001All right, guys. At six o'clock, we're going to call our board work session to order. Looks like everyone's here right now. And we should join us when she gets here. Um, okay. So, the purpose of this board session is to just go over the um conferences that we went to. So, those of you that go to a conference, you're just here to listen and jump in and ask questions and do all the things. I know you got an easy experience. The rest of us that went to conferences, which is the three of us, um get to kind of talk about some of the things we learn. We don't need like every detail, but maybe just some highlights, uh what might help others, that kind of stuff. Um I did put together and I There's Ruby.
002Welcome, Ruby. Um and I will fill in the gaps with what information I have. So, I don't know who would like to start. Well, I have a lot to go over. Or do you guys want to fill in the gap? >> Me and my exact >> I can just say you I have like seven main ones. There was a couple I highlighted. I'll just start off. Um some of the things that we talked about uh at the conference were bridging the gap between community and which I think there was a lot of values and things from that. And then also um there was a lot of value valuable information in that session. We both went to that. Um the other one I was one of the ones I went to was legislative advocacy and that
003was talking about um advocating for uh two legislation for our for our communities and especially for smaller rural communities. One of the things that they really hit on was um combining with other small EOS and advocating together versus individually is more impactful for legislation. The third one was um accountability between board members, superintendents, administration, staff and students really just across the board. I think that's one we could stand to work on a lot. Um that one seems pretty um necessary for us. I think I think there's room for that. um just kind of in the transparency side of things too. The fourth one is uh decision making. Um we had some really cool I'll give you guys these. They're little pamphlets on how to make challenging decisions. Um I don't remember who talked about that.
004I think it was small small schools. Yeah. Um but there's a lot of like it kind of breaks it down for you on these little so you take one hang on to it. Um I thought that was you both thought that was really valuable um just in how to go about making those texts. I >> it asks a lot of questions that we think about right away. Um I need to copy some of these because I don't know why I'm not. Um and then building a strong foundation letting success trickle down. So we've kind of started that with the ninth grade uh nine track. Yeah. That one success >> which I really love. I think we could start doing that earlier though. I think there's room for that even in the younger grades of setting
005the bar higher for our kids and helping them reach it earlier on so that we're not constantly putting out fires as they get older. Um with that comes is just relationship building. I think that's something we're already kind of working on. Um and then I did go to one of the little um lunch session things. It was just mini session thing. Um and talked about student board representatives. Um there was one there um high schooler that was a representative for her student board and it was really cool talking to her because she had a lot of interesting information about how they go about it. I think she was from Hillsboro or somewhere up there. um but they choose a couple from the schools um every year and they actually have kind of a mentor for
006them and um that bridges the gap between boards and their students and so I thought there's a lot of value there in how we go about it. I don't know what we've done exactly um to recruit student board representatives, but even there was even mention of like giving partial credit or community service hours and things like that, awarding them somehow for doing it. So there's more of an incentive and I think we could definitely implement some of those things to hopefully bring kids in more because I really think there's a lot of value in having the student board represented if we could get them to speak and get them here to talk because they you know I realize that's a challenge but um those were the main things my main quick takeaways when you talk
007about relationship building um was that more relationship building is that >> yes yes I think a lot I think it's definitely important between us as a board. I think we really know each other better so that we can work on decision making together in a lot of ways. I think there's a lot of us that are new to this and we're not exactly, you know, tighten it or anything like that. Um, but I do think there's value in being able to speak freely with one another and um not be not have the criticism or not kind of knowing where we all stand. Um, I think also with Dory too and just um even with administration just making sure we have good relationships across the board with everybody. There's not tension that we feel like that
008our teachers can feel like they can speak to us too when they have things that they're struggling with. I mean just on every level. >> Yeah. Teachers really shouldn't be talking to us. I mean the admin team. >> Yes. They should only be coming to us if nobody's listened to them. >> Yeah. up. >> Yes. >> So, we have to remind everybody there is a process for a reason. >> I do think starting at the Latin area, I think there's room for improvement. I think I don't know how they are at our schools. I mean, I hear things occasionally, but I also think our administration does probably a pretty good job at at speaking with teachers and things like that. I just I don't know exactly but I think we need to make sure that
009we have strong relationships there that there is plenty of trust between our teachers and administration so that when they have issues they can bring to school >> and move it up as needed. >> Okay, that's all we got. Anyone have questions about any of that? >> I love the incentive idea for the >> I don't think we've ever thought about credit. That's really valable. >> It seems really easy like you're gonna get students that are already involved in school and already like you know that kind of kid which maybe is you want to hear from anyway. Well, and I think not limiting it to the kids that we think we want to hear from, I think there's still value in hearing from the kids that maybe aren't enjoying school the most and aren't involved in
