001the Tuesday, January 13th regular board meeting at the district office at 603. We stand for the pledge of allegiance allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, that brings us to additions, deletions, amendments to the agenda. We have one deletion. It's the audit audit report under reports. So, >> we're going to do that next month. >> Yeah. So looking for a motion to accept the >> move we accept the agenda without one deletion. >> Second. >> There's been a motion by director Whittowski to accept the agenda and the amendment. Um and seconded by Director Albbright. There's no discussion. All those in favor raise your right hand. Motion passes 70. >> Okay. Then the
002adoption of the agenda. I make a motion we adopt the agenda. Okay, >> there's been a motion by Director Pacinger to adopt the agenda in in front of us. >> I'll second it. >> Second by Director Albbright. There's no discussion. Everyone in favor raise your hand. Motion passes 70. Brings us community comments on the agenda items. No, nobody here. Okay, we'll move on. Brings us to the consent agenda. Approve the regular board meeting minutes from the last board meeting and confirm Michael Bediga as the JB2 boys basketball coach. >> I make a motion to approve the consent agenda. >> I second. >> Been a motion to approve the consent agenda by director Pacinger and seconded by Director Wowski. There's no discussion. Everybody in favor, raise your right hand. Motion passes 70. Moving right along. Reports.
003Superintendent report. >> I just wanted to catch everyone up to speed on the new accountability bill uh that the legislature passed. Um recent legislation requires the Oregon Department of Education and the state board of education to establish statewide performance targets across a defined set of student outcome measures. These required sorry these required metrics include third grade reading proficiency, eighth grade math proficiency, nth grade on track rates, four and five-year graduation rates, regular attendance in the early grades and one locally selected indicator which will likely be writing tasks in our district. Under the new framework, school districts will work collaboratively with OD to establish district specific growth goals aligned to each of these statewide measures. Progress toward those goals must be monitored more frequently than through the endofear summitive assessments alone. Districts are therefore required to
004adopt or use interim assessments at minimum in grades K through 8 for math and language arts to track student progress throughout the year. The legislation also establishes a tiered system of state support and intervention for districts that do not meet their established goals. After two consecutive years of MS targets, districts will be be required to engage in mandatory coaching provided by OD. After three years, the state may implement more intensive interventions, including the use of student success teams and increased oversight. After four years of continued underperformance, OD may direct up to 25% of a district's state school fund and student investment account allocations toward state determined improvement strategies. In addition to strengthening accountability, the legislation includes provisions intended to reduce administrative burden, particularly for small and rural districts, by streamlining grant and reporting requirements. These
005changes coincide with significant increase in statewide K12 funding and revisions to the way the state school fund is calculated and distributed. The implications for Dayton. This new accountability framework will require more intensive and precise data collection and monitoring which is one of the reasons that we created the data specialist position. District systems must be capable of tracking the required metrics and reporting results disagregated by student subgroup including race and ethnicity, income level, disability status, English learner status, and uh foster or homeless status. We're currently reviewing our interim assessment practices to ensure alignment with state approved assessments once OD finalizes its list. Assessment results will need to be used consistently to inform instructional adjustments and improvement strategies. District leadership and the board will be expected to participate in goal setting with OD and to regularly review
006instructional strategies and resource allocation to ensure alignment with the adopted growth targets. Failure to meet goals over multiple years carries increasing levels of state involvement and ultimately the risk of state directed use of portion of district funds underscoring the importance of proactive improvement planning. Equity is a central focus of the legislation. Increased attention will be placed on reducing outcome disparities and demonstrating how district strategies support historically underserved student groups. Annual public reporting of progress toward performance targets is required. Clear, transparent communication with the board, staff, families, and broader community will be essential. As you know, we were um uh receiving funding from OD because we were a district who was needing to make uh improvement and we no longer get that funding which is good news and that we have been making more um growth
