001Dayton School District board meeting for Tuesday, October 14th, 2025. We're going to open the meeting at 6:11. Would you stand for the pledge of allegiance? >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay, that brings us to additions, deletions, amendments to the agenda, which I don't think there are any in the adoption of the agenda. >> I'll make a motion we adopt the agenda. >> Second. >> There's been a motion to adopt the agenda as presented by Director Pacinger and seconded by Director Albbright. There's no discussion. All those in favor, raise your right hand. Two, three, four, five, six. Motion passes 6. Okay, I don't think there's any public comment. brings
002us the consent agenda, the approval of the work session meeting for September 9th, the regular board meeting minutes, the special board meeting minutes, and the confirm employment of Blake Larson, Jorge Marramonte, Cynthia Walsh, Shannon Bell, Betty Joe Wafer, and Kaden Fast. Mr. Chairman, >> yeah, I would move that we accept the [snorts] consent agenda as presented. This Okay, there's a motion to accept the consent agenda as presented by Director Albbright and seconded by Director Coleman. There's no discussion. All those in favor, raise your hand. Motion passes 6. We're going pretty fast, John. >> Brings us to the reports. Maintenance report. >> No pressure. >> You have like 30 You have 30 seconds. And that's why [clears throat] we get I was trying to get catch that flying. Okay. All right. Facilities maintenance report. I think
003it's down. We'll try up not working, John. Sorry. Oh, it worked now. >> Jeez. Fancy. Got a power. It's got a power button. Yeah. Not the tech guy clearly. Okay. All right. I want to talk to you guys about uh custodial where we're at. Just update on custodial mostly updates. Uh maintenance update, large projects update which are still ongoing. And um safety update. Not a whole lot. Custodial. Uh, we're back to custodians are back to cleaning after a um after a really busy summer. Um, those aren't actually the custodians. Those are fake custodians. [laughter] >> Other than the AI. >> Yeah. Try and keep it entertaining. Um, and uh, yeah, they c they came back. Uh, they had a really good summer. They they worked really hard this summer and um one of the best
004summers I've ever seen with custodians um putting in hard work getting the uh schools turned around. Um they came to the la the last time uh two meetings ago and um talked about the work they had done over summer uh school coming back in. It transitions into a lot of requests to move things and then just a lot they get back into their shifts of uh their cleaning shifts and to the daily cleaning. Um it's also uh we also started off short-handed. We had two and a half custodians. We have a 4 hour half half position. Um so two and a half custodians short for the first month or month and a half or so. Um at one point we were covering in-house we were covering about a 100 hours a week of absent absent
005time. So they all stepped up and uh did a great job on that. Um we did hire a new custodian at the high school or at the grade school, I'm sorry. Uh Ramon. He's doing a great job and uh so far and they're also doing a lot of work with the fall sports. We got soccer, football, and volleyball going on. Um that has them running every direction uh in the mornings cleaning up and afternoon setting up. All right, wrong way. There we go. On maintenance, we uh have myself doing maintenance and then Robert Osborne is uh our maintenance worker, custodial sub. He was pretty tied up for the first month just subbing. He was actually subbing overtime. So, he was subbing about 10 hours a day for the custodial shortages. And without that position that
006was created last year, um we would have been in big trouble with the absences that we started off the year with. But we're all filled up now. We have most of our custodial positions are filled up or we have subs actually filling in. So, Robert's been able to transition out and start taking care of the work orders. Um, every time school starts, we get inundated with work orders, you know, hanging hanging things on walls or fixing lights that we didn't notice were out or just just little thing, bunch of little stuff. So, he's been finally I'd say we're finally catching up. There was like a month straight where that list was just getting longer and longer. No matter what we did, it just got longer and now it's finally starting to get shorter. All right.
