001[snorts] All right, it's 6 o' to all stand [clears throat] to the flag of the United States of America and to theublic for it stands one nation under God indivisible with liberty and justice for all >> here uh moving on to the Approval of the consent agenda. Is there a motion to approve consent agenda? We don't have any changes to approve agenda. Second discussion. Go ahead and take that. >> I motion passes. Into presentations we go. SHS leadership. Who do we have here today? >> We have welcome. You come right up here. Take a seat. [clears throat] >> Good morning everyone. My name is and I would like to events leadership host promo on January 31st. We are also cheering for business this week and will announce in the next couple of weeks. Last week
002we had an assemblies announced to students of the month and academic awards. In the month of January, leadership students collected over 200 can food items that were donated to the grand chair month through bank. There was a class competition and the fresh donut party for having collected can chair is headed to nationals in Las Vegas this Thursday. They competed at state this past weekend and had zero deductions. Boys basketball saw major improvements this season and are looking forward to competing at the varsity level next year. Girls basketball had their first win of the season last week against Mos boys competed at districts last weekend and they have one student headed to state. Girls have districts this weekend. Spring sports parent meetings start next week. FFA National Spirit Week is February 23rd through the 27th. FFA
003is hosting a spirit week and planning fun activities for all students. Other clubs names. Mr. Quaming Club meets every Wednesday after school. Miss Hans's name club meets once a month during lunch. Strong club meets every Tuesday and Thursday in the library after school. Senior Angel Dryer is hosting an art show at the high school on February 26th and 27th. This is the community for artist work. The King Smith Memorial Basketball game is March 5th. This is my report. Do you have any questions? [laughter] >> Thank you. Thank you for coming. [laughter] >> That was fast. >> Okay. Um, we don't seem to have any SCS students today. uh they're planning on coming on the months I present. >> Y that's totally fine. >> We have a K5 enrichment, middle school band, choir, and then possibly
004some fifth graders kind of lined up from that end. >> Perfect. We'll make sure those are any public input? >> None. And it looks like Sean made it back. Welcome Sean. [clears throat] [gasps and snorts] It's loaded on yours. Okay. glitchy on and off as well. [clears throat] >> I can try to redownload it and pop it, but I don't know if that's right. >> Okay, >> go ahead. >> You know what it says, [laughter] right? >> [laughter] >> to summarize, you know, >> we'll do our best to follow. [laughter] >> Yeah. I mean, there's a lot of information here. I haven't been here in a year. >> Well, welcome back. [laughter] Um, we've had a lot going on just since the beginning of the school year. A lot of compliance driven repairs and upgrades
005even um high school irrigation system. You know, we started hearing it's a dry system. So, we started hearing air compressors running more frequently which means we had leaks and they were new for 50ear headers got replaced anyway. So they got leaks and you know boilers pumps and leaks all the time you know um I feel like we're we're starting to replace these pumps instead of trying to rebuild them because it's a lot of houses from being overheated over the years. Um leechers all got inspected this year and they passed That's good. We got the fire alarm system that Pepsi has finally replaced completely and so it's it's a phase one and what it did is just like for like the system for now instead of going to code and fire marshals in there system. So
006we'll do that down. [clears throat] You know, the elevator is an ongoing cost this year. The way clean down process should never be perfect. Um and just just in the uh the compliance based costs today to date is $104,000. These are often other than field devices like smoke detectors or heats. We're not we're not licensed to handle this stuff. you know a compliance people touch it and they know they're only charm [snorts] you know in this report there's just a lot of list of maintenance [laughter] lift station pops out minor HVAC repairs daily daily uh we got here this morning three you know, and it's just little little things breaking conducer fans, igniters. [clears throat] During one break, we loaded two 40 foot dumpsters full of high school gem. [laughter] We dismantled and remove the
007old bleachers don't get used anymore and clean it up in a few minutes. Um, we've got a structural inspection that was recommended by insurance to take a look at wood structure filters on just reactive maintenance and repair costs. this this school year $36,000 for parents. We got new lights in all the classrooms at FCS thanks to Energy Trust, Oregon Department of Energy and S149 funds. We're in the process of lockown chasing. We got them in almost every classroom. I believe um we're we're left with the all custom order the offices and things [clears throat] like that. Um we had our come out check out the playground structure yesterday. We wait his report to pictures and measurements and all that. That's in hopes to fix the swing set then. >> I'm sorry. >> Is that in
008hopes to fix the swing set? >> Yes. In hopes for >> Yeah. >> playgrounds any other compliance issue once somebody understand it's expensive. Uh we're continuing to work with Pacific Northwest Energy to to keep the light replacement going because we only have 2030. >> I'm glad you remembered that one. Yes, tomorrow at 2:00 we have a lenham underground locator coming at the lawyer suggestion to to try to locate this line all the way to the soft start on the other side where it's because right now we're just hearing I think I think it turns here for That's a like a transmitter that basically is going to follow the line and >> break a wire in that line. >> So it has it signal. >> Yeah. [snorts] [laughter] >> Well, I have to get out there
009and I don't know if that's part of their service or not. so they can plot that into not GPS out walk. Uh we continue to to meet with all of the other school districts in county and county emergency and hopes to update emergency operations plans and releases. So sheriff's department is all respond. [clears throat] Oh, it's there now. >> [laughter] >> Um, yeah, I did that. It It's the same thing every year. I mean, they might do little minor updates, but I got that done in December. We trespassed the old. He caused quite a mess. Quite a mess. We were caught him, but we found his access sterilized everything. Um frustrating continues. We're we're cycling districtwide now. So they can all the staff know who everyone is get a chance to break it up. They'll
010never do a section twice in one year. So we called in Todd from Walter Nelson. He did he revamped our whole chemical thought process and went down to a station four chemicals. That's it. One mixing mixing in the station. So all we had done. Um we had him down in the spring to do a trail on June and we all got it through with Todd and Todd showed us how to take the floor down white and get all the grains that's been sealed over however many years and we got classrooms to look white. Um but now we got you know we can do that much quicker in summer now we got down couple so we save some time and money um we bring some staff from evenings down the days when we need covers so
011they can have the processes and it's like available sport during the day evening do the same Our [clears throat] Friday evenings are still dedicated to picking a room, deep cleaning, flooring, maintenance tasks when we don't have school because [snorts] there's not very many kids in school. So, it's quick and then they can do extra stuff. So you just rotate one classroom around on Fridays and kind of do a deep clean on and I will walk around and we'll go that >> you know and then we have a board in each >> you said the fire system is not to come. How does that work? because you phase one >> modern modern code requires it to be an audible voice. You know, no horn strokes anymore as we have cornstrokes. And so the panel that we
012put in is all set up for the upgrade. We have it's a four strand wire system instead of a two strand. We have wire everywhere. You know, it's we just needed a stable because every time we set that thing home, we couldn't get it reset and you know that's a problem. >> Yeah. Are we expecting to be brought up to modern code then with the bond measured and all those? Is that the goal? >> No. It's not in the language. We're just kind of tackling it ourselves. You know when you're prior prioritizing these things [clears throat] style things just get prioritized. I have my list. Of course, we all have our list. The committee decides what goes in that language, >> right? [snorts] >> And Karen and I thought we could we could tackle ourselves.