007and consistent uh improvement. Um, but this is something for us to be aware of. And I do recommend that in February we have a board work session to go over where we're at with our data and interim assessments. Um, and to get uh receive reports also on our perception survey data. So, we surveyed our staff, students, and greater community and uh listen to what their input is on where they would like to see improvement and the places in which they're proud that we've grown as a district. Amy, you said something about meeting with OD. Is that that was if we are not >> We always meet with OD anyway. So, part of what Robin um presents to the board every year with our integrated plan and our uh plan for the student investment account is
008also uh created in tandem with OD's support. So that is something that happens regardless if you're a district who's monitored, but their oversight and discretion as to how what strategies you're using and how you're using your funding is going to be um exponentially increased if we're not making progress. So >> do you have any more information about the goal setting sessions we're supposed to do with them, timing, anything like that yet? It's so we have a um we're trying to schedule a meeting with one of the guys at OD um to figure out a way to a better consolidate our goals in all of our various grants and reporting and involve the board in that. So once we have that meeting with name's Luke Neap once we have that meeting with him we'll be able
009to report to the board on how we can >> more streamline the process and have you involved >> and can I just cl so I want to make sure I'm understanding this right >> we are to set goals with OD like our district and then that is by which we are being measured >> OD some of the goals and then we get to choose some of our okay that's helpful thank And the goals OD dictates are consistent across the state. It's not specific to each district. So when it says third grade reading, that's across the state. They're using that as a goal or a metric. And I did include just some uh data for your review because we often see our district in comparison to our district over time. But I wanted to show you
010our district in comparison to the WESD um district so you get a idea of where we're starting uh as far as achievement and our outcomes go um because we need to be making consistent improvement over time in order to retain autonomy over our strategy and practices. >> Yeah. Yep. Agreed. I will say um the professional development and uh focus that we have K12 this year really is targeted toward leveraging our students out uh achievement in literacy which then leverages every other subject area and the strategies are specifically designed uh for uh with the research about how to increase the achievement of historically underserved students in mind which is a a big focus is for the Oregon Department of Education. So, um I anticipate us seeing uh us making uh growth at a much faster rate
011and um steeper incline with these bars. >> That's all I have for my reports. >> Great. Okay, that brings us to the information part of the agenda, which there's the first reading of board policy administrative regulations. They're all listed in front of you on the agenda and I think you all have copies and get back to it. >> Amy, would you mind just giving us the really brief clip? >> I will do my best in a few weeks. a dozen here. But >> so the advisory committees to the board basically that um just means that any board that is um any committee that is advising the board has to abide by public meeting law. Um so if we're moving forward with our facilities subcommittee that's something that we need to consider. the equity advisory committee,
012the legislation was changed so that it's no longer considered a committee that advises the board, but a committee that advises the superintendent. So, that committee does not have to abide by public meeting law. Um, >> these are all optional committees though. We don't have to have >> Well, no, the equity committee is not optional. >> The facilities, the long range facilities committee is highly recommended. um budget committee. I want to say this was the mantics. >> Yeah, this I just >> says the education equity advisory committee is still optional or it's >> we passed it because without passing it would have to be abide by public meeting law. [clears throat] >> Do you remember the budget committee? >> Oh yeah, we have is our packet. Yeah, I'm just trying to remember what was what's highlighted
013is what was >> the changes >> change, but I don't remember anything that would impact our district on this. Sometimes the changes are um go from like May to must or could to should and >> I I don't remember anything s of significance but I will >> dig into that. Um there has been across the state questions as to what uh approach districts can take when employees run out of sick leave and continue to take sick days because staff absences are a big um concern. And so this just allows for districts if an employee uh if has takes sick leave in excess of five consecutive days that we can we shall not can require a certificate from their physician. I believe that the disabilities records allows adds the word guardians uh to where it says
014parents may request records. Um and allows the administrator to um assign a design uh instead of having the administrator be the person to give them the records. maybe you [clears throat] [laughter] >> um the instructional materials uh just specifies that library materials could also mean school uh classroom libraries not just the library library graduation requirements just uh this is not the AR so this is this what the state requirements are and then RA spells out additional requirements like the one uh credit of world language But this talks about the changes that were made with the like personal finance and whatnot. And then the personal electronic devices. We had already passed this before most of the districts in the state did that just say you cannot have cell phones at school. This one is actually a
