001over here. So, >> you'll know when she's here. [Music] >> You'll know it easier, too. It smells sweet. It's like smells like Oh my goodness. in the washing machine. >> Coach, let's call our meetings to order. Six o' >> on minutes. Did anyone catch anything in the minutes they wanted to? to approve the next. >> Second. Those in favor. >> Excellent. >> Uh consent agenda. We have some additions or modifications. I'd like to add item G approval. Seismic owner architect agreement. Excellent. Uh bills, anything the bills jump out at anyone? >> One thing I was noticing there, we had to buy some stuff to fix uh like Chromebooks, computers. Um, is there anything in our lease because we don't own those, right? >> You own some. Yeah. So, it's a mixed bag. We have some
002that are ours and some that are >> I'm not sure >> the least ones. Do we Is the agreement there that we have? >> We probably repaired them. Not >> Yeah, I don't have to go back and look. >> Yeah, I don't think we're going to send them back if they're broke unless >> I Yeah. And it wasn't a massive amount. It just got me thinking like I wonder >> they can ask too. >> I think this is just normal wear and tear stuff too. >> Uh I did like the uh the kilowatts put on the power >> because really our usage is down. It's just that the price of electricity is Thank you for taking that extra step. >> Yeah, I think that's nice because then it kind of justifies some of these projects
003and lighting upgrades and this and that we've done like that. >> Yeah, I like that a lot. Uh approval to hire uh Jasmine Nighton, assist educational assistant and special education. Uh Sharon Wong, educational assistant and early literacy. Jenna John, Monroe High School National Honor Society co-advisor. Amy Thornberg, Monroe High School National Honors Society co-advisor, work together. Marie Louise Martinson, Smile Club co-advisor, and Olivia Ferrario, Smile Club co-advisor. They're all people that have been staffed for except for Jasmine because she's a daughter it sounds like. Wonderful. Then we have some volunteer coaches. Um, Logan Rutherford, middle school girls basketball, and Natalie Payne, middle school girls basketball. They've coached together before, I believe, last year. >> Awesome. Uh, approval of cooperative sponsorship. See, baseball with LC and um softball with LC. So, that would be good if
004we That puts us over the edge for softball. You think both? I think we're gonna be able to do it. Yeah. >> They're coming this direction then. >> Yeah. It sounds like only one, possibly three, but mostly just one that's a sister of one of the boys that's been on the baseball. >> Okay. >> How many baseball players? >> Oh, five last year. >> Okay. >> How many years have you been doing is the second year? December 3rd. Yeah. Super. and um approval of seismic ownership agriculture or architectural agreement. Gish um before we do that, you just want to clarify real quick anything. >> This is the contract amount. We'll get down to the the grant amount of 2.5. >> Okay. >> I'll talk tomorrow. >> Okay, sounds good. Looks like uh the base is
0052.5 and then there's a few little bits but it could also be included in. So we'll get some clarification. >> Okay, I guess with that >> so um I will motion to approve the consent agenda with the caveat that the seismic agreement will not exceed 2.5. >> I second. Those in favor. >> Wonderful. Uh, communications. I have an A. Does that stand for anything in particular? Just an A. >> Okay. >> Something. >> Uh, delegations and presentations. Uh, literacy program update from Cam Kyle. >> Got a little handout for you guys. >> Awesome. So, I think the hope of this was to give you guys kind of a snapshot of what our K5 literacy program um looks like at the grade school. Kind of like a data update, current state, where we are, and um
006we'll forgive. Um, and then kind of what we're working on, um, and our goals for the year. So, um, the data you're looking at on the front page is our benchmark data. Um, the top table is our spring data, end of year, and the bottom table is our fall data. And so, what this data comes from is Aadians. It was formally formerly known as Dibbles. And so this is what we've used for years to assess all of our students K5 and their progress for reading. And so I think this is a good comparison. Um if you guys have looked at state testing scores like another assessment measure that really drives our instruction and our work and what those these scores look like in relation to some of the t testing scores. um our students um
007in our state testing grades three, four, and five all did better on a cadence um than state testing. And so I think it's just important to look at all of the data we're collecting and kind of really get a sense of where we're at. >> Um do you guys have any questions about that data? >> So if I'm looking at this um the kindergarten in the spring will be what we're looking at first grade. Yeah. Okay. Yep. >> Yes. Um, adventure work happens um, three times a year. Jenna really coordinates all of that um, via title one. We do it in the fall, winter, and spring. Um, there's different measures depending on the grade level. Um, once you hit about middle and second grade, it ends up being oral reading fluency. So, how um, at
008what rate can students read, how accurate are they reading, and then can they tell you something about it? and then another comprehension measure. Um, and then as I get going, um, you'll kind of see how we use that data. So, looking at those scores, I mean, we want all of our kids being benchmarked. Um, not I've never seen anywhere that has 100% of their kids meeting, but we certainly have room to improve with these scores. There's definitely some really um, solid spots. Like, I mean, spring third grade last year, 70% is a really solid end of your score. And there's definitely growth when you look at year-to-year. Um, and when you these down into individual students, there's always this really impressive growth happening with students. Um, but there's always a lot of room to grow.
