Coquille School District Board Meeting

001The other one is contracts. >> This is October 8th. >> Yeah. >> So, I can't I can't sign it yet. >> Oh, we approve it. Gotcha. Gotcha. >> Test me. >> I was like, what is this? >> I'm going to >> It won't. >> All right. Are we ready to get started? >> It's time. >> So, do I call meeting order? >> Do a pledge. Okay. >> Call this meeting to order. Please join me for a flag salute. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Like to make a motion approve tonight's agenda and the regular board meetings, the last meeting. >> Second. >> We're going to jump. Hold on. We're

002in a work. We're just We're doing the work session first. Sorry. >> That's why she's here. >> That's That's why Jennifer is here. That's right. >> I thought it was 6:00. >> You wish I was like We didn't We didn't have day There's been daylight savings time while you were in Mexico. There's daylight savings time. >> Yeah. Still 8:00 at night. [laughter] No, we have Jennifer um Nelson from OSBA here this evening to talk to the board about superintendent evaluation. Everybody has a packet in front of them. And um Jennifer, would you like us to introduce ourselves before you introduce yourself? Is that how you >> Actually, that's part of my presentation. I will ask for that in a few minutes. Um whenever you're ready. Okay. Well, we can start. Um, Jennifer, my name is

003Wayne Gallagher. I'm the superintendent of the Cochill School District. >> Well, she said it's going to be part of her. Sorry, I'm having a difficulty hearing you all. So, um, uh, >> oh, >> can you hear me if I talk in this microphone? >> I cannot hear you very well. >> I'll go find it. >> We were so worried. We can hear you just fine. and we were so worried about their own. >> All right. Well, I will do my best to just try and pick up what I can. Okay. And and and just raise your hand if there's something that you have a question and if I can't hear you, I'll try to figure that out. Okay. >> All right. We'll see if we'll see if it can help out. >> Are you ready

004for me to get started? >> Yes. Yep. >> Yes. >> Okay. She can hear us. >> Okay. >> I can hear you somewhat, but I I can't hear the visuals. >> Oh. because it's a big it's a mic it's one microphone for the whole group. >> Okay, that's probably why. >> Yeah, and it's just using the microphone off of the laptop. That's pretty much all we got. I guess maybe I try to use this other microphone. Let me see if I can try using this other microphone. >> Let's try this. Okay, now >> I can hear you. Maybe >> can you hear me? I couldn't hear you at all. >> Okay. >> I just didn't know if it made it louder. >> I can't. Um, Jennifer testing. This is Wayne Gallagher, superintendent. >> I can

005hear you, Wayne. >> You think it was a little bit better or not >> with this microphone? >> I think that was better. >> Okay. >> So, just speak up. >> Okay. Move [laughter] the computer up closer. I put it I put it closer. >> All right, I'm gonna go ahead and share my presentation. Um, just let me know if that's up there. >> Yep, >> you can see it. Okay, Wayne, I heard you pretty clearly there. So, all right. Well, thank you and good evening. Thanks for having me. My name is Jen Nelson. I am a US board development specialist. I'm also one of our executive search consultants. Um, prior to coming to OSBA, I did serve uh for the last 20 years or so as a board clerk and a municipal uh reporter

006for some city councils and school boards in the county. Um, so I do have a lot of experience um coordinating executive evaluations, but I also understand the process from both sides, the governance and the administrative side. Um, for tonight, our goal is to build clarity and consistency and that shared understanding about how the superintendent evaluation process can both ensure accountability and support growth. Um, we're going to go ahead and connect some of your current process. Um, also with our, uh, coalition of school board school superintendent, administrators, and the OCA model. And then we're going to review some of the statutory requirements and look at annual timelines that align with Superintendent Gallagher's contract. Um, as we go along, we can just stop if you need to ask some questions. But I'm just going to give you

007a lot of information and then we'll we'll try and talk about that um later on. Uh, just to give you an idea for those of you who have not been through the process before. So, in order to find out who has been through this process before, I would like you to introduce yourselves. If you you tell me your name, how long you've been on the board, um why you decided to go on the board, and then what you hope tomorrow is next. >> Anyone? >> Okay, I'll vote because I'm sitting on the end. I'm Darren Nelson. Um I've been on the board since July 1st, maybe of this year. And I'm on the board. I've recently retired. 47 years of um working for the Koko school district and so I continue to give myself as

008my civic duty. And what do I hope to learn tonight? >> Everything that you have to offer. >> Sounds good. >> Thank you. >> I'm Kayla Pritchette. I have also been on since July 1st of this year and I have two daughters in the district and I like to stay in the middle of everything. I hope to learn how we can better assist the superintendent. >> Great. Thank you. >> Uh my name is Heather Chabria. I'm in my 11th year on the board. Had two students already go through this district and one that's just about done. Um, my last one is just about done. Um, and I hope to learn um or discover a new way to deliver an evaluation that is a little bit um little less cumbersome than the way that we're using

009now. Um, and that can be more provide weighing more clarity and um maybe a more I don't know a better record for him moving forwards. I'm Steve Britain. I uh was appointed to the board in 1999 and I just can't go away. Been here quite a while. So, I have a uh I have a trucking business. I was in law enforcement for over 20 years. So, I enjoy what I'm doing here. I guess that's why I stay. >> Uh my name is >> What are you hoping to learn tonight? Oh, sorry. What were you hoping for tonight? >> A better way to evaluate uh the way we've done it in the past that it it is I don't [clears throat] think it gives proper instruction for Wayne. I think sometimes we over board overburden him

010with uh with goals. So looking to improve that process. >> My name is Marcia Frost. Um I think this is my third year. Um why am I on the board? For lots of reasons, but um one is to um volunteer my time in the community, stay connected um in the school. I was a previous educator, and let's see, what do I hope to learn tonight? A lot. Because I am the reason that we're all sitting here for this. I I [clears throat] currently have about 25 staff and I came to the board and I was like, "Wow, this evaluation is a hot mess and I would like to see this a little I don't know, a little better." So, I hope you have a lot of good stuff for us to learn. >> Okay. >>

011I'm Melinda Millet. This is my fifth year on the board. Um, I I guess similar to Marsha, I'm just volunteering my time. Um, but I hope that we learn a lot tonight because I feel like our current evaluation isn't super effective and I would like to I mean, I want a process that um helps our superintendent and that I I don't want it to feel like, oh, it's just we're judging you, but that we're working together. Great. Thank you. >> All right. Wayne, you want to just give a little bit of information for me? I think we've met before, but I just want to get in. [clears throat] >> Sure. No problem. My name is Wayne Gallagher. I'm the superintendent of the Kochil School District. This is actually my sixth year as a superintendent, my

012fourth in the Coke School District. Um, and yeah, I'm excited to hear what you have to offer about superintendent evaluation and how the superintendent and school board can work together. Is there anyone else there that I can't see who's on the edges? >> Our board secretary, [laughter] >> you know me, Jen. >> I know you. >> All right. Well, thank you so much for sharing a little bit. It's nice to hear your names and also just kind of get an idea of where everybody is and how long you've been there and what you're expecting to get from tonight. I'm hoping that I can meet the expectations. I do have a lot of information to impart. I do want to also let you know that I am going to go ahead and provide our um PowerPoint

013from tonight. I'd like to go through it before I provide it. Um and then I'll share it with you all and I'll make sure to get set up to you as well. All right. So, I just wanted to thank you for sharing and I just wanted to acknowledge that you all kind of touched on something important. Some of you are brand new for members and you are kind of midcycle what we consider midcycle for superintendent evaluation processes on our end. Um how we look at the cycle is a long process and this is kind of midcycle for us. Um and you're coming on board in July and you're being asked to consider superintendent evaluation and contract renewal eventually in March um without having maybe participated in a whole evaluation before. uh that can feel really

014uncomfortable and and that's completely normal. It's also on the other side challenging for a superintendent who's been working with new board members who maybe haven't shared that same uh history or context or even with some of you that have been here for a little while and you're just you're just feeling like the process just isn't hitting where you want it to right now. So, um, I just want to recognize that. And I want to say that our focus for tonight is to use the evaluation process and kind of talk a bit about it as a tool. Um, it's a tool for accountability and clarity and support and and like I think Marca mentioned, oh, no, was it Melinda? You mentioned not for judgments. [clears throat] Um, but by aligning our expectations and strengthening the communication

015during the process, I think that we can really build some trust and you can keep your attention on what matters most and that's the students as always. Um, so with that shared purpose in mind, I'm going to go ahead and start by looking about how each of the leadership team parts contribute to the process. So, some of you may have seen this before if you attended the South Coast PSD presentation. I have a similar screen and slides. I'm just gonna kind of condense my um conversations about it, but some of you may not have been there. Yes. Did someone raise a hand? Oh, sorry. Um so I just want to go over briefly for those who may not have attended that um board governance essentials. Uh so our leadership team, each member of leadership team

