similarly to the state test. And so the format is the

062same. The calculator that's used within that program is actually the same calculator that's used on the test. And so we're hoping by giving students that exposure to the format just in general that will be helpful. And then we also use uh we have now in fifth through 12th grade qualified discipline specific teachers who are knowledgeable in their content area. We have in our class we have 50 minutes class period. So they get math 50 minutes a day. We also offer opportunities to level up. And so starting in sixth grade, if students are proficient in sixth grade math, they have the opportunity to come over for seventh grade math. We also offer that opportunity to level up from our seventh grade to our eighth grade and our eighth grade to algebra 1. Um, and then our

063teachers uh complete data review throughout the school year. So those are the things that we're currently doing. um our math scores historically in eighth grade math have not been great. And so the thing that's most concerning is if you look at our level one, that is where our largest population of students lie currently. Um 66% 76 63. So it is pretty consistent. Our level one is our largest population of students. Um and unfortunately our level threes are our smallest population of students. So, we would like to see that flipped. So, here are some of the things we're going to work on doing to help improve these scores. So, um the first thing is K12 math alignment. So, uh I thank you to all the teachers who are so busy especially in the springtime. Um and

064thank you to the build other building principles. uh all the teachers have submitted their kind of scope and sequence for their math instruction for the year so that our math teams can really look at our math curriculum and instruction throughout a kid's entire um career within the coil school district and we can identify where there are any learning gaps at. Um we're also looking at response to intervention. Currently, we don't have any great intervention within my building. They get some of that in CVE and they get some of that in Lincoln. And then when they get to junior high, it's we kind of leave them out to dry. And so next year, our uh special education teacher is going to be teaching um an intervention, math intervention class period for our tier three students or

065that population of students that need that intensive math instruction. That's in addition to the math that they're already getting. Um, that also comes with kind of some tier 2 instruction where they're doing some more intentional small group work within the classroom with the teacher and the support of an EA working together to support smaller groups of students. And then really looking at kind of tier one, which is what we're providing for all of our students. What is really our philosophy about math instruction? what's our pedigogy? What are the things that we strongly believe um will make a positive impact on these students learning and have that consistent throughout the school district so that language and that attitude towards math is the same. Um the next thing that we're going to do is um additional professional

066development and this is where the research is the strongest is that our teachers are the biggest um make the biggest impact on our students. We all know this. And so if we invest in our teachers and provide them the discipline specific um professional de professional development that they need and the curriculum and the p pedigogy how to teach the math will give them the tools that the teachers need um and the provide them with the opportunity to collaborate more um that our teacher or our students will benefit from that. That's one thing. It's really hard in a small district when you have one seventh and eighth grade math teacher and there's no other seventh and eighth grade math teachers doing something similar to you. So providing opportunities for more of that collaboration, more of that

067professional learning, we're really hoping will have a positive impact. Any questions? Yeah. >> So the majority of our students are on level one. It seems like that special ed teacher is going to have to teach one more. >> Yeah, it it's really difficult because you know tier three, which is the most intensive um intervention, it's supposed to be like 5 to 10% of your kids. So, we're adopting next year um a new kind of screener procedure. um we're adopting that and so students will be taking interim tests throughout the school year so we can help um better data track where students are at. And so um through kind of some different procedures and identifying students um we foresee students going into math intervention. Oh, okay. They're they're doing really well. They might be coming out

068and more students will be going in. And so, um, if I could have five math intervention teachers, that'd be great. But we're hoping that we can, you know, with the support of now two teachers in the junior high working on some math instruction, um, we'll be able to hopefully make an impact and make a difference. Um, any other questions? And if you're curious, you know, I've got a ton of data and if if you want to look at it, let So, this is something that I I'm really interested in. And I have tutored kids in math in those junior high levels. And the thing I always wonder is our sixth grade math scores seem to be okay. And then they sort of drop off and but one of the things the attitudes that I see

069is that kids are like, I don't need to know this. >> Well, you do at least to graduate, you know, but they don't see. I'm like, well, how can you even function if you can't multiply simple things together and balance your checkbook or you know? >> Yeah. I mean, it's it's huge. We've had a ton of turnover in our seventh and eighth grade math classroom. And that plays a huge impact because the research says when you have a strong teacher for three consecutive years, that's where you're going to start to see the impact. And so, Mr. Dudley's really done a great job with these students. He's been consistent. Um, I've seen a shift in the students attitudes towards math. They're more confident. They don't come in and say, "I hate this," or, "I can't do

