001All right, guys. It's 6 p.m. So, we're going to start the board meeting. And if everyone could stand to the flag of the United States of America and to the republic for it stands one nation indivisible with liberty and justice for all. All right, Jen, could you take >> here >> everyone's here? She did say it. >> All right, moving on. Is there a motion to approve the consent agenda? We may have one like changed the printed agenda. I need to make sure that the printed agenda has since we published it. We have an action item for the board to um uh vote into recommending going into contract negotiations with the printed one. >> The printed one did not have it on there. The correct one. >> Okay. Just want to make that note. Thank
002you. All right. So with that move to uh approve this consent agenda with the changes that are on the board >> version of it. >> Is there a second? >> Any further discussion? Hearing none. Move into a vote. Go ahead and take that vote. >> Yes. Jeremy. >> I motion pass. Now we have presentations. SHS leadership, is that you? >> Yes. Welcome. >> Hello. Good evening everyone. My name is Robbie Manili and I would like to update you on some events happening at Sharon High School. For homecoming activities, they start next week with an assembly on Monday to announce our homecoming court. We have dress up days planned for next week and we will have our noise parade and Spartan Olympics on Thursday, October 23rd. Homecoming dance is on Friday, October 24th after the football
003game. For our music, the music program had their fall concert last night and went very well. For soccer, they had their senior night last night. They had four players who are graduating and they are looking forward to their last few games of the season. Football plays Regis on Saturday. Homecoming is next week on October 24th versus Corvette. And senior night is on October 20 31st. For cross country, they're heading to Harrisburg tomorrow and districts on October 29th. For volleyball for senior nights tonight, then their last few games of the season. Cheer. There are four cheerleaders who tried out for all state mon to finalist and will be competing Saturday. Fall competition starts next month. FFA is taking 20 students to a soils contest in AMD on Thursday. Fall officer elections will be will begin announced
004in November. They're having their chapter meeting this Friday. For our other clubs, Mr. Coil's gaming club meets every Wednesday after school. Mrs. Hansen's nail club meets once a month during lunch. Their first meeting was a success. Rotary is hosting esports tournament on November 8th. This is for students grade 6 through 12. There is no cost for students to register. The main prize money will be first place 300, second place 200, third place 100. This is my report for the month. Do you have any questions? >> Very thorough. You did a great job. Um, I do have a quick question about cross country. How many kids do we have competing in? >> I believe we have three girl, two girls and four boys to six. >> Questions for everyone else. >> All right. Thank you very
005much for your guys' time. >> Thanks for coming. >> Have a great day. >> You too. >> All right. Did we get any public input today? >> None. >> All right. We'll move into our admin report. We start with Patrick Schrader from high school. >> That's me. Feel weird about having all of us. >> Um, thanks again for having me. Um, so pretty brief report start the school year. Just wanted to report that our, you know, school started up really well for us. I shared some enrollment numbers. You can see our freshman class is our heavy class right now with about 63 students. um sophomore class being our smallest and then sophomores, junior, seniors kind of being balanced right there about 40. But that freshman class is is quite large for us, 63 of us
006to the point where when we did uh scheduling and had to add extra sections of those um freshman required courses. So that kind of eat up unfortunately that does eat up sometimes in the elective offerings because then we have to offer those core classes and it is kind of challenging when you do see a spike in one grade level that does that same thing we saw last year with so few seniors it shifted things around. So predictability is a little difficult from year to year right now it seems like to me. Um just an update on our cell phone stuff. We have you know it's gone really teachers are reporting that it is going really smooth like we're seeing very little push back um with students. We'll see we just like for some reason I
007think I'll introduce Mr. Alan here in a second our Dana students. But we're seeing um kind of on a on a weekly we'll see like you know we quiet quiet and then we'll see a little bump like kids like I don't know if it's almost like they need their fix and they get kind of jitters or and then you know we have those conversations. So we'll see how that continues to do but right now it's going very well. Um I did share as promised um we were able to get our um our star screening reports um done for math and reading. I did a crash course on what these mean from Mr. Delotti because he is the expert at these. They're relatively new to me. But what you can see there math and reading um