015little more cumbersome even than our policy and that it includes lunchtime and um see what was the it include bus time anything with the school activity. >> Yeah, anything school activity related. So basically once they're off the bus and then um is directory information the second meeting or no that was posted. Um, the directory information includes uh athletic teams, which it didn't before, and uh public charter school enrollment. If the calculator percentage is more than 3% of the desired virtual public charter school um and the desired virtual public charter school is not sponsored by the district, we can basically deny them going to that charter school. >> That makes sense. >> Can you say >> if we if if more than 3% of our students have uh have been approved of interd district transfers out
016of our district, then we can deny >> charter schools charter schools. Thank you. I think that's it. Did I get them all >> nicely? Okay. >> Okay. And then the budget committee vacancies is position one and position five is open. That brings us to the discussion part of the agenda. Schedule of board events. Uh the next regular board meeting is Tuesday, February 9th at 6 PM [clears throat] and then um >> the 10th. Sorry. Yeah, it's 10th. >> Oh, the 10th. >> Yeah. >> Oh, this is the Okay. >> It's on a Tuesday again. >> Yeah. >> I'm just reading what it said here. Um so the 10th and then 2026 27 calendar week >> in your packet. you'll see the um surveys that went out to our community and our staff regarding um the
017academic calendar for the 2627 school year. And um there were some surprising responses in that both like the community and the staff were in favor of exploring a 4-day school week. Um so I the discussion is is uh essentially we have a calendar committee that's convening under Robin and next month we'll come back with their recommendation to the board. Um we have basically two calendars for them to discuss right now which is before Labor Day and after Labor Day using the feedback from the community and the staff surveys. But the the real meat of the discussion is do you want that committee to also pull research and look into presenting the board with what a 4-day school week would look like. >> So are we going to can we discuss that like um before we
018hand it off to a committee? Yeah. >> Um and and I'm curious about who's who's uh work week. I don't know if you guys um you've been on the board when they've um requested that before and I say they I don't know who's requesting it. Um but I also have read a little bit of research and so um would like to do some more reading but I feel like it's a really big deal and it is >> okay. >> Yeah. Well, I think the reason that it's even being brought for discussion is because it was more than just staff surfaced as a majority of staff were interested in exploring it, but also the community did. Um, I'm going to pull up just to see what percent of the community wanted us to explore it. So
019when Steve was at superintendent, we brought it up a little bit because I went into professional development and sat down the green frog when we did that and I had several staff members ask me about a 4-day week and so I just presented to Steve and he said I'll check into because AMD and Sheridan do it and they're very successful during it. >> So >> is it something that we could do for next year or we look like the next year? >> I mean technically we could but it would definitely require Oh, you got it. Thank you. And it turns out that the students in four days actually get more class time than they have class. >> So you you have there's a certain amount of instructional minutes that OD requires you to have. So
020it wouldn't change the instru it just changes the makeup of how um like the their longer days essentially, but you have to then plan that around sports. Um the there are pros and cons that we will bring to the board um at the next meeting if it's something you want the committee to explore. um essentially the amount of there's there's two things that districts who do it right um do. One is utilizing that day that students aren't there and I put that in quotes because we'll talk about that in a second because I want students to have the opportunity to have interventions and extensions on that off day if we were to do something like that. But the the amount of professional development you're able to do in depth on that off day for students
021is the the real pull for the schools to do it right, the schools who do it wrong, then there's not a lot of um structure around that day without students. And that that would be concerning to me if we didn't have a more structured approach. Um I understand that Sheridan uh I'm sure if Robin's on the Zoom, she'll correct me if I'm wrong. um has the Fridays that um staff are in professional development, their classified staff are leading intervention and extension activities with students um at the school. And I don't know what that looks like. I think she has a report on that that she would be able to bring um but that would be a model I think that would be explored if that's something you wanted. >> Well, let me summarize what you