007Okay. Large projects. So we Yeah, I put the D in there just for [laughter] >> um large projects. We this summer had the most amount of larger contracted out projects I think I've ever come into a summer with. Um it was good. It was we we got a lot done. We didn't get it all done. I'll show you next slide what we didn't get done and what we're still working on. Um that's a list of them all. I won't read them all. You guys can kind of glance through them really quick. I'll show you a few pictures of them. But a lot of stuff got done. A lot of good stuff. Do you guys want Is it okay if I move forward from there or backwards? [laughter] Come on. I feel like I clicked it
008already. Is that it? No. Here we go. Okay. And large projects that we still have coming up. Uh we do have the stadium has some rot around the beams on on the left and the right side of it where it's kind of exposed to the weather. Those repairs need to happen. and they're going to happen in the next probably month. Um, grade school storm drain repair, you might have remembered me talking about that last year. That's about 50% done. We found out where most of the issues were hopefully. And three of our storm drains that were in failure are now working and we have two more to get. The contractor ran out of time, but um we're hoping to get that done before Christmas if he has time. Grade school boiler repairs. We're we're limping
009along on one boiler. We have one that's we have one that's down. We have repairs that we need to do on the one that's working. So, we got a bit of work to do to get that system up and running before um it gets too cold. And we are putting in a new gate for the junior high entrance. We're going to switch the entrance from the junior high. Right now, they're kind of coming in where that bus drop is and we're going to switch it around 9inth Street. So, like across from the Pirates Den between the 40 and the Nope, sorry, between the 30 and the 40 building is where they're going to come in. We're going to put a new gate in. It's eventually or hopefully quickly going to have I'm going to get
010that fly. Um it's going to have access control and a speaker and a camera so that uh Maria and the office at the junior high can they can hit a button and she can see who's there and buzz them in. She doesn't have to get up and walk over and open the gate like she's doing now. Um but it'll be nice. It'll be close by. It'll keep the junior high kind of separated out from the high school situation. Um, we're going to put a water bottle filling station in 50 and high school's going to get a reader board hopefully really soon. And I still need to figure out fume hoods for the science classroom. All right. Oh, I didn't know that. I'm aiming it at my slide because [laughter] that's where it's at. I get
011nervous up here, you know. Um, this is room seven at the uh high school. This is So, we put the new underllayment down uh for the flooring. And then that's we're looking at floor samples there. Oh, I was going to bring you guys a sample of the floor. I totally forgot cuz Frank texted me padlock was seized up. Um, but I was going to I'll bring it next time. We'll bring you guys samples of this flooring. It's really cool. The flooring that we picked out, it comes in these little tiles like like I don't know and I forget what it's actually what its official name is, but it's just this really thin layer of carpet over a lot of rubber. Um supposed to be really easy to clean. Uh very durable. um long lasting and
012um we're really optimistic that this will be something that we can use for the school and uh we're going to put it to the test for a year or two and then see if we can use it other in other areas as we start redoing floors. You know, flooring flooring is hard. It's a it is a hard thing to figure out because carpet's great, but it gets stained and it's really hard to clean. Tile's great when it's freshly waxed, but it's really labor intensive for the custodians to have to strip it and wax it. Lenolium type stuff just gets scuffed up really quickly. So, we're constantly struggling to find the perfect floor. But this is the best most optimistic floor I've seen in a long time. So, and then uh there's the art room, new
013art room in the CTE. We ended up um pumping the water out and up and over and out instead of digging holes in the floor. So, we just put a little sump pump in there and saved a lot of money that way. Um should work. I put a clay separator in, too, since they're be doing pottery and stuff in there. So, this is the CTE room that is like the old classroom in the CT room as you first walk in on your left. Um and then we did parking lot striping. We did that in house this summer. Robert did pretty much all that himself. Worked out pretty well. Kind of proved to ourselves that we can do it. It wasn't perfect, but I think it worked out pretty pretty good. There we go. And then
014CND landscaping. Um this was their every every year they do different beds. So they were putting in the mulch um in the beds around the new gym. put a lot of work in around the new gym uh this summer. And then finally, safety. We did emergency prevention and preparedness training um Friday, last Friday. And um had our first safety committee meeting of the meeting of the year. Yeah. And those will be monthly meetings. And our emergency [laughter] prevention. Yeah, they the goat was better looking, but then I he had like a weapon on him. I said, "No, we can't have that." So, I said I told the AI to take the weapon off of him and then they put an extra horn on him. So, I don't know. Whatever. It's a We were joking about