008what in the math in particular what I'm excited to see is as our students progress um it well two parts to it. You can see that the number of kids in the red starts to decrease. But also just to you know it's often important to look inside the data not just look at the data inside kids are required to gain three years in math four. So for that senior you know you seen you once kids meet those if they're not math kids they're not looking at a fouryear option as we really push them to take that fourth credit in math. they're looking at a university, but for a lot of students, they're like, I've got my three credits in that. I'm done. So, those seniors, we see a lot of those kids that are um
009looking at that fouryear option and have probably have confidence in math skills would probably be the best best way to say. Um, and what will be important as for me as this is the first year I really had a chance to look at this data is that growth what we see in the spring. So this is our baseline that we're working with for our goal setting with teachers about where we want to see kids grow over the year and um you know you don't get to see it but I have names attached to all those lines. Um so we we can target in the structure for those kids. It's that'll I look forward to using this data. Like I said it's relatively new to me um how to use it. Again, high school kids are
010pretty savvy. Um, they they know they don't necessarily this is not a graduation requirement. It's something we ask them to do. So, we have information to to make informed decisions. So, we have to trust that they're not just clicking a button. Um, unlike at the elementary level where they still are kind of rule followers, high schoolers can be bit rebellious. So, Um, I did ask the math teachers. I was a little wondering about why there was there was a lot of kids in math that hadn't been tested. Um, and we're looking into that. We we that's something else again looking into the data rather than just add it wondering if kids were strategically absent on those days um or not. That's something we got to look into. So I I can then knowing that when
011we get to spring, I think we can make some some strategies to make sure that more kids get tested during that time. So but it's exciting to know to look at but it is nice to see that we do have a lot of students who are not already at the beginning of the school year. Um so that's that's good to see them. So the expert got him and said I said is this good? And he said it's very good. He felt like I I would be happy to report this. So, I'll take his word for it. One of the few times I was kidding. Um I I promised I'm going to bring up Mr. B. This is Roman Bon. He's our new dean of students. He comes to us from um Tilog and one of
012he's currently doing his admin program. who's working on his administrative credentials um at the time that he has a extensive experience in Northwest regional which is what serves Toma and they have a really strong ninth grade on track um work that they do regionally there and he brought he brought that expertise us to the point where we're working with the ESD and when he met with ESD a few weeks back they were like we need the ESD were like we need to learn more so he took the ESD people to the Northwest Regional. So, he hosted that. I know he was out for the day, but I thought it was important for the SD to support us as well. They had this work. So, he's going to talk a little bit about what the ninth
013grade on track um nth grade success with interchangeable terminology, but he's going to share with you that. So, I'm just going to kind of give you a quick overview of kind of what this is. So the purpose of ninth grade success uh is to increase the number of students completing their ninth grade year with ontrack status. And what ontrack means is they a student failed one or less core classes. So meaning like English, social studies, science, math, those kind of things. Okay. Um on track students are more than four and a half times more likely to graduate high school in a 4 year period. um the aim statement of the 9GS network which is essentially a bunch of school districts who are working on these you know initiatives together. Um collectively the goal is by
014June 2029 all schools in the 9GS network will have a 93% average ontrack rate for all students and 90% on track rates uh for every focal group of students. Focal groups included black, latinext, native American, Pacific Islander and those experiencing poverty. So, the whole why this thing got started, um, it started about eight years ago, and there was a lot of research that was done that showed how crucial the ninth grade year is. It's pretty much the make or break year. So, I found kind of a book that kind of sums that up. Um, says, "Researchers have shown that freshman year is the make or break year for high school graduation. Students who receive more than one F in a semester during their freshman year are very unlikely to graduate, even if they boast solid