013>> Does that fall into a good question? It covers some low voltage systems like entryway you know license scanning background. [laughter] >> What are the five sections again? >> There's [clears throat] three sections at FCS and there's two sections at the high school and they're they're divided [clears throat] up evenly. for the lack of of classrooms up there. They have the district office, they have building one, they have modulars, you know, they have game nights, football nights, stadiums playing. >> And um do you know what the estimated cost savings um was on the light project with the ATO and the reimbursement? >> It won't cost us anything today. >> It's Ruby. It's on this It's on that. >> We got we were subsidized and then SP 1149 allow us to reimburse as it deposits each
014month >> but we're saving that money right from we didn't spend >> we spend it up front. >> Yeah. And energy trust and I believe sent checks already and so we just pay ourselves back over time. Did that cover labor as well? >> Yeah. >> Um I had a question about uh you talk about flexible districts and community use. So events, games, clubs. What does that look like when it's not actually a district event that's happening here for you guys? >> What does it look like? >> Right. Like what kind of staff do you provide? What is our responsibility as a district? How does that get handled to make sure that facilities are left the way they use them? >> Sure. depending on the need. If there's a Saturday series of boys basketball games, we
015don't worry too much about it. That typically start at 9 and they end by three the latest and they're boys. They don't use toilet paper, [laughter] you know. But girls volleyball that lasts 12 hours and the teams are camped in there for 12 hours. We have a custodial staff comes in at noon and works until they're gone and cleans up, stops everything. But that's a district event or is that a any event that happens KFC in order to be here? >> Yes. We provide coverage they cover that like sharing revital revitalization. They don't need much. They need the front bathrooms. Often times I just unlock the door for me from my couch and I'll check in on them once in a while and then lock the door back when they leave. >> Yeah. >> So
016it's all very depending on what they need. where those kind of events like brewery and revitalization between Sean and I just kind of tag team it >> kind of what just in case I feel better who who is the point person and the organizer knows who they can contact >> should they need anything but clubs that's a whole separate thing that Sean manages and does very well because our facilities are used like almost every weekend right events [clears throat] >> so much so that parents think school is in session >> [laughter] >> I was just curious what that impacts us like budgetwise and all that kind of stuff. Are are we offset by the fees that they pay us? Is there fees they pay us? Who's pay fully reimburse reimburse us being electricity and water
017chemicals supplies hyper I don't I don't know that we could pass that bill on, you know, the whole bill. Plus, most of these kids are district kids. Most a lot of them are out of district, too. I [clears throat] don't know. And and how do we quantify how much electricity they've used? How much wear facility? Um, we had one weekend where uh Monday morning it wasn't very nice in the gym and stuff hadn't been cleaned up and I [clears throat] sent an email immediately. Yes. Sorry. We'll make sure that's taken care of and they have sense. >> Right. So, they do take some ownership. >> Yeah. No, I think it's great that we're available to the community. I think that's very important thing for us to be. I was just curious how we offset those
018>> burden on us. You know, >> there's like a volleyball tournament. There's enough bodies in the building. We don't kick the ACS out of unoccupied status or anything like that. They just they warm the building on their own. >> Any other questions for Sean? Well, thanks. Welcome back after a year. [laughter] [clears throat] >> All right, you're next. >> I do want to thank Sean for the work in in the old gym. It's a space that is it is used during actually during lunch for kids that to play basketball and it's uh over the years it being not a usable space it's become kind of a collecting spot. So one of my goals since I've arrived is to get that area cleaned up and it's it's looking it's it's it's much much much better now.
019There's still some team sports stuff like wrestling and stuff use that space. But Sean has done a great job cleaning that up so I appreciate that. Um, okay. So, what I have in my report today is um I know it's been a topic on the news um there's been reports in the States Journal and other places about enrollments um in in public schools across the state. So, I wanted to give a an update on what's going on at the high school. Um the first thing you see that first table what I included was um starting in the June of last year. So what we had enrolled at the end of the school year last year 8th 9th 10th and 11th grade for the incoming 9th 10th 11th 12th graders. So you can follow those across.
020Um this is a normal trend. I know I've presented numbers in the past. we see we see a decrease as the year um goes on um for for various reasons. Um the what's what's going on now seems to be more of a trend like I said across the state. They did report they did release a the OD released a fall membership um report um for all the schools in the state of Oregon and every every district is down as we just see a downward trend. Not sure they're still trying to figure out where that's coming from but a lot of it is just population growth rates are are slowing across the country and across the state. So um we started out the what what we're had anticipated in June of 25 was 187 students. We
021actually started in September with 182 and we've dropped down to 168 at the high school and you can see that's broken up. We have a our freshman class is quite large. We have a class I think uh Jeremy is saying the three class or not Jeremy sorry Adam is saying there's a class of 47 >> and then there's a class of 70 at the seventh grade trip so there's just these weird chunks you know if you remember a couple years ago you had a senior class of only 25 um last year I did a senior class was you know in the 60s so it just kind of is all it goes up and down, up and down. But what I wanted to do, you see in the second table, what I did is I I
022did a look back on our class of 2026. So that cohort of of kids as they answered their questionnaire um in the fall of 2022 and kind of went back and looked at all of their the kids that had left in this in our student information system we we put in a an exit code and these are identified the state has a uniform exit code so they can track all the stuff across the state. Um, and I didn't put those exit codes in there for you because they're like 2B, 3B, 4 A, but I went I put in what they actually mean. So, in the uh fall of 2022, we had 77 kids. That was a large class that started in fall of 22. Um, like you can see, we're down we're down to 38.