070this." And so, that's a big part of it, too, is just that attitude. And part of, you know, I talked about those tier one interventions. What's our philosophy around math? What are we all going to be saying to students in these math classrooms? And that has a big part to do with it. is building resiliency, the ability to think critically and solve problems and push through hard things. And so we're hoping we'll we'll get them there. >> Nobody balances their checkbook. >> I know that's probably part of the problem, right? >> Just look it up online to see on our phone, >> but you got to pay attention if you paid somewhere and it hasn't shown up yet. Anyway, I still think you need to be able to >> I agree. Agree. I think >>

071that's what our personal finance classes. >> And I'm sure Mr. Hampton hasn't practiced balancing checkbooks. >> Any other questions? >> Thank you. Thank you. >> Board members, my uh SP 141 metric was the ninth grade on track to graduate. Um our we had a a fairly large uh member group that met and it was a very collaborative group from Winterlakes uh staff members and Koko High School uh staff members. Um again a great group. I was really impressed uh with how the meetings ran. Um so ninth grade on track is known as one of the most or often it's the most accurate predictor of high school success or high school completion success. So uh it is a very important metric. Um I liken it to the nuts and bolts or the bootstrap metric to where

072um it's in very indicative and the numbers can can be very telling. And so what defines a ninth grader uh from being off track or not on track to graduate is one of the uh metrics is a failure to earn 1/4th of credits uh that are needed uh to uh required to graduate with a high school diploma by the end of their ninth grade year. And another indicative measure is when they fail more than one core co uh core co uh core course during that year uh either math, English, science or social studies. And so, uh, some of those barriers, uh, that happen or, uh, come up for these students as they go into nth grade, um, I call it the ABC framework. So, attendance, uh, uh, chronic absenteeism is a barrier that, uh, often

073interferes. Uh, uh, with students, if they're not there, they're not there to learn. If they're not in their seats, they're not getting the instruction that they need. Uh also uh behaviors if they uh have chronic behaviors or behavioral needs are chronically referred sent out of class that can become a great barrier as well. Again being in the seat is the best way to learn and then uh course grade struggle. So uh just basically general struggles in their core courses uh maybe with the advanced rigor going from middle school to high school uh that shock value uh can resonate with some students as well. on the board. You'll see there's some current numbers and uh I'll update these uh just as as I just found out today. Um currently at Koko High School, we have 98%

074of our 9th graders are on track to graduate. That it's actually 56 out of 57 and uh our 242 numbers last year were at 86%. So we've already seen an improvement. Um and we will continue monitoring those. Um as well, Winter Lakes High School, I was updated today. uh if my math is right, they're at 38% uh uh on track to graduate currently uh which is an improvement over their last year numbers as well. Next slide. So some of the current practices that have been implemented in the past and so forth that have gone through they've been effective uh but our group met together and we're going to uh make them either robust or make some integral changes to them. But what's been done in the past is grade teams or I should say subject

075uh content teams uh met regularly. It was on a tri tr trimester uh meeting schedule which we've graduated now to semester scheduling. So, uh, I'll talk about that in a minute, which is going to be an improvement or an assist, uh, as we go through our monitoring process. So, through those trimester monitoring processes, the subject teams would get together and identify at risk or struggling students and then they would meet and suggest interventions and then put those interventions in place. The interventions could uh can range from uh just conferences with student uh to tutoring uh or specific tutoring. Now some of the implementations we've talked about uh morphing or adapting or evolving into will uh deal with inter disciplinary success teams uh for early detection. So that means grade specific teachers uh staff members who

076deal with ninth graders specifically um will be meeting and uh monitoring data as we go through that for early detection. uh dial in the supports and then find the evidence-based methods that have worked and then implement those and then we'll do that through a quarterly monitoring system instead of the trimester. So with the quarters we'll have one more shot, one more view, one more look to uh catch any potential at risk or at risk students. Uh shared spreadsheet uh to use uh that's in our drive uh that's provided to us. So that way the staff members have instant access, real-time monitoring for students of concern or students who are at risk. They can also monitor and track uh if the interventions have had success where we're lacking. Uh real-time monitoring, immediate outreach for potential chronic

077absences uh can be uh can be very beneficial there as well. and behaviors. And that can range anywhere from just uh you know letting the student know we're there uh reaching out to the student to parent contact to uh full support team contacts and support team meetings. Uh and one of our uh last implementations is a robust credit recovery plan. uh we've uh implemented uh with our summer school program, we had uh two weeks that were dedicated on-site and then we also had a week of an online uh program and we saw success with our uh on especially with our on-site we had uh on-site plans. We had a the first week that was sooner uh as soon as school was out as it could be had a 83 83% success rate and then the

078the next week that we had an on-site plan it it did drop to 70% and then our online version that we had after that uh had a 31 success or 31% uh acred success rate. So, as you can see, you know, the more uh quickly we get to the students before the year is out, uh we can intervene and uh make some uh changes and uh things that will have effect. All right. Well, I'll give the podium over to Miss Scog, please. >> All right. So, as we're coming to the end of a student's journey in our district and taking note of all the interventions and things that we are going to implement, we come to our four-year graduation uh metrics. So, what we're doing currently um at both of our high schools, Misty Snively