015academic records before high school. And if nth grade is the make orb break year for high school graduation, then it's also the pivotal year for a shot of the middle class. High school graduates earn roughly $670,000 more over the course of a lifetime than high school dropouts do. They're more likely to vote, volunteer, and participate in other aspects of civil society. They're less likely to live in poverty or be institutionalized in a prison or mental hospital. They're healthier. They live longer. In short, a high school diploma is the first line of defense against the corrosive effects of poverty. It's no exaggeration to say that ninth grade is a life or death proposition. So that's why we're putting so much time, effort, and energy into this going forward. So, how we are improving on track numbers,
016obviously we're in the infancy of getting this off the ground here, but things we've done in the past. Um, we we're going to schedule monthly meetings with the nth grade team to talk about targeted interventions and supports for individualized students. Um, and looking at every student as a person holistically and not just their grades because they're more than that and we have to meet their needs person or we can meet their needs as a student. Um, so we're going to bring in all kinds of different ways, all the core teachers. We're going to have like somebody from the stud department and pretty much anybody with knowledge of the student. We welcome to come to these more information. We have better we can serve them. Um, we want to increase student agency and voice. So, we've
017talked about identifying student leaders who can assist in change ideas. One of the big kind of concepts behind the 9GS work is we're not going to change a kid. We need to change our systems to better serve the kids. And that's what we're going to do as a team. Kind of just collectively brainstorm all these kind of interventions better serve our clientele. Um and then some of those examples would be like equitable grading practices. So when I was at the North Regional uh thing last week, um I went to like an hourong breakout session on equitable rating practice. I bring that back to the team and that can be a conversation we have about how we can better serve our kids in our classes. um getting more kids involved and taking ownership of their high
018school experience, giving them some say in how it goes. Um and then implementing the discovery protocol as far as discipline goes, which involves a lot of restorative practices, not so much an adult talking down to a kid, but two people working together to solve the problem that's happening. Um he kind of covered the rest of it. Does anybody have any questions on anything? So the discovery protocol that's going to be across the board for like all teachers in the club. >> We're working on it like getting there. Yeah. So like basically if a kid's being a dingbat in class, it's like hey knock it off. You know that's your first strike. Two would be kind of another verbal warning but in a more room tone. The third strike would be hey wait out in the
019hall for me. We're gonna have a talk about how we can fix this going forward. And if I still listen to it, then they can step down to see me where I'm gonna have a conversation with them and then before they are allowed to go back to that class, that student, the teacher, and myself are gonna have a restorative conversation to how to avoid any conflict going forward. >> Um, I just want to say I'm really excited. I love the holistic approach to student voice. I am a social worker at heart and what I do for work. And so we see um individuals as a holistic in a holistic approach person centered as well. And so this is what I'm getting out of that. So I I love that and I'm excited to see how
020this unfolds. >> Cool. Thanks. >> These interventions um carry on as they go into their sophomore, junior, senior year or what's what's that going to look like as far as um just moving forward and not just dropping them off, you know, during the ninth grade program? >> Yeah. So again, like we're in the infancy of it. So at Toma, we scaled it up. So after we got ninth grade, all everything ironed out, working smoothly, we scaled that up for each grade. So the supports continued and there was still grade level team meetings about kids and everything like that. But we got to crawl before we can walk and walk before we can run. >> Well, in theory, each year would get easier, right? >> Yeah. Yeah. It's just when you start something brand new, you
021know, >> right? You got to work through it all. No, I love it. I've always felt like um we worked so hard in the last two years to get kids to graduate but we forget about the first two years and so I love hearing that the focus is going to be here to just scale them all the way through. >> Yeah, we've been working so hard and you know the resources that we spent on summer school and other mentioned to get ahead of that and now we're in a place where I feel like we can get ahead of that. We have >> we're in a good space to do that to get ahead of that and not have to worry about like catching up all the time. You're not you're not fixing problems. >> Yeah.