009So, I think that's where our K5 team um is at right now is uh we have people who have now been there for a year or two or more and we're pretty cohesive and I feel like we've got some really good momentum. Um, so the next two pages I won't read through every word for you. you can look at it, ask questions if you'd like. Um, so I kind of look at our literacy program as like we have instruction and then we have our systems that support our instruction. So the instruction that all of our kids get K5 every day is everybody gets 90 minutes of core reading at a minimum. It's protected time. Students aren't being pulled. That instruction is focused on grade level standards and teachers differentiate within that. So they're all kind
010of aiming for the same target, but some kids might need like a supports to get up to that target if some kids have it and need some extension. Um we also have 30 minutes of targeted support every day um for students which is our reading academy time. So that's where Jenna um and her title team pull students to work on lagging skills to help them get caught up to grade level. Um our instructional focus in our K5 realm K2 is really focused on foundational skills. So being able to automatically sound out words, things like that. And then 35 goes into like fluent and accurate reading. And like every grade level, like the common K5 target is that they can understand what they're reading and then go do something with what they're reading, like talk about
011it or write about it or tell you what they think about it. Um, everyone has that kind of common thread. Um and then our systems of how we kind of look at that core instruction and then our intervention. Um this year we're doing consistent PLC's professional learning communities. They stand they can look a lot of different ways but what K5 is doing is we're really looking at our core reading instruction in teams to say are kids getting what I'm teaching them? We're assessing it in a variety of ways. Um just quick little checks to make sure that like if I have this target, I check to see if they had it and if they don't have it, how am I adjusting to make sure that they do get it? And um that conversation has been
012great so far. Um we um are really trying to hone in on what the priorities for each grade level are and make sure that's aligned across the board. And then um Jenna's really the leader of how we examine our intervention system. Title one does that. Um so when we pull those kids into intervention in a title one reading academy, Jenna and her team are progress monitoring to make sure they're making growth with that skill. And then she meets with teachers about every six weeks to see if growth is happening and then make group shifts like kids need to exit or if new kids need to come in. And that's really we just want to make sure we're closing those gaps and that's what that looks at. Um we have some kind of cool other supports
013happening. We're partnering with the ESD and this they're like a consulting firm West um and we have a literacy coach um who's working with us. Um she was actually in the building last week. She was great. Um, Jenna and Jennifer Mickelson and Richard and I and her got to go and observe and we just saw so much good stuff happening in our classrooms and lots of different opportunities for kids, really interactive and so I think that work is going to be really supportive and um we have some opportunities for um we're working on for teachers to observe each others because there's so much they can learn just from like watching each other do what they're all Um so we have some good ideas around that. And then um the end of last year we um
014got creative with some grant funds to purchase um it's called ECRE. It's like a additional kind of overlay that matches with our core curriculum. It really boosts those foundational skills. And then Jenna is using that in intervention too. So it's really aligned. So kids are trying to make sense of many different things. It's all really connected. Um and then a bulls sort of what our hope is with A5 this year is that we come out of this year with a a really tight um vertical alignment of what are we teaching at each grade level to make sure that our fifth graders are ready to like go into middle school with a really strong foundation of literacy. Um to nittygritty um Jenna and Jennifer are helping you with this a lot. Um I I feel like
015you have some really good momentum going on and um some some points of encouraging data at the end of the year, but um seeing the beginning of the year, you're always kind of like, okay, we have this far to go. And you know, um state testing is its own it's its own thing. It's a whole different dynamic than this benchmarking, but it's you know, you it's motivating to improve for sure. So, >> thank you. When's the You said fall, winter, and spring. When's the next benchmark that >> January? It happens. Usually, we usually do it the week we come back, but maybe this year we're going to do it the week after because that's full week. >> Yeah. So, the September scores are the very first full week of school. So, it's really like right