015having goats for security. Um, at one point [clears throat] the amount of people in the district office who had goats outnumbered the people who didn't have goats. So, just like a tally thing of who who in Dayton owns goats. It's probably higher than people think. So, we spent [laughter] >> you would think. [snorts] >> Yeah. They're out for the month. >> Hopefully they're training for security. >> But yeah, we we went over campus security >> getting all that. I went over um I spent an hour on Friday talking to all staff about our campus security and um kind of broke it up into like how do we keep bad things from happening and that's like keeping our doors locked, keeping the bad things out. Um how do we prevent bad situations from happening? And then
016we transitioned into okay well if a bad situation does happen, how are we prepared to handle it and really going through that stuff in detail. We use the um standard response response protocols from I love you guys. They're on the back of everybody's badge. So, we try to simplify emergencies down into five really simple responses, keep it really simple for staff so that um they know what to do when a emergency uh happens and um and they're prepared for it. And then we went into started talking about run, hide, fight training as well. I think that's it. Is there any questions? >> Thank you. I try and keep him. I was on a board for two years, so I try and keep them entertained. >> Thanks. Do I need to turn this off? Do I
017know how? >> Okay. Business finance. >> All right. From the business report, you'll see three um documents in your packet. One is the S&P credit rating, the other is the fund balance report, and then the construction excise tax. Um, I will share a little bit with you then if you have questions it might be great for you to email me and I'll talk with Jan about it. So, um, S&P Global Rating recently reaffirmed Dayton School District's A+ credit rating on our general obligation bonds and officially removed us from credit watch. This recognition reflects continued confidence in our fiscal management and stability. The outlook remains negative, but that designation mirrors broader statewide trends such as declining enrollment and economic pressures, not district specific concerns. Our goal remains uh to maintain strong reserves, prudent spending and transparency
018in reporting so that outlook can return to stable in the next review. Uh as far as our general fund um balance, the beginning fund balance rose to about 2.6 million after closing the last fiscal year. All major federal and state grants including SIA, CTE revitalization, IDEA, and preschool promise are operating within budget. Um, our debt services funds, our healthier air capital funds continue to support small projects that auto has just shared and matching opportunities. Overall spending trends are sound. Revenues are arriving as expected so far and the district remains financially stable obviously as trends um eb and flow statewide. Uh we'll keep the board updated in the budget committee as well. Uh for the fiscal year 2526, the department of revenue adjusted the residential rate ceiling to 1.67 67 or $167 cents per square foot
019and the non-residentidential rate to 84 cents per square foot. Uh Dayton school district's current uh construction excise tax is below these index limits. So no actions required of the board tonight, but the update will be reflected in our facilities plan and local collection agreements to ensure compliance moving forward. And that >> if I read this right in this excise tax fund, we only have $10,000. >> I misunderstand. >> And go to the excise >> Yeah. >> tax fund here. >> Multitude of >> Oh, thank you. >> You're welcome. I mean, it was a little I was a little confused because some of them only went to 2012, 2013, >> and then the first one went all the way to 2526, and it looked like we had 682,000, but yet >> 18 thou. I mean, I
020just >> Yeah, let me follow up with Jan on that one. >> I can just call >> Well, we'll get all the information to the board. So yeah, >> I was just confused on, you know, how much is in there right now. >> Sure. I have an email that goes into more specifics she'll pull up after my report's done, so I can add to >> And then [clears throat] I have one more question. Yeah. For Jan, >> if if there's actually money in there, um, you know, it's it's designed for construction, right? >> Yep. >> So, can we take that money? Let's say there's a lump sum of money in there and can we move that into the general fund to backfill the amount of money we have spent on this whole roof gym thing
021that was kind of under con a construction project that what we paid has come out of our general fund. >> So I guess I'm asking that money here because of that >> then would then after the settlement moving money back. Yeah. Gotcha. Okay. I will check with her on that. >> That doesn't work if there's no money in bond. >> Totally get it. I'll follow up on that. Anything else on the business? >> What is You don't happen to know what a current and I could look it up, but I don't have the budget what our current reserve number is. the budgeted reserve for this year we had budgeted 1.3 but it has um let's see where's that document >> but we've taken money out >> uh no >> no we there's something the thank