016plays a distinct role um in the governance and implementation coordination. So you have the board which steps that direction and ensures accountability. Um you have the superintendent which obviously is a they turn that vision that the board has into action through their leadership and management. And the third element we have our board clerk secretary who really ensures that compliance and that consistency and communication of I really just want to kind of look at those roles and remind ourselves of those roles especially when we start to think about going into superintendent evaluation. So when our roles are clear and connected, that entire system functions more smoothly and stays focused on students, especially during evaluation times. Um when you're looking at that overall district leadership, that's the relationship between the board and the superintendent, you know, the

017governing body operations between the board and the board clerk and secretary to make sure you're doing everything that needs to be done and in compliance. um those executive functions of getting things done, those meetings being facilitated between that work clerk and superintendent relationship. And then what we're really looking for is that center where all three are doing their roles and working together in collaboration to have a really effective leadership team. So building on that foundation, I'd like to look at how the reports work and all these rules and things that you're doing, how it connects with decisions um for student outcomes in the classroom. So I have this publishing that we often bring in to everyone's attention. We talk about that every board's decision starts with your values, why you serve and that's one of

018the reasons why I like you to share in your introduction why you join the board because your values and the reasons why there shapes your actions and expectations which also guides the superintendent's leadership. Now that leadership shapes how the principles and the teachers work and ultimately it trickles down into the classroom and how students learn. And even though you as board members aren't in the classroom every day, your focus and your consistency does directly influence that student success. Excuse me. So one of the most critical aspects of effective governance and superintendent evaluations is understanding where the board's role ends and where the superintendence begins. Now the board governs by staying that direction uh adopting policy ensuring accountability and the superintendent then manages by leading the operations and implementing that board direction and also advising you

019with their professional expertise. Now when the roles are clear then the district runs smoothly but when they blur then the boards kind of risk micromanaging superintendent kind of just working without clear expectations. We go we go based on the balanced governance which is say about safe and connected and informed um without crossing over into that management side for board members. So now after we clarify the governance and management roles in the board of governance we want to look at like what that looks like in action. So when we talk about balanced governance um once governance and manageable are clear the next question is how do you stay balanced? So when we talk about it is if boards lean too far one way they're at risk of being seen as rubber stamping or losing accountability or

020uh clarity. Now boards lean too far again the other way then they risk that micro for managing it to daily operations which can create frustration and confusion. Um government is all about sitting in the middle and it means that having that informed oversight which means you're just staying informed. You're asking uh thoughtful questions. You're setting clear expectations and then you're trusting the superintendent to lead that work. It's not about oversight with is about oversight but without that overreach and it's also about partnership and not being too passive. So now these 12 standards of board governors were developed by Dr. Thomas Albury. Um they outline the researchbased practices that help boards to focus on student achievement and build that trust with leadership and avoid that micromanagement or disengagement. Um, these standards offer a clear framework for

021effective student governance. And we did cover these more in depth um, at the recent training. So, I'm not going to go too heavily into them, but I did just want to remind you of those um, and I do have them available if you want to have further instru or uh, further descriptions of what they are, what they look like. I did provide that before I can do that again. So those 12 standards that we're talking about, those 12 government standards, if you kind of break them up into three categories, um there this is what it looks like. You have the vision and strategy, the accountability and data, and you have culture and relationships. Now these standards aren't just ideals. They're also observable and measurable behaviors. And that's important to think about what the board is

022doing because if you're going to be evaluating this to pretend, you want to think also about where your strengths and areas of growth are as well. And I think it's important for to do that occasionally, especially if they're going to be doing the same for their employee. So, for example, when you're looking here at accountability and data that shows up with right pro um monitoring and progress, that culture relationships is reflected in how we communicate and engage with our communities. Um that vision and strategy also shows up in how we connect our goals and to the student outcomes. So these principles really align the principles of platform governance for boards and good boardsmanship effective boardsmanship they really align with that post OSBA performance evaluation standards for superintendent. Um I think you all have been or

023you've seen before we do have a workbook that kind of talks about the different standards and the process that we use. If you haven't seen it, it's available on our member portal and I'll give you we can provide that for you as well. But I am going to reference it uh quite a few times just to kind of give you an idea of the process and how it compares. Um so the the alignment of the board governance standards and the performance standards that we use in our superintendent evaluation means that the board governance expectations and the superintendent leadership standards are designed to really reinforce each other. I kind of think that out is that the idea that if you're looking at what things you want to be doing as a board, you want to make

024sure that your superintendent, you're evaluating your performance based on standards that are going to support you in that as well. So boards do have a direct impact on how superintendents lead. And when the board is engaged and is using that data for reflection, um when they're modeling that cultural responsiveness, it creates these conditions for what we call transformational leadership. And that leadership is the kind that motivates others. It builds trust and it drives for lasting improvement. That kind of leadership is not just about compiling. It's also about inspiration and in alignment with what your core goals are. Um it's how the systems grow stronger. You pair that clear accountability with that consistent uh support. Um that's the idea. The evaluation process helps that board to measure and encourage those qualities. So that feedback that you

025give during superintendent evaluation is really a tool for growth and it's not just a report card of how you're doing. um when we're looking at why the board should evaluate the superintendent, that evaluation isn't just about a legal requirement, but it is a legal requirement. It's also it's also one of the most important tools that the board has to build trust and align leadership around that student success. Um when it's done really well, it ensures accountability by measuring that progress towards shared goals. Um it promotes your growth. um identifying strengths and areas for support and then it also keep everyone um kind of focused on what matters most. It keeps that alignment on which are the outcomes for students. So in short the evaluation is not just about compliance, it's also about that capacity building.

026It's how the board is and the superintendent together. So what do superintendent evaluations do? Well, they are an effective evaluation anyway connects your purpose with the process. So on one side you want to ensure that you have alignment that you have accountability that you have trust and then on the other side you also want to provide a really structured framework and that's where our fivepart model comes in on in the post OSBA model um that five part it really guides that consistent fair and measurable feedback and that's really what we want to focus on is that measurable feedback. Um so each of the steps they build onto the next um you're starting with those agreed upon standards have those performance standards which we include R8 standards um which are researchbased and nationally recognized. Um we

027also have a couple optional components which is the superintendent goals. Um, sometime I think that you often tie what I was seeing from your previous ones that you kind of tie the board's goals into your evaluation form that you fill out. Um, this is also an optional tool for process, but we like to use it in conjunction with performance standards, not just standalone looking at superintendent goals, but it's also important and I'll talk about a little bit further on is about identifying superintendent goals are different than district goals. And I'll get to that soon. Um we also um part of the process is that you have that uh evidence of performance and what we really do is we like to tie that evidence of performance to each one of those standards. So we say okay

028this is the standard. These are the kinds of things you're looking for to ensure that that standard is being met before you kind of decide if the surgeon will um in that area and decide on your baby. Um the targeted feedback survey is another optional part and really the target feedback survey we based on the performance standards and we have really key questions. Um it's to the broader community. Um but it's really targeted as far as not just what standards you're looking at and having those questions directly aligned with it, but also you target who you want to hear from. You don't want to just put this link on your website and have everybody contribute to it because honestly most people aren going to really know what the superintendent is doing in each of these

029areas. You really want to be targeting people who work regularly with the superintendent to provide that feedback and then that feedback is provided in a way that's anonymous but it's also kind of put together. So it's just another uh tool that you can use as part of our process. So I want to just make that clear um a little bit further and I'll talk about it. um the goal and then finally that element um being compliance is to have that kind of public summary um given out in an open session. Now it's not you don't give all the details about what happened in the executive session. Those are generally kept quiet unless the superintendent wants to be in open session but generally they're not those kind of discussions about the board and what they're thinking

030where they stand in certain areas. Um that's not what you share with the public. You do have to have like kind of a public um announcement about okay we completed this summary and this is kind of what it is we've determined that they are doing well in this area and um we're going to move forward and we help you to formulate that we're helping you with facilitation of that process so those are the five elements and again two of those are optional I'll discuss those a little bit more um the goal isn't just to check a box in each of these areas is to make sure that that evaluation is continuous and that it's a leadership conversation and that improves your governance performance. Any questions so far? I've covered a lot. Okay, I'm going to

031keep going and we'll see if something comes up. So, um I did cover this before too about those superintendent standards. I I tried to condense them down to one slide. Um but they are available in full in our our workbook that you can um take a look at if you haven't already. But the idea is that you kind of have this visionary ethical leadership on one side and then you have these systems and accountability leadership on the other side. So all eight of the standards are listed here. You have that vision and strategic direction. You have the ethics and professional norms, inclusive culture, instructional leadership. That's all under your visionary ethical leadership side. And then the other five other four you have communication and community engagement. You have the organizational management, financial management and policy,

032governance, advocacy. Now those are on that systems and accountability of leadership side. Now these eight standards as I mentioned they are researchbased and nationally accepted. They define what effective or transformational leadership looks like. Um each of them connects directly to what the board values which is vision you know trust uh impartiality that learning and communication with management accountability. Um when you're using these as a foundation for your evaluation process they kind of shift that conversation from being just a subjective impression of what the superintendent is doing to sharing evidence of that leadership in these categories. And that's kind of what I want to comment on there is I think right now you kind of fill out the little form and you talk about you know what do you think that how how do you think

