Coquille School District #8 Board Meeting - Board Meeting May 2025

001Right. So this is our enrollment for last school year. This is our enrollment for this school year. You can see we started in October, we were down 38 students and that has crawled all the way to we're down 52 students for the year. Um, and then the average of all of that because the average daily membership is what we take is 42 students and that is extremely impactful on a district our size. Okay, next slide. So here's the change by building and what what is sometimes difficult to understand especially when I'm talking to staff is some of our staff look at me like what are you talking about declining enrollment so we did Lincoln's actually up 14 students from where they were last year at one point that was actually 25 students um CPE is

002now 23 at one point was actually more like 30 students down they're making a comeback of 8. Winter Lakes Elementary is down 46 and Winterlakes High School is down five for that total of 52. So depending on what building you work in, the declining enrollment isn't as obvious from a district standpoint, this declining enrollment is painful. And I think that is it as far as what I Okay, so I'll turn things over to Denise to talk about numbers. Okay. Um first of all, thank you so much for being here. We really appreciate it. Um what is a budget? A budget is a district financial roadmap um for the upcoming fiscal year. Includes estimated cost and of goods and services and includes an estimate of resources local, state, and federal. Why is the budget required by

003law? Taxpayers fund schools, requiring our district to be accountable and transparent in spending plans. Transparency and accountability are facilitated by budget law and that's through uniform procedures, independent committee u members, public meetings and public [Music] participation. What is the role of budget committee? Review the budget document and receive budget message. provide opportunity for public input. Members of the public can ask questions. Public can make suggestions to budget committee on specific line items as they relate to the goals and programs of the district. Approve the budget. Refer to it um to the district board for adoption. The budget committee is subject to public meeting laws. What does the budget committee not do? The budget committee does not set salaries, benefits, or contract terms for employees or administrators. The budget committee does not set staffing levels. The

004budget committee does not decide whether or not a service or program should be provided. The budget committee does not make district policies. Can the um committee change the budget? The committee has the authority to change the superintendent proposed budget within the limitation limitations specified previously. After the committee approves the proposed budget and refers it to the board, the board also has authority to change the approved budget. There are two limitations placed on the board. If the board increases expenditures in a fund by more than 10%. Then the budget must go through a supplemental budget process. The board does not have the authority to increase taxes approved by the committee. funds in this budget. There's fund 100, which is referred to as general funds. Then we've got our 200 special revenue funds, which you can see

005we have a full slew of um our 300 debt services funds, our 400 capital building funds, and 700 other fiduciary funds, general fund revenue. So, um, [Music] $2,845,252 is what we are estimating that we are going to receive in our local property taxes, investments um on our interest on our investments. So, we use our uh local government investment pool. That's where we put our um state school fund money. And so, we it grows. So that's what we are budgeting is $230,000 for 2526 for revenue coming in admissions and gates all athletics um $28,000 child care 135,000 miscellaneous regiment 125,000 county school fund 19,500 state school fund 14,300,000 is what we are estimating. Common school funds, 174, sorry, 174,427 is what we're expecting from the common school fund. And our beginning fund balance, we are estimating

006that we will be at 1,900,000. I ask a question. Yes. What about federal funds? Is that That's in this is just for general funds. Okay. So, um for our general fund expenditures, just putting it in a nutshell of where um our expenditures are coming in at our property insurance um etc. is going to come in at [Music] $1,41,790. Contingency. We have told the board the board has said to us that we need to um have a conting contingency of $1 million. So in essence, that's where we're saying we are going to have at a minimum our ending fund balance at the end of 2526 school year. We have $623,000 for transfers. Um dues and fees, we're expecting $133,495. [Music] capital outlay um 38,364 supplies including non-consumables um all of any of the supply we're expecting

007that to be at 1,260,251 purchase services um that is going to be at $1,226,014 the biggest chunk of our payroll is that 75% actually 74% of our budget is payroll related. So our salaries well our associated payroll costs are at 6,25,531. Then our salaries are going to be at 8,46,734. So our payroll benefits, you can see that our salaries are eight and our benefits are at six. That's paying PERS. That's paying for our portion of FICA and Medicare and all of those lovely things that we do have to pay and insurance and so on and so forth. So the total of those two is 14,432,265. [Music] I have a question. Yes. Uh for supplies. Uhhuh. Um I I understand you know the necessary paper, pens, you know, office supply type things. Is there anything outside

008of that that is included in that? Yes. Um so there would be uh computer software, computers, hardware. Um there is um custodial supplies. Oh yeah, on here. I skip a slide. Um, so there's classroom supplies, custodial supplies, computer, software, hardware, maintenance supplies, athletic supplies. So equipment, it's not just it's your consumables and your non-consumables that are that fall into this line. Okay. Thank you. Yeah. Okay. And that is 2.2% of the general fund. Oh, you're okay. expenditures by category purchase services. So this is going to be um this is 7% for general um fund budget that could be um I know I did not take off ESD business services. We hired a business manager that's me and I was ESD so um taking that one out. Um so we have Cous County school resource deputy.

009So that's part of what is in our um purchase services. We have utilities, postage, legal services, electrical, so on and so forth. Does anyone have any questions on that slide? Um that was one you already covered. Okay. So expenditures by category capital outlay um 38,364. [Music] This capital outlay is for um purchases as maintenance equipment, technology equipment, vehicles and etc are um paid through these reserve funds. Um dues and fees it is 0.07% of the general funds. So, this is bank fees. Um, athletic and extracurricular fees like you're going to uh um um track meets, you have to have, you know, pay all the local fees. Um, professional memberships. Anyone have any questions on that one? Okay. Contingency and over unappropriated funds. And this is the general fund. Um, contingency is a million dollars. can't

010we can touch it with board approval. Okay. Unappropriated. We don't have that. It's at a zero. It's untouchable without a supplemental budget meeting or hearing. Anyone have questions on that? Major changes from current year to next year. This is just a very high, you know, level of of the changes that are happening. you'll see in your pack in your budget pack that there is significant changes over $20,000 and so I have kind of um put in there um page numbers where you can find that information um but high over level is general fund revenue of $816,663 and you will find that on page 53. Um we did have an increase in what we expect to receive from our local um property taxes and then we also have some state school fund revenue increase. Um instructional

011license classified and admin decreases. You'll see those on pages 1 three and you can see the rest of the um pages that are there. So some of these positions are supported by state and federal funding in grant funds. So we have people that are moving from um the general fund to grant funding. So you will see some of those um kind of going back and forth and you will I have notated that in the um significant changes. Denise, are these all in those significant changes in here? Yes. Um and then decrease from projected enrollment for pages um 41 and 44. Transportation increases 38 through 39. We have additional hours from prior year. Um we are actually recognizing um hours that it takes for um the bus drivers to clean the buses to do those things

012that were before were not recognized as part of their FTE. We are recognizing that now. And then additional bus maintenance costs, we have that um higher this year. Technology increase from page 42. We are getting um we have technology the prices are going up. We do need additional technology for students and for staff. Any questions at all? what I've presented to you. It's okay if you don't have any questions. Okay, Mr. Gallagher, turn the floor over to you. All right, it's I think it's six pages in. I'll try to do my best to read this. So, our message for the 256 um budget is about change. Last year, you remember we said it was all about maintaining. This year is definitely about change. The Coke School District cannot afford to continue to do business as

013usual and expect different outcomes. In April, the school board adopted strategic goals for the 2526 school year. Those goals include improve student achievement across all curriculum areas, increase opportunities for student academic advancement, all students feel welcome and cohel and strive to be the best employer on the south coast. So to improve student achievement, I'm going to give some highlights of what we intend to do for this next year. First, at Lincoln, Lincoln is going to make the transition from a pull out intervention model to a pushin model. This change has allowed Lincoln to add additional highdose tutoring opportunities for all of our students. At Winterlakes Elementary is going to continue to use Imagine Learning as our online curriculum platform and handson learning opportunities with supplemental workbooks in K5 classrooms. Coil Junior Senior High School was

014adding a 30inut advisory period each day to allow for curriculum, homework support, class activities, and grade level meetings. Winterlakes High School is going to continue to offer full day school opportunities for all students. To increase opportunities for student academic advancement, we will be offering Walk to Read and March to Math at Coch Valley Elementary School and after school plus program will continue during next school year. Winter Lakes Elementary will be adding opportunities to learn a foreign language, music, and to continue to expand their maker space and steam curriculums. Coil Junior Senior High School and we are very excited about this will be offering additional dual enrollment opportunities on campus through our partnership with SWAL and you can look at that entire list. Those are all classes that students will be able to take in on

015our high school campus. Very excited about that list and opportunities for kids. at Winterlakes High School will continue to offer advanced placement opportunities through the Imagine Learning online curriculum as well as the R Pearson testing center allowing kids to be able to take AP exams on site. Staffing changes due to smaller numbers than expected. Lincoln will only offer one preK classroom with a morning and afternoon session. Title One reading teacher Michelle Crook will be a full-time kindergarten teacher next year. Her position will not be rebuild rather additional highdose tutors will support the classroom. Winter Lakes Elementary will be taking over as the principal of Winter Lakes Elementary. We will also be adding a K1 um classroom instruction back for students. Winterlakes High School, Winterlakes and Cochill Junior Senior High School will remain with the current