023Um, and that class at this time, 30 of those, uh, 38 are kids that started as freshmen, so they're still with us. minerals. Uh, three graduated last year as juniors. They wrapped up a year early. Um, this was a number that was surprising to me. 24 of them, big chunk of them, about third of them have enrolled at another school somewhere in the state of Oregon. Um, anywhere from, you know, the south coast to northeast Ontario, places like that. Um I did want to include in there because we do have a you know lines close to us and there seems to be a lot of you know there's always movement between and us. Um of of those 24 seven of them in have enrolled at willina. Three of those seven were in district transfers originally
024from Alina to us and have gone back to um seven have enrolled in Chapa. Um four these are the ones these are the ones we actually this is the big this is the number that's the most important to us really is when we the code is 3E [clears throat] they've unenrollment our enrollment meaning they left us 10day drop and we have not received records request received no information they these are essentially dropouts proactive letter that's the term we don't know where they are um one has um gone to a home school that's an interesting one because they only identified if they actually register through home school with the ESD. So, but some families don't know that and that's a that's that's a challenge sometimes for people to know when they think homeschool I'm just going
025to take my kid home and we're going to do it that way. But there actually is a process. We know one has gone into that and then one has withdrew for personal reasons. These are often students that have pretty severe medical issues or other disabilities that their families have just decided at this point. um it's best that school, you know, there's other options that's more useful to that student at that time. So, >> would that student not be considered homeschool or is there >> not if they haven't Yeah, they they if they haven't enrolled, it's just a weird one. They they let us know >> it's a gray area and they let us know through for personal reason. It's an actual code. I think it's 4A in the OD system. Um, and so it's you
026don't see it very often and I know the situation particularly I can't discuss it but I know the situation. It was a decision that they made. So um, so those are those are where those kids have gone. Um, and that was really interesting. That was a I thought that was a good breakdown of where our students have gone in that that group of kids. And it does it is a testament we talk about the mobility of our community. There's those well actually a total of 31 if you look at the seven that have enrolled out state kids that have enrolled Ohio receive records requests from Ohio California Washington. Um so half of that class is just gone somewhere else whether within the state or out of the state. So that mobility is is real um
027here in this community. Um, okay, moving on away from that to some highlights. Uh, we, like Ray mentioned, we had our first semester academic assembly. Um, we had 45 students who were recognized for academic honors. Um, 24 students were recognized for achieving a GPA of 3.5 or higher. 21 students received honorable mention recognition with a GPA of 3.0 to 3.49. So that's uh over a quarter of our total student population recognized for academic achievement which I'm very proud of with of those students in their work. Um we also had three students were recognized for perfect attendance. Um one of those I think he's a junior now. Yes. Perfect for all three. Yeah. That's pretty cool. So those kids got to come up in front and it was really it was really neat um assembly actually.
028Um kids really recognized their peers. It was actually really exciting. There was a lot of applause and hoops and hollers because we did it by class too. So there was a little bit of competition about how many students in that class got to be called up. So uh that was fun. Um we did our essentially we had our December and January students of the month. I tried to pick themes that kind of match what's going on. So for December we had basically our our kids that were recognized as joy or had a positive attitudes. Um and so those were our seniors were Ryder Fischer and William Wells. Evan Azrigard and Ryan Mo. Sophomores Nolan Wilson and freshman Louis Thomas Walters. And you would know all those students always have a smile on their face and
029they really act and positivity in our hallways in our classrooms. And then for January, since it's the end of our semester, we recognize those students that teachers felt like maybe didn't have the greatest start or just kind of locked in at the end and finished strong. So we called those that was our locked in award and we recognized senior London pops sale junior Nolan Bo, sophomore Adelina Hernandez, and freshman Ken Adams. From our winter sports update, um it's pretty much all wrapped up. We have some wrestling still happening. We have it's not official, but I think we do have a wrestler qualified for state that gets announced. Um and then Ran also mentioned that tomorrow our um chair squad will be leaving for Las Vegas to compete in nationals. Um what's I really want to
030highlight is that even though we talked about enrollment earlier and how that has dropped, actually participation has increased from last year in our sports. We have a really strong freshman class who seem to be very engaged in if you went to a basketball game, you looked on the sidelines, you would see a lot of a lot of young faces, new faces to the school. Um so, uh you see the wrestling, we had we the wrestling girls team increased in size. Um our basketball teams were um really really young. Like I mentioned, SH team has um 21 athletes participating. um in their program. And so overall, we saw 17% increase in participation this season from compared to last with their um numbers of participation. Um and so like I said, a lot of that growth is
031coming from our freshman class. I'm really excited for the future. I think we have some I think our boys basketball team has a real opportunity for some for some growth, some some good some good athletes and they had a lot of success. They play JB schedule but they played really really well together most importantly so excited for them. So that is my February board questions. >> I just want to say that I really appreciate that court enrollment analysis. It's really nice to see the breakdown say where did they go and okay >> and I I want to thank Hazel right who I think put those numbers together. She she dug in for me using our student information system. >> Yeah. >> Questions. >> Thanks guys. >> We really appreciate your leadership coming. >> I do
032too. [laughter] >> I do too. Is a great I'm gonna miss her when she graduates. >> Yeah. All right. Next up, we have our super. [clears throat] >> Right. Good evening. February superintendent report. I want to start off with our bond oversight committee. Uh we did have a meeting since our last board meeting. Um RNC provides a status snapshot for that group and then we went through and talked about our supporting grants. Those other funds. So, the awesome six million um Energy Trust of Oregon um is one of those that we are going to be looking at for some funding. Business Oregon, we submitted a $2.5 million seismic grant for the Chapman old gym building. We will not find out about that grant until May. And we have our cops grant 500,000 for safety and
033security. So those funds are managed by the district with in partnership and support from RNC. Um and they just provided a lot of information and um earlier I had dropped Wi-Fi and I switched I was able to switch to guest thank goodness but I just want to take a minute and show our you haven't had a chance to look at it our bond website and all the information that is on here. So, this regularly gets updated um with where we're at and um including the project timeline. So, if anyone ever asks you what is going on with the district and this also came up at our bond um oversight committee meeting of okay, the district passed the bond and they're not doing anything. And we sent out some information. We've done some uh posters and