016after summer. Um, and then in May, it's it's right in the middle of of May. So, we'll get a report card sometime in January. Yeah, we could come back and show you where we are and really Yeah. >> Yeah. We'd be really we really want to keep tabs on how we're doing with that. Yeah. We appreciate you guys work on. >> Yeah. >> When's the state test? >> State test. Um they have a window. We typically do it in the end of April and May. >> Yeah. And you you can opt out, right? >> Parents can opt out. Yeah. Parents can opt out. Yeah. It's definitely I mean this testing is more it's part one-on-one and part whole group and and state testing is um it's all computer based. There's like reading and writing. So
017that it's definitely like advanced. I would it's like a whole new world for third graders. I would say >> this is a better way of benchmark students. >> This data guides our instruction a lot more. Yeah. And I think that what we're looking at every couple weeks in those PLC's that's really really guiding what teachers are doing like teaching them these core skills. Can they get it? You know, can I piggy back a little? >> Um, one of the things in our training that we did with Wesstead too that we talked about state testing is the hard part is it's done in May. So that can't really inform your instruction when you have a whole new group in September. >> Yeah. So, it's almost like a temperature check at the end of the year to
018see where they're at like state test wise, but like you can't do too much of it once you get to September because it's a whole new >> Yeah, >> it's a lot of energy for um limits to what we can do. >> Thank you very much. >> Let's see. Meet the teacher. I'd imagine you're just here for that or you want to something you want to share? >> Just here. >> Oh yeah. >> I mean Kim really I mean Kim kind of explained everything I do though. So we just did benchmarking last month. That takes us up. Actually this is the first time I've done it that we've actually finished everybody in a whole week because it's uh K5. K5 we pull they pull oneonone. Um all the testing is actually like they do it
019on their own but there's some stuff they do in class. Um, so yeah, it's the first time we got done with all of them. I don't know how we get them. I'm not mad. Um, but yeah, then we have meetings with teachers. So next week we figure out groups and then it's essentially just figuring out where the kids are at and what they need help with. So the younger kids were really focusing on like just identifying letters and what sounds do letters make and the older kids were working on multi-elabic words and how do we read fluently. So yeah, I think we're three weeks in now. So it's we're gaining the routine and they're Yeah. feel like it's going pretty good. >> If you have to estimate, how many of those kiddos are you seeing
020now? >> Seeing 9 to 12 kids from each class, K5, but this is why I do reading. I can't do quick math in my head, whatever that averages out to. I think the lowest group we have is I pull is six from fifth grade and then I have three A's who help uh run small groups in my room. So we each have like a 1:3 ratio class. >> Yeah. >> Hypothetically it's 20% but because we able to have multiple aids is a lot easier to pull kids who need it. >> Excellent. Thank you. uh construction update, building inspection committee report. Any new construction? The seismic is the only thing that we have on on tap. Um it's from the boys bathroom hallway uh south and extends out to the the first and second floor building
021in the corner. >> Oh, great. >> Oh, yeah. >> Yeah. Big crack. So we did the we did the seismic assessment I think two or three years ago because we did several different applications. Um so it'll be interesting to come back to it and you know kind of reorientate ourselves around what exactly are they going to be able to do this chunk >> notice the grade school I can hear a unit outside. >> We checked it. >> Okay. And also somebody trimmed up the trees which was very nice. >> Yeah. The contractor did that. >> Don't hit your head when you're walking anymore. >> Nice. That's on the path. >> Yeah. Which is technically city property. >> Yeah. Okay. Um let's see. Enrollment and attendance. Got a little dip. How has attendance been at the
