001Okay, I think we're good. Okay, the mics now work. Okay. The February 5th, 2026 meeting of the Corval School Board is now called to order at 6:32 PM. To support the health and safety of all community members, particularly those who are immuno compromised and their families, the board continues to offer a virtual participation option for board members and district staff. Public comment is available at select meetings both in person and virtually. Details on how to provide public comment are available on the Corvalis district or Corvalis school district website. Tonight's agenda, board packet, and a link to the district's YouTube channel can be found on the school board page of the website. All public meetings are livereamed on YouTube and recordings are typically posted the following day. Tonight we have Judah, Chris, Shauna, Theres, Bernie, and
002myself in attendance in person and Sammy is in attendance virtually. As posted, the board met and executives are closed session at 5:15 p.m. under OS192.662D to consult with persons designated to carry on labor negotiations. There is no action. And the next item on the agenda is acknowledgement of Black History Month. Mine's not either. >> Oh, yeah, it is. >> Thank you, Chris. All right. Um, Corvalis School District 509J, resolution number 21-0201, acknowledgement of Black History Month. Whereas the Corvallis School District recognizes and pays tribute to the significant contributions made in our community by black and African-American people. And thank you. Whereas in 1926, Black History Month grew out of the establishment of what was then called Negro History Week by Carter G. Woodson and the Association for the Study of AfricanAmerican Life and History. And
003whereas Black History Month was first proclaimed nationally in 1976 and has been celebrated annually ever since. And guess you don't need that. Whereas this nation was built upon the stolen labor of African peoples, and whereas the descendants of African people forcibly removed from their homes now live in diaspora, and whereas the state of Oregon has a documented history of antilackness. And >> whereas inequality and injustice still linger in our cities, states and country, and it is the responsibility of citizens to advance the American notion of life, liberty, and the pursuit of happiness for all. And whereas our diverse culture enrichens and broadens the American experience of which black and African-American heritage is in an inseparable part as it weaves throughout our country's history, profoundly influencing every aspect of our lives and Are you on? Am
004I on now? No. How about this one? Okay. Whereas education is a necessary component for creating a more equitable and anti-racist community, nation, and world. And whereas the Corvalis School District has made a commitment to equity and anti-racism. And whereas the Corvalis School District has a responsibility to honor and respect the diverse histories of our community. Therefore, let it be resolved by the board of education of the Corvalla School District to hereby proclaim February 2021 as well as each February annually as Black History Month in the district and strongly encourage families, staff, and community members to join in existing loco celebrations and encourage all schools in the district to help highlight this month in grade appropriate ways as well as highlight the contributions of black and African-American peoples to the local community, nation, and beyond,
005both historically and in current times. Adopted this day, 218, 2021. Thanks, everyone. Um, and as a reminder, we reread the proclamations every year since they been passed to reaffirm the district's commitments to what they say. And the next item on the agenda is board member reports. Does anybody have a report? Bernie? >> Yeah, I had the uh pleasure of attending the hands across Corvalis event. Uh I think uh a few of us did also. Again, I I want to applaud the um and and point point out the essential work of the Corvalis School uh schools foundation in putting that together and their efforts in in bridging funding gaps and providing our students with uh enriched educational um experiences and um I particular look forward to meeting with their board next month. I think so. Theres
006then Shauna and then Chris and Judah. >> Okay. Is it? Oh, that's working. Thanks. Judah, helped me fix it from afar. Um, I was uh able to join the Garfield PTA um and had a wonderful conversation with them about um a wide variety of topics. I got to hear about their food pantry program which was really exciting. Um and uh they have some really innovative ideas about how to better serve their community. What I really appreciated about that meeting was uh their recognition that many um Garfield households have crossover with Lionus Pauling and so um how can they collaborate together um to support the whole household. I thought that was really a fantastic sentiment. Um and it was great couple of um uh great conversations with community members as well. Um and it's it's always
007great when folks send us questions and are interested in having conversation. So, please keep sending those and um because a one-on-one conversation is just so much more meaningful than um three minutes of not being able to um talk back with you after you have asked or made great statements. So, thanks. >> Sure. I'll echo Bernie really quickly in gratitude for the hands across Corvalis event put on by the Corvalis public schools foundation which really just highlights the amazing work the foundation is doing in partnership with the schools and the community that's contributing to the foundation and how much the Corvalis community and beyond really care about enhancing and strengthening the educational opportunities that are happening for students. I also wanted to call out one other thing that actually wasn't a CSD sponsored event, but involved
008a lot of CSD students and community members. The Majestic Theater had The Outsiders recently, and to the best of my knowledge, this was actually the first youthdirected mainstage play. So, I wanted to congratulate Jax Calber on directing and the incredible cast um which had many CST students. Just briefly to echo off Theresa, I I had meetings with several community members um since our last meeting and I just really enjoy that and sorry people can see in real life how much coffee I drink if you if you ask me out. So, >> well, I have several so please um be patient. I also attended the foundation breakfast and I just want to give a shout out to Sarah Divine and her team and what amazing job they're doing and just her presentation I thought brought it
009real like to everybody. So I just wanted to compliment that. And then also um our teacher Matthew Cristion that was on there. He just you could just tell the that he was really speaking from the heart and just his story was pretty amazing. and I there were tears everywhere. Um I also um got to attend the CV versus CHS basketball games and there was I'll just say a lot of spirit in the room that night and I know it was a really close game and um anyway it was just really positive to be able to attend that. I had the privilege of um getting to sit in Cara Mud's classroom. She came in here one day and invited us and I was able to do that and oh my goodness um they had a Socratic
010seminar based on a book they were reading and just the conversations those kids were having were so rich and thoughtful and reflective and I was just in awe the whole time I was sitting there. It was just really amazing what those kids are doing. Um, I also got to go visit College Hill and I got to walk through and see some of their CTE courses, um, the urban farm and, um, talked to some of their teachers. They're doing some great work with peace literacy and just really applying that to just everyday life and, um, making those connections. Um, I spoke to quite a few kids and every single kid that I spoke to said when asked what what do you like about College Hill, every single one said the exact same thing. Well, not exactly,
011but close. They talked about independency, how their program is very independent, catered to them, and that they work at the level that they need to work at. They talked about um the individualized attention they get and their connection with teachers and they just went on. It was just it was really um a beautiful experience to just sit through there, talk to staff. They were talking about um awards that they uh recognized kids and um lunchtime. I got to go through lunchtime and they were bunch of kids playing volleyball and um Eric Wright was telling me it's a lot of it has to do with the no phone policy how much kids are like spending time talking and playing you know volleyball or basketball or whatever. So I thought that was great. Um time wise I'll
012share one more then. Oh, I um noticed on the celebrate Corvalis page um the big award night that's coming up that our very own school rep um Thomas Sherry is one of the uh persons nominated for the future for citizens award. So that's pretty cool. And um and then just a real quick I spoke to well actually Theresa and I went and spoke to Jay Harmon who is a community member. It lives out in Crescent Valley area and we had a lovely talk with him about housing and some of the uh frustrations he's going through trying to annex his property and how that could be a good thing for our district if he is able to do that. So we're working on that. So, thank you. >> Sammy, did you have anything? >> Yeah, I
013just want to add uh my appreciation for my colleagues attending the Corval public schools foundation breakfast. I apologize in the first time in a while. I wasn't able to make it there, but I want to add one thing for anybody from the community who's uh listening to this. Uh the public schools foundation is the place where you can provide support directly to our students and the programs they're benefiting from. I uh really appreciate the school district and the foundation working together. And since we had uh uh from one to multiple meetings a year, every year over the course of the past years, their fundraising and their advocacy has been very strong. Uh they are currently or as a few days away few days ago $10,000 away from reaching their goal of $128,000 uh for the
014hands across Corvalis uh goal and that will bring them to the 10-year total of $1 million. So I just want to thank every community member who donated uh any amount from $1 or more uh toward that goal. And for those who are interested in supporting uh you can write a check or donate online by visiting hands by visiting Curval Public Schools Foundation and their donation page that will help us reach that goal and appreciate the community who contributed to the schoolboard goals. That's helped us really be consistent and asking what we need for from the community and making sure we deliver on it in our school district. >> Thanks Sammy. And um I'll share that I also went to hands across Corvalis and it was um I really appreciated hearing what was going on how
015they highlighted the work that's happening um with families navigating poverty there. Um if you those videos are available on YouTube if folk are interested in seeing those and um they also highlighted some of the work that uh the Laorasa teams um worked on as well to contribute to the fundraiser the foundation was doing in the fall. So, that was really a cool partnership to see um from some of the local students. And um and then that I also received a scholarship to um be able to participate in the National School Board Associations um advocacy institute in Washington DC. So, I just got back like almost 11 p.m. last night. So, if I seem tired, I probably am. So, thanks for hanging in there with me. And um I will report on that during the next
016section of this agenda. So that's what I was been up to the last couple weeks and that's everybody. So next item on the agenda is the Oregon School Board Association and National School Boards Association updates. Sammy, I think you wanted me to report on. Did you have any highlights you wanted to point out though from We only have five minutes though, so just remember? >> Uh I have full confidence you'll fill the five minutes with lots of good updates from you. So I'll defer to you chair. Thanks Sammy. Um the first thing I would say is that I attended the OSB OSA OSBA board meeting um January 23rd and 24th which also includes their legislative policy committee meeting. Um and that's a great opportunity to be able to represent our community um in those meetings.