022just said if I may. >> Please. Um, students go four days, but staff and both teachers and instructional assistants work on Friday if that's our fifth. >> Oh, yeah. That's right. >> So, they're not and I assume it's somewhat of a shorter day because they're working longer days on the other days or they're not working longer days on the other days. They're just having students longer. >> Yes. Right. a second and then let's see the >> So I I [clears throat] feel like this is a type of experiment that you can do when your scores are where they need to be. And I think I I'm I'm curious that the community is expressing interest. If if our kids are out of school, they are most likely not everybody, [clears throat] but I would think economics
023would make a big difference. They're at home. They're on the screen. They're on they're watching television. They're potentially there's, you know, not supervision at home. I can't imagine um that we when when our scores are struggling, we are going to have the kids less days and three days in a row of sort of unstructured time. I'm just really concerned about that. It was 62% of the community was in favor of exploring it and the pros were increased family time for the ones that wanted to and the cons were child care and what is my kid doing when I'm at work. So, and and then you have to take into account that not every family member or parent or community member took the survey and likely if they're navigating poverty, they would be less likely to
024take the survey. So, and less likely to y >> Well, so I I have a question. I mean, just kind of on one of your comments, Piper, that this may not be the right time because of where we're performing. But one of the benefits outlined at least by the staff, and I'm curious, Amy, if this is true, >> yeah. >> Is you do get more time to get more in-depth in the subjects. And I >> well for block schedule that would be true. I don't know for just going >> okay so maybe I'm just confusing these two things. >> Okay so that's for block schedule not necessarily a 4 day school week. >> But a block schedule is also very doable in a 4 day. >> Okay. Never mind then. >> I take that back
025for a second. Also, if you've got four days and now a kid is sick, they're missing more class time uh on one of those four days. >> There's more time in between when they've been in class and then when they return, you mean if Yeah. >> Well, but more more instructional hours in a day, I think, is what you're saying, right? So, they've missed >> they're missing Yes. you know, block addiction is now, you know, >> interested in seeing the data that justifies it. >> Pardon me, >> did the math. >> I would just be interested in seeing the data that really justifies this change. >> So, if we're paying how how does the staff does it cost more? >> I I mean, if they're still working five days but longer days with kids. >>
026Yeah. I I doesn't cost. >> Yeah. I can't I can't I can't think of why it would right now. So >> there's no >> So then the kids are not in school anymore. They're a day shorter than >> Yeah. >> I think we'd have to look at the bargaining unit for districts that do it. >> The teachers have to be here bonker. know the teachers just don't have as much free time during the days that they're here and those things that they do during free time they have on people aren't right >> because the way the bargaining agreement is written is this many minutes of prep time in a week or over the course of 10 days or something like that versus this much there's a minimum amount a day but like Terry said it
027would have to kind of even out over the course of a week >> you have less passing times because less days so there's less passing time so that's minutes those kids are in the classroom >> transportation costs. We would actually probably save money on buses which is a big expense. So there are some I'm not saying I'm guess >> and it's really do you want us to just even go down that rabbit hole and explore it and bring data and show those like a list of pros and cons to the next meeting or >> I think we need to have enough you know board people if if if a majority of the boards going no we're not doing this >> Robin's raising her hand >> let's not waste Robin's time >> hey um sorry I
028was blowing up Amy's phone cuz I'm on basketball duty tonight for my son. >> Um, just to answer some of your questions, in year one in Sheridan, they saw an increase in their test scores and a significant increase in student and staff attendance. Um, staff do work a shorter day on Friday, but a longer day the other days of the week. Um and uh the students in Sheridan get 14 more hours of seat time on the 4-day week uh because you eliminate some holidays and different things like that and make up for it on the Friday. So they are in the process of gathering some data for me just in case we want to explore this more. Uh but wanted to be able to give you some of those answers. >> Thank you. Robin >>
029Brian had some comments. >> How would this affect the two-hour like late start? like would it affect it at all? >> You wouldn't do a late start then. >> That's what I figured. >> Sorry. >> That doesn't bother me. >> So I I kind of get back to I think what Terry was saying is do we really want to explore this? Right. Um the last time I think we had this conversation, it was more about the AB schedule, right? The >> survey. >> Yeah. I I mean I I'll just go out and say I'm all for looking into this stuff and hearing the pros and cons, getting thoughts and advice from Robin and um our other principles and Amy on the matter so we can ask all these kinds of questions and really triangulate AV