022two campuses? >> Good. Great. We got probably about maybe 10 that are in that 75% or under range, but it's been it's been pretty good. I think we dwindled a little bit. while the online whole we've we've been able to hold on to quite a few kids and then we we did get a few back that home school program but same challenge >> excellent um administrative update I usually start with the middle school so Richard >> uh just just a recap September. Just a few things that that we had happen. So, we had the curriculum night. Um, just a few things to note there. It was a pretty low turnout. Um, the feeling was it's a little too close to meet uh meet the teacher. So, we're kind of looking at maybe some alternatives or
023maybe just not doing it all together just because we had some teachers that had like two people show up. >> So, um I think was pretty well communicated that we're it was happening. Um but it's just the proximity I think to that person of the year be a teacher if people weren't as uh as interested in going. Um we had our gold standard assembly. Um had some some that stuff was posted on our Instagram, Facebook that went really really well. Um she talked a lot about effort, attitude, perseverance. Uh and students really looked to enjoy a lot of them hung out afterwards, asked lots of questions. Not too often you get to see a three-time Olympic gold medalist. um they got to wear the gold medals and I think they really that was kind of
024cool. Got some good pictures of the kids. Uh so that was great. Um upcoming we have science night on the 23rd. Uh it's next week. We got the fall festival coming up and then conferences will be here before we know it. So we'll start scheduling those. Um athletics volleyball team is and uh is is doing a really good job of uh competing. They're playing against the bigger schools. The Creswells, Junction Cities, uh Pleasant Hills. I think they're around 500 or so. Uh football team is uh undefeated at the moment, doing a really good job. Uh and then girls basketball practices are right around the corner starting on the 24th. Games start the first of November. Um and then K5, Kim went into detail on the early literacy. Um with the middle school, they're they're a
025little behind. So what we're going to do with the middle school for their PLC work is they kind of identifying those essential standards which can hit on a little bit. So, uh, they're going to identify those things. We're going to do some work similar to what they're doing we're doing for early literacy and then also focusing on engagement strategies and things to keep kids more u yeah in tune engaging classes. So, that's what we got going on. >> Is there certain area that you're seeing that are behind or is it just kind of across the board? >> When I say behind, I mean we're behind them the K5. They already have those essential standards already identified. there out there other things and they just haven't gone through that process yet and there's only >> what
026uh Rosie is the only one that has done it before the other ones haven't done it before so that's my mind >> okay >> excellent thank you Richard Y >> uh yeah my list is longer than normal but um just wrapped up homecoming week that's always a nice sigh of relief but I think kids did a really nice job with that the football team did win their homecoming game was big one but you know nice safe safe homecoming evening no drama from it again the assembly we had the counterpart to the softball player he's a professional snowboarder really positive message about you know he asked things like well what's there to do around here and kids say nothing you say well great now you have nothing to prevent you from being fantastic or great something
027so you just have a nice spin on things. Um we're planning prepping for our PST testing that we do every year. So um on the 24th we kind of go to a half day schedule. 9th through 11th graders do the PSAT or some version of it. And then really it's kind it's kind of our benchmark testing. It kind of gives us some data about where kids are at just kind of some some other data for kind of as they progress through high school. Essential skills is one thing that's been gone for a while that might come back. So, we continue to keep this alive and does help us down the road sometimes. Um, what else? We have science. We just rolled out another year of the U science aptitude test for our freshmen. So, they're
028kind of taking that on. It's it's a really neat system. It builds resumes for them. It shows them where their interest is, but also what their aptitude is, and we kind of compare like what you like this, but this is saying that you're not really built for that job if you thought about these other career paths. So we try to keep that in mind as they go through high school and then hopefully um as seniors they do a senior project within that scope of a strong fit. They say your aptitude really doesn't change a whole lot from year to year. So freshman to a senior it doesn't their skills change but their aptitude is similar. So kind of a nice a talking point for teachers. Um uh go off that we are trying to do