017And if you are interested, I um added to the uh the board board book board agenda packet has the budget talking points on there in there. It talks about the impacts of HR1 to um the public funding for education here in the state and it also has some thoughts about how to advocate for access to the education stability fund at the state level. So, if you're interested in seeing that handout, it is available and um fellow board members already seen that when they were looking at the um packet. So, I just wanted to share that one. And um at the NSBA um update, the um the biggest thing was the advocacy institute. I had never been to it. So I felt very fortunate to have that experience and also to bring some of the stories
018of our community over there, the impacts of um everything happening here in our district and also to share highlights of the um really strong work that teachers are doing and staff are doing as well. It wasn't just all like to share the bad things. We need to share the good stories of what happens in our district as well. And um the one of the things that there was a lot of things covered actually. So, I have a lot of pages of notes and I'm just going to um share a couple of um quick ones for you all. There's um a lot of things, a lot of shifts happening in the federal landscape that people need to be aware of with public education. And one of them is the shift um for title one into the
019Department of Labor from education is a huge shift. And um right now people are like, how are they even going to manage that program? like they don't know much about um about working with public education. They know things about labor issues which can tangentally be related but not always. That doesn't make sense. And there's also um the Indian education um programs are being moved to the Department of Interior out of education for example and we're a district that does receive that grant and so there's a lot of questions about how that will impact eligibility. Um, and there was conversations about the tax vouchers and the impacts that can have. Um, they are allowing public education um to participate in those, but it's not clear on how. And there's also no accountability to private education and
020a ton of accountability on public education if people participate in that. Um, and they cut education down about 15% in the fiscal year 26 budget. That's a lot, y'all. That's a lot of money. And it's down to the 2010 levels. Um, and so that is some of the scary stuff going on. Um there was conversations around SNAP and Medicaid cuts and how um it could have the potential to terminate free meal programs due to lack of money and eligibility. It could be by impacting formula funding. That won't happen here, but it could impact our funding we receive. And then um Medicaid um it was shared is the fourth largest source of funding for K12 which is a significant amount of funding. And so the cuts there impact things like dental screenings and um and also
021um more things. The other conversations I'm running out of time. See he was right. I will fill this whole five minutes up. Um, I will slow it down and just say that um, the things that are happening at the federal level is actually really alarming and being out there and seeing it firsthand um, was very emotional for me because I know what's happening here because of what's and I know what's coming. And so when there's fewer federal dollars going to the states, that means there's less state dollars and that means more cuts trickling down to local governments. And these aren't things that are theoretical or things to try to panic our community or everybody. There are things that are already happening. There's dates associated with all of these changes and they are coming. And I
022just want our community to really remember that and my colleagues on the board to pay attention to that and remember that we have to be prepared for what's coming ahead. And I don't want people to think I'm trying to cause a widespread panic like I said, but it is really it is seriously alarming what's happening to public education at the federal level. And um I think we all need to do whatever we can to protect what's left of it right now and not let it get worse. Um there's a whole lot of stuff with um also with IDA which is um assist students with disabilities um as well. I'm happy to I have pages and notes if anybody ever wants to board members or community members want to hang out with me and chat about
023it. Happy to do that at any time. But I'm over time 30 seconds. So thanks for the extra 30 seconds on that topic. And I'm going to hand it over to Ryan for the superintendence report. >> All right. Um, so I have a couple of things to highlight. Um, the first is that this is National School Counselors Week. Um, we are fortunate to have school counselors in all of our buildings who do everything from provide individual student support to class lessons to help prepare students for their future. Um, making sure that they have the credits they need and the avenues to move on into other aspects of their lives. So, if you know one of our school counselors and have the opportunity to thank them, Leo can do that tomorrow at school for us, um
024we want to make sure that they know that we um we appreciate them. Also, as was noted, um February is Black History Month. And one of the things that I want to highlight is that um our district is a partner in the African-American and Black Student Success Grant from the Oregon Department of Education. We've provided some information out recently through social media and through our website about some of the work that's happening there. But I think it's an opportunity for us to take um what is take the resolution to action and to highlight some of those aspects of um things that are happening in our schools and for our students. Also, February is um career and technical education month. Um so we're also highlighting our CTE programs across our district. Um we did our first
025recognition today on social media and it was highlighting um both our high school um ceramics class in a partnership at Mountain View where students created their pet pals in 1D and they came back in 3D ceramics um real life for kids to take home for um with them which was a super cool activity at event at Mountain View that included ice cream nonetheless. Um so again we'll continue to highlight those programs. Um, also we're still looking for volunteers for um, our 11th graders every year do a student career fair at OSU. It includes the opportunity they hear about different areas of the world of work. They also have the opportunity to practice interviewing and for folks to look over their resume. It's at LEL's and it is on Tuesday, March 17th. Um it is a
026great way to give back and also it's really cool to be able to actually sit with students and have them practice their interview skills because you learn so much about them. Um and so it's again it's a great opportunity if you have the time. Also um I know my organization KOSA um is planning a advocacy day in Salem on February 17th. I believe OSBA is participating in that as well. So, I plan to be in Salem again advocating for the dollars we need for our budget um and also bills that are underway in the s short session. So, if you're able to I believe you can still send sign up for that day. Um there is an opportunity to get some training as in in addition to being able to meet with our electeds. Um
027so, it is a great opportunity. And then our grad rates just came out recently and we had strong graduation rates. across our district. One of the groups I'm really proud of is students with disabilities. That was the highest grad rate for that group of students that we've seen at 87%. Um, and I really high I want to recognize the teams at CHS, CV, and at College Hill for helping students to get past that key threshold um in life. And that has um it you know for a number of years that ranged in the 60s to 65%. And so this is a huge um increase and a and just something to be proud of. And then finally um before we get to information about consolidation Foot Loose, if you haven't seen the signs around town for
028the upcoming um upcoming theater production at CHS, make sure to buy your tickets. This year they're doing a special event, a VIP night where they're having a a retro diner experience for folks before the show and you get to meet the cast and you leave with a swag bag. So, that's something that they're trying for the first time as well. So, anyhow, just lots of great things going on in the district, things to be proud of, um, and folks to recognize. And then Kim's going to bring up a slide deck. Um, do you want to go to the next one? So, just again like I did last month, just to bring forward some things that are currently underway. So, tomorrow is the last day for our staff to complete the preference for placement forms. Those
029have been out for um a while before winter break and so that closes tomorrow. Around programming um we just completed a staff survey for feedback related to programming for 2627. That information is being reviewed and then we plan to present some information to all of you at FE on the board me at the board meeting on February 19th. Um so um Byron and a team of educators will come and share that information with you. facilities and transportation. We are um finalizing our move coordination and planning there that our move coordination will start with leadership on Tuesday sharing um how that's going to go and the steps that are going to take place. Um and then also our transportation um department is working on a first draft um of the bus routes and they are um
030open to having uh opportunity for feedback on that answering questions because that will be their first draft and it's a good opportunity to learn more from community um and the needs there. student transitions. Um, we made some adjustments that we shared last Friday in our April conference days. Again, it allows for a community open house. It allows for staff to be in their new location and have an opportunity to be with the staff they'll be with for the 26 26 27th school year. Um, also transition meetings will be happening those days um supporting the transition of students and student needs. Um and again that new staff meet and greet and then transfers we have that transfer window is opening up on Monday and we have gone on the website and updated some language based on
031questions we've been receiving. And then um this is a fun one. Staff from Sheldon and Linus Pauling have been de developing a plan and timeline for students to actively participate in creating a school mascot and color scheme. We had thought that that might be something that would need to wait till the fall, but the school counseling teams and staff have really gotten into it. And so we'll have a presentation um by some students on March 20th um sharing um there won't be a official reveal that night. So I don't want to get your hopes up too high, but there will be an opportunity for um them to come and talk about their process. And that's the updates for um in terms of the consolidation process and how we move forward. questions. Shauna? >> Yeah, I
032just have a quick one. Ryan, thank you so much for the update. One of the things you mentioned is that on February 19th, the final version of the model will be presented to the board. >> I'm just curious when that information aside from the board meeting will go out to families and how. >> Yeah, it would go it will go out right after that. >> Yeah. >> Any other questions? Judah, that that February 19th meeting, is that when we're going to expect to have information about what sixth grade is going to look like at the elementary schools? >> That kind of information will be included in that. >> Okay. I' I've promised some fifth graders that we're going to get them that information ASAP. So, I'm excited to see it. >> That's the date. >>
033Any other questions? >> Okay. Thanks, Ryan, for the updates and everything. I did um fail to mention the advocacy day in the update. So, thanks for mentioning that. And um and also I forgot to say that there's handouts that I brought back from DC for everybody and I asked Kim to load those. So, they'll be loaded to board book if there's community members that would like to see. It's a the whole packet um that was actually left with senators and congress people when we met with them as well. So it has the um the main points and then talking points and also the ask and so it's nicely done. Thanks NSBA for those handouts. Um okay, the next item on the agenda is public comment. Um we will now open the public comment period. We
034value the lived experiences of students, families, staff, and the community and welcome public comment as an essential part of the district and board's work. The complete guidelines for public comment are available at the registration table outside the boardroom entrance and on the board's website. I will now share some important points. When it is your turn to speak, please come forward, take a seat, and direct your comments to the board. Speakers may offer objective criticism of district operations and programs, but the board will not hear complaints concerning individual district personnel. As a reminder, you'll have three minutes to make your comments. And when you come up here, make sure this light's red. And if it's not, there's a little button with a person to turn it on, just to remind everybody of how the mics work.
035Um, and then the little timer on the front table will be green when your 3 minutes starts. And at 30 seconds, that yellow light turns on. And when it turns red, I'm going to have to ask you to um conclude. And that's the end of your time. And so that's um something I like to remind people of at the beginning. Um following your comments, the board will have three minutes to ask clarifying questions but are not able to engage in conversation. Again, that is a difficult part because we like having conversations and we're not able to um do back and forth questions and we're able to answer the clarifying questions and that's it. If board members would like to revisit a topic or issues brought up during public comment, they may do so at the
036appropriate time in the agenda. Before you start your comments, please state your name for the record and state whether you reside within the school district boundary. And um I checked in with Kim just for the board. This is a um for you all comment. There's about 24 minutes worth of public comment without questions. And so I would like to ask the board to be mindful when you're asking questions about amount of time spent leading up to the question. Does that make sense? Okay. I'm not saying you can't ask questions, but I just wanted to remind and we will have to do a check-in to see where we're at as usual because we only have 20 minutes that is um generally assigned, but we'll check in on that. So Kim, go ahead. It's not. It's not
037on. >> Do you want to push it down? >> Is that one turned off? Oh, there it goes. >> My name is Ray Shimabuku. I reside at Northwest Conifer Boulevard. Last fall, I participated in the public meeting in Laticia Carlson regarding proposed consolidation of schools. My concern was the poor water quality of Mountain View School, the only school in the district on the not on the Corllis municipal system. Over 25 years ago, my sons attended Mountain View during my career with the EPA lab in Corales. During my tenure as Mountain View PTA president, we faced an issue with caulifform bacteria and some fixtures with lead. Initial remediation was by providing truck in water, trucked in drinking water. I also attended but was not able to present at the school board meeting last October. I however
038sent an email to the board dated October 18th regarding my concerns. In that email, I shared the last full water testing of Mountain View School in August of 2023 in a comparable study in 2022 for Leticia Carlson. The lead test revealed that the Leticia Carlson was vastly superior. Important to note that none of the Leticia Carlson fountains or bottle fillers exceeded the lower corlla stress. I'm currently emailing an unbridgeged version version of this presentation to you where I again explain the reference to the coralis threshold of 1.4 4 part per billion lead which is 10 times lower than the action level action EPA level of 15 parts per billion. I was astonished by the most recent water analysis for Mountain View dated Tuesday December 16th with a robust study of 76 samples. 56 of the
039samples exceeded the corllis threshold of which nine samples exceeded the EPA threshold. Even more remarkably, of the 21 fountain and bottle fillers tested, eight exceeded the EPA threshold with an average of 21 parts per billion. An additional five exceeded the corllis threshold but with a very high average of 11 parts per billion. This is a crisis in view of the water quality issues that have more significantly manifested itself. I cannot understand our changing Mountain View with Leticia Carlson rather than to resort to experience. >> I'm going to have to ask you to stop now at this point. Okay, I'm almost done. I know but I still need to ask you to please just one second. Does anybody have any questions? >> Go ahead Shauna. >> Mr. Shibabuku, do you have a few more remarks that
040you wanted to share? >> It's very short without having to resort to expensive remediation or possible future litigation. I asked the school board, the district managers, and the community, is it your legacy that you have contributed to poisoning our youth? Is there any other questions? >> Go ahead, Judah. >> So, we have recently heard about the lead, but you mentioned when your kids were at Mountain View, there was a what a different kind of bacteria >> colform. >> When you reviewed the most recent water quality test, did you have any concerns also about that bacteria? >> They don't report it. what they report is only lid that I was able to get from the school district. I did request from the school district if I can get access to more information. >> So there's a
041completely different test for the calor bacteria. >> Thank you. >> Is there any other questions? >> Thank you Ray and thanks for understanding. I had to do that. >> Well I understand it. Thank you. Is it my ramblins? Okay. is Valencia Northwest Lewisburg Avenue. Um so Paulo CHS Army. Gratitude. signific Good evening. My name is Myra Valencia. I live in 1025 Northwest Leburg, Corvalis. I'm a mother of two kids. One is in Linos Polin, the other in Corvalis High School. First, I want to express my gratitude. Your expression inside and outside of the Corvalis school district allowed us to observe the kind of service you provide. Respect out of your heart. It takes more than a brain to lead this school district. It takes a heart. Second, I want to u to highlight the importance
042of following up important programs such as dual immersion. Dual immersion is a precise symbol of equity for everyone to pursue every every student to pursue the quality of academic education they need. Yeah. And third and most important, you are not alone. I and everyone in my community are supporting you to have good schools. It's also needed to have good parents and a good board be supported by the parents and I'm certain that we have a great board. Gracias. >> Thank you. Gracias. Um those questions. Gracias. Kim, just for a procedural when there's translation, isn't there more minutes? >> Yeah. >> Okay. I just that's why I just wanted to Yeah. Thanks, >> Christine Lal. Isn't it It's >> okay. Okay. Thanks. Um, good evening. My name is Christine um, Alal. I am I do reside
043here. Um, I'm here to talk about bias incidents. I hold several different roles. I'm a special education teacher at Sheldon Middle School. I'm part of my school's equity team. I'm a union representative for my building. And more importantly, I'm a mom of three. One at Bessie Coleman, Sheldon, and CV. My youngest child is black. Over the past three years, he has been called the ns slur multiple times at school. Sadly, as a teacher, I know his experience is not unique. Last year, another you student used that slur towards him repeatedly over the course of several weeks. A bias incident report was filed. I was notified right away. The school responded with intent. The other student received instruction on what that word meant, why it carried so much harm, and how it impacted my child. There
044was followup. There was growth. And months later, there was even the beginning of a friendship. It wasn't perfect, but it was better and my son felt safer. That process worked. But that is not what happens when a bias incident report is filed against a staff member. Currently, there's no clear language in the district policy or the contract requiring parents to be notified when their child is involved in a bias incident investigation if the person accused is a staff member. I have seen cases where a staff member or a student files a bias incident report on behalf of a student with a disability. Many of these students are unable to communicate at home at what's going on at school. The families trust us to tell them. We need clear district-wide language that has been negotiated with
045the teachers union about when and how family partners will be notified about bias incidents that involve their child and a staff member. When a bias is found, that staff member may receive a letter of expectation that goes into a file and often that's where the story ends. Letters accumulate and we miss an opportunity for real change. As a teacher, I deeply believe that people can learn and grow. I've seen it and that second grader who struggled with my son, he learned and grew and staff can too. My middle child is non-binary and has expended experienced gender bias in class. When a teacher divides the students into boys and girls and just motions to suggest which group they think my child belongs in, I truly don't believe their intent is to harm my child, but that