034flyers on coming soon. Um but it does take time. It takes time to go through design and have all the testing done, all the engineering things done, but this is all kind of up to date um with our current project timelines. And I think this might be a little bit difficult to read as a PDF on the website, but I just want folks to know that this is available and is kept up to date every time we have a bond oversight committee meeting. It's a great great resource that we have. And do we have financials on that yet? Um we have um I want to say they're working on they're getting the work packages together and the cost of each of the work packages. So um and I know that these um that is not
035good. Why did that happen? I'm on guest. That's probably what I'm not on staff Wi-Fi. I'm on guest Wi-Fi. So uh we can certainly at the next month we will have our um RNC do their presentation and provide uh work packages and the cost and work because they've had that. Um but we were excited that we started discussing for our summer 2026 projects the high school parking lot to be completely redone. Um the high school roof will be taken care of and we will have finally a parking lot exterior lighting and if you've been here at night it's very very dark to walk across that parking lot. There's one little light in the corner of the building of the cafeteria. Um so we're really looking forward to that. And then our next bond oversight committee
036meetings in April. >> Is there SDS stuff that's going to happen? >> Not not this. all going to be next summer and it will really start doing the heavy work of um the design phase of bringing staff together to provide input on the design of the old gym in the space especially that area that's the locker rooms >> and storage and how do we want to redo that? What do we want restrooms to look like? Walker rooms all that part of that is waiting to see which makes sense because we don't want to do something and then oh wait we have to go back. So that's >> and then they start ordering everything like in the fall. So they get the procurement, they secure everything early. And I just remember hearing more stories of bond
037projects a few years ago when everything was so delayed. Like Salem Kaiser had an elementary school that was totally ready to go, but they didn't have the electrical panel and that was like six months out. So RNC is really knowing those lead times and that's why these kinds of things the big project of Bner Chapman is being postponed for that summer so we can get the lead time and get everything secured. So then it'll run smoothly because we know just with um how much our facilities are used for hometown days and and when we start school that there's that window opportunity. So but we're excited for the summer and and excited to get going. All right, this is just followup um on uh working with the tribe. Uh they had sent an invitation for an
038educator um administrator collaboration day. I attended that a couple of years ago, Adam like last year and this April um Pat and Missy will both attend and we continue to have our curriculum implementation and in August we'll have a team go to um their educator summit and last year that was held out at Spirit Mountain. uh the holidays that the tribe um recognizes the main one is the grand restoration um in November on the 27th and that's when they close their offices in recognition of that day. So um what certainly what we can do now that we have these dates is to start look at our curriculum and um educating our students and classroom and schoolwide activities for these activ. So, it's we just continue to learn and and partner with the child. All right.
039And then our K5 reading intervention program. This is followup from our board work session. And I'm going to ask Adam to come on up. I believe I hope I didn't lose the document because if I did, you're gonna have to wing it. >> I guess [laughter] that might have to happen. So, I just asked Adam that we could go um through an overview of um the K5 reading um and what does that look like? But I do want to highlight that our reading program is primarily funded through three grants. Um our title one a we have a early literacy grant early literacy success grant from the state. And then new this year um we did a supplemental high dosage tutoring and there are requirements for that. Um, so you want to go ahead and start
040explaining that and I'm going to see that I have found this because I put it in our on folder. >> Sure. Let's see if I found it. I [clears throat] >> Okay. Um yeah, I uh sorry I couldn't be at the work session at the basketball tournament that day, but um I I tried to throw together a 10,000 foot overview that wouldn't take me two hours to go through with details, but feel free to stop, ask questions, or just let me talk. It's a topic I'm pretty passionate about, so I apologize for taking over. um all of all of this uh our current system basically came back to fruition in 1617. So you guys if you're around for a while remember um we received school transformation grant um because we were uh filled with school
041status back in those days when that existed. Um that year I was actually moved out of the classroom into an instructional coach position. Um that was my LA our seniors was my last class of kiddos in second grade. Um and we basically went to work saying we need to have this thing called NTSS or RTI again. Um let's start. So we partnered up with Oregon RTI. We were actually one of the original districts Tiger. Um when it was invented it was Sharon and Tiger. Uh went away for about eight or 10 years. A lot of turnover. One of my main goals was to reconnect with them who received the instructor or agon RGI coach basically built the program. The basic kind of a lot of details in there. The basic kind of tenants are you
042need to have a system that assesses kids and as kids do not meet grade level standards diagnoses kids and then places them in interventions and then monitors that placement and adjusts as need. It's kind of the basic ten tenants of a multi-ter system of support. So we started that process in 1617. We brought in star testing back then. So hit kind of about year 10 of that. Um and then building the systems up from there. Um everything was rolling around pretty smoothly. We saw a lot of growth. We actually won board at the state level. Um that growth in 2017 sits in my office. Um and uh a lot of things were going there's challenges. A lot of things are going well. Then COVID punched us and everyone else in the face that runs the
043MCSS system because a whole lot of kids got knocked off of on grade. Um, as we kind of came back, uh, we had a lot of other changes in there. One, I moved into a principal role and not an instructional coach. We had a new title one teacher. We had most of our title one staff um, start to shift in there. We adopted a new court originally, which was Nor talked about with CQLA. Um and then we also started to shift under Dory's leadership to a solution tree RTI model which is slightly different than organ RTI's and we kind of made a blended approach. Um sometimes you hear a lot about tiers. Uh that Oregon RTI model is really a three tier model. Core instruction um basically a tier two early intervention mostly done in
044a walk to read setting and then a tier three which is specialized instruction and intensive double dose. uh or sorry solution tree adds another component to that where you start to look at interventions in the classroom during during your 90 core. Um that's also a place to differentiate your instruction. So we kind of morph those two models in fact and I were talking about that with a few of the EST folks here a couple months ago. Um and now she's starting to use that that term as as they solution tree um where we currently are. So, we have a uh test. It's called STAR. You guys have heard a lot about it. It's our universal screener. Um I'll show you examples of it here in a few minutes, but basically when it comes to ELA,
045it's in particularly in K5, it's given three times a year. That is everywhere, but it's given three times a year. Once you take that assessment, you're either deemed on grade level or not. Now, when you're not on grade level, you could be quantified by how far back you are on a universal screener. Universal screener is just that. Think of it as taking your temperature, taking your blood pressure. When you go to the doctor, it says, "Hey, there might not be something right, but it doesn't tell you what's not right. That's not its job." So, from there, we go into a diagnostic process with any kid who is not on your level at that universal screening. This happens by the third week of school and starts every fall. That diagnostic process starts to say where is