016staffing levels across the district. Staffing levels will be as follows. Administr Administration will be 9.5 FTE. Certified will be 73.4 FTE. Classified 79.06 FTE and confidential will be 7 or excuse me 8.7 FTE. As far as curriculum, the Cooko School District will purchase new health curriculum for grades K through 12 to meet our curriculum adoption cycle requirements. Since I've been the superintendent, very proud of the work of our school board to maintain that we are staying on that 7-year cycle of adopting curriculum and we're not getting off track. Haven't yet. And I'm hopeful the board will continue to support that. Um building improvements. We are hoping to be able to complete four classroom remodel at Junior Senior High, which will include removing the clear blocks, framing in the opening, adding new windows, new flooring, new

017paint, and new mini splits. We want to remodel a science classroom at CBE with new plumbing, new paint, and new furniture. We want to create a new staff room and offices at CBE to accommodate a full-time counselor and vice principal. and we want to relocate the front office at Winterl Lakes Elementary to support our new buzzin system and create a private principal office. Challenges that we are facing as a district as I reported last year that schools will be experiencing challenges that will need to be addressed. Enrollment continues to decrease going back to 2021 when we had 1,388 students all the way down to this year where we had 1,226. Next year, the budget that we're presenting is based on an enrollment projection of 1,200 students. So over the course of that fiveyear cycle, that

018means we're down 188 students. This declining enrollment really is our biggest challenge as a district. Staffing costs continue to increase with significant employee raises needed to maintain competitiveness with local school districts and businesses. our maintenance costs to rise as four of five of our buildings are over 50 years old and our high school is over 70 years old. Daycare needs for staff and for our community continue to challenge our capacity of space and staffing. There is no shortage of need for daycare. We need also need affordable housing to allow the Koch school district employees to live in the community they serve. Housing in Cookill is a very real challenge and as we try to hire people becomes an even bigger challenge. Optimism. I am truly optimistic that Salem has heard the message schools are struggling

019and need more resources to meet the needs of post-pandemic students. Salaries and education need to be comparable with similar industries. There is still time for Oregon to make the same commitment that the state of Washington did and eliminate the 11% cap on special education student funding. Why are special needs students not getting the full funding schools need to serve them? I believe Salem must act to provide schools with the funding need to provide quality education for all students. And again, I'm optimistic, but this is the long session that we're having right now. And we will know what our budget is for the next two years because they fund it on balium. But I don't think we're going to know that until literally the very end of June. There's too many things in front of them.

020But I don't think Salem is going to make any decisions until that last week. But I am optimistic. Any questions about my budget? Yep. Can you It's a couple parter. So, one, can you explain how the improvement the pull out versus push in for those of us that don't know? Maybe just elaborate on that. Then if you would clarify what SEAL means, curriculum for those of us that don't know it. I know there's probably some. And then um as far as the optimism goes, I know that um special funds were looking at hoping that that gets better, but with the declining enrollment that doesn't really explain how that helps. Okay, please. Um so first off, the question about the difference between a pull out model and a pushin model. So this is this is with

021our title one funds. We get um federal funds in title one. We had about 377,000 somewhere in that number. Is that about right? So 377,000 and this last year we used that to fund two reading specialists and part of our curriculum director out of those funds. Our curriculum director is going to be moving to a principal so we capture that salary and with Michelle Crook leaving the title one going into the classroom we're able to capture that salary as well. So in our initial my initial plan in reducing costs with employees, we were going to reduction in force five of our EAS with that those staff coming out, we were able to put not only those five EAs into title one, but add an additional one. So, at Lincoln next year, instead of our kindergarten

022and first graders having to walk down the hall and work with another different adult, we are going to be able to have enough EAS to have one per classroom. And again, there's some scheduling things there that Amy is going to be working out to give more detail, I'm sure. But in essence, we will have enough EAs to have one EA for every teacher. So when a teacher is working on reading and they're working with a small group, the EA can also be working with a small group and then there's only one student group working on an independent activity instead of trying to have two groups of students working independently with one group working with the teacher. I think having two adults in the classroom will help maintain the control of the classroom. And now we

023have two adults working on those targeted reading skills in those small groups. I really do think that's going to be a win at Lincoln. And it's also going to bring more adults into the building rather than taking adults out of the building. And again, that's a great strategic plan. And I really hats off to Amy May and her staff for putting putting that together. As far as your other question, as far as SEO, sorry. Um that's social emotional learning curriculum that is now a new requirement from ODE part of division 22 standards. It's a curriculum area that we now have to teach at the high school. That's a real problem because our kids already have full schedule. They're trying to get every of their classes they want in. Where are they going to fit one

024more thing? By being able to create this advisory period, it's a 30 minute block of time. It allows teachers to be able to teach that SEAL curriculum one day a week. Get that out of the way. And then there's other opportunities for students, especially for our athletes, to have some homework time during the day. And Heather, I'm sorry, but what was uh the in your optimism? Right. Right. Because we talked about declining enrollment and then we talked about our optimism is the uh special fund. So just how that helps if you could just So um for special education we are funded at our so we started in October 1. Do you have that? Can you pull mine up? I actually have a slide about that that might help you explain this. Sorry. Yeah, I think

025it's slide number four. Where did the next one? Hang on. In my presentation. Sorry to put you on the spot. That's okay. I'm flexible. [Music] back. Yeah, back. Sorry. Okay. So, what this is, Heather, this is our ADMW. This is how our students are weighted. So, this is our ADMR, which was how many kids were in the district on October 1st of this year was 1,215. So, then if you go down to special education, all these are the different categories that we get additional or additional funding for students. So this first one ELL which is English language learner. So if students are are learning if English is not their first language we get an additional half waiting for that kid. Um if a student is pregnant or parenting we get a full waiting. If a

026student has an IEP we get 11% of the cap. So we have 174 IP students and the 174 number happens on December 1. This number here happens on October 1. And then they say of this number, what's 11%. And that's where they came up with the 133. So we get an additional waiting for that 11%. We should get a double waiting for the 174. There's actually 41 kids there that we're not getting the double waiting for even though everybody knows that it is more expensive and on our special education students need that add additional support. So if we were to raise the cap like Washington did that additional 41 students at say 10,500 per student just for round we're getting really close to an additional $500,000 for our district. That would be significant when you

027saw our general fund was we're expecting around that 143 and moving that to 148 in a district our size would be substantial. So that's where that funding formula and that 11% Jeff was it 92. Do you remember when they set the 11%. It was in the '90s. I think I my memory says 92 but then again wrong but 92 when they set that that's a long time. It's around 11% the whole time. Right now the state average is between 14 and 15% of the district's population is actually identified as special ed. So them funding it only at 11%. In my opinion, and again I realize I was the special programs director before, I feel like we're not getting all the money we needed to serve the kids that we have. So that's my optimism because

028I would love to see Oregon do something. Can they afford it? I I really don't. I don't know. We just had our May um estimate and so the legislature gets a an estimate in March and they get another one in May and that's telling them how much money they're going to have and unfortunately our May estimate was down $798 million because of Oregon obviously exports a lot of things that would have been tariff and so as soon as the tariffs the ship stopped. So Oregon in three months we're down 798 million. But does that answer your question? Yes. Thank you. I know a lot of us probably already knew that but I also thought that it would be a good refresher for because if you there's a lot of different categories and we get funding

029for. So yeah even though it's 1215 students we are funded on 1,500 students. So, thank you. Wayne kind of touched on it a little bit. Did Did we get for our state funding? Did we get it projected how much they think they're going to give us or is this just based upon our formal? Yes. So, we get a March estimate, Sean, and we get another estimate in June. So, unfortunately, we have to present a balanced budget to all of you tonight. And Denise has a balanced budget here in front of you, but I was really optimistic that the June estimate was going to come in more than the March estimate. But again, with us being down 719 million, I'm not sure that I'm I'm as optimistic as I once was that that June estimate. But

030usually last year, I think we got it on the 5th. So it's usually that first peak in June. Rachel, Denise, have you heard a date when that might come out? I would project it's more going to be close to the signy die date honestly. Okay. Um which is what the 25th or the 23rd of June. No, I did I just really think that I think you're I mean I think the decisions that are ultimately going to be made is just like salaries are the biggest part of our budget. School um funding K12 education is the biggest part of the state budget. So they really are making sure they can fit it all together before they say this is definitively how much you get. And and yeah, like Rachel said, they have to end on the

03125th. So I think somewhere around the 20th is when we might actually get a number. But the reality is this group will have already approved the budget. The board would have already adopted it and then we're going to know what our actual number is. But that is that really is how funding in Oregon goes. That's not a that's not a this year thing. We make a lot of estimates and projections. And I think that we would have the potential of having it earlier or a potential increase had our statewide local property um revenues not dropped in the May forecast by 120 million. So they have to make up that 120 million just to keep us where our original estimate was. So optimism of having the actual state school fund go up from the 11.37 is

032not very strong right now. Sean, did that answer your question? Other questions? My only other question is for questions going forward as we read through this. We typically are able to email our business manager and you respond as a group to everybody. Is that still how we're going to work that budget? Yeah. Chair, person, whatever I got to ask. Yeah. Yeah. As you're going through looking at the budget, you're like, "Oh, wait a minute. This doesn't make sense." Please, please shoot those emails out to Denise and then whatever questions come in, we'll make sure that we send that out to everybody to give the answers. Or it it is okay to bring questions to next Wednesday's meeting as as well. and we'll do our best to to answer all your questions. Does everyone have Denise?