046impact exists. I'll try to skip to the end. So, I'm asking for two things. First, that parents are notified when a bias incident investigation involves their child. And second, that administrators are explicitly allowed to address assign supportive non-disciplinary training that would benefit a staff member's growth. >> Christine, I got to ask you to stop. Sorry. >> That's okay. >> Is there any questions? Go ahead, Chris. >> Do you have something you want to just finish up here? It's so small. I promise. Okay. >> Um, it's not about punishment. It's about consistency and transparency and believing that adults like children can learn when we give them the right tools. Our students deserve to feel welcomed. Our families deserve communication. And our staff deserve a chance to grow. Thanks. >> Is there any other questions? Thank you,
047Christine. Or did you raise your hand? Sorry. Theresa has a question. >> I just wanted to know if you could repeat that second recommendation. Oh, that um administrators could um assign training for teachers to follow up. So, um if it's something like in the area of gender bias that they could um have something to give them a better idea, I think there's a lot of like don't say that again, but it's really can be hard to apply that um when we have so many great resources. It'd be great to give teachers that opportunity. Sammy. >> Yeah, thank you. Uh really appreciate uh what you shared and I would like to ask you if you would be willing to provide followup not necessarily on language for negotiation because we can't really uh do that at this
048uh forum. However, any possible recommendations on our every student belongs policy ACB or any other policy that you see might be applicable for what you shared. Would appreciate maybe any recommendations there and just want to say thank you. >> Yeah. So, um I think that you uh the board is in charge of the bias incident complaint procedures. Is that part of the district pol or board policy? Um, so that's where I looked to find some more language about what applies to the staff members and it has really nice guidance when it's a child's um, and telling and the staff members are really only referred to as like you saw an incident and here's how you're going to help take care of everybody. Um there's not a lot of information there when it comes to what
049like an administrator or somebody else should do if the complaint is against a staff member. In the contract, it just says bias. There's like two lines that say bias incidents will be dealt with like complaints and complaints don't really speak to um family communication or follow-up training for teachers. So that's just a big gap. So, I am hoping that you all could make changes to the policy that you have um before you and then I plan on sending um an email tomorrow. >> Christine, sorry. That's the the time for questions too. Um thank you so much for your time, >> Joe Moses. Good evening. Um, I just want to start by saying, uh, do I need to get closer? Um, by saying thank you. Um, there's always limited resources and I don't think you guys
050asked to be put in this position. Um, but I'm grateful that you've taken some hard steps towards consolidation so that necessary reductions in quantity can help maintain the quality of our students. Um, I know I'm I'm sure none of these decisions have been easy. Um, my family's been a part of this district um for nearly 20 years. Uh, my wife has taught here for many of those years. Oop, excuse me. And as parents, we currently have a a child at Garfield and then another one up to bat next fall. Um I'm here as a parent simply to um I guess just who believes deeply in what our schools can offer our children. I think many of us can remember a teacher who made uh school feel safe uh or exciting when we were young. For
051a lot of people, that memory comes from elementary music classroom. Uh the place where kids might still be figuring out reading or math. Uh suddenly, I think they feel connected and maybe seen for the first time. I think music is often where students first experience that joy and confidence in school. At later, maybe they'll fall in love with science and math. Um but sometimes music are what keeps them connected until they can get to that point. Um, for many kids, school music is the only consistent access to the arts. Uh, there's families with resources that can sometimes get lessons or have other access. But for others, um, the music class is where creativity and collaboration and belonging can start. Uh, keeping that access feels closely connected to your to the district's commitment to equity and
052making sure opportunity isn't determined, you know, by their circumstances. I also see how music helps still students feel excited um to come to school and to connect to their classmates. Uh right now I think that's something that feels especially important as schools are merging and changing. Um it's not about choosing uh music instead of academics. Uh it's about keeping learning joyful engaging so students are ready to learn in in all the classes. Uh last year music was reduced from twice weekly to once weekly and I'd respectfully ask the board to consider restoring elementary music to twice weekly again. Uh even that small increase can make a meaningful difference in the continuity, confidence, and the access that all our students would get. Um thank you for listening and all that you guys do to support our
053kids. >> Thank you. Is there any questions from the board? Sam, >> may I ask the speaker to state their name for the record? I'm not sure if it was recorded. >> Sorry. My name is Joe Moses. >> I thought you did. >> Is there any other questions? >> Thanks, Joe. >> Thanks, >> Heather Louderback. Okay. Hi, I'm Heather Ladderback. I'm a parent um in the district. First, I want to express my appreciation particularly around the recent resolution that you have put forth about rights of undocumented students. I was impressed by the care and thought put into ensuring continued protection for students and our community. That commitment matters. Thank you. I also want to acknowledge the December discussion about the budget committee participation. Several board members spoke to the value of diverse perspectives even when
054opinions differ. I appreciated those who emphasized inclusion and the importance of welcoming a range of voices. As you know, the board's role is to set policy, approve budgets, ensure accountability, represent the community's interest. And while many factors affecting the district, such as economic um conditions or low birth rates are out outside of any of our control, others are within it. I'd like to focus on an area where the district has an opportunity to strengthen its long-term planning, understanding, and responding to enrollment trends. Over the last four years, the number of students transferring out of the district has increased annually. So, uh, from 2022 to 2026, um, each year 78, 81, 105, and 117 students had transferred outside of our district. This steady rise matters. What concerns me the most is hearing from families I personally
055know who choose other districts and schools, and that learning that none of them were reached out to to ask about their experience or reasons for leaving. No exit interview, no questionnaire, no follow-up. This represents a missed opportunity for insight. While many factors influencing enrollment are outside of our control, how we gather and use information is within your control. And without collecting basic feedback from families who leave, we limit the ability to identify patterns and make informed decisions. To support clear understanding and better long-term planning, the board might consider one of the following approaches. One, establish an exit feedback process. Two, develop an enrollment insight policy. Three, request an annual enrollment review report. For example, an exit uh feedback process could be implemented in a straightforward and respectful way. Families who leave could receive a short
056online form or brief follow-up call offering them a chance to share their experience. Even small amounts of consistent data would provide meaningful insight into trends that directly impact planning, resource allocation, and student outcomes. Taking steps toward more consistent data gathering and analysis is an important part of building a strong, stable, and sustainable future for our district. >> Thank you. Is there any questions from the board? Theres. >> Um, thank you. So, in order to be able to read my handwriting later, I couldn't write fast enough to get your ex the three or four things that you said. And I'm wondering if you could if you can just share that with us digitally. >> Yeah, I gave it. Fantastic. Okay, never mind. You're already ahead of me then. And then you don't have to repeat them
057right now. >> Thank you. >> Is there any other questions from the board? >> Bernie? >> Yeah. Uh just uh a little bit clarification of the exit. um survey would it also paint a better picture if we also look asked the question of the people transferring into the district or returning uh after transferring? >> I think that's a great idea. >> Okay, thank you. >> Any other questions? >> Thank you Heather for your time. Okay. >> Hi, my name is Amy Holty. Um, a parent of three kids. Two are in the district right now. Um, we live, um, in the KJH boundary. And so, um, our youngest is at Garfield and then our middle one is, um, at Linus Pauling. And next year, um, our oldest will be at CHS. And um I'm here tonight
058to ask you guys to form an advisory committee um to improve school food. Um so we have a petition currently circulating um in the past few weeks which has already gained um hundreds of signatures from parents and community members um in the district. And um the problem as we see it is the heat and serve model that we're currently using um for food for breakfast um and lunch at all the schools um which leads to uh quite a bit of non-local prepackaged highly processed and a lot of sugar especially in the breakfast foods. Um and so by forming an advisory committee, we would like to focus on appropriate pathways to prioritize fresh whole foods with minimally processed low sugar ingredients. Um and we have proposed two options. One is to switch to contract food services.
059um uh for example in the Albany school district last spring they switched to a company called Genuine Foods um to address the problems that we're having here. Uh, second option would be to follow other Oregon school districts such as Ben, Umatila, I hope I pronounced that right, and Bethl school districts um to reopen each individual school kitchen um to do more on-site homemade foods for the children from scratch um prepared for many items. So for example, Bend has um implemented this model and about 85 to 90% of their food is made from scratch. Um so I and people signing the signature would like to see that as a goal that we work towards. Um, we want locally sourced ingredients as much as possible and um, some of these programs are subsidized through farm-toschool programs and
060um, grants. That's all I have to say. So, we I would like for you guys to form um, an advisory committee to help move this forward. >> Thank you. Is there any questions from the board? Bernie and then theres >> uh do you have a recommendation on who should be in the committee and and uh how many? >> I don't know how I have never looked into previous um that was my personal timer so I didn't go over time. Um about how the committees usually work so I don't know the range. Um, I would think that um that uh Kim Patton and Lauren uh Wolf um would be on it. I know that the finances is a major factor in in these decisions. So, I would think Lauren should be on it. Um and um
061maybe Kathy um I think probably at least one or more school board members should be on it and I think um several parents should be on the board. Any other questions? Theres said that that was her question too, just for that way for folk who didn't hear that since I called on you. >> Okay, go ahead, Chris. >> Thank you for that great um presentation. When you looked at other school districts that have done this, have they um did you look at their process? Did they start with an advisory board and and um looking at sounds like you did some financial comparisons as well? Was that all part of the the work with those districts? >> Um those are some great questions and I think that probably an advisory committee could explore some of those
062answers if that was relevant to a process for the Corvalis school district to move forward. >> Okay. Thank you. >> Any other questions? Thank you for your time, Amy. >> Okay, thank you. And um Kim, just one second. Um >> bye, Leo. Um we're at time for public comment. How many are left? >> Is the board okay extending time for a public comment for the last two? >> Dave Sullivan. >> My name is Dave Sullivan. I'm the president of Oregon Advocates for School Trust Lands. And school trust lands are about as well understood as educational service districts, which means not at all. Um, and uh, the more important thing for you to know is that my daughters Mary and Molly went through the Corvalis School District. They're alive and well, and they're adults, and I'm
063very happy with that whole process. Even more importantly, I was on the Corvalis school board in the late 1990s. This room is a room I've been in a lot. Very little has changed. The microphones still don't work well. People still don't like the food. Okay? And my best guess is that you still don't have a printing press and you don't have the money to do all the nifty things that people would like you to do. So, what I'm here to tell you is is that we have a real success and an opportunity to be able to increase school district budget and increase the budgets of all of the other school districts in the state. And it's directly related to school trust lands and Oregon's constitutional promises to students and schools. And what we had last
064year in the Corales High School was the court of appeals came and listened to our Oregon Advocates for School Trust Lands lawsuit against the state saying, "Hey, you're not managing school trust lands for schools. You're doing it for a bunch of other stuff, which makes no sense. I mean, I'm just that I go absolutely nuts." And then on top of that, Oregon passed a constitutional amendment around 2000 that said that they would fund schools at a quality education model or the legislature would vote and write a report about why they didn't do it. And they haven't done either of those things. Um, now, so why am I here today? Well, last week the court of appeals wrote a ruling that would be just like as if I sat down and wrote it myself. I mean
065they said students have an interest and they can be plantiffs and school boards can be plaintiffs and this goes forward and so we have the opportunity to tell the legislature hey you have to actually do your job you have to follow the constitution um and so I've written up a bunch of stuff and you can read it later um it concludes two parts first part I want to work with superintendent nos to talk to us history classes about the same kind of thing because I think that our students ought to know about the victory for them. And the second part is I'd like Corvalis school district to be a co-plantiff with the other school districts we already have. And none of these things are things that can be really discussed in three minutes. So I'm
066going to ask that you put on a work session or add an actual agenda item so that we could deal with this in more detail. I did it just right. >> Wow, that was perfect timing. I couldn't be happier. >> That was like one second. >> Is there any questions from the board, Judah? >> Uh yes. Uh Dave, if there are people like say in this audience who are listening who might not be on the school board that want to get involved with or to learn more, what's an easy way for them to do that? You'd go to any AI program or if you're old school, you'd go to Google and you would ask about Oregon advocates for school trust lands and that's got a whole website that has this kind of stuff. And in
067fact, if a parent went there or a student, there's a student sign up form that they can sign up to be a student plantif in our lawsuit. And I'd love to have lots of plantists that are students because I really think the corvalis effect of having students in the audience with the court of appeals helped get the ruling that we needed. >> Thank you. Any other questions? Theres. >> Um thank you. Um I didn't really know very much about this before. Um, but after we got your um your email, I looked up your book and so um which is really informative. A little bit over my head, but really informative. Um, maybe actually a lot over my head, but really informative. Um, so um I guess my question is just um it is what would
068you recommend as a resource if people want to get their bearings about what you're talking about? Number one is there's a booklet called the Magnificent Endowment that is written at the national level because this is not a problem that is partisan. They have the same problem in Wyoming and in Montana. Although in Wyoming and Montana, you've got Republicans in charge. And guess what the Republican politicians are doing? They're giving grasslands and water rights to ranchers because the ranchers vote in the Republicans. And in Oregon, we've got Democrats. And guess what they're doing? They're giving carbon sequestration credits to environmental groups because that vote that votes in environmental people. This is not Democrat. It's not Republican. It's stealing from children. And if there's a little bit of emotion in that, it's because it's wrong. It's wrong
069in Montana. It's wrong in Wyoming. And it's wrong in Oregon. School trust lands should be for schools. So, sorry if I I probably shouldn't be using hate speech or whatever you want to label it, but I'm I this is something that is important to me. And it's important because I know that Mary and Molly got a good education and you can't do I mean, you don't have a printing press. You can't handle all of the the issues that that are associated with this without getting the state to at least do its constitutional duty. Okay. Thank you so much. Um Dave Ericen. >> Hello. My name is Erikica Cheney. I'm a resident. I have two students and I'm an employee of the school district. Um, I wanted to um first report about my ex a fabulous
070day in Salem today. Uh, I got to go and heed your call to try and advocate for school funding um for money is for education um at the state level. Um, we had a great time. Several of the union members uh went with me and we got to talk to um our representative well our senator staff today um which was great. It's a fantastic opportunity and I really would like to reiterate that call to action for our community members. Um they're all terribly approachable. Um, and it can be a really fun experience. And it was amazingly beautiful, sunny day. And it was a lot of uh union folks coming together and um celebrating union power and trying to uh advocate for the causes that we all believe in. Um, the second thing I wanted to
071speak to tonight has been expressed very love lovingly, beautifully. Words are failing me. um by several parents this evening. Um and I really just want to continue to express the fact that I have watched this and iterations of this board over the past 10 years that my kids have been in the school district. um really care about the students, all of the students, the least privileged students whose parents may not be able to make it to board meetings or make it to events because of any number of reasons. Um and I just want to applaud that and to say that I see it. Um, and it is really appreciated that there are thoughtful and compassionate people on this board and within our district working and trying their darnest to make sure that all of our
072students succeed and that all of them have a place to be safe because sometimes school is the safest place for those kids. And that I think was my first experience coming to the board meeting was um one day when we had a present one of the presentations was about um the homelessness problem that students face in our district and it was quite a shock to me. I mean, if I really thought about it, I probably knew that it was there. But there are many, many things that I know that you all consider that we may not see because we can't put in the time. I had a cut. I was about to have to Thank you for cutting yourself off. I hate doing that. Is there any questions? Go ahead, Chris. >> I kind of
073have two, but my first one is, did you finish? Did you get to finish your last like do you want to finish your last comment? >> I didn't really come prepared tonight. So, we'll say that that was like the end. >> Great. >> My question then also is um I would think for other parents it's kind of scary to go to Salem and advocate. Um how would you what would you say to those other parents that might say I don't know if I can do this? from your experience today. >> My favorite way to do it is to take a buddy and take your kids. >> I've gone with my kids and with friends kids and we have had a fantastic time showing up and talking to folks. I mean, we got to schedule it.