029our own it's called team Oregon build. It's where they there's a system where they essentially get free material to build these like micro homes or small shedlike structures. So, a lot of it's like uh displace families with fire damage. Um they've done homeless shelters, these different groups. We we're not on contract or officially with the team organ bill, but we've been in communication with them and we're going to build two I think they're 8 by6 shed micro residences this year just to get kids going on. So, we're using the high school success money for supplies and things. And so, we're going to give it a go and then see how it goes and then hopefully we can turn it into a an annual thing that goes with our construction trades class that we started this
030year. Um, what else? And then, yeah, that's about it. Lot a lot going on. Parent teacher conference is coming up, end of quarter kind of benchmark. The one thing I did put on my notes is um I think it was last year we talked about um communicating who our student of the month was. I didn't know if you still wanted to know that, but Audrey Young was our student of the month for the first first student of the month. >> Okay, sounds good. Yeah, as a board um we partner with local business to provide them with a pizza and uh so figure out how that will look, but get a certificate or something. Might make her come in next month. >> Yeah, she's a busy girl, so >> she volleyball now, I think. >> Excellent.
031Thank you very much, Bo. Bill, anything you want to add? I think that covers it well. >> Wonderful. Anyone questions or anything? >> No, but maybe add to your list. Um, keep her name and I'm sure we have some sort out and then I'll chat with you about >> getting Matt picked up >> and invite her next month. I guess the invite would be for her and her family could attend. >> Uh, next thing is a smile club newsletter. Look at this thing. Be very well produced. >> That's an elective class six month. It's a science science and math show completely after. Wow. They're pretty heavily involved in science night. Cool. Like it. Um old business. Second reading of policy IGAB which is our uh drug alcohol, tobacco, nicotine, steroids and performance enhancing substances. See,
032we added nicotine as opposed to just tobacco since there's new ways for consumption there. Two things I highlighted were two of the ands that we removed in that verse section. I we either need the and or a comma. >> So since student drown alcohol tobacco think maybe a comma after alcohol. >> Yes. We need one after armful too. >> Yeah, just any place the hand was taken out without a compound there. >> And I think those were the only two that I I Yeah. Um, so I will motion to approve this with those two corrections. >> Second. Those in favor? >> I um next thing would be our board goals. Hold on. No. Okay. >> Sarah, would you be so kind as to read our board goals? I would like to >> uh so after
033meeting and discussion uh the board is proposing the 202526 goals to be a invest in and improve K through8 literacy and math. B continue to build and expand career related learning across the district. C increase family community communication at all levels including social media. and D maintain our five-year district district district-wide maintenance plan. >> That fits white, you know, really nicely with what you guys are doing. And >> I will motion to approve our 202526 board goals. >> Second. >> Those in favor? I >> perfect. Uh new business report to the community division 22 standards 2425. So the division 22 standards it's just asurances to OD that we're we have policies and practices in place they require. Uh we do whatever every year u this is the this is the working tool. Uh so this
034is the piece that we use to go through and uh check policy and find evidence of what we're doing. So most of the evidence that you see is going to be policy references. Um we are uh good really across the board. Uh we have stayed up on our curriculum adoptions which is good. That wasn't always the case. There are um some that aren't in place yet uh that will be coming for next year that we'll be working on. So more u more policy to look at at some point in time as we go through. Uh the other thing that I wanted to mention that kind of goes along with this I did talk to OSBA about the policy audit uh and the process for that. Uh they do three audits. One is very intense, involves
035a lot of in-person work. Um, I don't remember exactly. I should have wrote it down. $8,500. Uh, the second is a desk review. So, there's probably Zoom meetings a lot more just paper back and forth or documents back and forth. Um, and that's the one that in talking to other superintendents that they've used is the desk audit. And then there's a a minimal one that's a little bit less, the desk audit with about $7,800. Um, we've talked about it. We would really we would really like to do it. Um, it would it would go hand inhand with this process as well. Uh, just because most of this is policy that that supports that. So, it' be a way to go through and kind of double check and make sure that we're all in the right