033I was just going to ask cuz if you changed, do you have the same email from before? Yeah, it's still [Music] dail. But I can um I will email it to I'll email all of you guys so that you do have it. Perfect. Thank you. And then just include anyone on the answers or everyone with the answers so that we have the same question then everyone gets the answer. Yes. I think that's where we served us well in the past cuz people might be thinking it and didn't ask it and Oh yeah. Okay. Make sure everybody has any other [Music] questions. I will return the meeting then. See you guys next week. Cheating in there. Thank you. Correct. I'm sorry I didn't put it on. I tried to close. That's okay. Call the meeting to

034order. Please join me for a flag salute. I'm so I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Madam Chair, I'd make a motion that we approve our agenda and the future meetings. I'll make a second. Okay. I have a motion by Steve to approve the agenda um and future meetings by Steve, a second by Heather. All in favor? I. So, I just need everyone to make sure they notice the June and July meetings are different than normal. That's because of vacation issues. Is there any problems with that that anyone can see? Not right now. Okay. All right. Um agenda, we don't have any meeting minutes. Okay. Then let's move on to 2.0. We

035have our school presentation. Um I don't know who's going first of our validictorians and our saludiatoran. Unfortunately, both of mine are not able to attend tonight. So I'm just going to talk about my wonderfuls really quickly. So [Music] want to go to the next one. Okay, great. So, some of you may or may not know who Natalie Wilson is, but Natalie Wilson is a wonderful, wonderful student of mine who is part of who's county rodeo. She is rodeo queen this year and she is part of OSAP and she does 4 and she's um she's been out for nine years and she wants to become a dental hygienist. She's taken a part in a lot of our um expanded options opportunities and she's going to continue doing that in the future and going on to do

036some stuff with an organ state. My um saludiatoran is Mason Miller. And Mason Miller is also a wonderful student who has been doing his associates through our uh program um partnering with SWAT. He is interested in product design, manufacturing and wants to eventually pursue a degree in engineering. he u made a robotic arm and through that project at swap with the spirit group he um got a scholarship. So I'm really proud of both of these wonderful humans and I look forward to seeing them pursue their future goals and opportunities. And that's all I have. [Applause] Okay. So, I have we have four valadictorians this year and we have one saludiatoran who's actually at uh the district track me tonight. I'll talk about him after these four individuals go. So, they're going to introduce themselves. They're

037going to talk about the programs they've been involved um with at High School and then what their plans are for the future. But before they get started, these four individuals have put in so much work for our school and our programs. You know, from band, soccer, basketball, ASB, um student council, NHS, they've been involved in a lot and have taken a huge um part in our school and the successes we've had these last four years in our school. And so if Sean, you'll go to the next slide. Alyssa Kramer is going to introduce herself first. Hi, I'm Alyssa. Throughout high school, I've been active in student council and National Honors Society, both of which I was lucky enough to be president of this year. So, I spent a lot of time organizing community outreach projects

038and planning events for my class. Starting my junior year, I also dually enrolled at SWOG and have earned enough credits to graduate high school with my associates degree. In the fall, I'm going to go to University of Oregon where I will double major in political science and business administration with the end goal of being a lawyer. And who are you here with today, Alexa? My mom and my brothers. [Applause] Hi, my name is Leo and I've talked to people all my life. Um, this year I was the vice president of NHS and we did a lot of things this year like helping at the animal shelter and doing clothing drives, all that stuff. And I'm also the class representative representative of our student council. And one of I think the coolest accomplishments of my year

039was being able to go to the state tournament for basketball. And over my high school career, we won two league titles and made it to the state playoffs twice. Um, but after high school, I plan on attending OSU to major in biomedical sciences with my end goal of becoming a surgeon. Um, and I'm here with my mom, Emma. Thank you. [Applause] Hi, I'm Tim Warkey. Um, I've been in the National Honor Society, the Cooko Band, and a handful of high school sports. Uh, I'd say the main thing that I've been involved in with school is the band. We've been to state twice. Um, I play trumpet and I plan on continuing music by going to uh the University of Oregon. Uh, I'm going to meet a bunch of people, play a lot of music and

040uh hopefully have a career in that after. I'm here with my dad. That's all I got. [Applause] Hi, I'm Jenna. Um, some of the extracurricular activities I've been most involved in throughout high school are sports. Um, I've participated in a total of four. I did track, soccer, softball, and basketball. Um, those are probably the highlight of my high school experience cuz I got to meet a lot of great people and just overall like nice experiences with my teammates. Um, anyway, so after high school, um, I'm attending University of Oregon so I can major biology and then hopefully some kind of medical profession. Not really sure yet. Still deciding. Um, but today I'm here with my dad, Roger Willis. And thank you for having me. And the we'll talk a little bit about is Jericho Jones.

041So Jericho is the son of Michelle and Tony Jones or sorry, Michelle and Tony Jones, both employees of the Kfield School District. Uh, Jericho wrote this verbatim. He said, "No edits. Put it up as it is. is perfection. And and so Jericho has been an integral part of our football team, basketball team, track and field team. He was a part of our state championship football team in 2021. And he has um two place placed two times at the state track meet. And Jericho plans to go to Southwestern Oregon Community College next year to continue his track career and pursue a degree in journalism. And so, round of applause for Jericho. Jericho did qualify for the state track meet in the discus already and so we're very excited for him and our track athletes. We you

042would all like to invite the school board and everybody else here to come to our graduation ceremony on Sunday, June 1st at 2:00. And so the board members would be so kind to RSVP with Julie so we can know who's going to be up on stage with us. And do you have any questions for these four? They can pretty much answer anything. Okay. Well, thank you guys. [Applause] Okay, we have 3.0. Um, Kokia Valley Elementary, Armon Ruiz presentation. Thank you, school board. Um so here what we're going to talk about tonight is uh some changes proposed changes for fifth and sixth grade Tokyo Valley Elementary to um work on some of those goals that we talk about school board every year increasing student achievement um more opportunities for students um as you know I've been

043in the school district about 23 years I was a fifth grade teacher in Koko school district I have experience as a fifth grade teacher future and I know um what that job entails. Um I've also been a vice principal at Kok Junior Senior High School for 10 years and um so I know the K12 experience of what it takes to move through school and um end up with a high school diploma that that we work towards. So I have some changes that um were proposed. You want to go to the next slide? Um, you know, these these uh I'll share some data at the end, but these changes have to do with always wanting what's best for students is student achievement. Okay, I'll give my experience as a fifth grade teacher. When I taught fifth

044grade, I wanted 100% of my kids meet state test. I know that that may seem unrealistic, but that's how I um approach my class that every student is going to meet these benchmarks in reading, math, science, whatever it had to do. You can look at the data. I've had 70% 80% 90%. I have 32 kids in my class. 26 of 32 kids in my class. I've done the job. Okay. I know that what it takes for our kids to be successful. I know what a fifth grader can go and do in the Cook County School District. They've achieved at a very high level under my experience teaching. These changes are proposed because division 22 is the law in the state of Oregon. It's organ administrative rules. We need to have a certain amount of PE

045instructional minutes. Um, which is a big part of this change and I know we've talked about that having 150 minutes of PE a week is another thing that teachers have to prepare for when you're a multiple subject teacher. Okay. Other things that we'll talk about with division 22 compliance is having a well-rounded education for students. Okay. Previous administrations have been such a focus on math, reading, and writing that some of that didn't go away when I became principal 3 years ago. There's a lot of focus on reading, writing, and math. And those things are really important. I get it. They're they are. So are social studies and science. I have a lot of conversations with students daily about what their favorite subjects are. Science, social studies, math, all these things we're teaching them. They love

046school. They want to be there every day. Okay. The thing is they're not getting the amount of instruction they need in these core subjects. Okay, I talked to I was after that junior senior high school for 10 years as vice principal ad seventh and eighth grade. I've seen our teachers work with these kids and talk about struggle with transition in seventh and eighth grade for a decade. Okay. Decrease funding. My job isn't balanced budget. My job is to perform best education for our students, fifth and sixth grade. We have fifth graders taking sixth grade math right now. They're doing great. They're TA kids. We have to challenge our kids. We have to challenge our TA kids. I was a fifth grade teacher. Had kids doing seventh grade math. Eighth grade math. Challenge. Challenge. Challenge. Decrease