074But, um, it's a heck of a lot of fun and it's a great day trip. Make a day trip out of it. Like, do the whole thing. go grab lunch in Salem and enjoy a lovely day and go to the Riverside Park and, you know, take a moment. They're people just like you and I and they know that you can't know everything about all of the various policies because nobody can do that. >> Great. Thank you. >> Any other questions? How did I have a question for you? How did you find out how to do the schedule of the meeting? >> Um well, so because I'm a union member, um the union organized some stuff and so um we got to go and and that the whole thing was planned. Um there was SEIU was
075there asked me um I can't think of all of the other collections of letters. Um and it was just a great time. So, but if you have your rep's email or contact information, you can schedule a meeting with them. So, >> awesome. Thanks. Any other questions? >> Thank you, Erica, for your time. Okay. And I'm hearing no further comments. The public comment period is now closed. I wanted to say thank you to everybody that came in and provided public comment. And thanks to the board for extending our time to allow us to hear everybody. Um would you entertain a break at this time? We're going to take a break and then we'll get back to um our next item. Okay, we're ready to get started. Everyone, thank you for um your patience as we took
076a short break. Um the next item on the agenda is a math update and we have a lovely panel of staff to talk to us this evening. Do you all have a presentation? >> I think too. >> I did say math update. >> Yep, we we do. >> Yeah. >> Me. >> Yes. >> Oh, I was confused. Sorry. It is the math update. Judah has the wrong agenda. Okay. Thank you. >> All right. Are we good? Okay. Hi. Uh my name is Byron Beths. My pronouns are he, him, and I'm the director of student growth and experience. I'm Jen Bombell. My pronouns are she, they, and I am the K12 math TOSAsa for the school district. >> Hi, I'm Jared Callas. My pronouns are he, him, and I am seventh and eighth grade math teacher
077at Sheldon Middle School. >> Hi, I'm Kim Johnson. My pronouns are she, her, and I am the middle school coordinator. >> All right, so we are here um this evening to talk about a few things with you. Um what I want to highlight is we're going to talk mainly about seventh and eighth grade math programming. Um we have been working through lots of different uh district teams as we've worked on planning for next year and implementation of programs at all of our schools. And so this is a highlight for seventh and eighth grade. That means it's for both K8 schools and the junior high. So yeah. So, our goal in our short time with you right now is to review some of our math data and trends. We want to reaffirm our math instruction philosophy,
078and then we're going to talk about our updates to our seventh and eighth math programs. All right. So, pulling this closer. First, I want to say I want to be over there pointing at the graph and not right here. So, I'm going to struggle with this a little bit. Um, so thank you for your patience in advance. So I want to start with this graph. So this is our OSAS that is the state test. This is our data for eighth graders since the test started in 2014 2015 of all of our eighth grade students. So the blue line is Coralis school district percent of students that are passing that assessment and the red line is the state average. So you can see in general we had a decreasing trend before and through COVID and in
079the last two years we've seen growth in the number of the percent of eighth grade students passing this assessment. um in conversations with the state specifically from 2022 to 20 the 2022 2023 school year to the 2023 2024 school year um we had our students showed a stat statistically significant increase as compared to the state growth in recovering from CO all right so some there's been some recent legis legislation that's going to require districts to report eighth grade scores and the state created um comparator groups and clusters. So this is Corvalis school district's group. Um we have been put with the highest scoring districts in the state which is exciting. That's because of our performance um as well as other factors. And I think it's important to highlight on this slide if we look at
080our ever English learners, our students experiencing poverty and our students experiencing mobility that we have about twice as much or more than twice as much in those three categories as the highest the top performing districts in the state. And so despite us having more students in those groups, we are performing at this level. And that is a testament to the amazing work that our teachers are doing and the programs that we have to support students who are experiencing those obstacles in their education. So the this graph is OSAS proficiency in 8th grade again over time. The blue bars are the Crellis school district percent of students meeting. The red line and then shaded below the red line shows the state average. And then the other districts in our comparator group are showed are shown um
081in different colors there. And so here I just want to highlight that um Carllis school district is in the middle of this pack that is the upper echelon of school districts in our state in 8th grade. The next slide shows our seventh grade and you can see seventh grade has rebounded even better than eighth grade has thus far. Um, and on this one, I want to highlight that last year, our seventh grade students, um, we had the third highest percent, uh, of students passing OSAs in seventh grade across the 80 largest school districts in our state. So, the very top line up there is a relatively small school district and is grouped with smaller districts. Um, so third in the state in seventh grade last year. Again, our teachers are doing phenomenal work to get
082our students there. Okay. So, we also um look at a lot of different data and subgroups because we have the the picture overall, but then we want to look at specific subgroups. And one of those is students who are scoring in level one. So, that's the lowest um scoring group of students. They're showing the least math knowledge. Um, prior to the pandemic, we saw that um, increasing. We had more and more of our students were falling into that lowest category. This graph shows the last four years. So, if you're looking at the red there, you can see they're relatively consistent. Statistically, we would say we've we're at a plateau. There's slight changes in numbers of those the level of the red. Um, but we're not really going up or down. So, that's better than having
083our red go up, which is where we were, but we want to continue to decrease the number of students that are in that subgroup. Um, one of the things that we did this school year is we added two math intervention classes at the middle school level and those are slated to stay in place with next year's model. Uh, and this is data that we continue to review and look at how how are the systems that we have put in place working, what do we need to change, uh, etc. All right, this graph is a little confusing. Um, so this came from the state and this, um, the light green line is the Corvalis school district. And one of the important things about this graph is that each point on there is a three-year average. And
084that is done to mitigate for cohorting effects. So if you have a cohort that's really high or a cohort that's really low, as we look across time, that can skew our data. Um, and it's more difficult to see what our programs are actually producing because we have this anomaly of a group moving through our system. Um, so each point on there is an average of three years. So we can really focus in on how are our programs and our instruction impacting what students are doing. So this is the 60 largest districts in the state. The state took all of the 180 to 200 school districts and broke them into two groups. the 60 largest which Corvalis falls in and then broke that into three groups. The purple line is the 20 lowest scoring or lowest
085performing districts. The blue dashed line is the 20 average school districts and the green dashed line is the 20 highest scoring school districts. Um and then the light green line is the Corvallis school district. So important to note here, we can see there's in general a downward trend from third grade through 8th grade. Um but in Coralis we have been bucking that system from fifth grade to 7th grade. We are actually increasing significantly the percent of students who are meeting OSAs and this again is not one cohort coming through but an average of three years of cohorts. So the pedagogy that teachers are using, the solid curriculum that we have adopted and the systems and programs that we have in place. Um we've se we're seeing a lot of positive things with our students um
086on that one. Okay. So this is mostly about 78, but I want to talk just briefly about how our students have been doing beyond that. How are they performing when they get into high school in advanced courses? So we have three um different types of advanced courses in math in high school. So we have college now courses. So these are courses students take at our high schools and get college credit for it. And just very briefly if you see a Z after a number that came out in the last few years that those are credits that are accepted as that specific credit at all of the higher ed institutions in Oregon. So it doesn't become a math elective credit. it continues to be whatever math course that was. Um, and it can be transferred within
087Oregon and a number of places outside of Oregon, but Oregon set policy that way. And then we have our AP courses. And so these students get college credit based on their score on the AP exams. And then a third option is our expanded options program where students can take college courses that we do not offer on campus. Um, for example, they could take math 252Z or 253Z, which is CalBC BC. Um, and all three of these advanced courses, course options have external um, rigor standards. The AP College Board sets what's in the AP courses and what's on the exam. The College Now courses were in partnership with the community college and they set the level of rigor to to pass that course. And of course, if you're taking a course at a college, it's at
088that level. Um, so first looking at our college now, the dark blue bar is the number of enrollments in dual credit classes. So, C courses that students can get college credit for over the years. And then the lighter blue bar is the number of credits earned. So, we see both of those have been increasing. And then the next one. Um, so this is our AP exams. So if you ignore the colors for a second and just look at the bars, that's how many AP exams are being taken in math, physics, and computer science. And we put those together because those are all very math knowledge dependent. So we see that increasing. And then looking at the colors, that's the scores that students earned. So the red bar is a score of a one. and those
089numbers didn't show up because they're the bars are so small. The orange bar is a score of a level two. And then starting with the green bar and above, those are all scores that will earn students college credit for that course. And so it is also important to note, not only do we have more students taking these exams, but we have more students scoring at levels that they earn college credit um for these exams. And um I did not do a good job of citing the sources. This data is from the AP college board. Uh you don't need to go back, but the previous slide that had the credit at LBCC is from LBCC's data and the OSAS data is from the Oregon Department of Education is where that data has been coming from. All
090right. So, we've seen strength in our data um and we've seen um increases in lots of areas and we also know from community feedback um we know from other subgroup pieces of our data um and we know from feedback from our staff as well through some different surveying and also from students um through some of our student surveys. We know that there's also areas to improve in our math programming. Um, I know when I reached out to a couple families that left a school a couple years ago, math was one of the reasons they had moved to a private school and we talked about that. And so in um our planning and in our timing of thinking about where we can go next with our programming and math um we've really centered on building our
091programs around academic rigor um equitable experiences with multiple entry points into pathways for students and also systems that allow students to show mastery of that of that subject matter. Um and so you can go ahead Kim next one. And so, um, as we've started to work on this plan, we've really focused in on our seventh and eighth grade model first to be thinking about really what is required for high school readiness and mastery of our state standards moving through this sequence here. Uh, and so in our plans, we've been we've been working on that, which our team here is going to share of where we're headed to next. And but I wanted to point out one thing um which came in 2021 um is really the spotlight on data reasoning and the standards that go
092K12. And so when we really think about our board goals and some of our pieces around real world application and learning, this is a key aspect of that and this is embedded K12 through our curriculum and instruction. And you'll start to see this really highlighted in these pathways that we talk about that we've been developing. So, um, thinking about Go ahead. Yeah. Thinking about these pillars, thinking about our data and our feedback, um, we've developed, uh, a revised process and a revised way for pathways that lead to high school readiness that are based on these pillars. And so, I'm going to turn this over to our team here to explain. >> Okay. So, what you see are Yeah. Yeah. I'm middle school teacher. I talk loud. Uh so what you see are the framework for
093what our 78 math model um is going to look like. Um I wouldn't say all the details are fully figured out yet, but um what we're going to present on the next couple slides um will all highlight ways that students are going to be successful in math in high school and beyond. and um with the goal of when they finish 8th grade, they've either passed algebra 1 already or they're ready to take algebra as 9th graders. So, go ahead to the next slide. Okay, so standard pathway. Um this is very similar to what is being offered now. Seventh graders are going to take a pre-alggebra. Eighth graders are going to take foundations of algebra and foundations of geometry, which currently is one class called math 8. Um, and then as ninth graders, they take algebra