046the deficiency? So it starts with a most grades learn a little different right especially beginning year and first grade transitions but it starts with oral or oral reading fluency passage we start to see is there a fluency problem or is there a phonics boress problem if it's fluency and that's it I know everything I'm doing I just can't do it quickly and with good procity then I go okay we need to intervene with just fluency as the focus most kids that's not the case most kids have some sort of hole in phonics the words. So then from there you move into a phonics screener which starts to tell you where is the hole. This kid struggle with the advanced bowels and direct tracks. These group of kids are struggling with long vowel sounds and art
047controls whatever. Um when you go into that you then take the entire grade level and say okay I have all these kids. These are the kids that are on grade level. These are the kids that have holes that are previous grade level standards content. We need to put them with kids with like needs and we put them into groups and then they do intervention in those groups every day, 30 minutes a day outside of the core reading at whatever level they need. It's either given by core teacher, a title one teacher or title one. Um that is now all required under the early literacy guidance in Oregon. It's something we've been doing for about 10 years because that's when this whole thing came to fruition. Um, as you kind of go through there, part of
048that is you don't just stick them in and say good luck. You progress monitor every group. Now, if you're on grade level, you progress monitor frequently. It's one of those benchmarks comes. If you're an intervention group, you're getting progress monitor every one, two, or four weeks. Most being every two weeks. The progress monitoring is a quicker one minute. might depend on what the kid is. It might be oral fluency panic passing, might be nonsense fluency, might be for sound fluency, whatever, but it's tied to what the skills are being built in an intervention class. They're progress monitored. And then every six to eight weeks, we have what we call 20%. You guys have heard about 100% meetings. We do three times a year. We look at everybody. 20% meetings each grade does alongside Lisa, our
049title one teacher, every six to eight weeks. They go through and they look at every kid who's received an intervention. Is it working? Is it not? Do we need to make a tweak? When we make that tweak, what are we going to tweak? Instructional curriculum environment. I see is that sometimes we need to increase that. We might have a kid who's flatlining there, not seeing the progress we want, but hey, let's try and get them in an extra double dose. Let's get them an extra 15 minutes twice a week on top of their walk intervention to see if we can move the needle a little bit more. Um that's kind of the general gist of how the process is built. From there I kind of also want to mention under organ literacy framework which is
050in year two three kind of happened two years ago and the organ literacy grant you already mentioned all of this is required. Um so the way we teach reading is kind of think of it as like a pendulum and we go one way and then 20 years goes by this way and 20 years right everything else in education. Um, we're coming out of what a lot of people will call the whole language approach, which is read a lot of books. If you don't know what the sound is, use context clues, use environments, use best guesses, and then read a lot. And then we're going to see if we can get you to read. And it works for a lot of kids. And kids tend to develop a pretty good passion for reading in a lot
051of cases. Problem is, if you're dyslexic, it doesn't work. If you have some other big reason, it it doesn't work so well. So we are now very hardily into uh the science of breeding approach with the opposite of independent now this has been around for 50 years but we set we we go back and forth right it's now required in Oregon it's what we started 10 years ago in that 161 17 year uh the idea here is there are five components biological phonics fluency comprehension vocab you need all five to learn how to read and and use reading to learn content, right? You got to teach that in a balanced way. But really in K3, you're really prioritizing teaching kid how to read small. Um you're still doing comp vocab, but it becomes more prevalent
052and your your foundational skills. Um the science of reading stuff is basically the idea that you have to do all five of those. You have to do it explicit. You have to do the systematic. And then when a kid isn't getting it, you need to have a plan for what they're going to do to address that in a real explicit way. Um, [clears throat] we have there's a lot there's three big buckets. There's a lot of components to that framework. I think probably shared with you. It's 118 pages or something. Um, we in year one, we were fully compliant as the grant came out without any of the money. It's just the way our system has been built for 10 years. So what we do is use that grant to go through and say how
053can we make it better? How can we update curriculum? How can we train staff to do this better? Is really what we're focus here's the example. So you have 90 minutes for reading. Dory talks a lot about that that work session. The example of that 30 minute time is right here. So let's say you have third grade. Um you're going to have three classroom teachers at that grade. You might have two hopefully by mid year, end of the year, two groups that are considered extension. These are kids who are on grade level. Um these groups are bigger. Hopefully as the year goes on we move bits up to grade level. They're going to be working on primarily comprehension vocabulary skill. Um many of our kids grow up in poverty and there's something called the 10,000
054word gap. Uh in general, big picture here, kids growing up from poverty are exposed to 10,000 less words by the age of five uh than their like peers. So, we're tackling that everywhere all the time. These groups are really able to focus on that. You have another classroom teacher who's probably a bubble group. These are kids who are slightly below grade level and star. Their diagnostics said, "Hey, they might just need more on fluency, but they just have a couple advanced phonics." They're probably doing they're doing a targeted intervention in most cases. There's not a lot of great interventions in just fluency. So, they might be uh hitting a couple of different things. We're going to do a little bit of this and a little bit of that. Then you're going to get into, and
055forgive me, every grade is slightly different on this, but it's the general approach. Then you're going to get into true intervention groups. Those intervention groups are going to be kids with different phonics or phological awareness goals. Most of the time, they are going to be more severe or less severe. And most of those groups are going to be taught progress monitor by title one staff who do this all day every day for every grade level. Um they uh they follow strict explicit plans. They have strict curriculum. You're not required to use certain curriculums in state. We are going to all the ones on the required list. Um the most intensive of that group is going to be taught by the title one teacher in almost all grade levels because she's the most experienced. She's got
056a degree in this, a master's degree in this. She's she's working with your kids who are truly truly truly struggling and have that a lot better than some of these students eventually might end up tested for a specific learning disability and you might receive some of this instruction in specialized special ed. But that's kind of the way that 30 minutes is. Um if you keep scrolling down, you've seen this before. This is that star screening report. This is our current third graders right now in winter. This gives you that 10,000 foot overview that we use for goal setting. So that's all of our third graders in the month end of January when we took that assessment. Those kids that are green, they're receiving some sort of extension right now. Those kids that are blue and