033the superintendent is doing in these areas and it's very subjective but we don't actually have data and we don't actually have necessarily evidence um to to show us what's happening in a measurable way. Now, these standards um are about defining impact. Um so I think yeah okay sorry making sure I'm going into the next one here. So with the standards at the foundation we want to look at how the evaluation process connects the goals and the feedback and the superintendence contract timeline which is what we're going to go look at next. So what I did here is I did a quick side by side of your current process as well as the elements that are in with our process. Um so like right now you have the board uh the evaluation that you have is

034based on your goals and you have a few questions or goals in that Google form. Um you have kind of a single event in January February February where it's for feedback only that you come into that evaluation. um you have the feedback is really narrative um based on how those questions are um given to you and then the answers you're receiving is more of your perception and as board members you may not see every little detail about what the superintendent is doing on a regular basis. So um that can be kind of hard to answer things and that's why we also recommend sometimes having feedback from those that are working superintendent. Um it looks like the evaluation based on what I saw on the floor was is facilitated by your curriculum director. Um and then

035you have it doesn't appear that you have like a targeted feedback survey or formal way of um getting that information that I was talking about as far as from the community or staff or people who are working directly with the superintendent and kind of put that up against what you see as board members for more comprehensive view of how the superintendent is performing. Um and then the results are discussed in executive session which is what we do and then they say something about you share them verbally. Um now on our side in comparison to what you have we have those eight leadership standards and as I said board goals are not the same as superintendent goals. So that's one of the things that we differentiate with our process is that the board has goals but

036then you also have superintendent goals and those superintendent goals are really supposed to be linked to that evaluation that you give them based on those eight standards of leadership. Uh, again, I mentioned that ours is kind of a year-long process like you are talking about the superintendent evaluation process. Now, I don't know what you've been doing up until this point, but we really talk about that year-long process where you're establishing what you're going to evaluate in the beginning of the year, right after you finish the last evaluation. And then you're having check-ins. If they're not full quarterly, then at least a midyear check in just to kind of make sure that you're monitoring progress and that you are heading in the direction that you want to or if there's an opportunity to change things around.

037That's a really good thing to have instead of waiting until the end of the year and then just like having all of these things weigh on your superintendent to approve what they've been doing and what progress they've been making all at one time. Um our model also had that feedback uh in there. Uh and also sportled you can have a facilitate facilitated but the idea of uh having somebody outside the district facilitated is really helpful to have like a third party rather than having a staff member like your curriculum director or the board chair take all the pressure of um gathering information and then trying to make determinations about the superintendent's evaluation um from one person's point of view. It was really nice to have a third party to kind of act so that everybody

038can participate in the process well and also that we don't create um situations where maybe staff um that direct the report to the superintendent are having to be too heavily involved in the process of their boss's evaluation. So um really that's just kind of a comparison of what you have. I just wanted to kind of show what you're currently doing and it's a really good foundation. I just think some things could be added to it to try and help make it um more measurable and to also kind of make it uh less about your perception of board members and just bring in some real data and information so we have things that are measurable and we're really focusing on the performance and not just the board goals but the superintendent goals as well. Um so

039looking at the timeline um did kind of the timeline here reflects both your current process and a potential path forward if you would like to incorporate some of the elements that we have in our model. Um I try to break it down that January the board completes those evaluation forms through the Google form and then in February discussing the executive session um and then you have a decision you you provide that evaluation and contract renewal decisions are made by March and then in the spring you have um that renewal or extension is confirmed in open session. Our oa model as I said it's kind of a yearlong process. So you're adopting your evaluation or if you're completing your formal evaluation by March 15th, like I said, you start over right again and based on that

040previous year's evaluation and things that have come out of it, then you start making decisions about what you're going to evaluate next year. And then you also talk about the goals that you're going to set for superintendent specifically based on what has come out of that evaluation and potential strengths and areas of growth. Um, based on what the board wants to do to make that their goals are aligned with board's goals. Um, you want to set those in the spring around April or May. And then with ours, we have quarterly check-ins or midyear check-ins. So, you want to be doing those check-ins between July and September. If you are going to have some sort of feedback, you would have that happening in about October, November, just so you can have all this information and pair

041it with your own individual board member evaluations before you go into that executive session um in February or March. Um so what did I want to point out here? Um so really because you're kind of in the middle of the year, I know that you're looking to change something. I don't typically we typically recommend changing what you're evaluating the superintendent on that kind of mid cycle. Um I would always recommend that you continue on with your process. Maybe there's a way to incorporate some things into it this year, but you don't want to completely change what you're doing in the middle of the process because then the superintendent uh doesn't really have a lot of time before January and February to kind of switch gears if things are going to be looked at that they

042weren't anticipating. So, I just want to kind of point that out. Um, let's see. Okay. So, I talked a lot about that idea of district goals versus superintendent goals. Um, and I really want to break it down just a little bit because it is common to see an overlap between the district goals and superintendent goals, but they really serve different purposes. Now, the district goals, they belong to the board. They reflect what your shared priorities are for student learning and also for system improvement. Now, the Independent goals on the other hand are really supposed to focus on leadership actions by the superintendent. There is how the superintendent guides, manages, and supports the whole district to achieve the board's priorities and goals. So for example, if the district goal is to um improve early literacy, then

043the superintendent goal might focus on data informed instruction planning or developing maybe staff capacity to reach that outcome. Um, so when they're aligned, the two sets of goals are really intended to reinforce each other, but it's keeping the board focused on the what is to be achieved and then the superintendent focused on how it's supposed to be achieved. Hopefully that makes a little bit of sense with what we have up here. >> Jen, >> so Jen, can I really quick? So I feel like a lot of the times during our processes that we've had when we set these district goals, we end up with so many because our goals that we set are pretty broad and they are goal that would typically spans over more than just one year. So would it be common? I

044mean how often because I don't really feel like we change the goals. We just change the focus of the goal. So I don't know that like how often were you be would changing district goals versus changing superintendent goals? I would see the superintendence attendance goal for the year be different based on where we've moved into that district goal. Does that make does that make sense? Like like Steve said, we do we you know we do our district goals. We talk about them. they're always pretty much the same or they're a growing goal and so then we add something else and that goal is still going but um so then we have 15 goals or eight goals or whatever but it's really the broader picture is focus priorities adopted by the board. So would you say

045that it if we really worked on setting our district goal? I guess what I'm saying is the board goals, how often would we really need to change? I mean, I would say that we would look at them, but how often would they really change versus focusing on, okay, we're at the next step. What are the superintendent's goals need to be? At least is what I'm kind of getting from what you're you're talking about and what I'm reading is that >> they are and and one of the things to think about here with that is typically board goals or district goals are set as part of your strategic planning and priorities. did most of the time strategic planning priorities are every 3 to five years for long term. Correct. >> Yes. >> So those are things

046that you want to achieve in a 3 to five year period. Now you have these goals and typically when we're doing strategic planning with um districts, we try to get you to um limit your priorities to about four or five and then have some goals underneath those. So yes, you can end up with quite a few. um but those are over the period in the course of you know 3 to 5 years. Now the superintendent goals typically we only recommend one or two superintendent goals that are really focused on their performance based on what we've determined from their evaluation. they have certain areas of strength or growth that we would like them to um work on in that year to make sure that these overarching goals that we have as a district are being achieved.

047So really those are aligning with what the board was, but you don't want to be focusing on all of those goals all at once. You have three to five years. >> And I feel like that's what we we do. >> I I feel like that's what we do. And then it just kind of becomes lost maybe I don't know not as focused and I also read something in here too that um >> like the superintendent would draft the goals you know based on whatever it is wherever we're at if we're in year one of that strategic planning or year five of that strategic planning and then we get together and discuss it um when we set when you set when we decide on that and I really like that idea so that because lots of

048times when we set a goal I I think oh that's how we're going to show or that's what we're going to do to get there or that's how we're going to how you're going to give us that feedback or how you met that goal and maybe that's not what somebody else was thinking how you were going to do you know what I mean so we have a a little bit more clarity and about what it is that we're actually [cough] [clears throat] evaluating >> yeah I I think you're definitely on the right and that's the idea with this too is that when you're looking three to five plan for goals. Then you want to focus on this first year. These are our highest priorities. This is what we want you to focus on and based

049on the areas of growth that you have and the things that we want to achieve in this first year to ensure that we continue that for year two and three and four. You know, we want to make sure you're focusing on this area and it's a continual building. So after you evaluate how they're doing on those superintendent goals aligned with those board goals in that first year, then in the second year you start to reevaluate. Okay, we're doing really well here in these goal areas based on their performance here. Now, I want you to focus on this for year two. And I want to do that based on what we've seen so far. And that's also kind of what we talk about those check-ins and alignments. Um the checkins really offer you an opportunity to