0941. Um, so yeah, that's that's the standard. Did we go to the next one? Okay. Enhanced pathway um allows for grade seven to take pre-alggebra. And currently in the beginning of grade 8, students can choose to take algebra 1 for 8th grade math where we essentially cover a year and a half of math covering math 8 standards and algebra standards. So we've broken that out to have foundations of geometry as a portion of those eighth grade standards. And this pathway allows for multiple entry points into that. you could do that portion of the eighth grade standards in seventh grade or in eighth grade and do algebra um in eighth grade. So there it changes it a little bit in that you would have a starting point maybe a tad earlier um or you could wait
095till 8th grade. Um it kind of allows more student choice with multiple entry points. Um, and then what that allows is as a ninth grader, most likely students on this pathway would choose honors, geometry, and data reasoning um, as their ninth grade choice. Next slide. And then we have a third pathway that's a little bit accelerated that requires at the end of sixth grade year, they would take an assessment to be able to show proficiency in the seventh grade standards. So then when they enter seventh grade, they would be looking at doing foundations of algebra and advanced algebra, which is the algebra 1 standards, and then also foundations of geometry. Um, so then in eighth grade, they would be able to take a geometry class. Um, with then ninth grade taking honors algebra 2 or
096another of the math plus one options. This is the same information presented. So you can kind of see the different pathways all together um with the note under accelerated pathway that in order to do that track you have to show proficiency in seventh grade standards. >> Anything else? >> Okay. So our goal in this redesign and restructuring um is really thinking about high school preparation for success. And if we think about mathematics education, thinking about how many entry points like Jared was talking about, we can create for any student um to enter to have this types of these types of opportunities once they get to high school. Our goal is remaining the same algebra 1 readiness for all students, but the pathways to get there now are expanded with multiple options and multiple entry points
097to get to that place um than we've had before. And really, when we think about this, this opens up the door to a lot of different high school options that are listed there. It also opens up the door to more college courses that can be taken in high school like calc. So yeah, so really our point here is in our redesign and as we start sharing in the weeks to come and the months to come with the redesigning that we've been working on for our programs, you're going to see a lot of things about student- centered pathways that have options, standards aligned curriculum and programs that are rigorous that are based on our requirements. Um, and then really a clear path for future focus. And so that is a difference here than we've seen in
098some of our programming before is more of an alignment K12 on a look to future focused and and readiness for students. So yeah, what questions can we answer for you? >> I'm sure there's lots of questions. Judah already has his hand up, but wait one second. Just want to say thank you so much for all of the information you just provided. That's amazing. Okay, go ahead Judah. >> Uh thank you so much and calc BC. So under under the current standards, we're not offering BC. My understanding is because there's not enough students forecasting for it to to offer that in the high school. But it sounds like this has an opportunity where there's a straightforward path where students could take calc in the high school. If enough students are able to forecast for it, could
099it come back into the high school instead of going out to LBCC? They put the mic in front of me, but money thing's a Laura Lauren thing. So there's I can say there's definitely a straightforward pathway to get to calc BC and how that would be offered. I'm going to defer to leadership on that. >> So what I would say is um right now we'll we'll continue to refine and monitor the process and next year our year we're focusing on our high school programming. And so I think we'll be looking at all of those types of options next year through our innovation teamwork for high schools. And so um in this process of this of our designing, we've looked at we've put everything on the table and we've looked at all the different options and
100weighed those pros and cons for things. And so I think there's possibilities for lots of things, but high school high school planning is really kicking off next year. Some is starting the spring to get ready, but we'll be looking at high school programming next year. I usually go last, but I just wanted to add on to Judah's on that. It's um you pointed out the enrollment piece. So even if it there was a path for it to come back, it would depend on student interest, right? And Okay. But they still have the option now to take the class elsewhere, right? >> Yeah, that's something that we've looked at for this year um and for next year. So if number of kids who forecast into it um and looking at um partner organizations so if we
101don't have a full if we don't have enough students to run a class are there opportunities at LBCC at OSU where what are our students taking that um taking those um classes I think that's the piece that we we want to continue to support students in their growth um and so that's but again like a lot of classes it comes down to forecasting and at the same time if kids are ready for it we want to make sure to support them in doing Other questions? Oh my gosh, everybody has questions. Why don't we just like go ahead Bernie and then Teresa and then come this way. Everybody has questions. >> Yeah. Quick question. Uh so it starts next year. What are you going to do about the seventh graders uh in the system right now
102for if this pathway starts? Uh >> yeah, >> we can we can both take this. Um so there are options. there's a lot more flexibility. So, our current seventh graders could take uh foundations of algebra, algebra 1, and the foundations of geometry in their eighth grade year and go into high school taking algebra 1. They could stay on the standard pathway. That hasn't changed at all. Um, our current seventh grader, our current sixth graders could have an on-ramp to the accelerated pathway. Do anything you want to add, Jared? >> I don't think so. Um, I have a question, but first I just want to clarify. So, the question was about whether for current seventh graders. So, as I heard your answer, it sounds like there's no accelerated pathway for current seventh graders. It'll the accelerated
103pathway will start with the current sixth graders. >> Yes, the accelerated pathway skips seventh grade. So, if they are currently in seventh grade, they cannot skip it. The six current sixth graders will be the first one to be able to do that. Okay. So, our current seventh graders can take the standard pathway or the enriched or enhanced pathway. >> Okay. Thanks. Thank you for clarifying. >> Yeah. And what I would add to that is to help with more entry points, we also have asynchronous classes that we've been working on. And so, we'll be working through that process in our planning as well. So, if there are students who are wanting and and the asynchronous classes that we're designing um aren't bound by time and place necessarily, meaning it could be taken over a summer, it
104could be taken in the evenings, it could be taken however someone might choose. And so, there could be more possible options if a student or family is wanting to choose that um in seventh grade now as well. >> Okay. Thank you. I think that actually sets up what was my actual question which was on so on the current in the current handbook um so calc doesn't show up on the current in the current handbook for students where if you follow the I guess it's the standard pathway or the they'd be the enhanced pathway right so if a if a student takes algebra 1 as an eighth grader then by the prerequisites outlined in the handbook currently they can't get to calc before they would graduate unless they figure out how to pick up an extra
105math class somewhere by the prerexes they're outlined. Am I first of all, am I understanding that right? >> Yes. >> Okay. So then by So when we went to dtracking middle school math, we that if I understand that's the that's the point at which we know kids could no longer get geometry before high school, which is the reason why they couldn't get to calc. So okay. So then understanding this correctly, it sounds like we will now have a pathway where kids can get qualified for Calc BC. So I guess my question is just at what point are we going to say it's our it's our obligation to offer it and not to outsource it? If we if we're going to have a pathway for them to be able to get to it, how far out
106in the future before we're going to own saying we're going to we are going to figure out how to staff this class? >> That's my question. It might not be something you can actually answer right now, but that's my question. I don't know that we they I don't know that's a fair question to ask staff because we can't predict if students want to take it because just because you're accelerated doesn't mean you even want to take that class later on, right? >> Um absolutely they might not want to take it. I'm not really talking about the I'm not so much talking about the forecasting piece because we can't predict that. I'm talking about the Well, I don't know. I guess I'm saying that it's then I'll have a comment, not a question. is that um
107if we aren't going to offer it in house for even a small group of kids, then what are we going to do to address the equity issues of accessing it not in house? Um because I do think that's an issue. I the families that I work with have kids who are very bright. They don't have the capacity to organize their households around getting to LBCC to take the class. And so it's not that I I'm not really vested in are we teaching it inside Corvalis High School so much as I invested in are we maximizing access to the class for kids and the current requirement to go outside the system might leave some kids not if it can't be done during the school day not able to do it and so I guess that's really
108more of what I meant is at some point can we will we be able to say we are going to figure out how if a kid wants to do it, they're going to be able to do it with the constraints that might be true for them. Um, >> thanks for that reframe, Grace. I think that's helpful to Yeah, thank you. >> I would I would just kind of like reiterate again like our focus right now has been on the seventh eighth model and then and we're starting the first part of this starts in March with our high school teams and then we'll be working through those pieces for for high school. So, I think like around this time next year, you can expect to hear updates about our high school programming or as we move
109forward in those processes to hear those updates throughout next year, what we're planning. Thanks. And I want to acknowledge that my initial question sounded grumpy, but it's not. It's anticipation. Um, but uh well, it just didn't sound that way. So, I want to make sure that what I'm hearing is I think with geometry available earlier, we're going to see that more kids want to access that. And so, it was really more about this is really exciting. And so then because we don't have to do it right now, it's not front and center in the thinking because we we really don't have the kids moving through to be able to do that. But then I think we will have kids moving through to do that. And so how will we be able to support them? So
110I did not mean for it to sound grumpy. I was really actually meaning to say we're going to have an exciting thing and I appreciate your honest answer which is we're not here to talk about that part right now. And that is always a totally fair answer. So, I appreciate you saying that will come and you need to be patient. So, thank you. Um, thank you for your presentation and for being here this evening. My question is about the intervention classes um for the middle school. Do we currently have classes that off are more that level? >> Yes. So this is the first year that we have intervention classes at the middle school and we have two classes at Linus Pauling that are run on trimesters. So students are in them for a trimester and
111then back out. Uh at Sheldon we don't have trimester classes. We utilize our advisor time and kids are pulled in to work on specific skills for two or three weeks at a time and they're just removed from their advisor class for that time and able to get small group math instruction on specific skills um that they need help with and then they exit out back to their adviser and we get a new group of kids. So, it's a lot more fluid than what's happening at Linus Pauling, but it's what we're able to do within our schedule and math teacher FTE. >> That's great. Um, I just had a high school teacher say to me, I wish you could get middle school intervention going in math. So, I I'll tell them I did a job well
112done because here it is. Thank you making me look good. Um, but my other question is so on that graph you showed where all the kids there are numbers in red. So are those kids automatically going to those or will go to those intervention classes? >> So at this this year, students from that group were chosen to go in into the intervention class based on which domains they were weakest in and which trimester they were teaching that domain. So if a student is very weak in fractions, they're going to go into this trimester. If a student was very weak in their algebraic operations and solving equations, they're going into this trimester so that they can be a discourseheavy focused classes instead of an independent study where everybody is in all different places. >> Oh, awesome.