030schedule versus 4 days a week or both or all that kind of stuff. Um, and I mean I think we'd want to want something pretty comprehensive around seat time, statistics on improvements in um, attendance. Like I mean that's encouraging, Robin. And um, test scores, how kids perform costs to the district. >> Yeah, >> I'm for it for for getting information at this point. >> Yeah, I wanted it for you. >> Um, can I might have mixed these up. which um survey participation responses those with the block schedule and I have one that says 42 responses and one 91 >> the staff would be 42 and the community would be 91 >> staff is so they both they answered on uh like do you want to start before Labor Day after do you want us to
031look into a block schedule do you want us to look into a 4 day week so they >> that was the 91 >> all yeah they all answered those questions the staff and the community and then but 91 community members >> the community. Okay. >> So then total it was okay. >> So >> I just And how sorry how how many days was it available? Like did you close the survey on? >> I just feel like we should have got more responsive. >> Yeah, it's a 91 is a lot more than we had have historically gotten >> with other survey. >> I think probably three week. I'll check get back on that >> on the feedback that says a thorality of respondents that is does you know how much thority of respondity >> that sounded
032like a >> is 91 91 and 42 91 members >> I would just say as district leadership we always need to be looking at options. >> Yeah. Is this the right thing for us? It's way too early to say, but you know, let's get at least a little bit of highle data and and start those discussions and it >> and maybe we we start seeing the data and >> yeah, it's not the right move or it's not the right time for them to >> and if we have a work session prior to our February meeting too, I think it's really important to always look at these decisions in the context of what our priorities are and do these decisions serve our priorities in a meaningful way and take into account the cost to benefit not
033just cost of transportation but time cost and making a change the cost to staff morale and making all those pieces. So >> and maybe perception community perception of >> Yep. >> and we can we can um make sure that we include community members in whatever committee explores it and we can put out a follow-up survey to get more nuance data to the community. Sean, like basketball where you play three days a week and you have Davy boys starting at like three or whatever, but the longer days they miss a little bit more, right? >> Yeah. >> So, I just want to add I'm awful at doing this, but I I I am concerned about as I just think through my head, a four day work week, four day work, four day week and a block
034schedule. Yeah. I I I I to me it's one or the other. I I really struggle with trying to do both. I don't know that that makes any difference as Robin and her team, >> you know, do the research, but I'm just just throwing it out there. >> Yeah, >> I think that's I think when what happens then is if a kid's sick and misses school in a block schedule and a 4 day week, they could not be in a class for a long time and >> like a week almost >> like a week. Yeah. So anyway, just throwing that out. >> Yep. >> Are we all in favor of just getting information? >> Works for me. >> And would you like for there to to be able to just review also what a block
035schedule pros and cons are so that you're looking at that next to a 4 day week while you're making calendar decisions? >> Okay. >> Sure. [clears throat] >> Well, for the next school year, I mean, are you saying we might consider that before like for the next school year? block schedule is something that would like has more research behind it that leverages more success, which I I don't know because I haven't dived into these questions. Um, and Terry is saying like if the board decided we don't want to do both if we're going to do one, then I would imagine you'd want that research next to the research on a 4 day week. So, you can say if we do end up going toward a schedule. >> Yes. Yes. Yes. >> We're not doing >>
036Yeah. Exact right. Exactly. >> Yeah. Um I and I I think I would just suggest to the board if it would be helpful, you know, we could have a work session on this topic once we've got some information ready and have some really good discussion. >> Um and I I think it will be really important, you already said this, Amy, getting community involved and getting their feedback as we have this conversation because it is a big change. Either one or both. I think it's a big change. And I I think my other um caveat is it it really, you know, and I'm sure everybody feels the same way, it really needs to be researchbased. Um and so I don't want the people who who are for this going, "Hey, they're forming a committee. We're getting
037what we want." I I want it be we are really truly looking at this and whether it is good or it isn't good for the students. >> Hopefully Robin heard that. I already had that conversation with a staff member today. So, [laughter] we're going to do what's best for kids, not um what only adults want. [laughter] >> Perfect. >> Thanks, Robin. Okay, that brings us to uh the review and evaluate the employment related performance of the chief executive offers off officer of any public body and public officer employee staff member who does not request an open hearing. So Amy requested this. >> I'm sorry. Do we still have the budget calendar? >> That's in business. We're >> still in discussion. >> We're still in discussion. >> Oh, okay. My apologies. I lost track then. So