010everything. I mean, they may not always have the best input, but again, they're just a representative. They're not here to make the decisions. They're just here to help us understand what's going on. And I think regardless of where they're at, you know, in school and how well they're doing, I think there's value in their input. Was there anything specific on the filling the gap between the community and the schools? Any specific strategies? >> There was a lot. Um, so one of the things that Young Colin talked about was serving their students better. So one of the things they started off with doing was doing a community gaming shower. And this was just to build trust and connection with community. I think that's something we kind of lack a lot of. Um because I know there's
011plenty of people that don't necessarily trust what the board does, don't trust what we're doing with the bonds and things like that that are skeptical. Um and I think I think there's room for that healthy skepticism, but again, I think we can build their trust by doing things like that and having more involvement with the community. What were the other things? Do you remember they talked about it in >> the reason that they started that was for their preschool. >> They did start that for the preschool, but then again, it all trickled that all triggered. So um I probably have my notes off but um engaging one of them was engaging your community in school activities more or this was just thoughts I put down I don't know >> um serving the community better I'll
012look in my notes and try to find more specifics we struggle as you know gap between our community's done a really good job she's worked really hard >> infiltrating is that the right word >> joining some groups and community. So, she's I think we're more within the community now than we probably have been in a long time. >> Another thing they did was date nights, I think is what they were talking about, where they provided a meal and child care to kind of um give a date night to parents and help build trust. And I think they also said they started out doing it in like a church or community center, not in the schools at first because they had a lot of issues with that too. So it was kind of like >> well
013they tried we had um it's organ parenting group I can't remember their acron but they tried using the former Japanese school rest nights but >> we had one that was a success and then they lost their funding. >> How was their and you said I think I talked to you a little bit about this maybe. How was their advertisement on that one? Um, I took the flyers out to all the preschools that I knew of and we did parent square messages. I even called specific parents and said like Kelsey Pike who used to work for us, would you please take your kids and all your friends to make >> to get this started because people had to trust and get it started. I knew it was going to be hard to start >> but it
014it is just it is hard to get people on the board. >> Yes. Yeah. Well, I think even flyers went out in the the food banks. Yes, too. That's right. >> How do we do on things like the harvest they do on the middle school? How does that attendance? >> Pretty well, actually. >> Good. That is really good. >> And all of our the music and the concerts are all good. >> Yes. >> Um, you know, teacher conferences is a struggle. And then if I have to do any kind of community form something having to do with some of our state grants. >> I mean I've done incentives. I mean >> she's trying to pay people. >> Well yeah show up and dinner we had dinner that night. I told her the only thing she
015didn't do is take a mini bus. >> Maybe we should. >> Yeah. Just some creative ideas that we just, you know, continue to chip away at this. >> Yeah. >> Our care team, we got our next one on Friday morning and it just continues to grow. These are the organizations you mentioned, baby shower. >> We've got the YCCCO out here. >> They usually have one out here. >> Yes. >> Yeah. So we're, you know, slow. Yes. >> But there's been other ideas we've talked about. I don't I don't remember where the idea came from, but like we talked about a like a dance for adults. >> Like we we've talked about different things, but it takes a lot of coordination on our behalf that we don't really have in place. >> And so I think
016we're open to all ideas and if anything comes in your brain like throw it out there. You just never know. It might work for our community. Or if you hear rumbling the idea of a block party, but I don't know where that would fall in some of those things. Like I don't I mean to be fair like block party and shared days which is I guess I mean parking lot there's people everywhere and all the things. So maybe something like that would work, you know, serve hot dogs and all the things. I don't know. But I that would be a lot less to organize. >> Yeah. >> I have wanted to do a national night out. It's always like the first maybe the first Wednesday in August. They literally it used to be like the
017walk party kind of thing in your neighborhood but um in another community they would do this to bring in all of like >> the emergency planning and how to have car seat and more of a health fair. >> Yeah. Doesn't do it in >> I don't think they do it. They might. They might. But we've talked about it, but it it takes a team to plan those. >> The coordination with YCO and the fire departments. >> We used to do the back to school bash which was a big community churches, didn't they? >> Well, there'd be like bounce houses. It was before I It was like before I started. >> Yeah. I thought the churches of the West Valley group or whatever. I thought they did that. >> And then the kitchen used to do