113Thank you. >> Do any other board members have any like burning questions? Because we do have other presenters tonight. You're fine. I have >> Okay, Sammy, make sure it's um Yeah, because Yes. Go ahead. Thank you. So either it's fine. >> Sorry. The first question is uh I want to narrow this down into >> Sammy pick one question. >> Sammy, pick one question because um we're running out of time and we have two more presentations with folk waiting. >> What schoolboard policies have we anticipate changing based on those updates? Is this a school board update or is this a decision for the school board to make? It's this is operational. >> Yeah, just follow we highlight that. >> Thank you. Thanks. >> I see. Thank you. Go ahead, Shauna. >> I'll just be quick. A
114lot of my questions have been answered already from other schoolboard member questions and I realize a lot of questions coming up for me now because of your very thorough presentation relate to fifth and sixth grade. So I'll hold those until you're back to talk about that in the next phase. Um but just wanted to thank you for just really listening to student feedback, family feedback, staff feedback for folks who have been looking for and really thinking about um what they'd like to see for their students education in math. and this seems to be very responsive to those needs that have been brought up by the community over the last few years. So, I'm excited about it. Thank you. >> And I will save my questions for next time as well. Um, but I did want
115to just say much appreciation for this. It's exciting to start seeing some of the changes that are coming ahead and I wanted to say um to you all thank you for listening to feedback from the community. I know this is something that you all are doing and that we're getting an update on and um you're it's to me it sounds like you're listening to the community both who need support to get there with math and also the community that needs more challenge for those um kids that do need that and you're trying to do your best it looks like to me with this new model that's coming in. Um so yes, go ahead. >> So I just wanted to share out an invitation to the community. This coming Monday, we have a college uh high
116school and college readiness math night where we have university and college professors coming to answer some questions on a panel about how parents and students can get ready to be successful in college um specifically in STEM, but also including humanities. So, that's going to be at um Crescent Valley High School auditorium from 5 to 6 on Monday night. and I want to extend that invitation in light of um engaging the community in our math discussions. >> Thank you so much. Thank you all for your time this evening. Next item on the agenda is the downtown vitality strategy task force update with Steve Clark. >> Your mic's not on. Hold on. There you go. >> Superintendent NS, thank you very much for having me. I know you're about an hour behind on your agenda. I'm going
117to try and expedite my comments. Uh but before I do that, I'd like to as a community member, I live in Southwest Corvalis. Uh thank you for the thoughtful way you deal with very complex issues and the very complete way you do it. Also, as I know you've taken note already tonight, the community comments and the the presentation by your teachers today are extraordinarily thoughtful and and really bring to us the ability to get better as a community and not only K12 education but elsewhere. So, thank you. So, I am here tonight to briefly talk to you about the downtown vitality strategy task force. I'm one of the co-chairs with Julie Manning. Uh in in some respects, I thank you folks and those who were on the board about a year and a half ago
118when I and another community member came to you to talk about how do we invest in strategic uh municipal investments buildings in downtown Corvalis and you said, "Wait a minute, time out. Focus on some other things first, come back to us later as a community with opportunities to invest." Since then, not only took to note what you folks offered to us and about 800 other community members that we spoke with in a variety of ways, but we presented a a report to the community and and the city council that said that very thing. If we're going to improve what we provide for our municipal services, we better focus on improving downtown Corvalis first. And so, uh, the mayor and counselors took that to note, created yet another task force, uh, because I'm a little silly,
119maybe a little stupid, uh, suggested that we have 40 members on that, including every city councelor, uh, Lihooie, thank you for being a member of that that task force. And that that work is underway and will be completed in early June with a series of very strategic recommendations that'll be organized with some very definitive requirements of ourselves as a community, not just as a municipality to improve downtown Corvalis's vitality, its safety, its environment, its housing, how we treat each other, transportation. So you you received uh uh our uh uh PowerPoint. You received a set of 28 uh preliminary primary actions that our task force is considering. The task force is made of an executive committee which chairbear is a member of and three subcommittees that are dealing with infrastructure, the economy and environment and safety.
120And it's those community members that have come up with this list of preliminary actions. you have that with you. If you have any suggestions tonight, I'll take note of wh which of these are your priorities. If if you don't have time tonight, which I don't think you do, please look at these and give us your top five. Circle number one and the remaining four, give them to Kim and I'll come back and get them at a different time. But what's really important, I think, to to take note of today is that we're not just talking to you. Uh we have a survey that's been responded to in the last five weeks by more than 1100 people. Uh we have taken note of the Corvalis uh community survey which was completed last fall. We have more
121than three dozen community outreach meetings that are being held this month. This is but one. And we're listening not only to uh ourselves as community members, but as Ryan and I have shared in a couple of meetings, we're listening to jurisdictions that have other roles than just in the case of City of Corvalis, managing our community. The school board is one. And what we've talked about is the importance of collaboration. Not just acting or operating or making decisions within, excuse me for saying this, the vacuum of of K12 education or Oregon State University or Bennon County or the school uh the city, but collaboratively dealing with issues of importance to this community. And we think downtown is one and your involvement in helping us providing input will be extraordinarily valuable. but also taking note of
122of of uh as a community member and as a as a as an organization saying to the community and our city council that the momentum we see in downtown that is occurring right now, greater interest, business people investing in things like holiday parades, uh lighting, uh improved buildings, uh is but the start. And if we're going to do more than that and provide for a more vital downtown that will bring a stronger economy, hopefully more people to Corvalis, uh more families, more taxes, not just paid by the people who live here now, but new folks that will benefit not only the downtown, the school district, the city, the county, Lindbenon Community College. So, we're in this together. your feedback whether you can provide a little bit tonight I'll take note of but if you would
123look at these preliminary actions and over the next week send them to Kim with a what your top five you can call me 5035028217 uh or send me an email at ousteve1gmail.com and uh would love to have you part of the process to create a more vital safe uh and uh memorable downtown for all of Corvalis. Thank you. >> Thank you, Steve. Does anybody have any questions or comments you'd like to offer at this time? We have time for feedback. Did are you raising your hand or no? >> I mean, kind of. Yes. Like I I wanted to make sure >> Okay. >> Go ahead. Um, I um want to thank you for putting this together. I really enjoyed getting to um kind of see what you guys have been thinking about. And um to
124your question about what would be the priorities, I was really um encouraged on here to see public spaces as one of the things that you um are thinking about prioritizing and I really um would just like to say I think that's one of the areas where it'd be really fantastic if we could offer more diverse kinds of public spaces. we have some public spaces, but what we can do in those spaces is maybe a little bit more restricted. And so having spaces where diverse kind of things can happen that are publicly available, I think would be really fantastic. And then I loved that you had housing on here as well, but I did want to just maybe add that um maybe it's more of an intersection of housing and the economics of it, but um
125there is some capacity for housing downtown. there's a whole lot of capacity for housing not downtown that could bring people to live here that would come downtown. And so I'm hoping that part of the plan is also talking about how are we going to move along some of the processes um that leave you know like well Chris mentioned earlier like the annexation processes like they're so slow and there's probably reasons that I don't understand for why they are but that feels like something where this project of downtown would benefit if some of those other things were streamlined. So, I hope that's part of, you know, what you guys are talking about as a a whole picture of Corales. But I really um just really appreciated the public spaces being highlighted. >> Thank you. Coralis has
126a 50-year history of dealing with things slowly. Uh and um I think those things that you offered have a connection to what we're doing. They may actually lead to strategies in in another form. Yes, we have bare land now that could be developed, uh, city codes and maybe a willingness for more economic development, more housing development, but it's really take a community strategy to launch those and that will benefit a school district that relies on uh families of of a childbearing age. Sorry for the crass, but >> any other comments from the board? Did Sammy have any? I can't see. I did. Oh, yeah. I was Go ahead. You You go. >> Okay. I was just going to add I don't know if the board noticed that safety includes things about having restrooms and trash
127and stuff like that, which I think sometimes gets left out of those conversations and that will help with other areas that um I don't know what happened to all the trash cans in town, like not just downtown, but everywhere, but it's kind of frustrating. But um so I appreciated that that was in there and I know I shared that but I wanted to share it from in here too in our conversation and um I think if other if board members have other comments in addition to providing them to Steve I go to the executive committee meetings as much as possible. So I'm always happy to bring Okay, Sammy does have a question. >> I will leave these with Kim. We also have uh postcards that if if Ryan would allow, they could be left at
128the front desk at schools or at the school district. They're both in English and in Spanish. Our website is moving to more uh accessibility. And so, you know, we encourage your input, your uh teachers input uh and even students would welcome that. Um Sammy has a question and then Ryan had a comment or a question. >> Yeah, thank you. Thank you Stephen chair for the involvement in the task force and appreciate the ask for us to fill the priorities. Uh one feedback I've heard from businesses and business owners in downtown is uh the access to city council and ability for them to share their feedback directly. And I'm wondering if there's any effort that has been going on to reach out to small business owners on uh first, second, and third street. >> So there's
129two forms of access, I guess. Physical access at city council meetings, which is somewhat limited. Uh but then there's uh interpersonal engagement and and in our um in our report we can offer leadership points of view which indicate that uh members of the community possibly those downtown would like to see more of their council. >> Yes. Thank you. I vote for housing and I know that the decisions that were made in the 70s are put what put us firmly where we are today in the decisions we've had to make are the board has had to make and I think that um this is not as you said this has been a 50-year slow process um and I think it is um as we've talked multiple times it is the thing that concerns me most about
130the vitality of our community >> and I agree with you and it's going to require the leverage of every organization uh private sector and public sector, schoolboard, city council, county commission, the university to make a difference. Steve, do you have um thoughts on how folk in the community can help advocate for the housing part or any of the other areas in there >> in in respect to downtown? I I I think by filling out our survey we have 1100 responses by coming to some of the meetings that will be at the League of Women Voters will be at the chamber tomorrow and next end of the month uh leadership corvalis uh the co-op uh to share their thoughts and and to underline the importance of having housing and neighborhoods with kids at play >> and
131laughter in our Not just in meetings, >> but to the extent that that folks would make that one of the requirements of ourselves, it it can be a requirement of this report, but I think if we make it a requirement of ourselves, things will get done much more quickly than simply by a report. >> Awesome. Thank you. And I think that's it. Thanks for your time, Steve. >> I'll give these to Kim and appreciate your your interest in our in our task force. Next on the agenda is um transportation update. Angela, Shane, Becky, Kim. So, I'm going to go ahead and kick us off. I want to just thank you for the time to present this update. We were here last school year talking about the challenges we were facing in our transportation services department
132and we've made some great progress that I wanted to be able to share more broadly. Um I have joining me today Becky Weekes who is our district's transportation coordinator. So she does all of the liazing with our schools and with our transportation providers. And we've got STA staff leadership here to present. I'm gonna let them introduce themselves because they're going to do the bulk of the presenting, but I just wanted to be here to answer any questions that you might have after the fact. >> Uh I'm Angela Taylor. I'm the operations manager for Corvalis School District. >> I'm Autumn Thompson. I'm the safety supervisor for the STA um company Corvalis School District. Uh Shane Anderson Anderson Price um the vice president of the regional operation and support the Oregon market. >> Okay. So um for
133those of you who were here when we were here last time, winter of 2425, um we faced some pretty significant challenges that year. Um and so we wanted to come back and talk about the progress that we've made since then. Um biggies on the list were the on-time performance, um significant delays, um communication with families. We really struggled with the roll out of that My Ride K12 app um and staffing. Um so the opportunity to rebuild um the confidence that the community has in us um that was a pretty significant um focus for us. And so you want to go to the next slide? Um I'll start with the action items. So um our driver pool and driver retention. We had a significant driver shortage last year. Um there's always we always need bus drivers.
134Um so there's always some sort of a shortage. Um but last year we really struggled and we had to borrow resources from other locations. Um communications with families. Um we had a lot of problems with the GPS feature on the Myride app. It caused a lot of confusion. Um and we were still getting used to the communication process of the tool. Um and then on-time performance we were late a lot and routes had to be combined. Um so we have if you want to move to the next slide um focus on staffing and driver retention. So over last year um at this time we had hired 13 drivers. Um as of right now we've hired 19 drivers so far for the school year. 14 have already gone behind the wheel. Um we have a 40%
135increase in driver retention. Um and then our driver attendance is up uh 96% from 85% this time last year. Um our recruiting efforts, so we did renew our contract for the billboard advertising that we've got over by our yard. Um I love the new graphic. Um I think it's very catchy and we've gotten quite a few um applicants reaching out who saw us through the billboard. Um continuous recruiting efforts. So we are ongoing with online recruiting. Um we've had a very robust um pool of candidates coming through the online portal. Um the recruiting out in the community kind of slows down over the winter season. Um but we've got substantial budget pocketed away for March. So, at the beginning of March, we're going to hit the community hard. Um, and then we had a pretty
136decent increase in our rates for this last school year. Uh, also we continued with this safety and attendance incentive. Um, which is for those of you that don't know, we do an extra dollar an hour for our drivers that show up on time every day for their shift, no accidents, no injuries. They get an extra dollar an hour um for the hours that they work that week. And that's been hugely beneficial. I think that is evident by our driver attendance rate. Um, right now we are also up seven drivers from where we were last year. So, uh, that's a pretty big win as well. Uh, moving on to the communication aspect. So, um, one of the things that was a tough challenge for us was that GPS tracking. So, we did some troubleshooting with the
137software company and determined that it's just not a feature that works well for our district um based on how our routing structure is. And so, we made the decision to shut down that feature um and focus on the communication aspect of that tool, which was the intent initially anyways, um was to take over that communication piece. Um we've seen an increase in writership. So our student writership is up to um on average 1370 students right now. Um we saw a big increase in parent registration for my ride communications. So we um were very diligent in parents who were calling in wanting to know where their students bus were um have they registered for the app and walking them through how to do that. So, uh, registration for the app, we're up 21%. Um, the total
138is at 5,558 users. Given our writership is at 1370. That's telling us that we've got, you know, both parents registering for the app. We've got grandma and grandpa registering for the app. So, um, we've gotten some really good traction there. Um the decrease in the number of delays that we've been having has decreased the number of outgoing myide communications that we've had to send by 23%. So last year it was consistent. Um this year we've been very happy with ontime performance progress and that's evident in the number of communications we're sending out. Um the better communications have resulted in 37% less incoming calls. Um which is fabulous. And then um one thing that we did add to this because you know we can't communicate the delays if our drivers aren't communicating them to us. And
139so it's a frustration for us in the office when we have a parent calling and saying, "Hey, where's my kid's bus?" And we radio the driver and they're like, "Oh yeah, I'm 25 minutes down." Well, you're supposed to let us know at 10. We're supposed to let families know at 15. So, we did uh implement disciplinary action for drivers not calling in their delays. Um, and so that got fixed pretty quick. Um, see, uh, one of the other things that's been very beneficial is the Google chat we do with the schools. So, it kind of it speeds up the process when you're trying to reach the school and, you know, the phones are ringing and their office is busy and you can't reach someone. So the Google chat feature has been very beneficial. It's really
140kind of a one-way tool and so we're able to blast that message off and the response time is much quicker than what it had been. Moving on to the on-time performance. Um so just quick highlight there you can see in the top corner. So, um, we started tracking our on-time performance November of 2024 and we started out at 75% on time. So, you can see the evolution of our progress up to where December we were 94% and January we're at 92%. Um, of the delays for this school year, 2526, 84% of those were not at fault. So they were outside of our um control. Um whether it be student management issues, delays at the school, parents not being at the stop to receive their students. Um so we're really happy with that percentage as well.