079is at Winterl Lakes High School and Katherine Alred is at the junior senior high school. Um both of them as academic counselors maintain data about all of our students and their progress at least quarterly. Uh this year the Cokeill Junior Senior High School has implemented an advisory period and part of the intention there is to help students self-monitor their progress and to note if they're having issues that need to be addressed in terms of credits. We at Winterlakes High School have progress reports that are communicated every three weeks. And at the junior senior high school, we have progress reports that are communicated at least quarterly. So, it's a little bit more frequent communication. Um, at the junior senior high school, teachers are available for student support, tutoring, questions, and the like after school. And as

080Mr. Dixon just mentioned, we have a summer school option for students. Similar at Winterl Lakes High School, we have teacher office hours for support. They also have a learning specialist who may or may not be their teacher who is there to help support students with questions, with homework, um, and to help just keep them generally accountable and on track. And Winterlakes High School, of course, supports our digital credit recovery. Next slide. So the team which was comprised of both Cokeill Junior Senior High School and Winter Lakes High School staff and myself, we decided we would try to not reinvent the wheel. So we looked at some of the comparable districts. We used OSAA rankings in terms of classification and also geography to find comparable school districts. So we looked at Eagle Point and I I

081won't read the data off for you, but this does tie in with Mrs. Clapper's presentation directly following. We gathered data about their four-year completer or their four-year graduation and then their fifth year completer data. And so you'll notice Eagle Point, Eagle Point was very strong and very consistent in their metrics. Um Brookings Harbor was as well. If we could go to the next slide. Um we really leaned heavily on Southerntherland School District. Um the now superintendent or will be superintendent was a former student of mine at Myrtle Point. So, I made sure to work that connection. um John Marts and we had some communications about what are you all doing in Southerntherland that is giving you success and we also um I had a connection at South Umpqua a former student as a teacher there

082um and reached out to Southqua and their metrics as you can see are even higher than Southerntherlands um and said what are you doing that is helping you to have these high four-year graduation cohorts and they both said we have a dedicated ated human who conducts connection and wraparound service for students. Um they serve districtwide um through all grade levels and it's sort of a an attendance advocate but also an academic guidance person McKenna Vento title support person who just kind of allound connects families and students to supports that they need um as they go through their districts. Next slide please. Um this is our data for four-year graduation and side by side is the fifth year completer data. You'll notice that we are sadly a bit on a downward trend. Um but we're obviously

083with the measures that you're hearing about, we're all working to amilarate that situation and to improve our four-year um on-time graduation. This is across the district, mind you. This is not just Coke Junior Senior High School. And the reason I stress that is OD is considering these metrics to apply to an entire district. It is not going to be school specific. Yes, we will get data on specific schools. However, what OD is going to task us with is improving our metrics at the district level. So, this includes Winterlakes High School data along with Cohill Junior and Senior High School data. So, if you're wondering why are we hearing this information when we've been hearing other things, that's the reason. And we're trying to get into the mindset of we are a district and what's happening

084at all the schools impacts how we show up for OD. Next slide please. So what is it that we're looking to do to improve our four-year graduation? Um we are suggesting that we have attendance advocate or advocates um because we are noticing that in comparable districts they are highly effective in um keeping students on track to graduate in four years. Um it could be a building position. Um we don't know exactly what this would look like and the funding. It could be a stipen that is paid to an individual at each building to make those additional connections and outreach and things of that nature. um or it could be a position um that the the district would fund for a person to conduct this districtwide. Our preference um at the pleasure of the board would

085be to have a sight specific individual because they will know their students more intimately. They'll know their families better. Um they'll know method of communication that's most effective for their families as opposed to one person who is an umbrella for the task across the district. Um we are also advocating as you may have um heard earlier a a more robust use of synergy. Um it has the capacity to allow families the student and the adult 247 access to the gradebook. If we are using the gradebook in synergy uh we can gather immediate gradebook information. The parent view component um can be programmed at with its settings to notify if a student misses a class period or a day. It can notify when a student's grade drops below a certain threshold that the parent would set.