018the Thanksgiving before co >> community meal too. And Becky and I have >> like talked about it. We've tried to get it >> going again, but it's with just the two of us like we've tried to recruit the leadership department or the kids from leadership. It's just I think when co shut everything down like trying to get everything >> Yeah. >> back up and going and now sports are back up. >> Well, >> and it was pretty well attended. You know, one thing we can talk about too is um Churches United for the West Valley do a monthly community there >> and they can have 75 80 people attend >> and we could do a district table there just to be present if a board member wants to attend with me. >> That'd be a
019really s because they're totally open. >> Yeah. We could just talk and answer questions. >> Yeah. >> And just be visible with people. >> People bring their problems. >> And some of the Julie will report on this, Julie Schum, the president, that some of the people aren't comfortable to sit and have dinner with other people. So, they will take theirs to go. >> Okay. >> But there is just an opportunity to join something that is already established that people know about. >> And I think they use the Lutheran church. Okay. >> And it's it's quite it's quite large. It's typically on a Friday night >> and they do it that how often? >> Once a month. >> Open. >> Year around. >> Where do they do it? >> Down at the Lutheran church. >> Oh,
020here. >> Not Lutheran church. The Methodist church. >> Okay. >> It's at the Methodist church. >> Well, if you can figure out the date and get permission to do that. I mean, I'm sure one of us with um county services, she started setting up a table just of county resources just to be available and she's just starting to build relationships with people. >> Yeah. So, it's working. So yeah, >> so it would be a long-term investment. >> Some fun like activities for the kids to do like we had talked about roller skating at one point, right? Like Waln City rollers and we used they would reserve the um county fair building name that building and they would like a friend of my wife's DJ the party and they just basically just go there roller skate
021like a roller skating ring. Nobody has space. The hardest thing they had was finding space and >> insurance and stuff like that they'd have to carry. You know, I know stuff like that would have to be in place, but those are really fun events. And I was thinking like the gym at this point before the floors are all >> make it part of the demolition. >> Yeah. >> My kids love it. I love the idea of using that gym for something that you wouldn't do it after it's >> worked on. But but right now it's kind of like it is what it is. So >> I don't know if you can roller skate very easily though and stuff. >> Just add the word dirty. It'll be all right. >> Just me. That's always fun for
022the kids. >> Yeah. >> As a board, we provide activities for kids. >> Yeah. >> All good ideas. >> Thank you. >> What do you got? What do you remember from our topics? I know you're quite highlighted on the education piece from this. They have a lot of the numbers and the statistics and so forth, but really what it boil down to is what are we doing about our students that are behind, you know, left behind, so to speak. How much money are they spending on resources to get them caught up? And two, a lot of organizations are not in a mindset of we are going to at a certain point if they can't read and write and math and all these things in a general senses, right? At a certain point in age, if
023they can't do those things at a third grade level, they need to be held back. And it's not to do anything negative. It's to help them. And that's we need to show them resources parents why it's difficult and so that was something that I really thought was impactful you know I take that as an experience for myself I wish I would have done that or had that opportunity yes it would would have sucked right but at the same time it would have done me a lot of good instead of struggling through the next few years with like trying to get caught up and not not understanding and being behind everybody else. It's not a great feeling and so we are actually helping students to do that in the beginning. The younger they are the quicker
024they'll forget as they grow. So I thought that was really good. kind of along I guess that one. Um holding back does have kind of a negative connotation to it, right? Like nobody likes to give their kid but like one year of maturity when it comes to sports is like a huge difference, right? So there is a plus >> from struggle to success. >> Yeah. Yeah. You're a year older and one more year really but like boys especially like that four inches taller 20 pounds heavier than somebody. So it's like recognize it. How are we ready? So that was just one of the things that I took away. There was several different aspects just in one day, the information that we took in and all of those recording all the the uh the speakers and
025so forth and the books that she has over there. who were given those for free was fantastic >> brought them to share >> not only the speakers that were giving this information out but providing resources the tools it's something I'd like to see more more often these conferences even the three-day conferences what are we taking back with us that's something that's we can bring here to ourselves board members like what what's our role >> right and we need to remember that and they have a list of things that talk about that schoolboard dorms. Um, you know, they gave out that flyer and they talked about it. One of the individuals there was a school teacher, a principal, a board member is now representative in our the state. And so they've been there, done that kind
026of thing. >> She's still a board member >> and a state rep >> and so learned a lot of things along the way as well as mistakes. So I really appreciate that side of it as well. Again, it comes back to what is our like we talked about a minute ago. It's not the teachers, it's the right >> we're here and then with her which will trickle into the into the students and teachers, right? We're not here to micromanage. >> Thankfully, we're not here to micromanage for that. >> Anyway, yeah. So, she'll dive deeper into all the other aspects. >> I have >> Yeah, you just recorded it and you can listen again. >> Yeah. Oh, no. I can read my hand. >> Right. >> All right. So, we're talking about two separate conferences today.