141Um one of the big focuses was on our accidents. So our accident frequency rate was um a little above what our goal is for the year last year. And so we really took a look at what we can do to bring that number down, less accidents, less delays. And so we looked at uh enhancing our training program, creating sort of a um skills course in our yard. So every day when drivers come back from their route, they're having to get that daily practice going through that course. So our frequency rate is down from 3.3% last year to 1.4% right now this year. So that's a big win for us as well. Um, we did some, uh, made some changes to the middle school bell schedule. Um, one of the challenges we were having was not
142having enough time to drop off at that elementary school and then get into the middle school route on time to get students there on time. So, that slight shift by, you know, 10 minutes made a substantial difference in those middle school kids getting to school on time for breakfast. Um, let's see. We added a couple different routes to alleviate some of the capacity issues and ride times. Um I can speak to some of those in Southtown. Southtown and CMS we had some significant issues with. Um we did add Route 23 in November which helped with capacity for Adams and for Lionus Pauling dropping Adams down from 58 on the bus to 29. Um for Linus Pauling dropping capacity from 59 down to 44. Um, we also moved route 32 into a transit bus in October
143and then we added an additional route again this month to help um with some capacity issues and timing on one of our Mountain View and CV routes. Um, we also improve the turnaround time when we're implementing route changes. So, you know, one of the things that's key is that when we're determining that there is an issue with the route, um, the route's too long, we need to make some changes to it. we need to add stops to it, whatever that may be. Um, previously it had been taking us, you know, two to three weeks before we could start communicating that out to families and getting that posted out on the website. Um, I would say now our turnaround time is closer to around a week. So, we've been able to pull that in and I
144think that that's made a big difference for families as well. And anything else? Those are my highlights. You guys have any questions? We always have questions. Bernie. >> Yeah. I'm just wondering, do you uh incorporate a parent feedback or writer feedback uh uh apparatus like a survey or something? And if you do, what are the results so far? What What is that telling you? Um, we haven't, but we have spoken with the district about potentially collaborating on something because it would be good to know, uh, you know, what the community's feedback is because we can look at some of these numbers and say, you know, yes, but you know, what are the reasons that we're not getting as many phone calls? You know, our family is seeing the difference in the ontime performance. Their students
145are getting there in time for breakfast. So, I think there's a good opportunity for us to collect that feedback. Yeah, I really encourage you to explore that. >> Yeah, >> other questions. See, does Sammy have any? Okay, other questions? >> Okay, I had questions too, but go ahead if you have more things. >> Or is it the wrap-up thing you wanted to add? >> I'll do a wrap-up. Go ahead. >> Okay. Um, I had a question about we get um sometimes emails about behavior on buses. So, I'm kind of curious about training for bus drivers on handling behavior issues on the bus. Like what happens with that? >> What's up, Becky? >> Hi, I'm Becky Weeks, transportation coordinator. Um so when we have behavior management issues on the bus, we do a training in August
146uh with all the bus drivers including Dialabus who we are also contracted with and we go over a lot of um PBIS driver strategies um at that meeting and then we meet again um in the spring and kind of go go over some other things um with some trying to capture some of the drivers that have come on since that initial meeting in August. Um, also I have 23 years in um as a behavior specialist for school district. So I have some things in my bag of tricks that I can share with them and um that's been really helpful. Um we also do monthly bus driver meetings um at the schools so we can go over some of the issues that they're having on the buses and strategies that might be working in the school
147that we can share with the drivers. So there's a lot of collaborative work with the schools around that. >> Okay. Thank you. Yeah, that's um that's helpful to know. Oh yeah, go ahead. >> And then there's instances where we add in a second adult >> um as well in certain um circumstances either for a short period of time or more of a long period of time. We definitely learned a few years ago that we had great benefit in having writers during the first two weeks of school just to establish expectations for behavior on the bus. And we by doing that we have also been able to um call those writers back when we see that we're having struggles on a particular route so that it's that second school employed adult who's helping the driver by
148modeling strategies and by just setting behavior expectations on the bus. >> Great. Thank you. Um and that's great to see the ontime performance increases. I know that was a big concern. Um the buses are so on time that my daughter has missed it because she thought it was going to be late and she didn't go early enough. So she got a ride to school. Don't worry. But um yeah, it's it's been noticeable. So thank you for that. Did you have something you want? Oh, go ahead. >> Okay. Uh so um related to the parent communication and this is maybe more of a district question but um what is the strategy for communicating with parents if they're if they don't have a reliable method of um real time communication like they don't have a phone or
149um their their cell phone is not operational right now um and you're needing to reach them. How does the district approach connecting with those families um for whatever they might need to communicate about? >> So, we rely on our school staff because when th those situations occur, our school staff almost always knows how to get a hold of a parent. And so, um they are our front line with parents and so that's really where we would lean in. Um one of those things that um Angie talked about was the Google chat. It's a simple tool through Google and we're pushing messages out that school staff get right away and when we have a family that is in a situation like that there's typically some knowledge ahead of time and we'll reach out to the office
150and then to clarify then so for the bus drivers um your point of communication would be the school contact not do you communicate directly with parents? >> Uh we do communicate directly with parents. So, we push out uh communications through the Myride app for all of our GenEd routes and for the special needs individual transportation routes. Um we also follow up phone calls to the families of those that are on the individual transportation routes just as a kind of backup um since those kids are on more specialized schedules. >> Okay. And then for behavioral needs, does that go through their like a primary contact with the school district or does the do bus drivers get involved in that? So, for behavioral needs, our bus drivers have incident reports that they fill out. So, they'll come
151back and they'll write down the incident, what happened, which students were involved, and then I input those into the system for Becky to then forward to the schools, and then they address those with the families and the student, and then they'll collaborate with the drivers on what needs to be done with the students. >> Yeah, I appreciate understanding the flow of that communication. Thanks, >> Kim. You had something you wanted to wrap up with? I just wanted to say that um I I really think it's important for our community to hear that we're making good progress. We want to provide reliable transportation for all students in our community and we're committed to that. And so if anybody in our community has questions or specific needs for them to contact our office because we are truly
152trying to do what's right for kids and making those changes. >> Thank you, Kim, and thanks everybody for your work. I know we'll hear more updates. I know a lot of people in the community, including in board, have questions about support for next year, but we're not there yet. So, yes, but thank you all for supporting that as well for next year. Okay. Um, next on the agenda is school calendar changes and Nikki McFarland is available if board members have questions about the change to the calendar. Any questions from the board? Oh, we do have questions from the board. >> We I was right. We do even about the calendar. Okay. Uh Chris and Shauna have questions. I don't know who wants to go first between you two. >> Hi Nikki. >> Hello. So, uh,
153my first question, so I noticed that a shift for next year is to start school before Labor Day when traditionally it's been started after. Could you talk to us a little bit about the rationale for that shift or >> Oh, >> yeah. That was that shift was approved last year. I just wanted to highlight it again because for our community, it is a shift in the start of the school year. Um, and I I've looked ahead I think 10 years. Um, and it it just seems like our practice will be to start on the first Wednesday of September. And there's always a couple of years when that is before Labor Day and then it switches back to our regular pattern. So rather than thinking about the first day of school being after Labor Day, people
154should think the first Wednesday in September. Um, but that was already approved um, last year. >> Thank you. Thank you for clarifying. You know, it came up recently as in another conversation and I knew I'd had the conversation and I just didn't remember if we'd brought it to the boardroom. So, I appreciate that. >> Do you want to include the rationale as to why those the kind of the book ending of Junth at the other end of the school year? >> Yeah, I mean we when um I started working on the calendar, I thought this really can't be that hard. Um but it really is to look at 191 certified um work day a work year work calendar. Um and then we also have to look at all the student days that ensure that we
155get all of the instructional hours. Um we also have uh paid holidays in there. And when you put all that together um and when there is the possibility of snow days we start to bump up against the Junth holiday. And so starting early in September ensures that we we wouldn't have like some snow days that we're having to make up and then have a Junth holiday and then come back again after that. It just um what we know from our community is continuity and student learning and fiveday learning week. Five yeah five day learning weeks I think that's right. Um are what work best for kids and families. Thank you for being here. Um, the 124 and the the December 4th and the March 12th dates that we changed, were those PD days? >> PD.
156So those were scheduled well they were scheduled PD days for high school and elementary school and they were grading days at the middle school because they were the days between trimesters. >> And so now those days have been added to the conference days and that will allow teachers um and administrators to engage in inquiry with their peers and collaborate around how to improve instruction. like having just had those conversations with families, it makes sense then to have the PD right then and say, "Okay, what did we learn? What are we going to adjust?" And be able to to adapt their practice based on the learnings from conferences. And so did I'm assuming like teachers were a part of this change and that that's because it sounds like the change was made to um for for
157us to have more five day um school day weeks and so I just want to make sure our teachers are also okay with taking away a PD day. Oh, the PE there will still be a professional development day. It's just scheduled on those new two days that were highlighted. Yeah. Well, it will be I think it will be on the Friday. So, um we haven't done our workday calendars yet, but two days of conferences and then the professional learning on the Friday. So, they don't lose the professional learning. It's just scheduled onto two different days. >> Okay. Thank you. >> Any other questions from the board or discussion? If anybody wants to make a motion, you're welcome to as well if we're done with questions. >> I move to approve the 2627 school year calendar
158adjustments. >> Second. >> It's moved by Theres, seconded by Judah. Um, is there any further discussions? Okay. has been moved by Theres and seconded by Judah to approve the 2026 to 2027 school year calendar adjustments. Um, Judah, >> hi >> Chris. >> Hi, >> Shauna. >> Hi, >> Theres. >> I >> Bernie, >> I >> Sammy. >> Is there a He said, "Yeah." >> Sammy, >> can he hear me? >> Yeah. Okay, now we can. >> I >> Thank you. >> I vote I. Sorry. >> That's okay. And I vote I. Motion passes. Thanks, Nikki. >> You're welcome. And then just so people know, I am working on the next year's calendar, which we have not yet approved, but we are starting to get questions about. So I'll get that in front of you soon.