022you yes it's really little um but it is uh on trend to be higher than that >> okay >> at this point so Okay. So, I guess that leads to my next question >> is if this whole mediation thing continues to drag on >> Yeah. >> there is money in the reserve fund we can utilize if we need it. >> Yes. >> Okay. Um however our uh we have been advised that uh it is highly probable that we will uh have resolution before the end of this school year. >> Okay. Okay. This school year. >> You're going to sit this month and I was >> Okay. And we should be okay. Yep. >> Another discussion for another time. Yes. >> Thank you. Yeah. >> And that that uh estimated amount uh of potential settlement is
023nowhere in is not reflected anywhere in our budget. So that would be >> additional funds that we did not count on for this year. >> Yeah. But wouldn't we have to use those funds to fix the things that are broken? >> Not not uh according to our legal counsel. We wouldn't have to. Yep. >> Thank you. >> Yep. What does this recommended motion say? >> I don't think >> under that too. >> I don't think this one was supposed to be printed off. >> That was an old file. >> Nope. >> 2021. >> No, I think something old was pulled up in that file. >> Yeah. Okay, superintendent reports. >> All right, so uh Friday was inservice uh and it was we collected feedback from staff and based on their feedback uh it was a
024very successful inservice. Otto talked about um doing professional development on safety protocols and I also led professional development um on our focus for academic improvement. Uh we start and we're going to play a little game here. It'll be quick and it will not involve public humiliation, Craig. Don't worry. >> Um, but whoever wins will uh Stephanie will hook you up with some swag. She'll get shirt size and get you some pirate gear. So, the this we started by doing an entrance slip uh where we had staff explain and describe the importance of working as a K12 team to improve students academic language through speaking and writing. And then at the end, we gave them the same prompt but via exit slip. And I have those prompts and you can see the gains even our staff
025made in their ability to articulate uh not only the content about how academic language is improved through speaking writing but also um in their ability to write about it through explaining explaining and describing. You want to switch slides John? So the learning targets for the day were know our students and the specific needs tied to their levels of learning and demographics. Understand the research around non-fiction writing and speaking and how it leverages student achievement. analyze tools to incorporate informational writing and speaking in their classrooms and then apply strategies to get students speaking and writing about their learning in every subject every day. So, here's how the game is going to work. You've got whiteboards in front of you and you're I'm going to put a question up and you're People don't inherently know the answers
026to these questions. So, guessing uh is something that our our staff was doing as well. So, don't feel nervous if you get the wrong answer. But we're going to give you a statement and then you're going to have to write A, B, C or D. And then I'll tell you what the correct answer is and you'll keep track of your points. So first question, a typical classroom teachers talk A 20 to 30% of the time, B 40 to 50% of the time, C 60 to 70% of the time, or D 80 to 90% of the time. >> Can I ask for a clarification? >> Is this is this the standard should be? No, this is what's happening. >> This is what's happening on in an average classroom across America. >> Oh, not in date. Across
027America. >> Across America. Yeah. So, you're going to you're going to have five seconds. You're going to show your boards so that you have accountability here. >> Wait, I got to make it bigger than >> Yeah. So, everyone knows what you put. [laughter] All right. Show your boards. All right, John. What do we got? The correct answer is D. 80 to 90% of the time. All right. So you'll give yourself a point if you got that one right. Next, >> English learners, so these are students for whom English is their second language, not their primary language spoke at home, and that they are not yet proficient English, need at least blank percent of structured talk time to internalize academic language. English learners need 10%, English learners need 25%, English learners need 50%, or English learners
028need 75%. Show your boards when you have your letter. >> D. >> All right, John. >> Let's see. [laughter] >> This no swag for you. >> See? All right. Student students talk blank percent of the time in a typical school day. Blank percent of the time in a typical school day. counting passing time. >> I I don't know. So, you're all at the same disadvantage. I don't know if it's counting lunch. I believe it's just all the classes combined. Students talk blatant percent of the time in a typical school day. Show your boards when you have your answers. What we got, John? 5% of the time. Typical school day. >> All right. Next one. Without focus support, it takes English learners about 5 to seven years to develop academic language proficiency. With it, it takes
029on average one year, two years, three years or four years. Without support English learners, it takes five to seven years to develop academic language proficiency. With it, it takes what? Show what you got, John. All right. Blank percent of students in Dayton school district I identified as ever English learners. An ever English learner is a student who at any point in their kindergarten through 12th grade experience was qualified for English language development which means they were an English learner. They may have been exited at some point but this is the percent that was identified as an ever English learner. At some point they were learning English in our school system. Show you more John 27%. >> So almost a third. Students navigating poverty hear about blank fewer words by age four than peers from more