038Amy's um turned in her self-evaluation. She has given us the option. She wanted it in open session. >> And this is just to be able to ask questions and then determine a timeline, right, Larry? >> Probably evaluation alert. >> Yep. >> Remind myself. Was it in the file? >> Stephanie put me twice in my own packet. >> Right off the bat. >> She's improving because last year I saw there was twos on this. I don't >> There's two. >> Well, there was a two. >> There's a few. >> She's She's in. >> Ah, found it. >> Well, sure enough, I found it too big. Um, you want me to give an overview or do you want to Okay, so um, in visionary leadership, I scored myself a three that the range is one ineffective to
039four accomplished. I said, um, I do think big picture thinking and planning is a strength of mine and that staff largely can articulate what our goals are and where we're headed as a district. Um, which is evidenced by, um, effective communication of this vision. Additionally, we have systematically elicited feedback from all stakeholder groups regarding our direction as a district, mostly via electronic surveys due to poor tents at community meetings and focus groups. However, we have not yet added our strategic plan this year to reflect these priorities. So, while our vision is at the forefront of our work in a meaningful way, I need to be more intentional about updating our documentation to reflect our direction and our planning. What I'm proud of, however, is that most districts find themselves in the opposite position with the
040vision and strategy articulated on paper, but with no meaningful implementation in work. Um, for ethics and professional norms, I gave myself a three as well. I said, uh, transparencies prioritized by clearly communicating the rationale behind difficult decisions to staff, families in the community, particularly during periods of fiscal constraint, staffing changes or program redesign. This approach has helped build trust even when the outcomes are challenging. Integrity is modeled through direct engagement with concerns, avoidance of expediency, and consistent accountability to district values and professional standards, even when decisions are uncomfortable or unpopular. A culture of collaboration is cultivated by engaging staff, administrators, and community partners in shared problem solving around instructional improvement, budget priorities, and long-term planning. Perseverance is demonstrated through sustained focus on long-term district improvement despite resistance, setbacks or historical underperformance, reinforcing the importance of
041consistency and follow-through. I can further develop the capacity of administrators and supervisors to independently navigate ethical dilemmas with confidence and consistency. And then under these, I just put evidence that I could send the board. uh if you want to look through any of the um evidence to support my scores. And then this is the one standard I gave myself a four on inclusive district culture. District leadership's focuses on fostering supportive, equitable, and inclusive culture in which all students feel safe, valued, and held to high expectations. Equity and cultural responsiveness are embedded in decision-m resource allocation and district expectations to ensure that access to opportunities, supports, and safe learning environments is guided by student need rather than historical practice. Instructional and behavioral systems emphasize inclusive culturally responsive practices that support diverse learners, promote belonging, and reduce
042barriers to success. Through ongoing professional learning, collaboration, and accountability, district staff are supported in implementing practices that advance equitable outcomes and student well-being across our schools. Um, culturally responsive instructional leadership. I gave myself a three. District instructional leadership centered on the design and implementation of coherent professional learning that aligns curriculum, instruction, assessment, and supports. Districtwide professional development has focused on strengthening culturally responsive language rich instructional practices, including reading, writing, and speaking and academic discourse across grade levels and content areas. Coordinated coaching and collaborative structures support consistent implementation and shared expectations among staff. Assessment and data use are embedded within this professional learning to inform instructional improvement, equity, and student well-being. Through sustain sustained job embedded professional development, staff are supported in applying culturally responsive practices that increase access, engagement, and achievement for all students. An
043area for growth is strengthening the systematic review of diagnostic informative data with building leaders to ensure consistent analysis, shared understanding, and timely instructional response across schools. This includes establishing clear routines for examining data trends, identifying instructional implications, and monitoring the impact of professional learning and interventions. Additionally, there's an opportunity to further refine how instructional data is synthesized and communicated to the board in ways that are accessible, actionable, and clearly connect connected to district goals and instructional practices, communication, and community relations. I gave myself a three. Strength under this standard is demonstrated through consistent, transparent, verbal, and written communication with staff, families, the board, and community stakeholders, particularly around complex or high impact decisions. Communications timely, clear, and focused on explaining the rationale behind district actions to support understanding and trust. A related area of growth