159>> Two years out. >> Two years out. >> Thank you. >> Yeah, because this is the one for next year. Yes. Okay. >> Yes. Thank you. Um, next on the agenda is the fall 2025 um, revision, the Lynn Benton Lincoln Education Service District 2025 to 2027 local service plan. Um, do we have some discussion on this? Any question? We don't have anybody answer questions. >> Ryan can answer questions if we have questions. I just wanted to make sure the community understands the importance of our um partnership with the LBL. A lot of people don't know what that is. The or the ESD, I mean the LBL ESD, there's a lot of acronyms. And so if you see ESD, that's what that is. And um Ryan, can you just like really fast like what it what
160the main services they provide? >> Yeah. So um the ESD the intention of an education service district is to provide services across the region um for districts that are not able to um basically find and recruit and retain staff to do specific jobs. So like an OGCOM specialist, someone who helps students with augmentative communication. a small district in our region like Alc and Monroe would not have the need for a full-time position, nor could they acquire a 0.1 to be able to pull off that service for kids. So, an ESD is designed to provide to be a service provider regionally. Um, and so, um, each year we review the local service plan. Every two years it gets re um readted and it takes the votes of superintendents across our ESD region. um and then individual
161school boards to approve it. Services come in tier one and tier two. Tier one services are services that we all agree that we need um across all of those districts. So example of that is our student information system or synergy. All districts decided to utilize that and so our dollars flow from the state to the ESD and pay for those services. Um beyond those services, districts based on the number of students that they serve also receive um what's called tier 2 dollars. Those can be used all a cart. So they can be used for a service that we need locally like we use some of our tier 2 dollars to add school psychologist time to do student um evaluations. There are also instances where the ESD doesn't provide a service and if they don't provide
162a service um then we can utilize some of those two tier 2 dollars in order to um acquire that specific um resource that we need. An example of that is our health navigators which um are half funded by the county, half funded by the school district through those tier 2 dollars. So that's the overall structure of ESDs and how they support um the work that we do here in Grales. Jason um typically attends one board meeting a year. I think he's coming to one perhaps in March. Um but they also provide our early childhood special education services. Um, so again, they're a a good partner and an a really important resource for small districts in our region >> and they help provide the assessments for special ed too, right? >> Yeah, they they typically either
163they do um an inenter evaluation as an ESD staff member. Other um service evaluations provided by school psychologists are sometimes those purchase services by the district, but they are um we don't have our own school psychologist. We utilize the ESD for that service. >> Thanks. I think it's just really helpful to have like that recap, especially for folk who u may not be as familiar and also because um we're going to be voting on something. >> Yeah. Um if there's no more comments or questions, I'd be happy to entertain a motion. I move to affirm the resolution adopting the fall 2025 revision of the LBLESD 2025 to 2027 local service plan. >> Second. >> It's been moved by Bernie and seconded by Shauna. Is there any further discussion? >> Okay. has been moved by Bernie
164and seconded by Shauna to affirm the resolution adopting the fall 2025 revision of the LBLESD 2025 to 2027 local service plan. Judah >> I. >> Chris >> I. >> Shauna >> I. >> Theres >> I. >> Bernie >> I. >> Sammy >> I. >> And I vote I. Motion passes. >> Next item on the agenda is consolidated action. As a reminder, the items under this portion of the agenda are for action. Does anyone have a any questions or about anything in the consolidated action? I see none yet. Does you have any? >> Okay. If there's um there's no questions about anything in there, anyone can make a motion. >> I move to adopt the items under consolidation action. Consolidated action as proposed. >> Second. >> Submitted. Sorry. >> As submitted. >> Second. >> Okay. It's
165been moved by Judah and seconded by Chris. Any further discussion? Has been moved by Judah and seconded by Chris to adopt the consolidated action items as submitted. Judah. I >> Chris. I. >> Shauna. I. >> Theres. I. >> Bernie. I >> Sammy >> I >> and >> I vote I motion passes. Um the next item on the agenda is consolidated information. As a reminder, the items under this portion of the agenda are for discussion. Would anyone like to discuss an item and consolidated information? Okay. I hear nobody. No hand raised over there. >> I can't remember what it is. >> I know. This is amazing. >> Okay. >> I gave it enough time. The next >> it's the delay. >> So, uh the last page on the uh packet uh the virtual charter schools. I
166just have a very quick question if that's okay. >> You're you're have the floor. >> Thank you. So my question is if there is uh the the percentage that's been highlighted in green just to make sure that's clear uh it says 2.35% of our student population or 174 students uh residing in the district enrolled in virtual public charter schools uh not located in the boundary. Could I have a little bit better explanation? What does that mean? And are we under the limit? Still under the limits or the cap of 3%. >> Yeah, I will. Yeah, it it means that 174 students have chosen to go to a virtual charter school and that um the calculation number in the policy that um everyone just passed in action for LBEA, the limit is 3%. at 3% we
167can tell students who would like to transfer out to a virtual charter school that they cannot um if our percentage is over three. We've not gotten to over three um before and um so this is this is a required um report to our board from OD and so that's why you're seeing it um twice a year. >> Thank you. If I may follow up, Melissa, when I look at this these numbers, I have 15% or a little bit more than 15% students surveyed uh who go to private schools and active homeschooling uh about uh 2.7%. Um I heard it's a characterize that in multiple ways. Some people say it's uh uh a number that's flat. Some people say those droves of students are leaving our district. How would you characterize it as a trend over
168the last few years? Is this increasing dramatically, steady, or decreasing? >> Brian always likes to bring out his numbers when it comes to this. We know homeschool numbers are the same um as they were pre- pandemic. Um I also want to point out that students enrolled in private schools located within the district, those are not necessarily Corvalis school district students. That's the total number of students enrolled in private schools that exist within Corvalis. Um, so it's a it's a funny number to kind of look at because we don't we we don't have the specific number of students who would be Corvalis school district students in those schools. We just know how many students are attending private schools in the city. So um are you looking for numbers right now? He's looking for numbers um as
169far as uh trends are concerned but we do track that annually because um our title budget so title one title two all of those budgets um from the federal government that come to us we have to give a portion of those budgets to um the private schools based on the number of students that they have enrolled. So that's how we know that number. And again, that's a total number. Those students might not be Corvallis School District students, but they're attending Ashbrook or Zion um or Sanm Christian. >> Wonderful. Thank you so much. >> So um we looked at this um this report based on the last report we had from last year. Um and there are 13 fewer students enrolled in public charter schools now versus last year. 23 less um residing in the district
170enrolled in public virtual charters. 43 less in homeschooling than last year and 49 less 49 less less in private schools than last year. So we look at this twice a year. And Kim and I just did a um a quick sketch. That's based on numbers, not percentages. Um, but we did sit down and do that just the other day. Um, in case that question did arise. >> Wonderful. Thank you so much. That's very helpful. >> Thanks, Sammy. Um, so the number went down in those areas. That's what you're saying. >> Yeah. >> Okay. Thank you. Um any other questions on consolidation information >> and and just for the data points just because they um are sometimes hard to track. It's out of these um reports on the virtual charter school enrollment. This one's the February
1715th for this meeting and we looked at the one that was from June >> June 25. >> Yeah. >> Okay. So if anybody needed that. Okay. Thanks. >> Okay. Um next item on the agenda is board member comments. Do any board members have any comments? Go ahead, Chris. >> Um, I wanted to thank um Lou and Sammy for going to Washington DC. Sammy was there, too. Correct. I thought I saw that. Um, again, I'll say this that I don't think our community always realizes how much time and energy um this board does and especially Lou and Sammy on advocating for our kids. and going to Washington DC to do that. Um, and to learn how to be better advocates and then sharing that with us. And I just really want to appreciate and show gratitude
172to the two of you for taking all that time. Um, I know you weren't paid to do that and it's time away from your family and from your job and um, but yet you're doing that for our students. So, I thank you and sharing the wealth of information that you have, sharing that with us and help us be better advocates as well. Um, I wanted to give a shout out also to Kelly for the social media post you've been doing. They're very enjoyable and um really showing showcasing what our students are doing and the great work our staff is doing. And then I wanted to also comment on the um presentation or the public testimony from um our special ed teacher Christina on the bias incident. Is that is that something we can do to
173work on with the um especially the staff concerns that she had? Um we so I'm trying to think about how how to to frame it all. She's correct. In the collective bargaining agreement, the um information about bias incidents and staff um are that we need to follow the same pattern that we follow with complaints. And that has to do with the fact that bias incidents um start as an educational opportunity and that educational opportunity can um if there if it happens again and again can become disciplinary with our kids. Um and the same could be true with our staff. staff are given opportunities to um to understand impact, to learn more about um uh to learn more about what uh what their words, you know, how their words kind of impact students. The piece I
174haven't heard before was um her request for notification of parents when something like that happens. Um so I wrote that one down and um I as far as what you could do, it would be um asking us to take a look at the AR and adjust things. Um but we'd also need to have a conversation with our unions as well because we have staff um who obviously are protected by unions and this would impact. So um yes, you could have a hand in it and um it would be a process. >> Thank you. Then I would like to ask that we look at the AR and look at that process. >> That language came up last time we went through collective bargaining and again we're getting ready to start that. >> Thanks. other. Oh, did
175you have a hand up? Sean, >> thank you. And I'll echo Chris's thanks to you and to Sammy as well. And also just want to point out to community, I think that that trip was not funded by the school district that you were there on scholarship and and with probably personal funds as well. So, really appreciate you being >> Sam is paid for through NSBA because he serves on that board. >> Yeah. So, thank you both for that advocacy work, for that learning, and for bringing that back. As Chris shared as well, um, a couple of things came up for me during public comment. As always, really appreciated folks coming and reaching out to us in this way and one of many different ways that folks do reach out to us on the school board
176and to be able to hear from a range of voices tonight with a lot of different issues. I have lots of notes that I'll I'll take a look back over and think through things to bring back for um future board comments as well. But one thing that is really standing out to me is we're getting a lot of this emails and public comment tonight as well as other nights around concerns with lead in the water at Mountain View. And I know after the last meeting, Ryan, you shared with us the report that had come out as well as information on what the district is doing to really ensure safety because this is a really critical issue. And I'm wondering about where that information is being shared out with the public or where they can access
177it to see what is the district's plan, how is that being monitored, how is safety being ensured in the water for students and staff and families. >> We've asked our environmental engineer um to provide us with an update that we can share with the community and we're just waiting to receive that. >> Thank you. Yeah, >> theres >> uh along the lines of um the um sharing the reports, I've had a number of folks ask about when their school is scheduled to be tested and I know we have a schedule and so I was wondering if that's information that we can share so that it's very easy for parents to be able to look and see what the timeline is for their specific school. >> Kim took a note on that. >> Okay, great. Um,
178I also, um, was, uh, really appreciative of, um, some of the public comment this evening. Um, and, um, I'm always appreciate how it brings up things that I don't necessarily um, think to ask about. This evening, one that stood out to me is um, elementary music. And I know that we're going to be having some updates. And so I'm really hoping that when we hear from the um innovation team around um elementary education that we're going to hear kind of a plan for what um how elementary music might look um in the upcoming year. And I'm also hoping um that we'll be able to hear soon um about any potential changes or updates regarding library texts and their time in the buildings. So that's something else just want to put out there. And then um
179lastly um I wanted to I I wanted to thank well Lou I'm gonna thank you but not for going to Washington DC but that's also good. I just didn't think of that one myself. Um I wanted to thank you because something that I have observed in our meetings that I really appreciate is that a lot of things get said um in you know alphabet soup land that um there's really no reason why anybody would know it. And I just want to acknowledge how many times in a meeting you pause and ask us to take a minute and explain what we're talking about so that the folks um the dedicated folks out there who do come or listen to these meetings can follow that. Um it's really easy to just get pulled in and just you
180know think oh well yeah everybody knows this. Um and then they don't necessarily know. And so I'm just appreciative of that. um I still come up with I still hear language in these meetings that I'm not 100% sure what it is and it's sometimes uncomfortable to say what are you talking about what is that so I'm just grateful for that and I think that um I think that's a a pattern within our board but I hope it's one that we continue um because I I do think it helps with uh communication but in particular you bring a lot of leadership to that and I wanted to take a moment and acknowledge that >> Bernie. >> Yeah. Um, thank you for uh advocating for us all the time, but uh what I want to do is
181uh talk to the community. Uh, in the past couple of months, I've been getting a lot of emails and direct correspondence from you guys pointing out um um a number of issues and I really respect your positions and your your uh cander in speaking speaking out and I think keep that coming, keep the dialogue coming because otherwise we won't uh I won't understand all the positions out there. Um, so tonight we heard uh our presentation on math and a lot of my correspondents in the last couple of weeks involved math. So I encourage people to to write to us, tell us what you think about this presentation uh today and uh we need some feedback. >> Thanks Bernie. Any other board comments? Judah? Uh just really quickly, I am thankful to board leadership for agreeing
182to move to be reading uh literature on disability justice. It's an issue I'm very passionate about and hopefully I'm hoping that we can be expanding our group knowledge base and perspective on that. And on that front, a lot of times when I'm hearing us talk about all of our schools, we're naming all the kids in high school or all the kids in middle school that we're we're not naming bridges as being a school that especially I don't think they have any elementary schoolers right now, but our high schoolers and middle schoolers are attending. And I'd really like us to be mindful about making sure that they're always included. >> Thanks, Judah. Okay. as I wanted to allow that time pause because I know that is there anything online right now. Okay. Um I just wanted
183to also mention that um I appreciate that there's going to be an update on the web page it or at least communication about the um the lead and the water test um since a lot has changed since that came out. And I hope that community um understands that Kim and her team is takes that really seriously. And um it is a very concerning issue and very serious issue that was mitigated right away. And so I know people are still contacting us about it, but there have been steps and I have responded to folk about that as well. Um, and I just wanted to update the board too that um, with our resolution that we passed for the rights of undocumented students that um, I've been in communication with OSBA about um, policy perhaps with that
184and um, and also rel and they are waiting and seeing if something passes at the state level even though it's not the same thing because that's about communication. So, with um with that bill being introduced, it's a little bit different than what our resolution is, but they want to wait on that. So, I just wanted to update you on that. I actually was sitting in a little tiny phone booth all the way over there calling into a meeting on that res on that bill as well. Um even though I didn't get to talk, so that was sad because I sat in there for like an hour, but it's fine. Um it was a good experience. Um but I just wanted to update the board on that part, too, since that was something we also discussed.
185And thank you for folk that are hanging out with us this evening and watching online. And um the meeting is adjourned at 9:23 p.m. Have a good night.