057low, that doesn't tell you what they need. That just tells you they're not green. So then they all went through diagnostic measures are placed in groups and then those groups fluctuate every six to eight weeks. It's not part of our program. Um, if you scroll down a little bit more, here's an example. And I made it really small on purpose because I didn't want you to read any names or anything. [laughter] Uh, I blanked out the left so you didn't get student names everywhere, but this is an example of some of those diagnostic measures. So, here we took a group of third graders. On the left, we only did, this is a classroom teacher, not all third grade, so I went small. Um, on the group on the left and third grade, we're not doing
058this with everybody. we're only dealing with the kids who weren't green in the initial assessment. On the right at winter, we said, you know what, some of these kids in winter we need more data on. So, we did a dipstick quick check with all of the kids in this home class. So, what you're going to notice is most of the stuff on the left is red because these are the kids who were not on the first place. We gave this assessment, this particular graph I got uh from Lisa to show you. You got nonsense word fluency there on the left. Um that's correct letter sounds and whole words read two different measures and then you have orthopathic passages both how accurate they were percentage wise how many words they read in a minute there on
059the right these things are being pro monitored on about every two weeks. So you start to get a pulse of in this one minute quick check it's not killing all of our instruction time. Are they improving over time? Um and then obviously you have your final screen as we tell you that specific skill. Only other thing I gave you there is just to really um this is a 20% meeting framework. So when I say 20% meeting it generally follow this gist. You go through and you look at your your scores, you look at your groups and you ask yourself is it working or is it not? If it's not, do we have a group problem or an individual student problem? And by problem, I mean, a group problem is going to be handled differently than
060that student. We're gonna look at that curriculum and go, is this not working for the school? We're going to look at that adult and say, hey, is there a relationship thing that's just not connected here? Do we try another adult? Do we try a new environment, different time of day, whatot an individual problem that's going to be tackled in same conversation, but we're looking at one kid. It might be a group move. It might be um at a double dose and eventually it might be what's called an IPS or individual problem solving meeting where you have a meeting about one kid. Why are they not growing? How severe are interventions? Do we need to look at a referral to special education or not as the family opens back? What are we going to do here?
061Those are your mo, you know, your your one or two to three kids a year kind of things. But I just wanted to kind of give you that so you had a rough idea of what those conversations look like in that meeting setting. Um because there's obviously a lot talked about there that you probably just don't know Mr. S. Um yeah that was a whole lot I threw at you but I wanted to give you an overview of how it works. What questions answer >> in those like 20% meetings? Is that like the normal full-time teacher as well as the Lisa? >> Yeah. like talking because like kids really really good at one subject but kind of lacking some reading >> 100%. >> Yeah. So Lisa sends those invites out every six to eight weeks.
062I used to send in on all of them as instructional coach then I got to some of them. Now I get to very few obviously go where we can. Um, we're pretty deep into this kind of functional clockwork at this point, but it's the grade level teachers team sitting out with Lisa going over all that monitor data going, "Is everything cool in this group? Do we need to tweak here? What's going on with that kid?" And then approaches that conversation of is it a literacy problem or has the kid only been at school 40% of the time or are they not asking because of behavior? So, it's just a place to have a conversation. what can we do to help fix try something and yeah yeah yeah that's it's Lisa and love team teachers and
063then if it's a student who has stimulating circumstances someone get questions I can answer a great job thank you >> yeah heard of Yeah. Yeah. No problem at all. Happy to talk about it when you need to. >> Um when I talked to Adam about this, um I think what we're going to do is take the document that he created and things got so crazy last night that we last week that we literally worked on this yesterday. So, but we want to put it on our website because we do not have a good working on to get better our curriculum and instruction website. And I think that is just great information to have on there and also they can send it out to the board. But I I think that just needs to be public
064facing of this is what we do and and what our K5 reading intervention program looks like. >> I have a question as you're saying that at what point can parents come in and say, "Hey, I see that my kids struggling. I see that my kids been in reading intervention now for years or something and nothing's changing. >> I want to get them tested." Like what does that look like? How does the district handle that? Does the district usually reach out to the parents first? >> Yeah, great question. Um it can come both ways. So in Oregon, uh if a parent requests an education or an evaluation for special education, um the burden then becomes on the school to either say yes and conduct that or show a tangible proof that it's unnecessary for what they're
065looking at, right? >> That happens, but very very very rarely. Um, most of the time what you're going to see is your grade level teachers are going to be communicating conferences all the time, especially if they want to. Um, here's where your child is, here's what we're doing, good we can do to help dot dot dot. You're also going to have uh there's a dyslexic screen on now. So, any kindergartener who came in red, tested, received their intermission, stayed red, they get a history of reading difficulty screener and a conversation with me um who's saying, "Hey, here's what we're seeing. Here's some concerns. What are you trying? If we're having summer programs this year, would they be interested?" And and and that's a a seed plant that's now required at least the last four or
066five years. Um, and then really if a parent has concern, you go through that evaluation process. If a parent had a lot of times parents just come to you and say, "Help. I know they're low, but I don't really know what else to ask." >> So then you start doing a lot of handby meeting of let's try this or we're trying that or we have a huge mobility rate that Pat spoke on. A lot of times they're going to get here. They'll be here for a month and the teacher say they're really low and we'll say, "Yeah, but we haven't taught them yet to see if they're gonna if they're going to grow." If they're low and they're not growing at a rate of their like peers, that's when those conversations kick in. Um, you
067will have two things come out. One, they're not growing through our system at the rate and we might start to have those conversations with parents of can we look into extra supports? Would you be interested in exploring? Can I go through a dyslexic um screener process, which we can't diagnose, we're not legally allowed to, but I can tell you what my opinion is and what might be good to try and see if we can help. So, or you have it on the flip side with parents, hey, can you please do something here? Yep, sure. We have a above average number of students on IEPs. We do not have a an above average number of students that we had wrote and gave them an IMP. We have a huge number of groups. Um normal our process
068here you should have two to 5% of your kids affected by specific learning disability IP. We I would say it would tell you concrete but we're roughly in that ballpark of about how many kids for that specific type of learning disability might system. um honestly which is why all this stuff was invented in the first place. The state the country as a whole was over identifying kids uh who needed IEPs without doing scientific approaches before it's kind of all the stuff. >> So we from the 2020 punch basically have we seen now the trend going back up it's working good. >> Yeah. In fact I was looking through some of we just had 100%. I was looking through some of the really old slides. Um, we had a building white goal by the spring having