086It could be 70, it could be 80%. Um also it will notify parents if there's a missing assignment in a class. And so being able to tap into that rich data source um if we're using it districtwide will allow our parents to engage and have conversations with their students and it will also allow our students specifically those in high school um to have agency in and manage their academic progress. So, we are hoping that we can get a little bit more training and support um to fully utilize this program which the district has already invested in. Next slide. I'd like to introduce uh Miss Tiffany Clapper unless the board has some questions for me. >> Really quick before I go back, I wanted to ask a question. >> Go ahead. Ask >> if you go

087back one slide to what you were >> that you had up. >> Yeah. Um, so you were talking about the synergy gradebook and I'm sure this is pretty cliche, but um, I know so many times you'll h you'll see that I've gone in there and I've seen there's missing assignments and your student >> your students give you that, you know, the teacher hasn't graded it kind of thing yet. And then all of a sudden and and sometimes that's the truth because we'll get to the end of you know the semester or trimester where it had been and now all of a sudden all those missing assignments are in there. So, how I'm guess what I guess I'm asking is the the professional development that you're you've addressed and talked about is going to help us

088teacher-wise get that information in there so that we can be up to date because in my experience it it hasn't really been. So, even if our parents are using it, >> it's not updated. So, how are we? >> It's about educating teachers more because we have provided professional development. Um, it's about educating teachers more how to enter information. And as a former teacher user of Synergy, I can tell you that if I if I set my grade book to indicate that an open box does not mean missing and it does not count as a zero, it will not show up as a missing assignment. I can code MI in that box and it will communicate this is a missing assignment. Um I can enter a zero and that's kind of at the building level where

089the principles will set that expectation of if you are giving an assignment or what have you the expectation would be that in this amount of time that they would have conversations with their staff of what what looks reasonable. Um, but there are ways to communicate information um about a student's status of completing work to have it not show up as missing if it's in the process of being assessed. So we understand that that right now the way that it is that's not going to happen even if we do engage the parents more to look at it because >> historically yes >> we haven't been using it as the real time up toate kind of >> and if we have that again that additional layer of education about how can a teacher use this tool to

090communicate upto-date information without it showing up as a missing assignment or a zero or the like because there are ways to do that. >> Okay. >> So, going back to um the comparable school districts, >> of the comparable school districts that you looked at, how many of them have a setup where they are like Killil School District that has an alternative um high school that they can attend. Mhm. So, several of them do have some kind of system and it's mostly at the secondary level as opposed to a a K12 program like we have in our district. Um, so many of them do have some kind of a not a not a public charter system, but something similar to what we have, which is >> So when you then when you talk about how we're

091going to be looking at district data, not building data, >> then that combines both of our high schools in that data. >> Yes. >> Um, I'm assuming that's going to be the same for the other districts. >> Oh, yes, that is correct. So those numbers might not be as robust as they are right now. >> We we looked at their um their at a glance profiles which >> are the same as ours for the district level. That's that was the data source for these percentages that we have here. >> Got it. >> Yeah. >> Uh the other thing you mentioned that each of those districts had a person in their district dedicated to um the absenteeism and whatever else. Now, is that one person because I know the suggestion for uh or the at least

092the program for us was one for each building. >> Is that the same model at those other districts or is it just one person for the district? >> So, Southerntherland has one person for the entire school district. Um and some of the other districts it looks differently. It looks like um there's a person at the secondary level that's really focused on that and then there's a person at the elementary level who's really focused on the attendance and the monitoring of different things. >> So it's kind of a mod podge of it within that. >> It is >> and funding a full-time position as the board is well aware is incredibly costly and in the financial state that we are in now we would want to be prudent in suggesting something that was not nearly so

093costly. >> Right. And that's what I'm thinking. from each building. That's that a lot of >> Yes. And I'm going to turn over if there aren't any more questions from the board. Um, Principal Clapper actually does have a person who is operating under a YD grant who is performing that kind of task for Winterlakes High School specifically. >> Okay. >> Thank you. >> I changed a couple of my slides so I don't know if they Oh, that one did come through. Okay. So, as you have seen, I have the five-year completer because that's the most common kid that I work with on my campus. So, um, as you've seen from all the way down to Amy's building up to my building, all of these metrics intertwine. So if kids don't have good attendance and they're

094not doing good on their scores and they're not passing third grade, they're not passing eighth grade, they're not on track when they're ninth grade, they're not completing in four years. And so then I'm having those students on my campus and it's not just from transfers from all over the state. So I really do focus on those kids that are 19 to 21 years old and how can we get those across the board. Yes, I do have 8th, 9th, 10th, 11th, and 12th graders, but the majority of my campus is those 19 to 21 year olds. No, they don't all come on onto campus all the time. They are hybrid learners, but we are focusing on those kids and all of these metrics are really, really important. Some things that we are currently doing, this is

095a fishbone diagram of what my committee put together. So, what are we doing on our campus? And we split things up into tier 1, tier 2, and tier three. These all intertwine. If you want a big version of this, Julie can get you one. It's very detailed. And this is just a pinpoint picture of what we are doing for every single one of our kid and depending on where they're at. So current things, we have core teachers. We have retained our teachers since I've been there. I have not had a lot of turnover and my teachers are making those connections and they are able to teach the kids and our graduation rates have gone up um as in the four-year and in the five-year. So we have core teachers context content specific CTE we're doing