027So, the first one that we went to is the PRI, Pacific Research Institute, um, which was led by Lance Aumi. Um, that's the one we were randomly emailed about going to. It was a free conference. Didn't cost us a dime. It was well put on. It was just a one day thing, which was actually really nice because sometimes I think like the OSBA conference is a little too long for those of us that have children and other things to attend to at home. It's It's nice to just go out for a day and be done. So, um, and they packed it full of lots and lots of information. So, I'm just gonna kind of go through this and break it down based on things that stood out to me. Um, so this conference is kind
028of like an out of the box style thinking because it wasn't sponsored by OSBA. Um, it wasn't focused about OSBA, which was the first time actually as a board member I'd kind of been introduced to anything outside of OSBA. I just thought that's what ruled us all. And it's not necessarily true. Like we do have flexibility. Um, but we do have laws to follow as well. And OSBA does a really good job of keeping us in that good area, so we're not getting out of it. So, we're not breaking any laws. So, the goal is where do we have the wiggle room, right? And that's really what that conference was about, that kind of the wiggle room. Um, but the main topics of discussion, uh, we talked a lot about superintendents. There was no superintendent
029in the room. That was also what was different than the OBA conference. with the conference you have a mix of um a lot of people a lot of different positions admin you name it board members um at this conference it was only board members so we got to talk openly about our superintendent these are not um things I'm proposing this is just what was discussed and we can take it from there if we want so uh the average superintendent only lasts uh three and a half years on average, but it takes five years to learn the job. So, congratulations, Dory. You are trained. >> Uh, we kind of hit on this just a little bit ago. We, as the board, um, we are the superintendent's boss. Um, that's it. We're not the admin boss. We're
030not the teacher boss. We're not anybody else's boss. Only Dory's or whoever our current superintendent is. And it's not us individually, it's us as a combination. So, um, don't don't forget that she works for us. She we don't work for her. We work for the community and our students. Um, we must always be giving the superintendent structured feedback as a board and individually. We kind of talked about this already. Um, it's just really important. Like if you have a problem with Dory or something Dory's doing or not doing, it needs to be addressed quickly, politely with Dory. If it's a board issue, it needs to come on the board. If it's a Dory issue, it needs to go Dory. And you can do that one-on-one. You can do that through your board chair. You can
031do that however you want. But we don't let things just flounder because she can't change something that she doesn't know is a problem. So, and be specific, not just I don't like the way you did that. Why don't you like the way you did that? Is it your tone of voice? Is it something else? Like be be as specific as you can because she can't change something if again she doesn't know what the problem is. So that's how we can support her and help her grow as an individual. uh superintendent raises um slashcontract. It was brought up in our first conference that we can tie superintendent raises to basically performance-based. So like if if we're struggling in star testing in reading and we're only at 30% passing in fourth grade or whatever, we can ask
032her, you know, we can tell her, hey, we'll give you a 5% raise if you get it up to 80%. or whatever. These are just numbers. These are not the actual realistic numbers. That was one of the things that some districts are doing. I would have to dive into it more to see if it's successful. There was nobody there to say we did it and it worked. It was just we're trying this to push our superintendents to push for better results. I'm not a super big numbers person, but I understand where they're going with it. >> So, it's more or less a guarantee for your superintendent to push to get those numbers up. But my fear is if they push those numbers up then what gets forgotten. So >> yeah, it's a big discussion item.