06970% of our kids on grade level according to start by spring. Um, we hit 69% the year before uh, COVID. We came out of COVID and we were back in the low 40s at the end of a year of teaching. In the fall when they got to us, it was worse. We'll put it that way. Um, last spring I think we had 66%. So, we're not there, but we're sure chasing it better than five years ago. We're rebounding. We will have two I'm very confident two grade levels cross 70%. We will have maybe four, but after what I just saw in winter, there's two grade levels darn near back [laughter] up. Thank you for >> Yeah. No problem. [laughter] There's been, you know, talk amongst business managers about next year's budget and how everything is
070very stark and dreary. So, um I'm waiting for the next estimate to come out because the the estimate the state school estimate we're going on now is still based on like last year's what we thought the enrollment was going to be. And so we'll just wait for the one that's kind of more chewed up to this year. And then that will get us a better idea what things are going to look like going well finishing out the year and then getting ready for the budget for next year. I did um this facilities expenditure update thing and I do I feel sorry for Sean because he'll like stand in my doorway and I'll go what broke [laughter] now. It's just it's I just feel like we're being it's not nickel and dime. were like $5,000 to
071that. But um so we won the writing project. So we paid for all of that and then we got um an incentive from the energy trust of Oregon. So they gave us straight cash for that. And then the rest of it is going to be reimbursed through it's the SB149 program. And so every month we get a check from PG&E and it goes into this account. And so all of that money is going to go against the balance that's left to pay off. And I wasn't around when this whole thing got set up, but they like allotted Sharon, you get this much money and supposedly it will expire in like 2030 or something, but we'll get this all paid off before then. Um the other thing we had to replace the gym floor over at
072SHS because of a water leak and that um was reimbursed by our insurance company. So those were the kind of the big ones. [laughter] How does this compare to where we are budget wise when we budgeted for facilities and such I >> this is why we have a contingency. >> Yeah. And like those because those we've got the capital those 403 and 404 capital budgets and so that's basically I was going to look up what the balances were and I thought but Those are just for like these things, these capital projects that are huge and we have to have some money for it. But we are quickly depleting these with these projects. So I will Yeah, I was totally I was looking for though I don't know how to answer that question. >> Maybe you
073can get back to us. >> Yeah. and the the general fund. I think we're we're kind of in on track >> for all of our facility stuff for that. Too much bread on that. >> I'm just wondering for budget season too, like Sean's been here, is it two years, three years? >> This is his third year. >> Yeah. Third year. Yeah. Yeah. So, we should be able to see like a trend how much money we're spending each year so we know how much to put in to budget for so we can stay on par because I don't think these costs are going to go away. >> Well, I'm hoping like some of them if we can get you know if we can get >> I mean it's a building it's >> but if we could
074get our if we didn't have to keep fixing the RTUs. I mean I feel like it's all you know the boilers and that kind of stuff. we can get those fixed or replaced or something. >> It's gonna cut down on a lot of and get the roof fixed. I mean, it just seems like >> in the lawn back. >> Yeah. And so, I'm just those are my, you know, my prayers. This is going to help get some of these things just fixed. >> And at the rate we're going, I feel like everything's replaced. me and some of those RTU units I'm like, "Oh, didn't we just, you know, replace the whole entire inside." So, I just I don't want to start throwing good money after bad, >> right? >> So, there's a lot of thinking
075of how we can >> how we can be the best prepared, >> right, >> for the next year knowing what the last few years have been. >> We've been set up for >> I know a lot of this is neglect for many many many years >> and our just aging of our buildings. I mean, at some point, >> but I did I do know that from, you know, the year before to this year's budget, there was an increase in our facilities and all that kind of stuff because I mean, the repairs were coming. >> So, we'll see going forward. Yeah, it's it's not fun having to have I mean, you know, like Sean said, it came in whatever day it was and all three of the units were down. So yeah, we'll get there. Any
076other questions for move into new and unfinished business which we have uh board member statements. Um we have our current policy and proposed. It's not truly proposed. It's actually really just like a sample. It's simple to be fair. We didn't like decide to go down this road yet. So, um it might save proposed, but just ignore that. So, I'm just going to open the floor up to discussion on the topic. Uh we brought it up because it was um brought up at the OFBA conference. It was pointed out to me that um it can be used for a number of ways. Um, this last year, as you guys know, not everybody got to go to the OSBA conference because of a financial shortfall. Um, I got to go because I went on a scholarship. Um,
077this would be one way to potentially protect our ability to go to those conferences. Um, I do think those conferences are beneficial. I don't know that they're worth the amount of money they're charging. It's pretty expensive. So, I understand why we had to do what we had to do. We just didn't have the funds there. Um, there's a couple of ways to go about like um securing that money. This would be one of the ways. The other would be to create a policy that makes sure that our budget has the appropriate amount in there that is secured for our purpose only, for us to use only. So, it can't be taken to be used somewhere else. we could release it to be used somewhere else, but it couldn't just be taken. And that's not what
078happened. Um, we just didn't have enough in there for everyone to go. So anyhow, floor is open for discussion, questions, comments, ideas, [clears throat] just the stipens like like we have bond money or you know opportunities like that for for education. [clears throat] If we have stipens going into an education fund, does that limit us from being able to get any kind of bond monies for not bond money? Sorry. Um, grant monies, sorry. >> Like would it be like, oh, if you guys have an account for this, then you don't qualify for a grant. If you have like the scholarship, >> none of the looked at for the application or filled out have asked about that. >> Um, they ask if you're a community in need and that kind of stuff. And so you really
079kind of more tell them like where you're at. And for us, I basically said when I got the scholarship, we weren't going to go because that was what we had came to the conclusion of. So um I think we would still qualify for those kind of things. We're still a district in need no matter if there's money set aside or not. Yeah, >> I feel like I would be leaning towards the policy that there's money in the budget for us to go. Um, the thing with the siphon is for me like are we going to get it every month and then we're going to have to hold it until [laughter] right like yeah because if it's a stipen then um you you would be responsible for it. I assume you'd pay taxes on it because
080it's an income to you. >> It would have to run through payroll. [clears throat] >> Yeah, it' have to run through payroll, which probably brings a whole another dynamic that Karen probably needs to explain to us on what that would look like. Um, yeah, I just I struggle with the stipen. I did the last time we talked about it, but again, I felt it's fair for a new board to get the chance to talk about it because it is an option out there. Um, yeah, I'm I'm more with that. I like securing the funds, but I like them to not be in my pocket. >> I feel like we talked about this quite a bit last time. >> Yeah, >> the same budget. >> We get ages more headache for >> car. [laughter] got it.