050be like, okay, we're doing really well in this area. It's not what we thought was going to happen, so maybe we need to change things um and or change progress or redirect at certain times. And the same thing at this strategic goals, too. you have something that you set for three to five years, but the board should be evaluating that on a regular basis to see based on the data and the trends. Is this where we want it to go or do we need to change course? And so that's how they kind of both work together, but they're not actually the same thing. So I I hope that that's a little bit clear, but it is definitely something to think about if you are using just your board goals continuously for evaluating superintendent. It may

051be too much for a single year. evaluation >> agreed. I think Wayne agreed. [clears throat] >> No, I think you make you made a good point, Heather. We used to have um 12 to 15 goals that we were working on and I really have appreciated the board has really narrowed those down to four um that were really our district overarching goals. And then yeah, I I have my own superintendent goals as well. So >> yeah, because those even those goals that we have as a board I feel are pretty broad and I so I like the idea of um even get, you know, narrowing them down for you so that there's a little bit better way to evaluate that process and we can actually have some kind of a when it's broad, right, then everybody's

052there's more room for everybody to judge different kind of things. when it's narrowed down, then it's it makes it a little bit more um you know, honed in to what it is we're really looking on, which I like about >> Yeah. And that's one of the reasons why we say that we think the superintendent should present their own goals because the superintendent sees where the the board wants to go or go. You know, they see your vision and then they can incorporate the feedback feedback that they received on their evaluation and determine like, okay, how do I put that into action and what can I work on this year to make sure that we're going towards where the the board ultimately wants to be? And those are the kind of ways that you chunk things

053down into more manageable and measurable goals that are actually achievable within a year's period of time and not trying to cram all five years worth of goals into a one evaluation period. And if the superintendent can look at what the goals of the board is and the district overall, then they also know how to put that into action. They that's their expertise. So then they help develop and then the board can say, "Yeah, I I want those things." And there's also things that the board can outside of this superintendent evaluation to ensure that you are achieving those goals where you can make your goals as part of like every agenda item that you bring up. Just, hey, can you just let us know part of what goal this is so that we know what we're

054looking at um and what we need to go back to when we're evaluating if we're making progress in those areas. And that doesn't have to be directly related to their um their goals of their evaluation, but it can be something that the board does throughout the year that you can kind of tie things the larger district homes. Um, and then that also provides the superintendent and availability or option to take those items and use those as artifacts of evidence when they get to their evaluations. Do you remember when we talked about this and the progress we're making the data I presented here on this meeting? That's my artifact evidence for to say they're perform well before I need to improve in that area. Any other thoughts or questions about the district goals versus superintendent polls

055element? Okay, I'm going to talk a little bit more about that targeted feedback survey option. Um, and really for the targeted feedback survey, this is an optional tool that's not always um well received. Some boards don't uh like reaching out to others. They want to kind of keep it just to what they see. But as I said, the board members can't see everything. the superintendent is doing every day. And so it's really helpful um when the board can gather this confidential input um from those that work closely with the superintendent. It's not a public survey like I mentioned. It really focuses on the leadership behaviors of the superintendent that are tied to those a performance evaluation standards like communication uh visibility and trust. Now, Oba, if we're doing your facilitation for your superintendent evaluation, this

056targeted feedback survey is something that we administer because we have proprietary rights. We actually take those different performance standards and we develop questions specifically to get answers related to that, not just to get everything that people want to say about the superintendent. Um so the OSB administered that survey in the fall generally in October, November as you're preparing to do that larger evaluation. Um we summarize the results anonymously and that's the other part about being a third party is that you don't see specifically like what people said [clears throat] and so you might be able to determine who said them. We pull it all together and we kind of find ongoing themes rather than specific answers or specific instances that people provide. um we share those with the board in the executive session and then

057that feedback really helps you to balance um their perception with evidence you're supporting a fairer and more comprehensive evaluation this way. So like um when we say and even for a targeted feedback survey we say okay there are eight performance standards only seven of them are really evaluated in our survey and we ask the board to choose no more than three of those standards for us to put in the survey and ask specific questions first of all so that you're not asking a ton of questions to people and getting like survey fatigue. You really want to hone in on what are the areas we want to focus on? What are the performance areas we want to focus on? And so we target the questions to those performance standards and then we target the audience as

058well and we say okay um from staff and from community partners, people who work directly with superintendent on these specific areas, who is it that should receive those? Um and and then the board also kind of makes those decisions about the standards and who you're going to send it to in an open public session. Um, so it is open and you do have a very targeted not just in the questions, not just in the standards, but also in the audience. It's going to be getting giving you the information to make sure that they really have the ability to answer those questions because they are working closely with the superintendent and they would know what they're doing. Um, it's not just a a popularity kind of thing where putting it out there and being like, hey,

059what does everybody think we're a superintendent? And that's one of the reasons why we really like to focus because we find we don't get a lot of good information when you're just putting it out there um kind of blanket or broad statements and trying to receive survey input and um really make it work for what you're doing. Um so let's see as I said for these it's not something that I would necessarily recommend you change up or add too quickly but some boards have chosen to do that kind of midstream type I don't think it's um but you can think about it as maybe there's a way to do it this year in the process you already have. I don't know if you have any other surveys or ways that you collect information from staff

060or community partners currently with your process. Um, can you speak to that? >> We don't. >> Do we have any climate surveys or anything like that? >> Okay. So it might be something you might want to consider for future ones because it just provides that additional information for the board that you have not only your individual perceptions and your individual feedback and you and the then of course superintendent self evaluation where they're presenting items that they've done to coord. But then you have this additional element is how how is that being received and how what are people seeing in um that are working directly with the superintendent. So, it's just another element of getting data information into the process. All right. So, here's just a few key reminders that I just want to kind of

061put in here as we're wrapping up regarding this process that super or that boards need to know. Um, the superintendent evaluation and contract renewal must be finalized by that March 15th data. That's in Oregon law, but it's also in your superintendent's contract. Um, if I read that correctly, uh, each The board must adopt the evaluation process in open session. So I don't know if you're doing this previously, but really the criteria the process you're going to use for the superintendent. You are supposed to adopt that out in the open at one of your public meetings so that the public is also aware of how board intends on it intends on evaluating the superintendent. Um, this ensures a transparency not just with your superintendent but also with the public so that they're aware that this is

062how you're holding your superintendent accountable and these are the things you're looking for. Um, and you just kind of put that out in the open. Um, the discussion and the drafts of the actual evaluation is of course confidential and unless of course the superintendent requests for it to be open but typically that is confidential. all those materials, any targeted feedback survey results, any individual board member stuff, and then that discussion you have when you're actually evaluating the superintendent. That's all confidential under executive session. The only thing that comes out in the public that is also required to be public is that statement, that final summary statement that hey, you conducted the superintendent evaluation as part of what we're supposed to do and then you're letting the the public know that a public summary statement. We

063issue a public summary statement before. >> No, >> I didn't think so. >> Just get a >> We just a full copy of of all the comments. [clears throat] That's what I've received so far. >> Yeah. But everything stays confidential, but we've never done the public summary statement, I guess. >> Yeah. >> Which does help with transparency, but it's one that's drafted by our board collectively. It's not the individual comments. Correct. Yeah, not the requirements, not any of that information. It's really good, very basic summary that said we conducted the survey, we've decided, usually it happens when that contract renewal comes up. You say, okay, we conducted evaluation, you had a successful evaluation, we're going to contract >> and that's sometimes what people do. They kind of combine it all into one. But we really

064like to keep the contract renewal process separate from the superintendent process. most like to keep transparency just by having that announcement. We did our obligatory job. We've done the first post. We've evaluated the superintendent and we found that they've been successful and then um the superintendent will be sharing later on some of the goals for this year or you're adopting new criteria for next year. That should all be open public session. >> Um let's see where was I? No, I think confidential public summary. Oh, and then that idea is that once you've completed that, you said, "Okay, we've done this. Here's our public summary state. We're providing kind of an example of what that looks like. If you are interested, I'll write a note to myself. I'll just show you what that kind of looks

065like. That final summary statement. It's really very simple." Um, make a note really quick to make sure you can see that. And then once that's done, then you typically have your decision as to whether you're going to continue contract if you're at the contract renewal point and then your evaluation period start that next cycle where you just go through you say okay based on the evaluation this year the superintendent has developed some goals we're going to talk about those goals we're going to use this criteria these are the standards we're going to focus on for this year these are the superintendent goals we're going to focus on for this year this is going to be our timeline here's some dates that we're going to have some checkins this is when the board's going to come

066together conduct a survey. So you kind of put that timeline, the process, everything you're going to use to evaluate. You make those decisions and open and then you just stick to that timeline for the rest of the year. All right. So I just want to remind you this process is not is not just about accountability. So it's about supporting the superintendent to succeed in the role you've hired them to do. And it's about building trust. It's about ensuring alignment with your goals and things you want. in the district, but it's also creating those systems that keeps the entire leadership team of board and the superintendent focused on the students. Um, so before we close, I have a couple of questions up there. We don't have to necessarily answer them all, but I do want you