047funding due to declining enrollment. That's a tough job that our superintendent has. Okay. the bud the budget um is is is necessary for the school to operate in in the fashion that we needed to operate. Let's see student achievement. We're going to look at some data. Um, we'll see that in 2021 when I became the principal. We're, you know, always doing out or near the state average doing better. But the thing is when half of our kids aren't meeting, to me that's unacceptable. I became an educator to continue to pursue excellence. I became an educator to teach kids every day. When we have to teach our kids 312 minutes a day, I don't think that's too much to ask of the teacher. That's six, you know, 5 hours and 12 minutes out of an 8

048hour workday. Similar to what they do at the junior senior high school. Sixth period a day, 50 minutes, 300 minutes. Student achievement um is a big part of this change and it's at the forefront. Requirements to teach all the state curriculum standards. We have got the curriculum for all these subjects, science, social studies, math, ELA. We have to teach all the things um and make it so that the teachers can teach that. I'll give you an example of teacher workload from my days in fifth grade when I taught the subjects ELA, math, science, social studies, health, PE, art, seven classes. Let's say maybe not art every day, maybe not health every day. But let's say you average five lessons a day. 5 days a week, you're planning 25 lessons a week as a teacher. Well,

049when you have two grades, you're going to plan one subject. That's going to be 10 lessons. That's going to be five lessons for each grade. Okay? So, we are trying to reduce the teacher workload. I understand personal level that will be raised and uh for for you know some teachers if they have more students for two grades. Yeah, I understand that we have to be able to talk through those those issues. But seventh and eth grade teachers right now have very similar workload to what this model of a sixth period day um would would have on teachers. Next slide please. So, traditionally, our sports are the best in sixth grade for reading and math. Okay? We have content specialists in sixth grade and reading and math. They do a great job. Teachers that focus on

050a specific subject and are able to dive into that content are going to provide stronger instruction, which is going to lead to higher student engagement. It's going to lead to a better student understanding of concepts. Okay. I know a big thing right now is talking about how much time we have for these subjects. And when I talk about having to walk around in education, we're given ample time for every subject. Okay. Currently, our sixth grade models work very well for our sixth graders. Um we looked at some um core periods right now that are 65 minutes, 60 minutes, 70 minutes on our schedule. 52 minutes is not that far off the 60 minutes in math. Okay, cuz I know the time factor that comes up. Okay, preparation for the future. Um, like I said, I've

051been out of junior senior high school a long time, 23 years in. I've done the work. It's going to prepare them for seventh and eighth grade. It's going to prepare them for having seven classes. Raise your hand if you're here. You went to Tokyo Valley Middle School and took seven classes as a sixth grader. Yeah, you did. And uh when I started in Tokyo in 2003, CBIS, it was intermediate school. There was a big change when fourth and fifth grade came over to the middle school. That was a big deal, right? We made these changes with students in mind and preparing for their futures. It's going to help them develop time management, independence, organizational skills, building relationships with six wonderful teachers. Okay, we have second graders right now that have six teachers. It's good. You

052can build a lot of positive. Every kid needs one adult they can connect with. Okay? And our teachers do a great job of connecting with kids. But when you have more adults that connect with kids, that's powerful. leads to stronger student teacher relationships and a more dynamic learning experience, increased engagement. Our kids come to school, we have the best attendance in the district, and I'll drop that. Okay? Our kids are going to want to come to school even more. I've taught fifth grade. I know they want to come learn. They're going to want to be there every single day. And guess what? This is a plan that works. well-rounded education. I don't want kids going home saying that they don't get science very much. That's not okay with me. I don't want kids going home

053saying that, you know, we don't do that with social studies. We have a lot of our plate as educators. I get it. I've done the work. I've taught all these subjects as a multiple subject teacher and I know how much preparation. There's not enough hours in the day. These fifth graders are not just learning to read. They're reading to learn. They're very intelligent. I'll go to the next slide. What is an intermediate student? It ranges, but right now we're talking about 10 and 11 year olds. They need a transition from foundational skills to more in depth learning where they have subject specific knowledge they're learning about and they can work on those critical thinking skills. Okay. They have independence on more or more emphasis on greater independence. That's what we want for our kids every

054year. More independence. More independence. prepare students for seventh period day. And um like I said in the sixth grade um we had middle school here for a long time. Sixth grade middle school here and they went to seventh grade day and um wasn't that long ago that 10 years ago. Next slide please. Let's see. We talked about well-rounded education. Students also get an opportunity to choose an elective. Um, could be steam, could be band, could be choir. We have our four core subjects, ELA, math, science, social studies. We have PE and then we have an elective. Okay. Um, I've kind of already talked about these things, but when you have a teacher for multiple years, which is, you know, fifth and sixth grade, just like the main you have for two years in a row,

055you get to build really dynamic relationships. And having a a highly effective teacher three years in a row in these content areas is going to do our kids are going to show growth, I believe. Thank you. Next one. You know we have talked about division or training requirements. Um I refer to these here again the PE he helps kids learn when kids can get that exercise out when they can have it every day for 50 for 50 minutes. 30 minutes is required per week. Per day, I'm sorry. 150 minutes per week. Our kids need that. They need recess. Part of this plan keeps all the elementary recesses in place. We still have everything in place with elementary school to have a day that we work. Breakfast, morning recess, couple periods, recess, lunch. We feed them

056recess at the end of the day. This works. Thank you. Go to the next slide. Yeah, these division 22 requirements. If you go to one more, Mr. WBO, it's all the different subjects. We have to include social emotional learning in there, which is another responsibility on a teacher. Um, PE, health, um, we're not going to worry about languages, but you know, kids do need art. Kids do need all these subjects. at the same level of instruction in fifth and sixth grade. What can a student know and do? How do we collect this evidence? Well, we have data, right? We have data. Um, we have goals that we want for our kids to achieve every year and your content is always the most important, right? So whether you're a math teacher or an ELA teacher or

057a science teacher or a social studies teacher or PE teacher or music teacher, your content is always the most important and they need to learn things before they show up at seventh grade building high. And they are learning things. They're learning a lot of things. Okay? But if you look at some data, we can always do better than being like the rest of the state. Okay? I don't know about you guys, but I'm not really satisfied with mediocrity. And I'm not saying we have video teachers, but what I'm saying is when we have half the kids benchmark, are we proud of that? That 50% of our kids aren't meeting the state test or are we saying that 50% did? So, let's look at the data. There's one more. So, this is my first year principal

058at CBE 202122. Um, we have, this is schoolwide, third through sixth grade, everybody who's testing, 48% meet ELA, and 43% uh, was a state average. Again, that's respectable. Half of CO we had some real low test scores. I remember being in 30% and I know those proud that we play CO. We're not in CO anymore, right? So, we got to keep going like this. 38% of math 34 is the state average. Okay. Science not a state average. And when we dig deeper into science, we notice some real things that that raise some alarms in in the data. Next question. Next one. The next year respectful we grow up 7%. I understand this is only one unit of measurement but this is what we measure I want to stay in Oregon is this data right would

059have I have never been satisfied with 55% as a fifth grade teacher never ever that's unacceptable I would have never been okay with that 45% in math okay we're going in the right direction 7% growth blue state average out of the park 10% right Okay. Math ELA science 5%. Veteran state average. Congratulations. Third year student pass 23. But I'm not proud of that. Okay, next slide. Uh, I guess we didn't get to the next slide, but I I got it right here. So, ELA went down 4% from 22 23 to this year. Um, after passed, right after we passed, uh, 46% in math, so we went up 1% in math. I didn't want to get to 80%. 90%, 75%, 70%. You know, let's let's get over the 50% mark. Well, do we need to do

060something differently? I would say that we do. I I would like beg to say that we do have to do something differently because if we're okay with you know 50% even though we're seeing growth we can keep doing the same thing you know we're not going to see that spike that we want to see that I know as a principal working with some staff that we can pull it off and we can make it happen. So, I'm open for some questions. Um, that's pretty much all I have. I'm very passionate about this topic because I've been in the school district for 23 years. I may retire here. I may not. But I know while I'm here, I'm going to put student achievement first. I'm going to do it with passion. I'm going to do it

061with grit and I'm going to bring everybody along. And I'm going to lead the way I lead, which is with passion and from the heart. and what is doing what's best for kids. I have to make decisions for everyone, staff, students, work with my superintendent, work with the school board. I am very privileged to work in the school district and be able to do this work. And I want you to know that that's all I have. I'm open for questions. I have a question. On your first slide, you talked about declining enrollment and budget concerns as part of this, but you didn't explain what that means. Okay, so we're running our building with less FTE with some added incentives to a principal like me that wants to be here a long time. I'm talking about