081There's there's not a perk to it and it's only really going to just kind of weigh down the financial process anyway. >> No. And if if it's mainly, you know, like you're you are concerned that people won't get to go to the training events or whatever. >> I mean, it could be such a thing as we just say, okay, we have, you know, whatever, $10,000 available to you and it's always there and then if we use it, great. Right? >> Which is what the policy if we create a policy that says that then it's there. It's in the budget. It's it's solid. And if we don't use it, it just goes back to the district. >> It's not a big deal. >> Yeah. And maybe it's not the conference. Maybe it's bringing in a trainer
082instead because we don't want to go to the conference or it doesn't line up with our schedules or whatever. Um if we don't make sure all of us are trained in, it's a trickle down thing. So we can't support. she can't support everyone else and so forth and so on. So I just think it's really important to invest in our board at least a small amount every year >> because it was really important not to go for the rest of the >> Yeah. And then after a while it's like we always have the business manager summer conference and I went a couple years ago and it's like I don't want to go this year because I have the agenda. It's like >> yeah sometimes you see the list of classes and you're like I already
083know all that or that doesn't pertain to sharing you know >> right which is very true >> so I agree I think having a policy to set aside for further education for us whether it's conference or otherwise >> right important >> it would just be the board slide on >> yeah so do does the polic see people want to get together and get something to propose [clears throat] from there. [laughter] So that sounds great. So we shouldn't need any motion in order to do that. This will be proposed. All right, moving up. We have uh two policies. It says here this is the same policy. It lives in two locations and we needed to update the language moving Kelsey Pike as our HR specialist and putting in putting in Seline and the way our policies
084are organized J is one section G is one section but this one lives in two different places policy same change >> so we need one motion or two >> um just reversed >> yeah I can either do one motion to approve these policies for changes policy is the same just two storage locations, >> right? Yeah. Okay. Is there a motion to accept JBA GBN D1 with changes? >> I move to accept JDA- GBN D1 with changes. >> All right. Is there a second? Second. [clears throat] >> Been seconded. Any further discussion? Hearing none and ahead. >> Hi, Jeremy. I >> I >> Okay, motion passes. So that's it for policies. The classified employee appreciation week resolution. Would you like to read that? All right. [clears throat] Classified employee appreciation week is celebrated every year during
085the first full week of March in 2026. It will be observed March 2nd through the 6 for Oregon. Whereas the education of youth is essential to the future of our community, state, country, and world. And whereas classified employees are the backbone of our public education system. And whereas classified employees work directly with students, educators, parents, volunteers, business partners, and community members. And whereas classified employees support the smooth operation of offices, the safety and maintenance of buildings and property, and the safe transportation, health and nutrition, and direct instruction of students. And whereas our community depends upon and trust classified employees to serve students. And whereas classified employees with their diverse talent and true dedication nurture students throughout their school years. Now therefore be it resolved that the Sheridan School Board of Directors proclaims March 2nd through
086the 6, 2026 to be classified employee appreciation week. And be it further resolved that the Sheridan School Board of Directors strongly encourage all members of our community to join in this observance recognizing the dedication and hard work of these individuals. >> All right. Is there a motion to accept the classified appreciation resolution as presented? I move to accept the resolution after this. >> All right. Is there any further discussion? >> So like uh being new to this, what is that? How does the board do that? Like do we contribute to that? Do we like help? You know, >> this is what we do. [laughter] >> We like to say kind things. like um I like to give shoutouts. Like we wouldn't have a school system if it weren't for our classified staff. That is how
087important they are. Um and we have some pretty awesome ones and a lot of them live right here in our community and so I really feel like that's quite the community tie and I really thank them for that. I I actually don't know that our bond would would have passed this year if it wasn't for a lot of our classified staff out there pushing it. Yeah, the district office does um do a gift to all our classified and then each school will do a theme and licensed staff all chip in um and we'll do special things every day [snorts] of the week. >> So [laughter] a lot Yeah. I didn't know if like the board put together something or something to it. No. >> Okay. Any other questions, comments? [snorts] >> Then again, go ahead
088and take vote. >> I motion passes. All right. Next up, we have our 2026 through 2027 renew non-renew. Uh Dory, you want to just take a moment and explain to everyone what this is since they're new to it? Okay. So, this document um is our licensed whether administrative or um confidential the employees that are licensed through the state except for myself. Um and then where they are at on their contract years. So, it rolls and um you get down to the list and you would see our probationary teachers. So they some of our probationary teachers will roll roll to contract status. This simply says where they're going to land in that classification um for the 2627 school year. >> So is there a motion to accept the 2026 through 2027 renew non-renew as presented? Yeah,
089I'm going to accept the 2026 2027 new not new as presented. >> Is there a second? A second. >> All right. Is there any further discussion? >> Go ahead and take [clears throat] >> Ruby. >> Hi, Samantha. >> I All right. Motion passes. Okay. Next up is executive session via OS192.6. 6602 I to review and evaluate the employment related performance of the chief executive officer of any public body a public officer employee or staff member who does not request an open hearing. So at this point in time we will excuse everyone. Thank you for coming. [clears throat] I'll be like