030affluent homes. Students navigating poverty hear about blank fewer words by age four than peers from more affluent homes. 30,000 300,000 3 million or 30 million >> upwards. [laughter] All right, John. >> 30 million fewer words. >> I'm making a comeback. The best way to significantly increase the quality of students writing is to A use graphic organizers to scaffold the structure, b have students talk about the content before writing about it, c provide exemplars to students, or d use a rubric to provide feedback. The best way to significantly increase the quality of students writing. Show your boards when you have a guess. Yep. Yeah. People are getting the trend. Just got a few more here. High poverty schools that close the achievement gap all have one thing in common. A more mental health and behavior supports
031for struggling learners. B. More experienced teachers with more advanced degrees. C. Deliberate schoolwide focus on math instruction. Or D. Deliberate schoolwide language development strategies. Show your boards when you have a guess. >> Yep. D. Schoolwide language development strategies. >> Move along. [clears throat] [laughter] >> Uh, next one. A national meta analysis found that when students write to explain their learning, they retain about how much more content knowledge than peers who don't. When students write to explain their learning, they obtain 10% more, 25% more, 50% more, or 75% more. And you can share your words. Yeah. >> Yep. See 50% more. >> Besid No, go. >> This is the last. This is the last one. I need to go with my first >> watch this. Uh 2024 study of secondary classrooms found that a science and
032social studies classes naturally balance teacher and student talk. B teacher talk still dominates even in talk heavy disciplines. C students in math talk more than other subjects or D PE classes have the least teacher talk. >> Go ahead and show your guest. All right, John. B, count your points up. Have you been keeping track? [laughter] >> I didn't know. >> Who has more than Who has two points or more? Three points or more? Four, >> five. Oh, all right. Kendra and Ann both get the pirate swag. Nicely done. All right, so Just some data to share with you to underscore our focus. Uh you're going to see here comparison between our local school districts. And we uh explicitly uh have the percent of Hispanic students as well as the percent of current English learners as
033well as the percent of ever English learners because it's important to know that uh race does not dictate whether or not a student is a language learner or not. So you'll see our ever eelss are 27% in Dayton. Uh second highest uh percent in around local school districts. Um and our current EEL population is 16.5% and that is out uh by far outweighs AMD Sheridan Yamhill Carlton and Willamina as far as percent of English learners um in the school district. You can go to the next slide John. Uh our poverty rate Dayton's at 44 uh% students navigating poverty McMinnville 35 AMD 33 Sheridan 50% Yhill Carlton 22% and will minus 70% of students navigating poverty. Our third grade proficient in 23 24 at reading and our third grade proficient at 2425 in reading. uh you
034can see in 23 24 we had 28% of our students or third grade students rather as proficient readers in Dayton and you uh see 29% and if you look at districts local districts uh you'll see that there's a direct correlation between our between poverty rates and rate of proficient readers and then we talked about what questions should we be asking about these data uh they shouldn't be how do we raise test scores how do we imple implement blank program. How do we get better parents? How do we get better students? What they should be next slide is what do we want for our students? What do our students need most? And what do we need to do to meet those needs? Uh, next slide, John. We talked about how, you know, we've been doing rigorous
035curriculum design the last few years in Dayton that five years of effective teaching can completely close the gap between low-income students um and other students. And then what are the components of effective curriculum? Um critical thinking. So teachers asking powerful questions and then using complex text uh and problems with continuous writing and discussion. So you get that again comes back to student speaking, doing the learning. There's a phrase in education, whoever is doing the talking is doing the learning versus sitting passively and receiving an education. Assessment and feedback and assessment doesn't just mean at the end of a unit. It means throughout the le lesson, the teachers monitoring exactly where every student's at through um methods like these whiteboards, holding up their thoughts. Uh students are walking around looking at what they're writing or listening
036in on conversations at the end of every lesson through an exit ticket potentially. um at the end of every unit and then obviously at the end of every year, but paired with feedback. So that's just like if uh you're coaching football or coaching softball, uh you're without that feedback, you're not knowing how to um how to change uh to be more skilled. And then non-fiction writing and speaking is highlighted because that is our focus uh for the whole year because it is something that leverages uh lots of growth in student outcomes and it's also something that all teachers regardless of grade level or content area should be responsible for teaching assessing and providing feedback on. >> So the non-fiction writing I mean I'm tying that a little bit to the exit. So, like you have