067to take a few moments to maybe reflect on it and maybe we can share some things about what we've covered so far about your current process and maybe what you would look to change in the future and how we can maybe help you with that. Maybe just go around. Is there any thoughts? Is there one thing that you're thinking that you like to see continue with the current process or maybe change for next year? >> Are you asking us if there's going to be a change? No, I'm asking you if based on what we talked about and for those of you who have gone through the process before as you're currently doing it and I shared a little bit about how we do it a little differently. Is there something that you like about the

068current process of evaluation that you want to continue or is there maybe something that you think you'd like to add to it? Uh, for myself, I I do like the idea of um setting the goals based on the overall district, the overarching goals of the district, the the board goals, but I appreciate more them being more specific and having more of being more measurable. It doesn't really make sense if it's too difficult for us to measure them. to them be. So, um I guess just narrowing down and having a specific um measurement to be able to to provide a better evaluation. Um I also like collecting um targeted input back to kind of help. I like that they're just it sounds like they're just um one through five kind of rate as a one through

069five and then that helps you guys be able to determine um as opposed to collecting a bunch of narratives um that that helps speed that up. I really like that. But then that gets um some input across the board. [snorts] Um what else? I like that Wayne gets to help draw in his own goals a lot because for because those b those what we've done so far is overarching so big that I sometimes I think well that's how he's going to show it right and great but we didn't really talk about that so now we have we know or this will allow us to say we know how Wayne's going to show from day one or process one in the beginning of evaluation and I like the check-in whether or not we do it quarterly

070or we do it >> um mid year. Yeah, I like the check-in. I know that we go through all those board goals or at least we were going through those board goals and it seemed like a lot that it kind of added to it added to the meeting a little bit and made it a little [laughter] bit longer. But I like having a specific purpose meeting just to be able to go over those. And maybe it doesn't need to if there if there's only two to three goals. It wouldn't really add because we're not doing it all the time. You know, it could be more specific specific. >> So that's my those are my thoughts. >> Okay. >> Just some notes. >> We need to wrap. >> Yeah, we do need to wrap up. Our

071meeting is starting in a few minutes. Um I guess my only question is and I suppose we'll need to discuss this more but if we want to go with this like I I liked what I have heard because I feel like it sounds way more effective than what we're doing and more specific. What would be the next step? I mean, yes, we're going to this year do what we're doing and it just it's so late in the year already, you know, it's no it's November. So, I don't it is there a cost if we go with this through if we have OSBA help us? Um, that's what I'm wondering. >> Yeah. Um, and I can provide a proposal to be large. As I said, you'll probably stick to what you're doing this year. So my

072recommendation is that if you're going to change anything, you're going to consider a new criteria, possibly what we have as our model, then you would talk about that after this evaluation cycle is done. Um you would kind of set those goals and things um as soon as you're finished. You might have a meeting in say March or April where you can write a proposal, you can consider it. Uh you might want to consider others too. Um but if you look at the if you want to um what elements you want you'll decide if you want to have superintendent goals you'll decide if you want to have um which performance standards if you're going to go for all of them if you're going to have that target feedback service part of it and what I can

073do is I can provide a proposal you can talk about that um there would be charges for us to help facilitate it um and I can break that down as well um but we really just kind of go hand in hand and work with you and I can have a breakout how many hours and what that kind of looks like and the board can look at that and then you can determine based on what you uh you determine from this year's evaluation like how you want to proceed forward. But even for this year's evaluation since you said that you don't know that you're necessarily doing those um summaries and stuff like that we can help you to assist on how to write one of those from this year so you can have that out in

074public before you transition into talking about what we're going to do for next year and we can come in and help with that as well. >> Okay. Thank you. We appreciate your time. [clears throat] >> Thank you for having me. And I will forward some information. I took some notes on it and I will give you this as well so the board can look as well as the proposal for that next year so you can determine when it's best for you to consider that. >> Thank you, Jennifer. >> Thank you. We'll see you in December. Ready for a flag salute. I pledge algiance 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'd

075like to make a motion we approve tonight's agenda and the recording. Second. >> I have a motion by Steve to approve the agenda and a second by Marcia. All in favor? >> I >> Okay. Um, I need uh to approve the minutes. We didn't do that. >> I'll make a motion to approve the regular board meeting minutes from 10825. I'll >> second. >> Okay. I have a motion from Heather and a second by Marcia to approve the regular board meeting minutes from uh October 8th. All in favor? >> I. >> Okay. Um just our we have board training December 9th and then we have our next regular board meeting January 14th. Uh okay, anything I guess we'll move on. 2.0 board goals. Um improve student achievement across all curriculum areas. And that's going to be

076Arando Ruiz and Tanya Singo. [clears throat] All right. Hey, thank you school board um for having uh us for this presentation tonight about improving student achievement in all areas. Um that's going uh really well by our district data. I do want to say that you know student achievement starts with the teachers. Okay, the teachers that we put in front of our students is the most important thing we do. Um and so the district level data that is um the data from all five of our schools um in ELA math and science shows that we've had an improvement um although a small improvement an improvement in um each of these areas um broken down to the proficiency areas um meeting which is a level three or exceeding which is a level four and ELA math and

077science which are the tested subjects through um the Oregon State Assessment System. um in the ELA uh 13% exceeded and 28% met in 232 24 which is a total of 41% proficient and then this uh past year 2425 that went up 1% um a minuscule um amount of growth but nevertheless still headed in the right direction um with um 5% um more exceeding that year but 4% less you know three in math uh there was a 3% gain districtwide 12% exceeded and 16% met and 23 24 for overall 28% proficient and then um the following year last year's data showed a 3% increase um in science there's only a few grades that are tested in science um fifth 8th and 11th and so that data is um only for those three grades and uh we

078had an 8% improvement which um from 18% to 26% we're still um you know not where we want to be obviously with those scores but we are trending in the right direction. Um I'm going to talk a little bit about Lincoln School of Early Learning. That's where the magic all starts. Uh we have you know preschool daycare um prek and so there's uh professional learning communities at the school of early learning. I'll talk a little bit about that at CBE as well. Those professional learning communities meet weekly. They're grade level teams that meet and talk about how to best support students. The student study team is another um important aspect of our elementary schools where students who need uh interventions and supports um we have meetings where we uh look at data and talk about

079students and how we can best support them in schools. Um the vertical alignment of the curriculum is really important um for you know all all grades but um we're really working on that in our Senate Bill 141. Um you know that's an important um committee for our districtwide improvement. And so we have um members from Lincoln on that team, members from CDE, members from Winterlakes Elementary. Um, ISL is an important diagnostic tool that we use across uh, CDE and within the school of early learning to um, get some really important data. You know, we have our statewide data which gives us what students can know and do um, and proficiency in their grade level. We also have data that gives us another um, way of measuring that. And so that gives us some uh, ability

080to differentiate for students, challenge them more, um, remediate when necessary. Um that's a really good program that we like at at Lincoln. Um UFly uh that's phonics that they use uh for um the adoptive curriculum to make sure students, you know, know the sounds of the letters to put those sounds together. Um you know, chunking and and just all the segmenting and blending and all the phonics um things they need to know for being ready to learn. Um, Frog Street is an important um, curriculum that we adopted for content area instruction and students at the age of three in the early literacy of the preschool daycare. Another thing at Lincoln School of Early Learning has done is additional EA support with pushin model for title one. Um, if you remember we talked about a change

081at Lincoln where we have more EA supports in the classroom because of a title one push in model. So those are some of the great things happening at Lincoln. CVE. The biggest gains from the data because we we test third through sixth grade um at uh CBE for ELA and math. Um the biggest gains were 2425 um 6% in fifth grade science and in sixth grade math. We we'll share a little bit more data about CE here in a minute. Um the science curriculum has been huge. We talk about students having a well-rounded education. That's very important um at all of our schools. And so, uh, we have mystery science, we have HMH, we have, you know, our fifth and sixth graders getting science instruction every single day. So, that's going really well. Um, again,

082PLC's are professional learning communities. I'll have a slide where I talk a little bit more about those, but we have our grade level teams and we have content teams now with with our fifth and sixth grade teachers. a more um curricular alignment. You know, teachers just working really hard about what are those things that students need to know and and perform at a high level to be ready for the next grade. We have title one intervention at our school. We still have Mrs. Second, supporting students in small groups with reading fluency and progress monitoring. Just getting more and more data to see when students are going to um you know be able to hopefully get out of title one to be um you know at the grade level and and doing um the work they

083need to be able to do. We also have plus after school and that gives students some extra support in a lot of different areas. Uh so I talked about our professional learning communities. These are the teams we have at CDE. We have an assessment and data team that's looking at just formative assessment, classroom data, um, bibles, accelerated readers, just a lot of different data and, uh, you know, using that data to inform instruction. Um, PBIS, you know, we've been doing PBIS for many years at Copier Valley, but, you know, every year I feel like we could do some tweaks just to get kids to buy in more. So, we have a PBIS team that really helps with uh, those positive reinforcement strategies and incentives for kids. um curriculum and instruction. Again, just what are those