033But >> it would take a lot of sitting down and talking about it with Dory, >> your admin team to see where >> is there is there do we have a blind spot? That's what I look at. >> Yeah. >> Is my okay time to explain my contract process? >> Absolutely. Go for it. Um, it says I I believe in the contract and policy. I'll have to double check this that by March 15th I'd have a conversation to renew my contract. >> That's why we want to push to get my evaluation done first. >> Yeah. >> And then what I was never trained on this. It's just what I fell into it was I told that the board did with Steve Sucker >> is that I sit down with the business manager, the board chair,
034and the vice chair and I negotiate my contract. >> In very very big districts, the attorney, the the superintendent would pay for their own attorney. I don't I have no business doing that. I know my contract and um there um there has been language changes in the last three to four years that were directed by the state. It used to be that the board could dismiss me on a dime, >> right? >> And then that language has changed because superintendent were just going through such a high turnover and being dismissed without any notice or conversation, right, of what was going on. >> They could just be like, "You're done." >> Yeah. So then my contract is negotiated, is sent out to the board, and then it is the contract is in the board book. it
035is public and the board um then votes to approve my contract that starts July one. So that really needs to get completed probably April at the latest. >> We like to get that done and then that is July 1 to June 30th but it's we're is it is a revolving three-year contract. So it's adding on another year. So, and again, this isn't something like that we have to immediately do. Like, if it's something that perks your interest, just keep it in the back of your mind that you could use that someday if you needed to. Like, if we came up and we're like, gosh, there's a blind spot here. We need to focus on that. You can tie it to her performance, to her race. So, or whoever's in that position. It doesn't have to
036be Dory. You guys can be years down the road and think about things like this. So, I just thought it was interesting. I've never heard of anyone doing that before. It's not something we've done. So, I just thought I'd bring it up. Um, if your superintendent is close to retirement, a timeline should be established to set the district up for the best outcome for the new superintendent when that time comes. If the superintendent is willing to share their retirement plan with the district, it will make that transition easier on everyone down to the classroom level. It is not mandatory for anyone to tell anyone when they're retiring. I just want to make that clear. Like, we are not telling Dory she has to tell us anything. If and when Dory makes a plan and she
037wants to share it with us, it will set our district up to be more successful. I was really surprised how many other board members I talked to at that first conference that said, "Oh, well, our superintendent's retiring in a few years and we know it and we've got this plan in place and we've got this admin that we're now grooming to become the next person." And I'm just like, "How do you know all this? Who told you?" And they're like, "Oh, no, they didn't. We asked them to." And it was just a transparent conversation. And I was like, "Okay, I I like that. I like I like knowing you you can look down the line and and get prepared for it." So >> doesn't necessarily need to have an idea, but things change. >> Oh,
038absolutely. >> You know, there's that. >> And you can open it. You have to open it up and and the hiring pool could end up being better than you thought it was going to be and you might hire someone different. There's a lot of things. But you can also think about like all the contacts your current superintendent has. if they're writing those down and actively getting the next person prepared to come into that position. >> It's a huge two ratio of trust, right? >> Like that obviously means they have a very good trust position for because you say three years from now out and you just that's a bad trust on that direction. >> It's just a good trust. We can't dump her anymore. >> Not that easily. >> She has more protection now, which
039is good. Yeah. So, we leave that in in Dory's court, but also again, I tell you guys this so that if sometime you're down the road and it's not Dory in that position and she doesn't feel the same thing, you know that it's okay to be like, "Hey, we want to move on. Would you let us know if we were going to retire in a few years?" like if you're interviewing new people or whatever, like we don't know how long Dory's going to be here. You may or may not have to go through that process. So, >> and that the typical appropriate professional window of notification to tell a board is October or November to finish up through June. >> That's really standard. Yeah. >> And then >> because a lot of superintendents are going
040on to other superintendent positions, >> right? Or they decide, nope, I'm going to retire. Actually, I'm I'm done and I'm out of here kind of thing. >> Yeah. And I think they lighter than that and you're really gonna be rushing the hire. >> Yeah. >> And that's not good. >> Oh, the hiring process is a lot. >> A lot. >> Thankfully, I have. >> It's a lot. Yes, guys. >> It's a lot. >> So, um yeah, if and when that time comes, be prepared to spend a lot of time dedicated to that. But don't worry, you'll have not just your whole board working on it, but you'll have a lot of other people, too. All right. No surprises, no sugar coding coding, and no board buddies. What do you think I mean there? Huh? >>