036place. Uh, it does take about a year and a half according to others that have gone through it. U, but I think we can start anytime. It'd be a worthy task to take on. >> Yeah. I think in your email there, I was trying to find it really quick. Um, was there some confusion about converting it to a document? We could >> We just have to we just have to work out how we're going to get them the documents. They want they want clean PDF files. Not all of our stuff is in clean PDF files. So, uh, some of it just needs to be worked through. So, it it does put some stuff on this caser's plate that you convert. It's just, you know, it's a system that's been around for a long time. So,
037but we don't have a paper copy anymore. Uh, we kind of gave that up, I don't know, five or six, seven, eight years ago. It used to be we would refresh the book every year, so you had to give the book to Mrs. Manley and she would spend the summer putting paper in it. Um, yeah, we haven't done that for a while. Otherwise, that would make it pretty easy. We do have all the documents. It's just some of them are different formats. Small hurdle. So, but we're good on division 22. Nothing in there that you feel like will be. >> Is this um certificate of attendance is that going to the verbiage there doesn't tell you a whole lot, but like is that going to increase the need for attendance or that's just disclosing to
038parents that it takes so much attendance to pass? >> It's it's basically just a a pretty minimal certificate I get for attending high school. Okay. >> Um, they change they like to change that one also. >> Okay. >> So, and there's just there's a lot of notification requirements around. >> Excellent. Uh, superintendent evaluation process timeline. Uh, November 1st. Looks like we need to figure out some evaluation forms. Just several steps here. This is the one we established a couple years ago, right? >> I think so. Yeah. >> Okay. >> Anyone have any they want to change on this or >> We got that form from OA. >> Yeah. The one we sent out. I think it came from somewhere. >> Yeah. Can we check and see if it's changed? >> Yeah, maybe. >> Yeah, I
039doubt that it has, but I'm happy to check. >> I think the timeline is probably that good. >> So, that means we just got to get together sometime in December. Oh, by late November. >> Yeah, >> we probably plan that at our November meeting. >> Let's see. November meeting is [Music] >> Monday. >> Yeah. >> Just add it to the agenda last. >> No, because we didn't have that. We came in the second meeting, but I think we did it the week before we were out for Thanksgiving. >> Just let everyone know we'll be gone the 10th. Yeah, you probably >> Me, too. >> So, maybe like the 18th. >> Yeah, that'd be >> It's a Tuesday. >> That'd be fine. I'll be back then. Can we go a little earlier? >> Yeah. >> You
040saying what date did you say? 182 at the airport. So, uh, what time are you getting sooner? Like 3. >> Yeah. Yeah. Winter time. I can be flexible. >> That way you can get out here. Okay. >> 11:18 to 3 p.m. Uh policies JFC NJFCEB- AR personal electronic devices. So these are the new required uh basically cell phone policy. um state the AR is an exemption um policy optional but I've been thinking about it and talking to others felt like just we'll go ahead and put in leave it with uh we'd like to do this and we're reading so do you have thoughts on it no but we did we did match the policy to what we're doing in the building so match Well, >> so I'm assuming the the medical exemption would be for
041like monitoring. >> Yeah. Uh diabetes monitoring is the one that I'm hearing is the most common. >> Okay. >> Think I'm going to u ask the principles. What do you have you guys had a chance to read this? And what do you feel this is the policy progress? if it was accurate in application. >> Um I will motion to approve the personal electronic device policy. >> Second. >> Those in favor? >> Okay. We need to do the same thing for the >> It's got to be done. Yeah. everything I got for paper. Um, I see we have relief nursery mural requests. They emailed me wanting to know if they could have permission to paint a mural on the side of the building. I'm not sure which side of the building. I'm not sure what the
042mural is. I just wanted to throw it by you. If you said sure, let's see what they give us. Obviously, I would want some level of information as to what they're planning on doing. >> Or I could just say, "No, we'd rather not have any murals." I just wanted to to double check you guys and make sure that was something we wanted to even allow them pick up. I don't know how to go down.