037your lesson and the kids are, you know, you're at the end of it that they're writing something about what they just learned. >> So, funny you should mention that if you click on that sentence frames, John. >> Yep. >> Uh, what you will see is a template that everyone in our district has. And in the I don't think this is in front of you, but I'll send it to you. At the top, you'll see K2, so kindergarten through 12th grade frames. and you'll see um emerging, proficient, and sophisticated, what academic language might sound like for a student in kindergarten through 2 grade. And then if you go to the bottom, John, you'll see scroll. Yeah, you've got 3rd through 5ifth and then you've got 6 through 8 and 9th through 12th. So, the language gets
038more sophisticated um as you move through the grade levels. And then um when staff were given this prompt again to explain and describe the importance of working as a K12 team to improve students academic language through speak and writing, they were using these sentence frames to complete their exit slip. And they were looking at how the sophistication of their academic language changed from their response when they wrote on their entrance slip to their response on their exit ticket as well as the depth which with which they understood the content. that they were talking about which was the research around non-fiction speaking and writing in class. So a staff member might say um uh let's see understanding uh how how we improve student outcomes requires considering our English learners and our students of poverty. So that
039would be their topic sentence, their introduction. And then they would say one dimension of improving academic language is using sentence frames which reveals a much more sophisticated form of writing. A further detail is uh non-fiction writing is a integral part of a curriculum which demonstrates that we should be writing more across content areas in Dayton. This is important because Dayton students will not grow if we are not working as a team to improve literacy. Altogether, these explanations illustrate the complexity and the significance of helping our students grow through working together to increase the amount of non-fiction writing and speaking in our classes. So, they were using these sentence frames in the same way that we're asking them to use them with students to help students have a scaffold for their ability to write uh and
040and access the content more. And with 27% of our students we know uh need these kind of scaffolds and strategies in their classes to better access the content. Um, we the research says that not only do English learners benefit from this, but all students benefit and students who don't need the frames don't have to use the frames. But what we agreed on is the bottom line is we're all creating a guaranteed and viable curriculum. We're starting with literacy since we're all responsible for teaching it and it leverages so much growth. This work is ongoing and at some point we will be so deep in it that we will have our portrait of a graduate skills intentionally mapped out in our curriculum maps. But to start this whole year, we're working on improving academic language. And
041we're all starting kindergarten through 12th grade with explain and describe language functions. So kids across all content areas and grades are going to be working on using academic language through that particular function. And we're working on it through providing more structured opportunities for speaking and write writing using sentence frames. So, we're really um now getting more granular with what is our how does our curriculum play out in our classes and we're all bringing samples of student evidence, student writing back on Monday mornings and mapping out how are students doing and we'll be doing that throughout the year and hopefully watching students progress through their skills in a very visual way because right now we've got student responses mapped out on red paper, yellow paper, and green paper. in terms of red, our students are really
042far away from being proficient according to what the state deems proficient writing at that level. Yellow being they're not there yet, but they're close and green being they're proficient. When you look at our green chart paper 6 through 12, we have uh few students there, many more in the yellow and red. So hopefully we watch the actual student writing move on those uh targets as we move through the year. It's exciting work because it's every teacher kindergarten through 12th grade is going to be engaged in it and they're going to be working on this in their classrooms and coming together to talk about how it's working with their kids. >> That's great. >> That's all. >> That's good. >> That's all I've got for that report. >> Got one more report for Robin. Robin is