044is increasing consistent inerson presence at school events and expanding opportunities for facilitated community forums and dialogue. While all communication systems are strong, competing district priorities limited the ability to regularly engage face toface with families, partners, and community members. Moving forward, greater intentionality in scheduling and shared leadership will support more frequent inperson engagement and further strengthen relationships across the district. Uh, effective organizational management, gave myself three. Effective organizational management has been demonstrated through intentional placement of personnel and roles that align with skills and district needs, strengthening district office capacity, and improving internal controls and operational systems. Organizational structures and processes have been refined to better support instructional priorities, compliance, and service to schools while maintaining productive labor relationships and clear expectations. An area of continued growth is reducing the volume of investigations and complaints by further
045strengthening consistency and supervision, communication, and early intervention practices across the organization. Continued focus on leadership development, clear expectations, and proactive whatever support. I think that says minimize issues before they escalate and further uh stabilize district operations in effective financial management. I gave myself a two. Uh effective financial management is demonstrated through the development of a proposed budget aligned with board priorities and district direction informed by deep analysis of revenues, expenditures, and long-term sustainability. Budget information has been intentionally made more transparent and userfriendly to support clear communication with the board administrators and community. and district and building leadership has been trained to better understand and manage their program or site level budgets. District resources are implemented equitably in alignment with adopted budget with regular updates provided on budget assumptions, constraints, and adjustments. An area for continued
046growth is strengthening ongoing monitoring of expenditures through closer collaboration with payroll and auditors to identify trends, refine internal controls, and improve oversight. Uh I gave myself a two. I don't have the audit report yet, but I know that there are some areas that we over spent according to the budget last year, some areas where we underspent. Um, but uh I would only give myself a three if I was um aware of it before the auditors are aware of it. Uh policy, governance, and advocacy descriptors, I also gave myself a two, which I gave myself a two in this area last year as well. A key area for growth under the standard still shifting from a primarily ground level operational focus to increased engagement in county, regional, and state level policy conversations and advocacy on behalf
047of the district. While strong working relationships and collaborative governance with the board are maintained in district policies and legal requirements are effectively implemented and communicated, greater involvement in statewide advocacy efforts would strengthen the district's voice and influence on issues impacting students and public education. Moving forward to increase participation in professional associations. Legislation legislative engagement and policy forms will support mo more proactive representation of district needs while allowing greater delegation of day-to-day operational work. >> What you didn't you join the board? >> Yeah, I'm on the Oregon Small Schools Association board. I haven't I wouldn't say contributed in a meaningful way just yet though, >> but you're on. >> I'm on it. Uh and then my two goals are here which were cultural professionalism and student achievement. And it just shows that um three of the
048six uh sub goals have already been met that two of them um will be measured in the spring and then one um our building leaders uh had uh their teachers uh analyze and evaluate themselves on today. So we should have those results for you next month. three. >> Yeah, I'm back to number eight, quality governance and advocacy. Yes, there's Makes me wonder I mean I I realize these are goals for the superintendent, but >> I feel like it would be very difficult to do all the things you're doing and then be present at some of these um you know meetings on policy and that kind of thing. So is it possible to utilize a representative so that um you are not having to be a >> Yeah, I mean it's it's probably more more realistic
049to have someone in the district doing this work and me being in those spaces just because of the meetings I attend and the legislative updates I'm privy to because of those meetings. Um, it would be probably more work for me to be on the front end of informing people of what's likely coming down the pipeline. Um, and then having them have enough information to advocate on the district's behalf. Um, I do I don't think we're in a place yet where if my sole focus was on being out there at all the games and being out there at all the advocacy opportunities, I I feel like I would not be doing what needs to be happening in this district right now, which is really, you know, focused on the two goals that we have this year.