084important things that we need to teach that we need to make sure kids understand and can know and do at that grade level so they're ready for the next grade level and so so on and so forth. Um you know, coming back this year has been a great year. I feel like staff morale has been really positive and so has um culture of the school and the students. Um and we have a staff morale team that's been having some really great ideas for things to do in the school to improve things. And then I talked a little bit about our third grade ELA team and how their uh goal is to raise student achievement and continue to raise that data score. We've identified some weaknesses in writing that we can really focus and hone in

085on. And then I got one more slide that has some data. So this kind of breaks down to our grade levels. When you're looking at 23 24, you can kind of track kids by looking at, you know, like for instance, third grade English 23 24 42.4. Well, that next year, those same kids actually went down close to 4%. And if you look at math, you know, those same kids trended down, right? So, we could ask lots of questions about that and, you know, um that's important data to know and analyze. But you can also see that when you're comparing um the growth from one year to the next for instance you know um fifth to sixth because remember last year we had you know self-contained fifth grade and now we have um specialist teaching fifth

086and sixth grade. So if we look at fifth grade where they were at 54.1% in 23 24 the following year they were at 58.2%. same group of kids went up, you know, substantial 4%. But then the math is where you see a dramatic gain where you see a 40% uh math score for proficiency in fifth grade. Well, that went up close to 15% the next year in Mrs. Pun's class. And so that's a huge gain that shows, you know, that we're um continuing to increase in ELA, math, and then in science, we had a 6% increase. And so we're making steady gains. And um we're continuing to make products that you would like to see. >> All right. So at Hook Junior Senior High School um again we we're doing kind of a drone drone

087view and then bringing it down a little bit lower so you can see more specific. Um in English language arts, there were gains for seventh grade um in the last testing cycle. Um likewise for math, the same seventh grade group and the 11th grade group marked gains in math. and we also mark games in science for our 11th grade students. Um, some changes this year to work on boosting elementary I mean not elementary academic success is the advisory period that Miss Y and Mr. Dixon have included in their daily schedule. Um, that's after help me out third period. After third period, um it's a time for students to get some academic support, to work on college and career readiness activities, and also to receive wayfinder, which is our social emotional learning instruction. Um also this

088year at the junior senior high school, we've added some um extra expanded [clears throat] options courses that are taught by our own teachers, which is a nice connection for our kids. It's kind of like college light. they have the expectation of college, but yet they're being taught by instructors who know them and understand um who they are and where they're coming from. So, sort of parallel to the initial slide that Principal Rubies shared with you, um we have here the data for our seventh, 8th, and 11th grade students, and I'll let the board just take a moment to marinate upon those. We thought it was important to share the exceed versus the just meeting because at the district level, if you recall back to the first slide, while we might have had fewer p few

089a lower percentage meet the proficiency standard in many of our content areas, we increased the number of students who exceeded that. So that in of itself is a is a nice gain. Um I do want to call out specifically in the 11th grade um testing band that we had 0% um exceeding in science and we had 20% meeting in this year. We were able to mark 7% exceeding and 18% meeting. So we're showing some gains there and we believe that a lot of that is owing to the board and it adoption of the revised curriculum that matches up with nextgen science standards. Next slide. at Winter Lakes Elementary this year. Um, we have purchased some English language arts workbooks which we're working with our kinder to fifth grade population to really get them to grade

090level so they can access their learning. They're not going to learn a single thing in the imagined learning platform if they aren't able to repeat. So, we're working to kind of double dip with that instruction. Um, we have added Promise Math, which is a gamified math platform. Um, predominantly Mr. Clapper's classroom has really taken a hold of that in grades two and three. [cough] I had a student come up to me the other day and say, "My parents taught me this large so I could practice at home because they love me." And I said, "Yes, they do. Yes, they do." And they got turned on to that from Mr. Clapper's class. We've also added epic reading which allows teachers to have free access to multiple multiple titles um that are leveled at different grade levels

091so that um hopefully we don't have as much of an expenditure and buying real books. I love real books but it is a cost and so this has multiplied our library potential um by a huge factor. We are also offering um as we have in years past Mrs. done. Our general ed EA is offering small group intervention for both math and English. And she does this across all grade levels. She'll have a K2 group, she'll have a 678 group. And so throughout the day, she hosts those students in her space to help them get to grade level. Um this year, in addition to the digital curriculum that we have, when we have our students in front of us, we are trying to the greatest extent possible to offer direct instruction because know that offering direct

092instruction, giving real-time feedback and immediate correction is what's going to help students really achieve and grow and not imprint on some incorrect information. Um, and this year we do have some different teaching assignments. So, we have Mr. Gilbert teaching our kinder and first grade. Um, Amy May and Cassie Green have been instrumental in providing support to Mr. Gilbert and also to Mr. Clapper in the area of youth life. So working with them and giving them more of a tool kit when it deals with phonics. Mr. Clapper is teaching grades two and three. And I will mention that these two classrooms are typically rather cold. I usually I have about 14 K1. I usually have 12 regular attenders. And in my two, three, I have 24 in. I usually have about 17 regular attenders there. Miss

093Robson is back teaching fourth and fifth grade to round out our elementary compliment. These are our testing scores. Um, and I do want to give a caveat. I know there's a lot of information in the board has in the packet and can reference it. Uh, this the number of students testing is very small. So when you have a dozen kids testing in a grade level and five of them do really well, it's wow, we had 45% meet, which I'm not taking away from those five kids who did really well. But the figures are somewhat skewed when you consider that in other schools and other grade levels like at CDE, you're looking at 50 60 students. Um, and then again, we do have a lot of students who are totally virtual and do not come on

094campus to test. So that makes our sample rather small. We obviously have work to do in many areas and some of the actions that we've taken this year we believe are going to help to steer us in a upward trajectory when it comes to state testing. Next slide please. At Lakes High School there there have been changes made there as well in terms of trying to meet the needs of students. There is a a greater emphasis on effective instruction for our students who attend in person specifically in math, science, English, and social studies that are taught in tandem or to augment what is already being delivered in the online platform. There is some co-eing happening at Lakes High School this year that we're pretty excited about where we have Mr. Artman and Mr. mining who

095are working with collaborating in American lit and US history and the crosswalk that exists there. We are also offering some different standalone courses in those content areas to speak to student need and to bring students to grade level. Um we are offering direct instruction in algebra and geometry with Mrs. Tims and we found that to be really effective in supporting students and offering them again that feedback. Um, in science, we are working on offering project based learning this year um with Mr. Rasmus in on on campus there and getting students some options of how they can really get their hands on science um and access it not just in a conceptual way. Um at Lakes High School this year, they have provided a common office hour for student support from 4:00 to 5:00 p.m. where

096all instructors are available um to support students either virtually or in person if they happen to be still on campus. And each instructor has an office hour throughout the day um and they happen at varying times so that students can access support again in real time during the school day. They do also offer support Friday mornings by appointment and virtually at Lakes High School. This is the information from the 11th grade group at Lakes High School. It's the only grade level that tests. Um we were able to increase our exceeding in English and we dropped a little bit in reading. Um we are still working in math to make improvements and again we hope that some of these direct instruction interventions will allow for some improvement there. And then we had an 18% um scient.

097So again we know that we have to do those areas. I do also want to reiterate that an Oregon state assessment is a one day in time or maybe two days in time measurement and we really are across the district using very frequently to do weekly daily touch points to see how our kids areing and what we can do to meet their needs better in real time. Are there any questions for us? Hey, thank you. We'll move on to our school program written reports. I'm going to check them off as I go so I don't skip anybody. Let's start with Winter Lakes High School. Does anyone have any questions for um Miss Clapper? Have you guys gotten a new teacher? I you posted for one? >> Yep. >> Okay. I hope that's going good. Well,

098okay. Any questions? All right. Let's move on to Winter Lakes Elementary School and our curriculum director. Does anyone have any questions for Tanya Sinko? So, I saw the good news that we got that grant um which you originally thought we weren't going to get. >> They told us we did not receive it and then we received it at a regional level. And so that's youth development re-engagement grant and it's just the $134,000 that is coming to our district because it targets 16 to 24 technically who have disengaged or are at the risk of disenaging from their education. So looking to add a new G options, testing, technology support and personal support. >> Great. Great. >> Love all the pictures. >> I'm working very hard. active. So my newsletter comes out at the end of the

099month so that we have content and we one of my staff one of my amazing staff. I said how about a memory book? So we're using these pictures as father to build my own memories. Just order some digital cameras for my kids. So for that year, >> okay, let's move on to Cochil Junior High School. Does anyone have any questions for Albert Dixon? I hardly know what to do. I don't have a junior high student this year. I don't know what's going on over there. Okay, let's move on to 3.4. Uh, Coil Senior High School. Any questions for PG. I will say I was a little bit at the powder tough before I came here and looks [clears throat] like a good time if bad volleyball but good time. Let's be honest. >> [laughter] >>