096diagnostics finding their levels we're making flexible schedules to take the kids from where they are where they need to go. Um, and as you can see, I'm not going to read every single thing, but some new stuff that we did incorporate this year was based off of our grant that we did um, work on getting for the YD. Thank you, Tanya, for all of your hard work on that grant to get this, we are able to help provide the funding for the NCRC testing for our students and provide them the funding for the GED that you approved last a couple years ago. And I know that Mr. Gallagher was like, "Ged? What are we doing here? We're not offering GED." But it's a lifeline. It's not a speedboat. Okay. So, we have students that are

097graduating with their uh diplomas, but they may only have taken one section of the GED because they were behind and they weren't on track in the ninth grade. They weren't on track in their fouryear. So they only might have needed one section, two sections of the GED to pass with proficiency because we are a proficiency based school to then get a high school diploma, not a GED. We have a lifeline to get them across the finish line. If you want to go to my next slide, data that I've collected all the way back to prey um before I was there. So you're looking at the 5-year completer rate all the way back down from the 1819 up to just a couple years ago compared to the four-year completer rate. I'm not the four-year completer rate

098school. I'm the five-year. Okay? So when you go over to the very end column all the way on the right hand side, you're seeing that we graduate more kids in the five-year than the four-year. And we're doing it based off of all of these little interconnections and that diagram that was presented on the very beginning of that slide. So, next slide, please. What do we want to implement? My grant funding will eventually go away, right? We're going to try to keep getting more grants, getting more funding, being able to pay for those GEDs and those NCRC testing opportunities for those kids. Again, it's a lifeline. It's not a speedboat. We're not trying to graduate kids early. We're not trying to graduate them with just a GED. We're giving them an option. If they're only a

099GED seeker, maybe they're 21 and they have no credits and GED is their only option. There's their lifeboat, right? They may only need one section of a core content level. They may only need one section of an elective. We're able to give that to them. So we want to sustain and implement GED funding in the future. We want to talk about summer completion statement stipens. So yes, I understand that budgets are going down. We are a credit recovery school for summer school. But what if the bigger picture could be that we are offering some eighth grade opportunities so that kids can start their summer school to get nth grade credit in between their eth and nth grade. What if we opened up from the core credit recovery to expand to CTE options, expand to the

100health, the electives, the cal credit? What can we do to help provide some more funding so teachers want to be able to do those stipened hard work in their time off? Okay, we talked about our re-engagement specialists Laney, my registar, is taking an abundance amount of classes right now through our YD grant to become a Y a re-engagement specialist and she is going above and beyond to call these families to get these kids to come back to school if they're 10day dropped, if they are on the verge, finding those barriers, breaking them down, and getting those kids back in school. social worker. As you have all heard, we have lost our school counselors, but we still have those kids that they are going to need that social emotional help. So, how are we going to

101be able to provide those kids and break down that barrier? Well, maybe a social worker is in our best effort for our whole school district, right? It might not just be that they're serving one campus, but maybe the whole district so that we're still providing that service for our kids because if they can't have an outlet, they're not going to come to school. If their anxiety is so high, they're not going to come to school. When I talk about staffing, retention is wonderful, but PE keeping class sizes down is also wonderful. Especially on my campus, we have those students that need that special one-on-one, that extra little push, that extra relationship. So, another teacher, great. Couple more EAS, great. Extra volunteers, would love them. Um, but that's something that I that's my forever future idea.

102Evening funding, you're like, what are we talking about here? There has been lots of conversation of how can we support those students after five o'clock when office hours are no longer a thing and those kids are getting off work and now is their time to do their schooling. What if we offer some night classes for these kids? Who's going to teach it? I don't know. Right? It's all a big picture idea, but this is the things that we came up with in my fiveyear committee meeting. Any questions? Thank you. >> Any questions? Well, that was a lot of information. Thank you for all of the hard work that's gone into you can tell I as I was reading all of the notes and stuff earlier today I can tell a lot of work has gone

103into coming up with this. This wasn't just we sat down for an hour and not thank you. Thank you for everyone that um gives little thoughts to think about where we're going to go from here. Um school and written reports. Hopefully everyone had a chance to read through these things. Try to get them quickly. I know we're over time. Winter Lakes High School. Um, can I just ask you what time graduation is? I know it's not Friday. >> It's going to be at 6:00. >> 6 p.m. >> Oh, okay. >> I did look at your report. >> It's still going to be at the same location >> at the church. Okay. Thank you. Any other questions for Tiffany? Okay. Winner likes elementary. Any questions for Tanya? Okay. Any questions for Albert for the junior high?