022>> Start with the giant freshman class. Friday. >> So I just just to share, you know, when obviously when I when Roman shared this experience he had with I was like, okay, I know you're D of students, which people often think that's discipline focused and behavior focused, but he brings some other tools and some experiences to the table that we're definitely tap into and help out because I need to help too. So I appreciate it. Yeah, thanks for that. >> Yeah, thanks for having me. Any other questions about anything? >> Actually want to go back to the star report. Um I was looking like you said there's a lot of numbers missing or a lot of test missing in some of the >> um older grade especially for math and notice. Have you taken into
023account like which students have missed on the testing and how that might play into um the percentiles we have here? Like I know we have a lot in the green which is great but what about those ones that weren't tested? Do you have any idea where it might have might be? >> I I don't that's why I said that's that's the learning process for me. So in the spring I mean obviously you know they have to be playing so many ways to make it look one way layer to make it look another way and you really got to see what's going on behind that stuff and I can present and say like look all these kids in the green but I mean I wanted to be transparent say there's a lot of kids who saw
024that test particularly in math. Um, so and math's a little bit harder too because with um after well after ninth grade if they aren't successful in algebra then they kind end up all over the place in their math classes because it's math is one of those so sequential that you know I just can't keep them at grade level like they didn't geometry and are they some kids did stuff online and you know kids are playing catchup so they're not taking math because they have to catch up on other So they weren't in my classroom. So just better communication I have to have with the math teachers like what kids didn't how how how open is the window and can we how do we get these kids in there? So it's it's a good start but
025it's not it's definitely room for proof. There's no question about that. I think between preventative work we're doing and then also having data to do I mean we're still going to have to do maintenance along can't you know just do it all up front. We're gonna minimize what you so we can take those resources and transition them and be more efficient is the ultimate goal. >> And when did they take the test? >> They did. They they'll take it again. We haven't picked I gota be strategic about the testing window in the spring because there's also the state testing that happens for juniors. Yeah, it's just juniors. Um so it does it does affect all the students. So we did change the window for juniors. And they for the most part the juniors are they're
026in the same class. They're either taking algebra 2 or they're taking statistics probability. >> All right. >> Something for the Nigs program. So with that program, how long were you working on that at your previous employment? The entire time I was there actually started my first year there and I was involved with it the whole time. I started just as a team member then I became a team lead and I took it to the alternative school where I ended up going now I'm here. So how how many years would that >> uh seven years? >> Yeah. So a good period of time. How long would you say it took before you started seeing some difference? Well, I mean difference and change is relative, you know. We could see it in one kid in one meeting,
027you know, but I mean we're seeing systemwide change. It did take a couple years to see like the needle start moving, you know, but it's definitely well worth it. Like honestly, it's some of the most important work I feel I've ever been involved in in education. >> Powerful. >> All right, any other questions? >> Thank you guys. summer to senior volleyball senior volleyball. >> Yeah. >> Thank you. >> Okay. Next up, we have special programs with Missy Love. >> Good evening. I'm Miss Love. I am the assistant principal at Diamond School as well as a special education coordinator um and title three ELD I guess coordinator if you want to do that too. But tonight I'm here to talk about our um special education numbers and any questions that you may have. Um I provided
028you with uh some spend numbers by grade levels. Um we are approximately um SC or I would say SCS and uh the high school are approximately about uh 50 students um from where we were at last year, but those 50 students fell in. So we're really right where we were last year at this time. Um but we just don't uh shop at our own special education department. Um we have seen a pretty big increase in students coming into us um from uh early childhood which is birth um with some significant um delays um and uh significant disabilities. Um we have uh right now about 12 students uh K2 um that are nonverbal um on living with autism um and or developmental police. Um so I'm very thankful that we um started our we for those
029that are new to the board last year we started a 612 developmental learning center which is the building the um portable building um here our sixth through eighth graders spend half their day up at SCS for their social um interaction with their same age peers and then they um come down here at lunchtime to u get their specially designed instruction. instruction mainly around um uh life skills. How do I do chores? What does that look like? How do I cook? How do I prepare? How can I take care of myself? Because once they hit the age of 21, they're technically on their own. Um and we right now we have about 13 of those students um including our sixth to 8th graders. So um which also has helped because those students for new board members