043um unable to be here tonight. So, uh, you'll find in your packet the SIA report. This year's student investment, uh, account report highlights continued progress toward Dayton's key student success goals, particularly in graduation readiness and academic growth. Our 9th grade on track rate rose by 13%, reaching 87.1%, a clear sign that our targeted interventions and team-based supports are working. We also exceeded our four-year graduation goal, achieving 90 a 93.4% rate. In academics, fifth grade reading and math performance showed meaningful gains, reflecting strong collaboration and instructional focus. However, attendance remains a significant barrier with many students persistently disengaged despite intensive supports. Overall, our efforts are yielding measurable growth and clear direction for where we'll concentrate next year's or this year, sorry, improvement strategies. I think that's all the reports. >> Um, so back on attendance, um,
044there were some strategies we talked about. I want to say maybe the end of last year. Um, >> how how is that going, Mega? >> Uh, I don't have the attendance data in front of me, but I know Oh, it is. I know that um they're going through the multi multi-tered systems of support uh system structure with 6 through 12 and uh the grade school where grade level teams are meeting every Monday. So, they've got professional development and they've got MTSS every Monday. They're meeting to analyze student data and they're looking at attendance. They're looking at grades. They're looking at behavior. And then they'll be also be looking at these writing samples. Um, and uh that's a structured part of every Monday. So, I think there is an attendance report somewhere in here. >> I
045see enrollment. >> Oh, that's enrollment. Yeah, >> we'll get you we can email you the tenants numbers. I don't have them off the top of my head, but the attendance that is reflected in this SIA report is from the end of last year, not this current year. >> Yep. Okay, that brings us to schedule board event which is the next regular board meeting is Tuesday, November 11th, 2025 beginning at 6. Um, and then the Oregon School Board Association annual convention is November 6th through 8th, the Marriott downstairs downtown waterfront. Once again, if you want to go Definitely no. Uh that brings us to the business part. The approval is the division 22 asurances. So you approve these every year. It just is our our program and building leaders uh take notes on all the division
04622 requirements and how we met them the prior year and then we submit it to the Oregon Department of Education and that's this report. So we have to approve approve it. Yep. Exactly. I make a motion that we approve the division 22 assurance 22 asurances report and there's been a motion to approve the uh division 22 asurances report by director pinger there second by director Sweeney there's no discussion everybody in favor raise your right Motion passes 6. And then there's an overnight request from the wrestling team. I thought we did this last meeting, but may not. Uh they want to go to Grants Pass, the regional tournament, and the state wrestling tournament. >> I make a motion we approve approve the wrestling's overnight request. There's a motion by director Pacinger to approve the overnight request
047from the wrestling team. Second, second by Director Albbright. There's no discussion. Everyone in favor, raise your right hand. Motion passes 6. Brings us to uh the board reflection. First of all, it's our student reps. What's going on in the school? Everybody happy? But who do you want to talk? >> I mean, it's going I I'm enjoying it. I think [clears throat] the only like complaint I guess from the students is we don't have an English teacher, but >> right, we're all working through that. Um, but I think other than that, everything's going great. >> Um, some students are kind of happy that school's starting up again and that it's getting back in motion. Uh, most people seem to be doing fine. What I've seen, I haven't heard a lot of complaints. The only things that
048I've heard is like just going with the English being like, "We don't know what's going on." And >> they don't they people want to know, but there's not much we can give them. >> Yeah. Nor can we, >> unfortunately. It'll be solved soon. Hopefully. >> So, and have you have anything? Craig, >> I'm good to see progress on some of our goals. So, yeah. And then, uh, I'm really pleased to see the staff is aligned and and heading a direction together. So, well done. >> They were very engaged on Friday. It was it was good to see the work starting to get off the ground. For sure. [clears throat] >> Anything? Um, I think I I do feel positive. I feel like the um the goals that are set out and just the movement feel
049like we're going in the right direction. And when I talk to to parents um even if there's questions, I I get the sense that there is sort of a positive we're moving in a good direction and I think we need that. So, it's good to hear. Terry, >> I'm just, you know, excited we kind of moving forward and you you have time now maybe to concentrate on some, you know, other issues and I think that's great. I'm excited. >> Yeah. [clears throat] Well, I hear everything's going good. I talk to my softball players a lot and they're like, "Nope, everything's good." >> And you say I talk to myself a lot. >> No, no, no, no. I do that, too. >> Yeah. the uh southpaw team is very chatty and if you ask them a
050direct question they give you a direct answer. So I like that relationship. >> Glad you asked. >> So I don't think there's any community comment or anything. Nobody's raising their hand. So I will close the meeting at 656. >> That's nicely done. It's still under an hour. >> Sorry. >> I think that means >> Yeah. I feel I feel >> he's not just some student coming to give public comment. So >> the door opens to everyone. Right.