104All right. Any questions for Paige for this high school senior high school? All right. Um, any questions for >> really quick, do you need a roll call? Who's going to be either the graduation ceremonies? I know that you have in the past so that we know who's going to be there. >> Let's finish this report. Let's ask that question. Um, any questions for Amy? school. Any questions for Tony, our athletic director? Right. Um, can I ask you how many kids we had at the junior high softball baseball? Do you know approximately how many the junior high? >> Yes, junior high. Um, it's very a little bit um both teams >> for each team or for >> for each team. >> Okay, any questions for Sean, our technology supervisor? I'll just tell you, I really love

105that you guys made online registration with me. That's like been the best thing in my life because I used to hate that day. My wife does the whole thing from her song. >> Yeah. >> Thank you. >> Um, any questions here? I haven't seen her. >> Oh, you Susanna is here from here. >> Any questions for Susanna? >> Any questions for her transportation supervisor? All right. And I'm sorry I'm rushing through. Um, any questions for John Owens, our school resource deputy? Okay. Any questions for Jeff regarding all of his responsibilities or special programs? Well, I would say I thought our our fields looked good for our course activities. Thank you for overseeing that. Um, any questions for Denise for our fiscal report? 5.0. >> Hi everybody. So, um, right now, um, I'm projecting it's a

106just a projection. Like I said last board meeting, I'm going to give you the worst case scenario. Worst case scenario is we're going to end up with um, one our contingency um, about $4,000 over our contingency. But keep in mind there's revenue that have not updated yet. it has transpired since this um packet of information what the dates are for. So there will be an um sizable improvement. Um we still have not all of our spending done yet either. So um I am still projecting it is going to be higher but I have to give you the worst case scenario. Anyone have any questions? >> Okay. to 6.0 superintendent report. >> We had some correspondents. One of the correspondents was a parent that sent an email to the board and myself. I want you to

107know I had an opportunity to meet with Angel and Armando and they had an opportunity to meet with that parent. So, um I think that we're in in good shape as far as responding to that correspondence population report for April. We were at 1,172. That brings our average for the year to 1,181. So we're ending up that adjustment of being 19 students below our average for average ADM. We will see that adjustment in next year's May payment. Um as far as looking at the agenda, I want a couple of things in action discussion that I want to point out to the board. Um, I know that Tanya last month talked about the history adoption. I want to talk about um 7.2. I'm recommending to the board that we replace the boiler at Killil Junior Senior

108High with mini splits. um when we had different contractors and we had Oregon Boiler, we had CR Combustion and we had Oregon burner come in and look at our current boiler. The boiler itself is not so expensive to replace that it is cost prohibitive. But the boiler itself is not the only problem that we're facing with this old system. Our return our return water tank is about ready to rust out on the bottom side. We have numerous pipe leakage throughout the building. We have steam traps that need to be replaced. We have a technology system that runs that that is truly outdated. Um that system was put in in the 80s. And so when you add up all of these different components of what it's going to take to get the entire boiler system to

109offer consistent heating to the high school, it's more coste effective for us to look at a different option and add many splits throughout the building so that we would have all of our classrooms climate controlled, both heating and cooling, um, and the electrical. I'm estimating right now that we can do that with a little bit of an overage for $269,000 this summer and we have the bids to do that already. So, I'm asking the board to replace the boiler. We will decommission it alto together and then add those additional mini splits. This is beyond what the board had already approved as far as the high school continuing remodel down the hallway. Um, >> is that for the gym as well and the art room? >> Yes. >> That would be it's an additional 26 mini

110splits throughout the building. There would be eight of them in the gym, three of them in the cafeteria, and one minplit in all of our classrooms. We would not provide direct minisplit support heating and cooling in our hallways. And what I have been told is by heating all of the rooms on the exterior of the hallways, we should be we should maintain a consistent temperature in our hallways. If something comes up and it seems like hallways are extremely cold, then we'll monitor and adjust and we'll talk about it next year. But this will cover all of our air large areas and classrooms at the high school. The boiler is, as you know, we spent four weeks without any kind of heat this last winter. Um the other 7.3 is the star interterm assessment. Another part

111of the accountability with Senate Bill 141 is we have to be able to offer interterm assessments K through eight three times a year. We currently use was not an adopted program by the state. So, um, our administrative team got together. We reviewed different options. To be honest with you, the price point was the biggest one that we looked at because we've already made the financial commitment to EXL and we're under contract with them for two more years. So, we chose to go with the STAR interterm assessment. The final discussion action item that I want to bring up is piggybacking on what Tiffany said with asking the board's approval to change our GED credit for proficiency. Um, when Tiffany first brought this concept to me about GED, I was not in favor of this. I did