062sustainability in the Kill School District. As long as I can remember, there's always been a vice principal at Kill Valley Elementary. Um, you know, I understand Mr. Galler is a hard job and I'm willing to take on the role of whatever it takes to get the job done. But I'm very gracious to say that Mrs. Dixon has been hired as a vice principal next year. We really need a vice principal of CDE. We really need another PE teacher to be able to meet these division 22 requirements because we have second through sixth grade in the school. being able to do all those things. Um, I know there's some other things we're not um getting too elaborate on, but being able to do those things is a credit to Mr. Gallagher and the work that he's

063doing for the Coke School District. You know, that's not an easy thing to balance the budget and have to um, you know, cut $1.5 million. Um, so when I talk about that, um, I talk about the FTE in the building and still meeting the needs that we have to. So, how much less FTE per will it be next year? One one certified and one classified. Okay. But guess what? I have a principal now. And so that's a big deal to me. And and I know it's a big deal to the teachers too because I identify as a principal and um it is a it is a a necessary job and and something that you need in the school. I really feel that way. So I'm going to ask a question. I'm going to ask the

064elephant in the room question. Um I don't think that anybody here um would disagree that you're very passionate about the students in our district. my two of my older kids have had you and I know that they loved you as a teacher and I respect everything that you've done for our our district, but and I I appreciate you sharing all the pros of what's going on, but there's obviously some concerns. Can you address maybe some of what those concerns are and what how we're going to Well, my goal is always with teachers. Okay. So when these concerns were brought to the table on January 10th when you know I was said hey you know this idea of doing the six period day is proposed change um you know teachers who um had some input and

065one of the inputs was what about looking at a fifth grade schedule that looks like what we do with sixth grade right we have ELA we have math we have science and social studies something similar of that nature it's talk about this stuff with the I think we we do have we We do have um a lot of things yet to work out and we do have I'll be talking about that later on but we do have a mediation session coming up in the future and again the district is optimistic that we can work out some of those concerns and through the mediation process. Okay. So there there are some concerns and my goal is to work with teachers to uh find a solution that's going to work right. And so when we talked about

066the uh plan that could work similar to fifth grade, there were some problems with that that had to do with possibly having another change in another year. Um so that was a concern. Um and then um you know teachers um having to have a new role that's a big deal, you know. Sure. Um having to cuz lensure is really critical for the role you're in, right? You got to have the correct TSPC license. And so uh I have made this change mindful of trying to affect um not trying to affect as many people as possible with their lensure. And so um that's that's what I would say about that. Okay. Okay. Is there any other districts in the state that have gone from a model like we currently have to the model like you're proposing?

067And if so, did they see positive change with their state scores? Well, um that's a great question. Um there was one other school in um I think it was Forest Grove. Uh was it Forest Grove? And there was one other school that did didn't necessarily have uh the best results. You know, I believe it's about the teachers you put in front of your students. And so um that's the most important factor in a student's education is the educator in front of them. Um, I know just from, um, talking to people and things that I've heard of rural communities like Gold Beach that have had models where fifth graders um, have other um, you know, like classes they go to. They're not in a self-contained subject, but they're um, going to classes like that. So, I

068would still like to see more data on that. So, if this model was to go forward, is there because I've heard I don't I haven't heard this for sure. I'm just wondering if this is a rumor or not that there would be leveled classes. Like what I'm saying is maybe some of our advanced kids are in the same class and those who are way behind are I don't are they going to be in the same class or is it just going to be randomly? These decisions are made on a case by case perkid basis. You know, uh we obviously want to be able to challenge our kids. So like right now we have sixth graders that go for junior senior high school for seventh grade math or things of that nature. um because we run,

069you know, second through sixth grade CBE. So when there's those needed tag enrichment opportunities, we work with the junior, senior high school. Um but we would also have, you know, that fifth and sixth grade team to be able to have those opportunities. That makes sense. So go ahead, Marca. Sorry. When did um CBE adopt science and social studies curriculum? This year's social studies is the next one um coming up. So it's it's going on seven years. There's seven year adoption cycles. So we have new science this year. Next year will be new social studies. And um prior to that would have been 7 years ago. So 2015 2016. So how long would you expect scores to go up after teachers have proper curriculum? Um how long would I expect? Well, we have the only curriculum

070that I'm talking about social studies science. this new Yeah. Well, we don't test. Social studies is not a tested subject to the state. For science, they test in fifth grade, 8th grade, and 11th. Um, how long do we see an increase? How long would you expect? Well, I would I would expect to see an increase immediately because they'd be getting um science instruction every day for 50 plus minutes. We have some things that we use for science right now along with our um main resource um that we've adopted but we have uh and we do a lot of that CD. We do a lot of with um you know our content levels like I science and social studies but that's a supplemental curriculum. Will this affect their students that are in like reading or math

071intervention at all? And if so how is it going to affect them? Are they going to have less time? I know we just talked about putting Yeah. So, uh we have a plan for that. So, um you know, with the staff meetings and things that uh I've been working with teachers, you know, when we with this part of this plan is losing a math interventionist. Okay. So, then we still have to have math intervention for our kids that struggle. Okay. You know how we talked about a pushing model at uh Lincoln for kindergarteners and first graders with, you know, we talk to first grade or kindergarten, I'm sorry. But we have a way to serve our kids. Um, right now our teachers have some unassigned time that's not prep time in the contract. Um, their

072prep time is uh the length of a class period or two 30-minute periods. They have the 30 minutes in the morning and then they have um 30 minutes after school, but they have a time where they send the kids to music or they send the kids to PE and it's an assigned time. So I can ask them to have meetings with them or you know things like that um because we don't touch the prep period. So when the schedule that I've uh put some thought into uh has to do with um our teachers working with um our students that need intervention during that time in small groups. We still have reading intervention with Mrs. Ekan. Mhm. And um we would need to make sure our kids get the support they need the math intervention. And

073so supporting teachers with EAS, you know, um that need that math intervention is is really critical. Um but yes, so this plan isn't going to take away. Sorry. This plan's not going to take away that time that those students that need the intervention help. No, it's we're not taking away math intervention. No, we couldn't do that. We're losing the staff of math intervention. Mr. Franklin, he's done a great job in his math intervention role. Um, but we would we we have teachers that teach math that could do intervention. I am a fifth grade teacher and I taught your lowest kids that come in and if you didn't teach it to them, they don't know how to do it. So, you better teach it to them. And so, that's what we need to do. Any other

074questions? Thank you so much. I do. I have one more. Yes. Yes. Absolutely. Um, so when this was presented to the educators at CBE, was it presented like this is what we're doing or was it presented like we need to make changes. Can you give us some input? Well, you got to start somewhere, you know. So, you have to present you have to present an idea. I agree. You have presented a sixth period day. Um there were some problems with that schedule um that you know we had to work through. But then we really started working on the fifth grade schedule which was going to look like what the sixth graders do now. and you know we can do that cuz that's something that was on the table we were talking about and um there

075was some snafu with that but um eventually when I you know put all my conversations that I had with teachers together all the staff meetings that I've had with teachers thinking about my staff that I have and how we can make this work. Yeah. Any other questions? Okay. Thank you. Thank you, Armodo. All right. Um, let's move on to our written [Music] reports. First one is Winter Lakes High School. [Music] Any questions for Tiffany? And again, I I'll just point out graduation is what you have a question, Julie. When do we need to let you know about the graduations? Um, probably by for like maybe that Wednesday. I mean, can we let you know now is what I'm asking. Oh, sure. Well, that's what I was just going to say. It's May 30th. Is that

076Friday? That's Friday. May 30th at 6 p.m. at Church of the Nazarene. If we have if we have some board members that can be there, I'll be there. Okay. I'm working. I'll have to let you know for sure. I want to be there. You have to stay track. So, by Wednesday that week, if my daughter doesn't qualify, I will come. She will. Okay. Um, and you'll let us know if there's a special dress code this time. Please. I don't own a lot of black. I'm just going to say that. That's all I want is that. Okay. All right. Coil Junior High. Any questions for Mr. Dixon? I'm looking forward to the band and music confer Friday should be a good time. Yep. It always is. Okay. Any questions for um Miss for CHS? Good question.

077Oh, no. I'll be at that graduation, too. I will be at that one too. Is there a dress code? I always say that Mr. Dixon will be in a a suit and tie. So, we follow his dress code. Okay. We're not wearing suit and ties in one. Prom was well attended. Prom was well attended. Um, we just had our FFA binglet last night and there were like 200 people there. It was wonderful. Between the plant sale and the banquet, we raised uh over $12,000. Good community support for that. And Mrs. Blair worked really hard. And then I wanted to shout out the end because they work so hard and I feel underappreciated, you know, football games and basketball games and play and they qualified for the state band competition and they did wonderful jobs, too.