030we used to um purchase outside placement options. So they were in Willamina or they were in Dayton or they were in um Will Dayton is pretty much or we have went right now. Um and we would have been able to bring all of the students back except for four right now. Um which is which is huge because that number was 13 when we first started the process which has saved well I'll preview one one slot at the Phoenix school which is a behavior school in McMinnville cost $40,000 per student. Um, so that is that is one area whereas William was charging us for slots. Dayton was charging us for slots. So we were able to bring those students back. Um, as I said, shop and state over their own sped department. Um, they hired a
031spedtosa. She's I meet with her on a regular basis. She's she's great. Um, she's still learning. She came from I believe in California. So, she's still learning Oregon um laws because every state in the nation has different laws when it comes to eligibilities and what they require of special education um departments. Um and Leanne is in constant contact with all their teachers as well as their uh TOSA um because she we still have to have oversight of their paperwork. Um and so things been going well there. Um, as I said, the DLC, the building one DLC has 13 students. Um, Lesie has done an amazing job. She has a great team. Um, the students are um doing a lot of things that a normal traditional classroom would not be able to provide for students. Um,
032it's a program, not a classroom per se, because it's based upon a student's needs and not we're just going to put all the students in here and just put them in here. It's really based upon what the child needs and what the student needs. Um they are and I should also say we brought two of our eight transitional post high students back um our 18 to 21 year olds. So we have two of those students and so they have vocational skills that they have to go to the community. So one of them um is working at shop at daycare. She volunteers at the shop at daycare as well as the library. Um the other one we're trying to find we did replacement for him. But besides that, she also takes them on Tuesdays, Wednesdays, and
033Thursdays, 6th period. She takes them to the food bank and they help package food. Um she takes them to the Nazarene church and they um do uh the resource room up there. Um last year the they went to the fire station and they helped uh with cleaning up the fire trucks and um eventually learned um basic medical or basic first aid skills. Um they're going tomorrow to the pumpkin patch. Um they provide we provide um lots of different things. They we are starting unified sports. So last Saturday they were at Providence Park with the Timbers learning soccer. They went to the Trailblazers facility in August, I believe. Um, and played basketball with trail with Trailblazers. They'll go to Province Park in Guin, um, in November, and we're trying to bring the special do a lot
034of special be a part of that as well, which is part of the internet sports. Um so like I said FCS has 12 um students of K2 um well really K5 we will have two students who will move up and be part of the high school next year. Um so but uh all of them so 10 of them are um different kinds of programs. Some of them spend some of the days in uh classrooms with one-on- ones or one twos but spend some time in the DLC their life skills. Um, we hired this year a speech and language pathology assistant. So, I think we don't have to go through the USD anymore, which has been phenomenal. She is bilingual um, which is great. So, she's going to take on some of our um, our ELA
035or English language proficiency assessments that um, need to be done this year and um, using uh, will be translating as well for us. And we have uh Autumn who is our autism specialist. Um we still are have our speech and language pathologist but they found me an onsite one and not one in Kentucky or Tennessee or wherever they were from. Um so she is actually on site which is great. um the OT the the occupational therapist physical therapists aiology and business specialists are through the WBS but we've kind of dwindled our needs from the WS quite a bit which is just so any questions that was a lot of information >> yes first question is about spend numbers um you do a sprint report too is that we get the pre potential for like what's
036this NA for prek? >> Yeah, prek is in the spring. Um we will start getting numbers of who is actually in the early childhood system. I think I have a meeting coming up next week. So I know of one right now. Um so in the spring we'll we'll know more of those numbers of how many um are are receiving services through the WSD or through Head Start who already been identified as having uh they call them if uh individualized family service plan and at the age of five it turns into a individual education. So yeah, >> and then my second question is just a general um what is the behavioral intervention plan and how and when so that's a big question. So, um, a behavior intervention plan or behavior, uh, behavior service plan or I
037like to call them a student success plan, um, is, uh, written, um, when a school team, including the parents, um, need a more formalized way to make sure that the environment set up appropriately for our student, interactions are set up appropriately for a student and the teachings are appropriate for a student. They do not need to be have an IEP for behavior support plan. Um uh so anybody can have one if a school team finds it necessary. Usually it happens after we've tried lots of different interventions and we've met with parents many times and we have done a what we call a functional behavior assessment where we look at you know environmental factors, home factors. Does he have do they have a medical diagnosis? Do they have um uh I was working on one when
038I was sitting back there. So um so we look at pre-existing factors uh situational factors. What is causing the behavior? So that's what's called an anesthe. So what's the trigger? Um what is the challenging behavior? What does that look like? Any kind of challenging behavior, we want to be observable. Um so what does that look like? When does it happen? Then we put our detectives hats on and why are they doing it? I'm a true believer that behavior is communication and um the child and student or even the adult are trying to communicate something with us and they don't have the language to tell us what's going on. Um, and then we look at from all that, all that stuff, we then look at what has been tried, what is working, what is not working,