100I'm sorry the boys just aren't very good. >> So, are there any questions uh for Paige? >> Okay. Okay. Um, let's move on to 3.5. Cooko Valley Ele Elementary School. We have the turkey truck coming up. It's always a fun fun event. >> Hopefully good weather >> next Thursday. >> Rain or shine as always. Yeah. >> How is the crisis today? >> That's a good question. You know, I decided to put it off till next week due to coming back after five days. I'm like, well, let's not have a disruption today. You know, let's have a normal day and then we'll have disruption next week. We're going to do it next week after all. >> Good idea. >> Okay. Um, let's move on to 3.6 Lincoln School of Early Learning. Does anyone have question? Any

101questions for Amy May. Okay. Um, let's move on to 3.7. our athletic director, Tony Jones. Uh, does anyone have any questions regarding his report? >> State champion. >> I did hear that. >> Girls champion blew away the field by a lot. >> Awesome. That is great. Um, have you had any luck hiring coaches? I know we were short a fair number. >> A little. Okay. >> Yeah. J basketball. Okay. Um, well, I'm just going to say I did see an article about the redistricting. Um, it looks like that's going to be better for us, right? Maybe less going to Medford or >> Yeah. >> or and no lake view. I mean, >> but it would actually increase our travel a little bit. >> However, if you increase travel, you kind of decrease. So, it's a

102balance. >> Okay. All right. >> Yeah. And they have two more regular meetings. >> Oh, before it's final. Okay. I didn't realize that. [cough] >> Monday. >> Okay. >> All right. Let's move on to 3.8. Our technology supervisor, Sean Warb. Um, isn't any uh questions for Sean? There he is. Thank you for setting up for our meeting today. Okay, any questions for our food supervisor, Marcy Gallagher? >> Lots of field trips in October, huh? [laughter] Okay. Any questions for Nate, our transportation supervisor? >> Did you learn anything new with your certification? >> Oh, yes. Okay, let's move on to 3.12 or sorry, 3.11. Our school resource deputy, John Owens. Um, any questions for him? >> I love it when you bring us a report that's just this small. It's >> nice. Okay. And I don't

103see Jeff Bully here, so can't ask him any questions. So, let's move on to 4.0, our fiscal director's report. I know. Isn't it beautiful? It's legal in that same color. And um so it looks like our projections um we're going to end about $14,000 over our $1 million contingency for the um school year. It is, you know, beginning of the school year. However, that's still we're projecting it as of October. I'm sorry, September. Does anyone have any questions at all? >> Okay, no questions. Thank you, Denise. >> Let's move on to 5.0, our superintendence report. We didn't have any correspondence to the board um this month, but we do have a population report. And I do want to point out looking at that bottom number 1,194, that is seven students down from where we were

104in our September monthly report and that is six students below what we budgeted. So obviously we are very concerned about our enrollment and we're definitely monitoring that situation but um we set our budget at 1,200 students and so being we were that we were at that level for October one but here at the end of October um we're down below that. So definitely something we're keeping an eye on and hoping that we can have some more students come and decide to join our district. Um I do also want to point out a couple of things that are coming up in [clears throat] the action um discussion items. OSBA ballot is in your packet. Um committee meeting process. So there is new Oregon accountability and public meeting law for transparency. So we can now if we

105have two or more board members together for a meeting where there's going to be a recommendation or a decision made that [clears throat] now counts as a public meeting. So, [clears throat] we are going to have to discuss that tonight as a board and talk about how we want to deal with our facility committee meetings and our policy committee meetings >> and then the boo what's that >> and our agenda meeting >> and our agenda and our agenda a monthly agenda meeting. That's thank you. And then the booster club is proposing a coverage structure. Did that get in their packet? Oh, wow. Um, so I had a meeting with our new booster club and they would like to build a covered >> 757. So they want to build a covered structure um next to our

106concession stand. And this would be something that their vision was that this would be a structure where they would be able to put the barbecue under and cook from if it was raining and also if there were other groups doing bake sales or other kinds of items, they'd be able to be under the covered area as well. We are currently um we just got a design today as far as what their plot map would look like and we are sending this to the city to see if we would need to have a building permit or not. But because this is new construction, it would be something the board would have to approve if you would like me to continue as well as Tony to continue to work with the new booster club and build this

107um gazebo. That's all I have unless there's some specific questions for me. Okay, no questions for Wayne. Um, we'll move on to our discussion action items. And the first thing is our OSBA ballot. Um I guess there's Julia has put it in our packet here. There's several uh people who are see how am I supposed to do this? What? How is there a ballot somewhere that we >> Okay, >> it's on page 73. >> Okay. So, there are there's just one thing that we have to decide right between these two people. >> Ste for the legislative policy committee position nine. Stephen Hammerson or Janette Holland. So, if you want to take a minute and look at their resumes, what they have listed They can come out and give them to me. >> [clears throat] >>

108on that actual ballot. Each board member would just vote individually and then on number four, put your name and then tear that out and send it down. Julie will actually submit it for you. >> Okay. So, we don't have one vote as a board. >> I think you vote individually on >> right now. So all we do is follow first the first >> I guess and then you just say yep >> school district >> today's the 12th. >> Will you fill out the rest of it here? Oh, this does say >> if you can just if you can just check who you have and then your name send it down. >> We'll just hand it to you. >> Can we just hand it to you? Yeah, because we do it does look like we have

109to put it in. Type the name of the district or community college that officially made this vote. So, can we just do it and send it and then whatever the majority is, Julie can >> I don't know. Do we have to do it publicly? >> We have to do it publicly. >> I think we might have to do it publicly then >> actually state the vote. >> So, I This is strange to me because it says to send me a copy of one. >> Yeah. >> Typically, >> so is this an individual [clears throat] person? >> They do it online. >> Yeah. >> so I guess >> in the past, last year we didn't vote on people, but we were just yes or no. >> Resolution. >> Number three says, type the meeting date when

110the board officially. >> Yeah. So, that's why we need to vote. Okay. Or you need to vote. >> So, has everyone made their decision? I'll just I [clears throat] think we have to do it publicly, honest. Or do we not have to? No, >> I would assume we have to. But who? >> Yeah. >> So then you don't need this. You just need us to >> We just need to state who you're voting for. >> Uh yeah, I don't know what this >> Melinda, are you going to just ask for all those that are voting for what? >> Well, I'll just I'll just go down. Um >> yeah, do a roll call. So >> do a roll call vote. >> Sharon. >> Okay. Are you keeping track of this? Okay. Kayla >> Stevenson >> Heather

111>> Steven Herson >> Janet Holland >> Harsha >> Janna Holland >> I'll say Stephen Hammerson as well. >> So that's a vote. Um okay let's move on to 6.2 the committee meeting process. How do we want to change our committees? One suggestion is that we rotate the well well this works for policy committee. I know don't know that it works for um >> facilities committee but policy committee is a lot more people than just the board members. It's you know administrative staff and stuff like that. So we could rotate one person instead of having three people there which we've had in the past. We could rotate one person to be the school board's voice on there when they meet. Um I don't >> Will you lose consistency and understanding what's going on? >> It's not

112going to be as good. I'm going to say that like it's better to have more voices. >> It's either that or we have to publicly have the meetings available for the world to access. So what's >> Does that mean that you just have to have an open meeting when you have your >> I think we have to stream it. We >> have to stream it >> post. Where do we get that clarified? >> What do you mean where >> we cling? Whether it has to be streamed or >> it does it does it does have to be strength. >> It does have to be streamed. >> So why don't we just do that? Is that too much? I mean, >> I mean, >> I think it would make it hard for some of our administrators

113to >> actually talk and be honest and transparent >> and policy committee at least >> and policy committee I don't think that it's an issue with >> facilities >> facility but I haven't been facilities >> right >> committee but I don't think there's an issue >> so would you rather just make that a public meeting if for for kind of hard to make the facilities committee a public meeting because we go to the facility that we're at >> and and actually tour and look at >> and tour >> but it have to be public if there's >> it's not a very good law. >> So you need to get a body cam wing [laughter] >> and we have to and it has to be like you know advertised and made accessible. >> I don't think

114that's more than two. No, it's not more if there's >> not more than one. >> So then with the facilities meeting sometimes we all have different schedules anyway. >> I mean we could just go by ourselves >> with with Wayne if you have to tour. I mean I know that makes it there's three of us three different meetings >> but I don't really for policy meeting or for policy you're all in the same place all at the same time and you're not touring. I don't really see a different way for facilities meeting unless it was something like we're looking at plans somewhere, you know, architecture, but usually we're at the site and sometimes it's only a, you know, 15 minutes or and then we're g, you know, and then we're gone. We talk about it

115or you give us the information that we need >> and then whatever. >> Wayne, is there a way for you to find out how other students are handling this? >> Yeah, we've we did check into what other districts are doing. So some districts are now having two board meetings a month where one would be the business meeting like this and one board meeting would be the policy and committee meetings where I would bring recommendations to >> I TOLD NOBODY ELSE WOULD WANT TO DO THAT [laughter] said no and these people don't want to do that either like >> yeah I mean I we could we could try that for a while If we want to have I mean policy committee meetings. >> Are you able to have it as a work session or does that

116still have to be >> No, that still has to be a public has to be a public meeting. >> Yeah, just >> if there's if there's if there's two or more um >> but a work session doesn't require all of them to be here. >> That is true. And I mean we could I mean we could have we could do our policies different. The policies are the board's policies. I mean we could bring the policy to the entire board and the board discuss it and then we make recommendations >> but they are >> it's a long process. Two hour meetings. >> Yeah. They're two-hour meetings on top of >> once a month. >> Yeah. Sometimes I mean when we get that stack of policies sometimes we're trying to get through 20 policies in a meeting.