112not want to create a fast track for students. We've been monitoring this all year long. Tiffany um and Sandre Sperling shared a PowerPoint presentation with me and looked at a lot more data than what Tiffany shared with you tonight. And our GED program is providing that lifeline for students. Our GED program is part of piggybacking on our Pearson testing center. This is a nationally normed reference test that students have to pass ELA, math, science, and social studies demonstrate in all four of those areas in order to get a GED. Ironically, um, in Tanya's presentation, she talked about the Eagle Point School District. The Eagle Point School District grants their GED test credit differently than we do because I did not want this to become a fasttrack. When we started our GED by proficiency, I would

113only allow Tiffany to grant one credit per test each student passed. Tiffany and Tanya and I attended the um Oregon alternative ed conference and what we heard was that's not what other people in the state are doing. Other people in the state are looking at what is being covered in that test. How does that match up with the standards that are being taught in their classes? And instead of only giving four credits like we've done this year, Eagle Point School District gives nine. They give two for math, two for social studies, two for science, and three for English language arts. If it's good enough for students in other districts, it should be good enough for kids in Coke. They're taking the exact same test they're having. This isn't they've got a different test than we

114do. It is a test that is proctored. It's a test that we pay for. And if kids are able to demonstrate their proficiency, they deserve to get the high school credit for the knowledge that they have. And I would like the board's permission to change that to match what I know Grants Pass is doing the nine credits for GED test total and so is Eagle Point. And I don't know if Tiffany remembers other high schools that are doing it, but I believe this is that opportunity that makes a difference for students 19 to 21. Only 88 school districts in the state claim ADM for students 19 to 21. That means most districts in the state once you turn 19, you're done. They don't have a program for you. They're not claiming ADM for those kids.

115We are we have a program and if a if a kid comes in and they are struggling in English, our GED program with the practice tests, how that'll dovtails into our online curriculum where kids can focus on just the area they need. They're having tremendous success going in and passing the GED. I believe we're still in the 80 percentile range as far as kids that are passing after they've done the practice test, the work, and then finally taken the GED. So, >> wait, this change, how will that affect our graduation rates, our 5year? Will it >> this would be something that we would implement and start in the fall? >> So, will it affect our fiveyear completer rate? >> It would. >> I believe it would. It would give those kiddos, again, you don't get

116the credit if you can't pass the test. Nobody is giving anybody anything for free. But if you can demonstrate that you have enough knowledge to pass that test, then we should be honoring that by giving students the high school credit. >> That's truly what credit by proficiency is. If you can demonstrate it, you should get the credit. And and to this point, being honest, I truly was holding us back this year because I was afraid that we are going to have too many students to the GED option. So far this year, Melinda and I sign all of the diplomas. And at Winterlakes High School, when a student finishes, they get their diploma signed, they get it, and they're done. I've only signed one GED so far this whole year. Only one. Because most of these

117kids that are coming in, life happened and they they've missed something along the way. And if they can take one or two GED classes, demonstrate their proficiency, and pick up those credits, it is amazing the turnaround. And both Tiffany and and Sandre were able to demonstrate that to me. So, I'm asking the board to change the amount of credits we're giving our GED to match what other districts are doing in the state. >> Is there a grading policy or anything that we have to be looking at or is this just >> Every district by state law, every district can make their own determination on what you how much credit you administer by proficiency. So this year we've been giving one credit >> one credit test is what we've been giving this year >> and you

118want to change it for next year. >> But what about these kids who have already done it and they only got one credit? >> I think there's got to be a cut off point. I mean if the board wants to >> make the decision to initiate it now I just think there's got to be a clean start and doing that next year. I just don't want to see our kids be continued, in my opinion, penalized and not giving the same amount of credit that other high schools are doing when they're taking the exact same test and matching the exact same standards. >> Coale has often taken the higher road at the expense of of students and athletes um over over time. And so I really would like us to consider this being um an opportunity

119for us to give them um let them know that we appreciate the hard work. It isn't for everyone. Not everybody is going to jump at bail and and leave the high school, run to to Winter Lakes and hurry up and take the GED. We've had those kinds of mindsets over time in this district and we have to we have to just really kind of this cultural shift on what are we doing to best prepare our kids who have a lot of things going on. This isn't the route that they would have chosen when they were freshman. So, to what Caleb was saying, you you probably you probably have some kids, Tiffany, who are in um the process of still gathering credits, and as of this year, they only got one credit if they passed a