050Um, I'm not saying it's not doable, but I'm just saying I'm I'm not meeting the standard in the way that a three would represent. And I um am probably not doing that intentionally because of the work that needs to be done at this point. >> So I asked last year we we were behind and we were having to do things real fast. So, this is a little bit early, but um so we have her self-evaluation. Now, you guys all have your board packet that we're going to fill out for the bar scores and then thinking if you want to have this month you I mean you go to talk to teachers. I talked to a couple teachers last time or if you have any questions from Amy or you want to with her about >>
051I'm planning to send a survey out to teachers and families in the community so you'll have their responses as well when you're evaluating me. But yes, please feel free to talk to whoever >> and then maybe you can have the book up filled out by February 2nd where I can pick them up from Stephanie and then in the next day I'll do all the scores like we did last year and then get them out to you. Then the February meeting, maybe have a session right after to talk about the scores if that works for >> Is this online or we'd have to use paper? >> We can get it online. >> You can get >> I saw something. >> We have a PDF somewhere. >> Yeah, it just it would be nice to be able
052to fill it out. >> I don't think there's like a form unless you wanted to create one. >> Yeah, it's really fast. We can create a form. I just >> if that would help Larry. >> It' be easier for Larry. >> Yeah. >> But it doesn't either way. Doesn't matter. >> We will get you the information. >> One way or the other. >> One way. >> Um would you mind Larry saying those dates one more time by February 6. >> So by February 2nd. >> 2nd. Sorry. Okay. >> Then that'll give me a couple days to get it back to you and then on the meeting the 10th then we can talk about >> Okay. Are we planning to deliver her evaluation that day? >> No. We'll do that. >> Jamar. >> Okay. Okay. Thank
053you. >> Would you like to have superintendent evaluation on the agenda for every month? >> I mean, it pretty much is technically so like you know. >> Okay. So that brings us then to the business agenda budget committee calendar for fiscal year 2026 2027. >> I'll make a motion we adopt the budget committee calendar as presented. >> Been a motion to Dr. Pinger to adopt the budget committee calendar for fiscal year 2627 as presented. May I just double check these are regular Tuesday meeting dates. Is that correct? >> Yeah. >> I second the motion. >> Didn't want another by director white. There was no discussion. All those in favor raise your right hand. Motion passes 70. Okay. Now we are going to uh close the regular board meeting to go to an executive session to
054OS 192 to consult with legal counsel concerning the legal rights and duties of a public body with regard to current litigation or litigation likely to be filed to consider the dismissal of just or discipline of or to hear complaints or charges brought against a public officer employee staff. for individual agent who does not request an open hearing. There's like defin those are the only two >> it's just tail on the tail end about press. >> Yeah. >> Oh the what he's supposed to say about press the whole verbage for him. Let's see. >> I'm sorry. Did you Did you you site the >> Okay. RS1 192.660. Okay. Just make sure we got them both. No, he got he's got evidence that he's looking for the language to it. Oh, >> not this not the legal
055reasons that the um announcement we'll have to leave a separate press can say basically. >> Is it another lasting notes next? fast. We'll find it. >> Whoever can find it first. >> Yeah, I know. Huh? >> No. for >> the price in that bag under your period. >> Got the furnishing. >> What do you read in order to have >> It's probably on old minutes in the website. >> Yes. Oh, >> it should be on the web on the last time I had a second session on the setup. Yeah. this right here >> or that just a summary. Members of the press. >> Okay. Members of the public are asked to leave. Members of the press may remain but may not record the executive session and may not result on the substance of the discussion
056except to state the statutory authorization for this session. No final action will be taken in executive session. We expect to return to open session after the executive session is closed. Perfect. >> Okay. So, we'll open the regular board meeting back up at uh 8:10. >> Then board reflection. Chris, you got anything? >> Um, I just want to share my appreciation for all the thanks that we got from the staff. Um, we I mean, obviously, it wasn't really part of our meeting, but we had some really neat goodies and it was so nice of y'all to show your appreciation for us. and um for our culinary class. Awesome. Good banana bread. I had to break out a fork and try it. So, thank you. Thank you so much. That's all I've got. >> Yeah, >> I
057appreciate all the goodies we got and we need to move forward. >> Greg, >> yeah, appreciate the appreciation. Sometimes it's kind of thankless up here. So, >> yeah. Yeah, I want to thank everybody for that. Just one thing, I think, um, Don is gonna get us all new Chromebooks so Stephanie doesn't have to print all this paper. It'll just be emailed to us and we'll have our Chromebooks to bring. [clears throat] >> Do I still have one? >> If you do, it's so old that it won't work. >> Yeah, just bring them back and >> I'll follow up on that. >> Anything? >> I like paper. >> [laughter] >> unpack. It's easier than >> fine. I can use your Chromebook. Um, again, thanks for the, you know, the gifts everybody. And, uh, I I'd also
058like to say, you know, based upon our our discussions that it's nice to be able to say what you think and have a discussion and we all can, you know, make it work and appreciate everybody's input and >> Yeah. >> Anyway, that's all I got. Um, well, we'll look forward to a good 2026. Potentially a couple things behind us would be really nice. Um, and yeah, thank you for the goodies. I feel Yeah, really. That's very nice. >> Piper has a new grandchild. >> Congratulations. >> Thought I'd throw that out for you. >> On the record now. >> Yeah, pretty happy about that. >> All right, with that, I'll close the meeting at 812. >> Thanks everybody. And then