041So, we don't get to buddy up. Okay, doesn't mean we can't communicate. We absolutely can, but we don't get to buddy up. Uh, we did see some of that before. We don't want to see that anymore. Okay, we're not going to take sides. We're not going to do all that. We're going to have great conversations, but we also don't get to buddy up with Dory. And Dory doesn't get to buddy up with us. So even though she's going to meet with us, she's going to do all the things, it's going to stay professional and we're not going to buddy up. So um it gets dangerous if the relationship between a board member and a superintendent becomes a buddy relationship. Uh and no sugar coating things. Um Dory's really good at this already. She doesn't sugarcoat
042things. She's pretty good at just giving it to us straight. But we need to give it to her straight, too. Not being mean, of course. Just factual about things, okay? Don't beat around the bush. No surprises was kind of the theme of um that first conference, you know, like don't we don't want surprises from her. She doesn't want surprises from us. So, it's a mutual agreement. It is the board's responsibility to come up with the evaluation questions for the superintendent review and we must decide who it goes to. Um Dory has one that he sent out this year. Um because by the time I learned this, we were kind of already in the process. It's not a bad one. It's a good one. Um but really, we should be taking time to review that as
043a group ahead of time and deciding who it's going to and then and then it would go out from there. So it's really our responsibility is what that means. So this is evaluation questions, not this is the survey. >> Yeah. >> Survey. Okay. These would be of your of the admin of schools, >> right? We can direct them to admin. We can direct them to staff. We can direct them to the community, but but we would be the ones to to come up with what questions we need to ask. >> Okay. Third grade gate. Now, we already hit on this a little bit, but it's um it was specifically talked about. Third grade gate is a program Mississippi came up with, I want to say in 22, somewhere in there. It's been a few years.
044Um, basically kids don't pass ELA third grade level testing. You don't go to fourth grade. You stay. There is exceptions to the rule with um, sped kids and other things. All that. If you go online and actually type it in um, through this link, you can find all of their information there. Um, it is actually law in Mississippi. So, I was a little surprised to read that. I don't think our state would ever make it a law. But um >> did you open to that more or No, >> no, I mean I did I had my Zoom meeting with Brent. I talked to him about it because he he associated with all of this. He said they did try in Florida and I don't know to what extent >> and he said he thought it
045was pretty much a fiasco. >> Oh, really? >> So yeah, that's what he told me yesterday, but I just like, hey, do you know anything about this? Because I was new to it. Yeah, I'd never heard of it either. And so we heard about at a conference and then I did a bunch of Googling because I'm curious. It sounds like it actually has been very successful in Mississippi. >> Um they actually went from one of the most poverty, lowest score stricken area in the United States to now some of the highest in a really short window because they've focused at getting kids on par at a young age instead of like we said letting them flounder all the way through all the way through. Oh, now you're a freshman. now we've got to pay attention
046to you because we got to get you to pass these classes and keep you on track. They're still struggling all the way through. And so I thought it was interesting. It's only reading. They don't have to be on par anywhere else. It's straight up are you a good reader or not. Why? Because that works everywhere. You have to be a good reader to be successful at all the different things. So anyhow, um if you get a few minutes and you can throw that link in your computer and check it out. I thought it was interesting. Um lots of articles online. Uh so yeah, basically no one enters the fourth grade until they're at third grade standards. Um which goes back to the what you said about holding the attack, which we don't do currently, right,
047Dory? They don't know. >> Yeah. >> Um >> that third grade, fourth grade window is right about the time they'll start being conscious >> and embarrassed of it. Probably before that kids are like we didn't see >> Yeah. It's also the one I think where they're developmentally far enough that you can kind of make up a lot of ground in a short amount of time. If you if you knew a kid was a little behind, you could pull them and really work on them in a couple months and get them a lot farther than you could at kindergarten whose attention span is everywhere but right. >> Um yeah, and then um a lot of them talked about the phonics based reading programs um which ours is phonics based. I did ask Dory to look into
048that. She's like absolutely we are. So um and that's been proven since 2000. So don't move away from phonics space. Oregon did a lot of moving away from everything and we have generations of kids who don't know how to read very well. So, I'm happy to hear we're back on track. Uh, other things that came up, uh, the Community School Boards of Oregon, I've never heard of. I still don't know a lot about them, but there was a couple of people there that were on it. Um, it's