117Um so there's a lot of reading and language and you know making is it a may or is it a shall a lot of those kinds of decisions that are made board members make those and then we bring it back to the entire board. >> We make those but we need the input of the staff like that. >> So what do you what do you suggest? You two are on the policy with Luke, right? So, what are you guys suggesting that just one of you >> go represent? >> I mean, what do you I mean, that's the only thought of >> That's kind of the only >> That's kind of what we >> the only option that I see for right now unless we >> I just don't I feel like if we make it

118a public meeting, our administrators aren't going to be able to speak openly about issues that they've seen and why we need to be careful about a certain policy. And usually names aren't brought up. If people are straining and able they're >> certain people could connect dots and it's just it's not for public. >> So if one person goes and we're all supposed to be responsible anyway, then there's a portion in our existing meetings that we could talk about that you could recommend or talk about anything that you did or the one person that's on the policy with everybody else talked about anyway. Right. because the policies are all brought here to be approved. >> So if there's anything that extra that you want to share with any because since there's only going to be one

119person I'm not saying I keep saying you but that doesn't mean it has to be [cough and clears throat] [laughter] >> um but that one person has that time when we when we discuss those when we bring them in the regular meetings we don't have to have another meeting. We could use that as our >> if we want to change how we because we have to switch that part of it up. If we want to change how it's approved here, like if we because right now it's just listed and everyone can see them and that's public information, right? To see these new policies in the first reading, second reading. We haven't been having tons of conversation about them in our board meetings. Is that something we want to change if we only have one board

120member at the policy committee meeting? >> A lot of the board policies that come through um are just being reooked. Right. Okay. So, they're pretty mundane. It's business as usual. >> Some of them are new laws though. >> Right. As the new ones come up, >> it would be um I kind of like your idea about perhaps we rotate because if we're take the electronic devices new one. It affects all of our kids at every building. All of the adults are having to deal with it. And so I can see one board member kind of writing that through in your in your policy committee session and then you're bringing recommendations to the rest of us. If we have to take it and discuss some um things in executive session, do that. Well, >> if there's

121if there's going to be a vote or something, these are things that most of the policies we're reading. >> Can we discuss policy in executive session? >> I don't think we can. >> I didn't think so either. >> We cannot. [clears throat] >> Um, but even if we don't disc, we can discuss it in open session. We could just add if we need to add an extra part to the existing >> and then just change for that meeting as opposed to having a whole second meeting. >> Yeah. Because nobody wants to do that. >> No. So here's what I would suggest is that it is on everybody to read these policies before because they're long. Like that's a big section of the packet, you know, before we come to actually. Are they in the packet?

122Oh, there they are. Right there. >> We do. And Julie's been getting way better about getting us the policies a lot earlier >> or the packet or at least what you can and those are usually always in there. >> Yeah. >> So, okay. So, do we want to add that to our discussion action and then and as well or >> adding >> it's on the consent agenda right now, but um >> but do doing what consent agenda? What does a consent agenda say just to do one person? >> Well, we usually just approve the consent agenda like this the higher resignations and just the discussion action is to actually discuss and make action on it, do action on it. >> So, you want to add a 6.4. >> Well, I'm not I'm not saying tonight.

123I'm just saying is that something we want to do in the future to more talk about these policies because we're only going to have one board member at the policy committee meetings. >> I think that's probably the best way to handle it. >> Is that is that okay to do that? >> Yeah, we can move it. We can definitely move it to action move board policies going forward to action discussion. We can definitely do that. >> I'm sorry. I thought you meant you wanted to add something to for us to vote on tonight. >> Not tonight. No. >> For future. >> For the future. Cuz this one was all these ones have all been done with our other process >> before the law. >> Yes. >> So if after >> So just throwing this out

124there >> before we knew. Yes. if Melinda continues to meet with Julie and I to set the agenda meetings and then Marcia if you attend our next policy committee meeting then I will we don't have a ton of things facilitywise going on. I'll continue I will meet with the three members that are on the facilities. I'll meet with you individually and talk about what we've got going on and then we'll come back and then if we have to make a vote then that will add that onto action discussion as well. But I can meet with each of you because there are very specific things and having worked with the three of you, there's different questions that each of you will ask. And so I think it's important that we the more people are aware because

125we do have a lot of facility issues in this district. It's one of our greatest challenges going forward with the age of our buildings. So I I'm I'm willing to try that. have three separate meetings um with facilities. >> So then Marsha is going to remain our policy committee person. >> I was just thinking she would do it for the first one so that we have the next meeting we know who's going to do it and then we'll just pick somebody else after that. >> So we don't have to rotate. We don't have to know anything tonight in that because I know we had to establish our our committees at in July at the beginning. So we don't have to do anything. We won't have to do that every time, will we? >> I know

126that Luke wanted to he was interested in doing the rotation as well. He still wants to be rotated in to do policy. >> We'll stay the same the same. >> So, we don't have to change as long as it's one of those three people. >> That's right. >> Okay. >> And then >> I don't think it's as good. Like I don't think it's as good. >> It is. But until >> I think it kind of ties your hands >> until the law is changed, which I do think it probably will be because I think this was something they thought was a great idea and then there's these unended things that like, >> oh, we can't even have an agenda meeting with the chair and board chair there. Like that seems a little silly, but you

127know, so anyway, if that's what you want to do, we'll do that >> and we at least know who's doing who we reach out to for the next round of meetings, okay? And we'll bring everything back to action discussion. >> Okay. Um, do we want to take a vote or do we have a discussion first on the booster club's proposed structure? So, are they paying for it? >> Yes. >> Do we need to take a vote on it? >> Well, we have to approve it. We have to approve it. >> The board needs to approve. >> I guess we don't have to take a vote, but we could just approve it. >> If that's >> We're not paying for it. They're doing it. >> That's what I'm saying. Is there any discussion on it? Any

128>> That was my That was my only question and you just asked it. Yeah, but any improvement that's on our property >> needs to be >> is we own it. As soon as they finish the construction, we own it. >> We maintain it. >> I don't think that there's any objection to >> and we would have to maintain in the future. >> That's not for me. >> Will it be in concrete? Is it a permanent structure or is it >> They're they're putting it on a concrete slab. Yes, that's correct. in between the stands and the >> That's my understanding is they're they're mounting it to the concrete. >> Yeah. If not, I think that thing would be a big sail between the concession set >> and the stands, right? >> And the little um

129>> where they do their barbecuing out. >> No, it's not. It's on the other side. >> So, the other side between the restrooms and the concession stand. >> Yeah. >> There's something else in there. >> Yeah. >> There's a little more space. So, it's right there. >> No, I'm just saying like on this on this side, not this >> on the right side. The only part is still grass. >> That's correct. >> We're going to need >> before you get to the concession stand. >> Yeah, we'll dedication rock thing. Whatever. >> He was the one that got the most. So, do I have a motion to approve 6.3? >> Yes, I'll make that motion that we uh we approve this by the booster club. >> I'll second it. >> Okay. So, I have a motion

130by Steve and a second by Marsha to approve the uh booster club's structure next to the Devil's Hut. All in favor? >> Any opposed? >> Okay, let's move on to 7.0, our consent agenda. We we need to >> Julie found this for the OSBA legislative policy candidate that we need that specific motion. Steve got the motion. >> Can somebody make that motion? >> Somebody It's just approving the vote. >> Yeah. >> Approving the vote for the >> Oh, okay. Uh, I move uh that schoolboard district 8 supports the candidate Steve Hammerson for the OSBA legislative policy committee position position number nine. >> Second. >> I second. >> Okay. I have a motion by Steve to approve that vote and a second by Kayla. All in favor? >> I. >> Any opposed? Okay. >> All right.

131Now let's move to the consent agenda 7.0. So I have a motion or for that >> I'll make a motion to approve consent agenda item 7.1 through 7.7. >> Second. >> I have a motion by Heather and a second by Marsha to approve consent agenda 7.1 through 7.7. All in favor? >> I. Any opposed? Okay, we move to 8.0 staff and public comments. Have we had any turned in? >> No. >> All right. During the meeting 656, >> I know I'm going to try to run over to see the uh