078Nice. Nice. I know that you've told us this before and maybe you don't know off the top of your head, but how many students do we have participating in the A and I don't know if they're all in FFA. They might not all be if they're in one of our um a science classes or simulators class or our A shop classes, they are involved in FFA in some capacity. So, um gosh, how many kids do you think go through that? at least twothirds of our students go through that program in some capacity. It's good to know that that program has been super successful and I'm glad it was a wonderful banquet. Okay. Um CVE I think we've I know the talent show was just had that was a lot of fun. Yeah, it was a

079great time. There's always some and also the spring concert was last night. The the choir and band concert last night too. So we have, you know, over 40 kids in our music program. So that's Miss Ros is doing a great job building our music program. So the kids that are in those two, those are totally chosen like that. It's not like required. Yes. Like even Yeah. Right now in fifth grade, uh I think the sixth grade have the option to choose choir. So we have more students and band too or band is in sixth grade right now. Okay. Yeah. Uh we do have band um at CDE this year which is really awesome. I mean we have 16 kids in band. Yeah. Okay. Thank you. Any other questions for Good to see summer plus continuing

080with state funding. For sure. Yeah. All right. We got this year to be able to transportation which is great because I was talking to family that that would be a big benefit to her. All right. Um, any questions for uh Mrs. Nelson for Winterlakes Elementary? As you can see, I purposely did not submit any board because this is my last official board meeting to attend as administrator. [Applause] I do want to shout out to my staff and students and the families that support Winter Lakes. Um, for those who come, it's a it's a very good place for kids. Um, I absolutely couldn't have picked a better staff who are extremely passionate about serving the students that we serve on a daily basis. And so our numbers, we're at 129 now. Um, and so sometimes you'll

081see that number. Mr. Gallagher likes to throw out that number 46. We graduated a huge eighth grade group. Um, last year and um, like I said before, the other school districts have kind of picked up the pace and they're keeping their own. And but within this last month, oh, I don't know, I've got staff here. We have at least 10 new kids. they're dropping out of other schools and they're choosing to come back to us. So, some of them are new, some are returned students and um but these are the families that will continue to seek out Winter Lake High School. Okay, we absolutely serve a purpose in this district and on the South Coast for for these families. And so, um, yeah, we're having a great time and we look forward to having a

082great end of the year and having parties and our kids are coming and we're having fun and we do have a our formal dance for junior high kids, right? Nice. Y about it. Any questions? Okay, thank you. All right, let's move on to Lincoln School of Early Learning. Any Where's Amy? Any questions for Mrs. May? We have preK graduation coming up. Pretty exciting. That's going to be on the 29th at 10:30. What day is it? The uh 29th. Oh, 29th. Next week. Okay. 10:30 in the morning. Are do you do all of the both the morning and afternoon everyone at one time? Okay. Any questions? All right. Um let's move on to our curriculum director. Any questions for for her? Any questions or we ready to move on? Okay. Thank you. Um, special programs director,

083Mr. Philly, you're going to have to explain the head injury protocol that's in here, why it's in here. Well, I just um I reference one of the things that I do in the district is I don't supervise our nurses because they have a supervisor um you know that's a medically trained supervisor, but I kind of manage uh just their uh kind of their schedules and their supplies and with the protocols that they have in the district. And so in each of my board reports, I just try to put in something interesting that maybe you know that that I would think that you would find interesting. And so I just wanted to give recognition to those nurses on a really incredibly um complex set of rules that we have at almost every other school has the

084same set of rules in Oregon about after a student has a concussion to return to play protocol. And so what that means is it's a nurse um one-on-one working with a student every single day after a concussion talking about re-entry PE, re-entering your sports. the nurses interviewing and talking to a student every single day and then contacting the parent and the coach every single day based on kind of that interview and those protocols. So anyways, I just each, you know, this time of the year just trying to get some recognition of some people that are working so hard in the district and I just wanted to point that out. That's a kind of an important really critical thing that they do. Any questions for Mr. Philly? All right. Um, I don't think our athletic director

085is here, correct? He's at districts, I'm sure, watching his son. He was upset with me that I didn't change this board meeting because of districts, but it's pretty hard to do when we have budget committee. So, um, let's go to our technology supervisor. Any any questions for Sean? [Music] No. Okay. Um, let's move to our transportation [Music] supervisor. I don't know. Was there a report in here? I don't know. I didn't see one. I didn't see one. Any questions for for Nate? Assume you're just trying to get through the last of the school year. All the field trips field trips. Skill trips. Skill trips. Okay. Food services. Any questions for Marcy? Okay. Um, any questions for John Owens, our school resource deputy? I'll just tell you, I was helping I was tutoring a student this

086week and they wanted to be a cop on their I was helping them with this project that they this little thing they're doing. And he said, "I'm going to ask," he had some questions. He said, "You know, I could ask our school resource officer." I said, "You could. he would be a great person for you to ask. So, I don't know if he'll come up and ask you, but hopefully he [Music] will. Um, maintenance. Any other questions for Mr. Philly? Okay. Um, all right. Let's move on to our fiscal report. Turn the time over to Denise. So you can see um currently right now um we are projecting that we're going to be over where we um budgeted for revenue um our expenses um we are going to write under just very small amount under

087where we did budget. So I'm projecting right now as of this moment that we're going to be at 1.62% 62 for any fund balance. Okay. So that wasn't the same number that we had at the budget committee, right? Was 1.9. Yeah. So we still have this is of March. So Oh, so you're that's not taking into account the other that's not taking into account the other questions. Yes. Okay. Um, any questions for Denise? No. All right. Um, we'll turn the time over to the superintendent for his report. First population report. If you turn to that page, you'll notice that we are up two students in the month of April from where we were in March. I'm still optimistic that uh numbers can go up, but we did set next year's budget on the 1,200 students.

088We are expecting that to go down just a little. We have had some correspondents from families. Um I've reached out to two of those requested or offered to meet with them. I've not heard back from either of those. We received another one this afternoon. haven't had a chance to respond, but I'll do that tomorrow and let that individual know that I'm happy to meet with them if they would like to. As far as our summer learning grant, we received notice um Thomas is working on this for our district. We received notice from OD that we are going to receive 190,000 for summer learning or summer plus Rio opportunities. Um hoping that we have an opportunity to spend that money on students. that would be an awesome opportunity for them. As um Armando mentioned, we do

089as part of this money have to offer transportation. So, we are looking, Nate and I are working on a variety of ways that we can offer that transportation either with bus drivers or possibly type 10 drivers. We also have to offer food and Marcy has been working on that as well as far as how we would provide summer food at our multiple campuses that will be offering summer learning opportunities. Our seismic grant, unfortunately, the $2.5 million grant that we've applied for for seismic did not make the cut. So, um I have talked to Joe Slack from HE and we will apply again that when you don't meet the grant, they give you a little summary and there's a few suggestions there that we believe we can fix up a little bit and we will resubmit

090that grant again for it's a two-year cycle won't be next year. It'll be the following year after that. And um that's all I have for for that report. Wayne, can I just clarify? You said the correspondence that we had two. Are those the two emails, right? There's nothing. Yeah, there were the two there wasn't anything. Okay. And and they went to the board. Yeah. Yeah. I just wanted to make sure just came this afternoon. Yeah. If you didn't get that. That's what I was going to ask. Read it. What's that? All right. Let's move on to uh 7.0 board discussion potential future strike. Yes. On um Monday afternoon, we were informed by our CEA of their intent or had had a strike vote with the intent to strike. And then yesterday evening, we received a

091notice, official notice from CEA's attorney, Liz Joffney, that they are intending to strike on June 3rd at 6:00 a.m. We reached out to um the employee relation board and requested joint mediation and we have accepted, the district has accepted mediation for um Friday, May 30th. haven't heard back if CEA has accepted that opportunity, but the district is optimistic and excited to get a chance to go to formal mediation so we actually get a chance to talk about um things that are actually mandatory subjects to bargain um and not other issues that seem to be clouding some of the conversation. So district is looking forward to that and hoping that we can take care of that mediation session with the employment relation board on May 30th. So let me just clarify. So June 3rd is at

0926 a.m. is when if we're not able to settle it or whatever in mediation, our school doesn't get out. School doesn't get out for the following week. What will how is that going to affect our students in the end of our calendar year for those? And currently our attorney has advised the district to put out a survey to all staff to see who will be working or not working that day. And we are looking at all options on how we might be able to keep school open so that our students can have a full school year and do all of the fun of the school year activities that they're looking forward to. Um, but we allow we staff have until tomorrow afternoon at 4:00 to be able to respond to that survey and that's a

093that's a legal that's a legal requirement that we are entitled to when we're given a strike notice. So, we have taken the opportunity to pull our employees cuz we won't know if we'll be able to keep buildings open or we may be able to keep two buildings open, not all five. I I won't know until we get back those um numbers. So, we don't know yet, but we'll know before June 3rd hits. Yes, we will um staff have until tomorrow at 4 to legally respond to whether or not they are going to work on June 3rd. And you'll keep us updated. Y and we will. And as far as what the district's plan is, um yeah, we'll Okay. We're looking at all options. We'll see. Is there anything we're supposed to discuss clear making you