120GED course. Starting next year, they'll complete it and they'll get two credits. I mean, things change all the time. And so, you know, when your school year ends and then this is implemented, then we can then it goes into effect for the all the rest of the kids that are sitting there waiting. Things change all the time. Um, like I said in my presentation, this is not a toine >> and we really take every single kid and we talk to them and we talk university right off the gate. This is a possibility for them. But we don't this is not a oh everybody take the G. This is how we get you out of here. focusing on our core up until very no solution and we have to start the line when we set up

121and proposal to have the G implemented very intentional about our so a student may not enter into the G at all until they're 16 years or older and they have to have certain competencies before they can even prepare the test. So reading is available and so forth. So >> devil's advocate, >> do you do either of you know if there are any students that would have graduate would graduate this year had the credits been more? >> Um, thank you. So there's there a possibility of possibly doing starting for summer school. >> So the G program >> okay >> to open that up anywhere from 75 minutes per test to over two and a half hours for the English language arts portion. So we would somebodyific. >> Okay. Just curious. >> Yeah, I think it's great

122that we're making the change now. I mean, it would have been nice to have had it before. I'm sure that the kids that, like you said, were are going to be affected, but at this point, I think we do something now rather than waiting till next year and have the same kind of situation. Right. We have to have a starting point somewhere >> effective September. >> Any other questions on that? I guess we're still under superintendent report. >> I just wanted to make sure the I just wanted to make sure you had that context. >> If there's more discussion you want, I'm happy to talk more. >> Any any further questions about >> the superintendent report? Okay. Before 57.0. Um, we have two graduations. We have Winterlakes High School graduation on the 5th. Correct. 5th

1236 p.m. at the what's that church called? The school. >> And then we have um the high the Cook High School graduation at 2 p.m. on Sunday. Sunday. >> So, could we get a count of who can attend? Let's start with Lakes High School graduation. Yes. >> Yes. Sure. >> You said Friday. >> Yes. That's Friday. >> The seventh at 6 p.m. >> Yeah, I can there. >> Okay. So, who said they could? >> I think all three of us. >> Okay. >> And I will, too. >> Okay. You're out. >> I'm up in the air. >> Okay. >> I will to be there as well. >> Tiffany, I know that you guys historically had a color kind of thing. >> Black. >> Okay. >> Please show up in black. >> I know because one

124year I didn't know and I was like, "Hello." >> Hi, Bright Pink Pants. >> Okay. And who can come to the um CHS graduation which is on the 7th? That is on the >> I'll be there. You better be there. Heather, your daughter's >> Hey, Sharon. >> Yes. >> Sharon, how about you, Kayla? >> Do you know? >> The 7th of June. >> Yes. Sunday at 2 p.m. >> 2 p.m. I cannot >> cannot. Okay. Heather, I'm assuming. >> Yeah. Yeah. >> Yes. I will attend both. >> Okay. I don't know yet. >> Okay. And I will be at that as well. >> Are we a half hour early or before. I'm assuming you don't want us to show up right as it starts. You want us seated beforehand. >> Yeah. Like 20 30 minutes

125before would be great. >> Like typing same 20 to 30 and meet where >> on the side of the stage where the piano is. >> Okay. Same place. >> Just go in and go back. same place. >> Okay. >> Um before we go to 7.0 as well, I know on 7.1 um Tanya is asking for the approval of that curriculum, but one thing was left off which was in her report was called Teach Town. >> Teach Town. It's an adaptive social science curriculum for our students who have fairly significant disabilities and it's designed to be accessible. I want to applaud for bringing that suggestion forward. It's a very small that would be adopted. >> So we want to make a motion to approve 7.1 through 7.4 with the addition of teach town >> to item

1267.1 >> for the curriculum. >> I'll make that motion. >> Second. I have a motion by Heather and a second by Marsha to approve 7.1 through 7.4 with the addition of Teachtown as the curriculum in addition to on 7.1. All in favor the consent agenda. >> Wayne, how many teachers did we have to let go this year? >> There were a total of 10 and we were able to hire back. >> Is that what we're doing? We're hiring back. >> There were some of them that we were able to hire back. Yes. >> Which is confusing to me to know we let those go and now we're bringing just about all of them back. >> And and part of that, Steve, is is contractual and um timing because we have to let people know by

127March 15th if we're going to non-renew. And then since March 15th, we've had a number of resignations that we didn't know about in March. And so those resignations have created new teaching opportunities. >> And having that mind, I'd make the motion that we approve the cassin. >> I'll second. Have a motion to approve should we say 8.1 through 8.12 >> by Steve and a second by Marsha. All in favor? >> Any opposed? Okay, let's move to 9.0. Uh, staff public comment. Do we have any? >> I haven't received anything. >> Okay, then I will. >> Oh, don't forget your pie. >> But I'm telling you that that could be the real challenge for the show that we'll see. I mean, we are seeing we have seen a lot more applicants this time than we definitely

128have previously.