094aware? Okay. Just is there we need to add on to surplus maintenance [Music] trucks. We'll need a motion. If we can add a motion to add that our maintenance truck has completely died. Do you have anything? We need a motion for what? To add about 8.2.2 surplus the maintenance truck to discussion action item. Basically, the truck's 29 years old. We keep throwing money at it, keep it on the road. Some of the problems it's having and sourcing the car. Is there only one maintenance truck? Good day. you know, months and to make that truck safe uh for our employees to drive. So, I mean, it's it's time to replace it. I'll make a motion to add uh 8.2 to the discussion action items to surplus our maintenance truck. Second. Okay. I have a motion by

095Heather to add 8.2 to our discussion action items to surplus the maintenance truck and a second by Marsha. All in favor? I I Can I get a motion to approve the No, approve what? Well, are we going to approve? Do we have to We have to do that second, right? Now we have and I'll make another motion to approve item number 8.1 and 8.2 of the discussion action items. I'll second. That's what I was waiting for. Okay. Yes, we're on the same page. I've had a motion to approve 8.1 and 8.2. to um let's see a motion by Heather and a second by Marca to approve the disc. Did I miss something? Okay, you said something. All in favor? I I Okay, the consent agenda. I'll make a motion to um approve consent agenda item

096number 9.1, cash donations. Second. I have a motion by Heather to approve 9.1 and a second by Marcia. All in favor? I I Okay, we'll move to 10.0 staff and public comments. At the discretion of the board chairman, anyone wishing to speak before the board, either as an individual or as a member of a group, on any agenda item or other topic may do so by providing the board secretary with a completed registration card prior to the board meeting in order to allow the the chairman to provide adequate time for each agenda item. Sorry, we have to redo that. So, please keep all comments to three minutes. I have the list here. Um, first, okay. First, Terra Raner. Am I saying that correctly? Yes. Okay. [Music] All right. You can start on the table. Oh,

097I'm one point Oregon. My daughter is CDE in third grade. I'm here tonight to respond to the proposal of later school start times. While I understand the intention to improve student success and reduce absentism, I believe we need to look at a broader picture and ask some hard questions before making this change. Currently, many of our students are considered chronically absent. But how does starting school later truly address this issue? There's no guarantee that students who aren't showing up now will suddenly become punctual just because the clock shifts. In fact, it might do the opposite. Many of us know, myself included, that when we have the chance to start later, we simply stay up later. Sleep schedules don't magically fix themselves. Supporters of later start times often site research that teenagers need 8 to 12

098hours of sleep to function well. That's valid, but this research focuses on adolescence, not younger children. Yet, our entire district is being impacted. We're also told this change improves safety by having students travel during daylight. But when are car accidents actually more likely, early morning or afternoon rush hour, school days, or on weekends? And beyond safety and sleep, let's talk reality. At what point are we teaching young people how to function in the real world? Employers aren't going to adjust work shifts because someone's tired. Life starts early and responsibility starts here. This proposal also affects families. What about working parents who rely on current schedules? Pushing back the day could delay practices, games, and family time in the evening. That hurts family more than it helps. Children of working families will still have to get

099up early despite practices potentially ending later in the evening. Even major educators unions like the California Teachers Association stressed that decisions like this should be made locally with full community input. Yet stakeholders like teachers and families weren't consulted. Is this decision related to other tensions like the impending strike? It sounds like it's not. I didn't realize that until yesterday. The people who work with our students every day deserve to say in a decision this big. I'd like to hear CD staff's ideas on ways to improve attendance and outcomes. I think a town hall would be nice to ask questions, engage our community before implementing changes that impact every family, child, and teacher. Some argue that the difference is only 20 minutes. But if attendance stays the same and is treated as poor, will a hasty

100decision be made to move start times forward another hour next year? Every community is different. Top-down decisions should not be made without input. Community feedback reveals real world impacts board members and administrators might miss. When people are included in decision- making, they are much more likely to support results. Thank you. Okay, thank you. Next will be Kelly Sherman. [Music] All right. So, you ready or do I speak in the back or say talk for a minute? Just talk. Okay. My name is Kelly Sherman. I'm the parent of two kids in the Coil School District. And I just wanted to touch briefly on two things. Um, this is chronic absenteeism. I've heard that mentioned a lot in the last couple months and I do understand it's a problem. Um, from my own personal experience with my

101son who has had two surgeries this year and missed a lot of school, we ended up putting him on an IEP to get accommodations. And his core friend group, he's going to kill me for saying this. They they skip a lot of schools. They play the game, you know, they miss nine days, they come back on the 10th g day and they're able to go to their teachers and like get all the stuff they missed, retake their test. and we have had to fight like an uphill battle for my son to have his IEP accommodated and to get missing schoolwork. And I just feel like it's almost too easy for some kids to be able to just stay home and keep Xbox all day, you know, and get their stuff given to them and other

102kids are having to fight an uphill battle. So that's what I wanted to talk about with the absenteeism. The other thing I wanted to talk about is I understand why some of these changes are being proposed. I get that there's legislative things, you know, attendance problems, budgetary issues, and I'm not here to argue any of that. I'm really just here to talk about disappointment as like a community member and a parent, the way this has been handled. And there's neighboring districts around us going through similar changes. Um, for two that I've seen a lot of public notices about where they had town halls and they involved the community, they involved the parents, they explained, "This is what we're thinking. These are things coming down the legislative pike. We want to hear from stakeholders, community members,

103and everything else. And so looking back, I feel like, you know, I've watched your board meetings online. I come a couple times a year. It seemed like this ball really started rolling in January with the presentation about the high school start times and then the next month we had people speaking about the proposed changes of CTE. But in looking at your guys's mission statement on the website, it talks about school board members being elected officials that serve as representatives of their community, ensuring that the district schools reflect the values, priorities, and expectations of those they serve. It also talks about community engagement and how board members act as a bridge between the schools and the community, encouraging input and fostering transparency in decision-m. And I just feel when this started kind of being talked about

104publicly in January, you could see the backlash and the surprise from people that weren't in the know of it. And it's not that they had to be, but you guys have had them like January to May. And it's like the turmoil outside is just getting worse and worse and worse. And I'm like, at what point, you know, we're about to go into summer break. Thank you. Does the community get to see? Thank you. Thank you. Amy Areola. I've been asked to come read a letter written by Melissa Areola that was submitted to the board. um she emailed it to all of you and she greatly appreciated the one board member who chose to respond just validating that he received it. That was very considerate and appreciated only from one board member. Good evening members of

105the school board. My name is Melissa Ariel and I'm writing in today as a concerned parent who cares deeply about the well-being and success of my four children in the field school district. I want to express my opposition to the proposed changes involving our fifth and sixth grade classes and time changes. Right now, our current structure allows fifth and sixth graders to grow in an environment that is development developmentally appropriate both socially and academically. These students are at a unique unique stage in life. They are not like little kids anymore, but they are also not ready for the challenges and expectations that come with the junior high school model. Moving them into a new format risks overwhelming them during a critical time in their development. These grades serve as a bridge between elementary and upper

106grades where students gain confidence, learn independence, and prepare for bigger responsibilities. If we rush this transition, we are risking leaving some students behind emotionally, socially, and academically. We also want to voice my concern about the proposed later start times and end times. While a later start time may sound helpful in theory, the reality for many families is quite different. A later start time disrupts working parents schedules, often forcing them to choose between getting to work on time and making sure their children are safely at school and home from school. Even more importantly for us, a later end time cuts into the essential for rest, homework, extracurricular activities, and family. An hour a day less with my children adds up quickly. My children need downtime in the evening, not just to recharge, but to connect with

107their families, pursue hobbies, and get to bed at a healthy hour. Pushing the day back only shortens those opportunities and results in students staying up later to finish homework, which ultimately cancels out any benefit of starting later. We have to think about the full picture. Student safety, mental health, family balance, and academic growth. Right now, the current schedule and structure are working well to support my kids in those areas. Please keep the needs of my children and others at the center of your decision making. Let's avoid making changes that could do more harm than good. Thank you for your time, your service, and listening to my voice tonight. Um, I also want to piggy back off of that personally. Um, something that Mr. Luis spoke of just accord with me was how when he was

108speaking about math time in the classroom, there's not that much difference between 52 minutes and 60 minutes, he said when relating to the subject of math. Now, we're looking at changing our start times over 6 minutes at the high school level. I hope that all of our board members have diligently reviewed House Bill 2569. I'm going to say a little part of it. It says, "Exempt the [Music] I'm just going to take a minute to explain." Oh, was it not on? Oh, my microphone's dead. And board members can correct me. There's a reason we don't respond to those emails because one of us cannot respond. And I believe it was the superintendent that responded because we have to we can only act as a group. So that is why she had no questions in her

109email that she was looking for a response. It was just nice to receive confirmation of receipt of her email. Okay. I just want you to know it wasn't ignored. But that is why individual people do not respond separate things. Okay. it it's should policy to confirm receipt of an email not okay and and I just will say I got the email at like 3:30 this afternoon so not everybody probably even had a chance still haven't seen it yet so that's yeah it's just a nice courtesy offered by a member of the board okay maybe we should clarify then that we either can respond that we receded it or we can't respond at all because my understanding is that we cannot respond at even that we got it. So, if we can respond that we've seen

110it, then we need to be able to do that because there was at one point that I know that I made that mistake. I made that mistake as a new board member. I responded. I'm I know I'm gonna say because we have had that happen before where uh we have responded and then it's been said so not everybody knows and I agree that I think that it's nice to know that it's been received but we all need to either be on the same page where we are not going to respond as a whole or we are going to respond that we receive it so that we know what to expect from everybody else you know from the other So I guess that's something maybe I think that's a you're the board secretary. Secretary I can

111easily respond. You guys can respond. Email receipt. That's just a good Yeah. Okay. That works fine. Okay. Okay. Uh Carrie Terra, I I feel like I should know your last name and I've said it before and I'm probably saying it wrong again. So Tapeloic. Okay, that's an L. I'm sorry. Okay, are you ready? I live in Tokyo. Um, the word that keeps coming to mind is collaboration and the open sharing of ideas and it seems like we've collaborated, we've collaborated, we've collaborated. It's like the appearance of it. But the piece that it feels like is missing is listening. because again and again staff have come up, parents have come up and we've complained and we don't like this happening and I none of us feel hurt. That's why we're here. So that piece is really

112frustrating. Um my biggest concern about the changes happening in fifth and fifth grade is going to be those students on IEP. If they get pullout services, as Mr. said they are going to have to choose between doing something that they're passionate about and getting services that are mandatory and that they need to succeed. That should be unacceptable to be able to do that. Like they should have the same rights as every other student to say, "Oh, I love robotics. I want to do robotics and receiving speech services." that shouldn't be a choice or seeing that they need math services. Like it should be so unacceptable that that is what we're down to for this proposal. Um and I empathize with the district of wanting to get these like student achievement goals and pushing. But the

113other thing is I was here when you interviewed with the board and with the other gentleman that was here and the thing that I like when you said is that you understood coil and what coil needs buy in coke teachers need to be buyin the community needs to be bought in and we need to have that collaboration I remember you saying that and it doesn't feel that that's what's happened that again and again we come up here and we're not heard and I'm disappoint appointed that years later that's what I feel like is the biggest piece that's missing. So that's okay. Thank you, Heather Bomber. So, you starting the timer after I say my address or before I say it? Just as soon as you want to start just and then I'll end it. Okay.

114I'm Heather Balmer. I live in Kil. Good evening, board members. I'm here to share my opposition to the changes at CBE and ask why parents have not been involved. With a quick Google search of how to include parents in school district decisions, one can easily find that district should prioritize early and frequent communication. provide clear and factual information and offer diverse avenues for participation. There has been no information provided to families until it was prompted by the potential strike. What are the true reasons driving this proposed change? Are we creating a new intermediate school? And how has specific data and research supported these changes? And what goals are we specifically trying to meet? gets more fifth grade is elementary school, not middle school or junior high. When you when you say that the state test

115data supports this new plan, what was the self assessment process to come up with your plan? What learning gaps in the standards did you find and identify? What ways are science implemented in kindergarten through fourth grade to meet those needs? Because you can't teach it all in just fifth grade for the test. What what professional development have you implemented to address those gaps? And by the way, neighboring districts teach PE with two classes at one time. Have you considered that option? I was told by district staff that they started having conversations at the district office about this in November. It is now May and they haven't found the time to include parents and students in the conversation. Why have parents not been a part of comm of committees or even a survey? Six months. When

116do you plan when you already plan to implement it next fall? We haven't been asked our opinion. And when we try to speak up or learn more info, we're told it's in the planning stages. And why weren't staff even allowed to talk about it? Please have some respect for us. We, the parents, are the experts about our kids. and have some respect for your teachers who know their students and actually do the work every day. These unilateral decisions have disengaged parents and led to even more distrust throughout the district. Why is the district not following best practices? How are we in a budget crisis where staff are being laid off and have to cut days? We're eliminating math intermission services at CBE, but we have money to buy lockers and remodel classrooms to make these

117changes. My soon tobe fifth grader who is a TIG student and her classmates deserve better from those who sit in this building and are making decisions with complete disregard for any best practices or stakeholder collaboration. I ask you the board to put a stop to this non-inclusive plan that is forcing our fifth graders into a middle school model. Child development cannot be accelerated. The approach of pushing down from higher to lower grades doesn't work. Read the research. It has negative impacts on children and often often rises anxiety levels. Okay. Thank you, [Applause] Sam Harren. Sam Herren. Hi. Hi. My name is Samantha Herren. I'm a teacher here. uh seventh and eighth grade social studies. I'm not here to really my opinion or do anything, but I know it's difficult for the board to be able

118to ask questions because there's protocol involved. So, I just kind of want to share with you kind of um not an opinion, but kind of reality I've been seen since the decision of this sixth grade thing has been tossed around. So, um recently I was I was a history major who became a teacher. Um, I was lucky enough to be named one of Oregon's teachers of the year this year, which is a big deal. So, I do feel like I can talk about teaching. Um, and so what I've seen, just what I've seen, we've had a teacher who is going to be moved and who is only trained in a I don't know what you can call it, inclusive classroom. She has one group of kids all day, right? I see 150 all day. Um,

119and she's being asked to completely change her style of teaching, which is something I was trained in as a social studies teacher. She's also, um, being asked to learn a bunch of new standards in a topic she doesn't know without curriculum or supplies or if you cut it down to the bare brass of it, she doesn't know how a single subject day operates. Um, and that's causing a lot of stress. And I'm of course here for her, but that's a big load. I'll admit nine years in single subject does save me a little bit of time, I think, in planning. But if I think about the reverse of me having to learn how to teach just one group of kids in one classroom, those are subjects and only have a few months to tackle that,

120I would also be extraordinarily stressed. Um, it is the social studies adoption year coming up, too. So, there's a wealth of new standards, which means even if we want to buy curriculum, we're going to need to wait till there is some um cuz they're working on that literally right now. Um she has no supplies. She has nowhere to start. And I just feel if this is kind of the situation we're thinking of, maybe it's too soon. Maybe we need some more. That's just something I'm seeing. Thank you. Thank you. Okay, we will now move into executive session to I have a couple just a couple clarifying questions if that's okay. Okay, from one of the com a couple of the comments. One, I keep hearing um that we're buying lockers. Can we verify or that

121we're buying whether or not we're buying lockers? Um because I didn't think that was the case. And then second, um I don't remember who said it, but I I know I asked during the presentation about um intervention, excuse me, intervention for um math and um reading at CBE. Um and I didn't understand from the explanation that um that meant that our students would have to choose between either doing that intervention or doing picking an elective. And I so I just want some clarification as to if I somebody just mentioned it when they talked. I didn't hear that in the the question and I want to know if that is in fact the case. Go ahead. Yeah. So in sixth period day um in order to get students their services that they need for their IEPs.

122Um we have to take part of the day out to provide those services. Right. And so um we have our core content areas um ELA, math, science, and social studies. We have a PE class um which we talked about division 22 standards and continuing PE and then we have an elective class which I will call selective. Um so students will either need to um take the class during their elective selective period which would be vampire or steam and the other option would be um like maybe social studies or but not more one of the ELA math or science you know so I'm thinking it would be one of those two classes. So then talking to the student about, you know, the best fit for them case by case to see where we can pull out

123um to make those services. In our IEPs, students have 120 minutes for the week for ELA, let's say, or 120 minutes for math. So that's 240 minutes. Um if you add 52 minutes um * 4 that's 28 which you know a lot of our students are need reading writing they need math some need SEAL which is additional time so there is um going to be one of those classes that's going to be taken up in the schedule. Does that make sense? So so basically yes our students will have to choose between intervention time and an elective. Is that what you're saying? because of the new schedule, they'll show. Yeah, because we're trying to run two two buildings in one. Um, you know, we're going to have a two, three, four, right? We're gonna have a

124second, fourth that's going to need services, and we're going to have fifth or sixth grade that's going to need services. Um, so yes, they're going to we're going to have to select a class that they will um get their specially designed instruction in. Um, there will also be reading intervention um in the schedule for fifth and sixth grade where um they can go to that class. Okay. And the lockers Lockers. Yes, lockers have already been purchased and I believe they've been delivered. So, we did purchase lockers. We did. I thought we were surplusing some. I thought we did. We got rid of some old broken down um lockers and we purchased some some new ones to replace so we had more. Okay. Okay. Any other questions before we go into executive session? Okay. We'll now

125move into executive session to conduct deliberations with persons you have designated to carry on labor negotiations OS 192.6602D to consider information or records that are exempt from disclosure by law including written advice from your attorney. OS1 192.6602F consult with your attorney regarding your legal rights and duties in regard to current litigation or litigation that is more likely than not to be filed. OS 1 192.6602H. [Music] Do we need a five minute break? We don't need these, do we? [Music] Okay. Are you taking the one in the back or the front? I'm going to go back here. I will see you guys. Oh, I got another one for you, Wayne.