039how can we tweak it, is it um like the one I was just working on, the student is new to us. Um, but there's a lot of attention seeking behaviors. So, how can both good and bad? So, how can we as the adult create an environment that he doesn't necessarily have to fit into, but how can we adapt the environment that meets his needs? So, we're going to put on a lot of positive praise. Like, we do penny boards or token boards. And so, can we give him in the in 15 minutes, can we give him five positives and then he gets to earn a break? And then, so we can bring that positive back to him. He said in the day that I'm going to stand on the desk of the screen until someone
040pays attention to me. And if you're going to ignore me, then I'm going to do I'm going to one up you, right? we want to take when we want to replace those behaviors. So um but everybody has to be on that same page and this in this particular student he will teacher hop. So everybody has to be on the same page. So that's why we would write a formal behavior plan. We we would also look at lighting skills. What is this liking skill? Is it emotional regulation? Is it language? Is it cognitive? So a lot of those things go into effect or into play. And so what we do that is it's written everybody who works with students and it's followed and then hopefully we'll see changes. If not we are back at the table
041within four six weeks or we see okay we took that behavior away. We don't see that behavior but this one has popped up now. So um what can we do then to change that as well? >> Does that make sense? That's a lot of information. That was about 25 years of me working here in one small and every and every student is different and every student and it may work one day and it's not going to work for the next three days. That fourth day is not working. And it's just trying to replace behaviors that we don't want to see the ones we want to see, but making sure that that child has some kind of voice because as I as I tell a lot of them, if I could read their minds, I would
042be doing it from a beach in Hawaii and not sitting at a table. So yeah. >> How do you gradually replace like the penny chart of like the reward system that goes with the penny chart to because you can't keep doing that forever, right? How do you replace that already? >> Uh well you so like this one we will start at three and then we'll go to five and then we'll go to 10 and it just as you do and as as an adult you can kind of gauge okay you know at 10:15 the student really needs a break. So you're going to go. So it's 10 in 15 has that break. So you just elongate it and after a while it just kind it fades. >> It fades. Um, and as kids get older,
043like you really use those pity boards K2 and as they get older, three to five, well, we kind of transfer it to more of let them kind of uh look at their own behavior and then we go to trackers and those trackers the adults have conversations. So, hey, I see you, you know, you're supposed to stay in your expected area. I would give you a two here because you know you did kind of step out of the classroom. What would you give yourself? So giving them more of a uh yeah cool and then by middle school they don't want it anymore. And so you just by that time you know they've matured a lot even though they may I love even though they may not um have matured where they're supposed to be that they
044matured a lot. They they now know like from >> Yeah. >> Any other questions? >> You guys see why I wanted her to come and talk? >> And um I I will have to say we have what we call census. December 1st is a big day in um special education because that is the day that they look at our numbers and then give us the funding. So December 1st is our hard number date as well as May 4th I think is the other one. So that is what we'll have more good numbers but yeah. All right. Perfect. >> All right. Next up is our superintendent report. >> Good evening. October superintendent report. uh three things to go over with you tonight. Um it is that time of year where I need to present our annual
045report. This is a a requirement um of our submission to the Oregon Department of Education. Uh a few years ago, the state decided to integrate um our grants. We have student success act and the high school success. Um, and there were some narrative questions that were part of your board packet uh that the team helped on that, uh, they had asked us. I think I'd included those narratives. Um, but it also um, important to keep in mind the student um, the SIA um, we are by statute required to report this progress and open the meeting. um that report that narrative report will be posted to the website and also that we have to report on our goals and do an analysis. Um so hop around a bit here and pull that up. So this is
046the document that I'm referring to as our narrative questions that we submitted to the state. Um I have to do quarterly reports and they're usually just question one, question two. Um and then wanting to look at um how are you succeeding towards your goals? What are your outcomes? Um uh Pat, Adam, and Miss um uh helped out a lot on this as we took a look at really the last um year or two of the progress we've made. So again, this will be posted on the website. This third question um is the one that has to be part of the annual report, which is more the data analysis. And then enrollment. Uh last month, uh you asked for enrollment and our um class sizes. And so um as Miss Missy mentioned, we're adjusting to um
047our charter school shop managing their own special education program. That is going very well. Uh but here are their enrollment numbers. They continue to grow. Um, I had my monthly meeting with them this morning. I think they're about 370 and they just got they just finished up with their fall break. Their calendar is very different than ours. Um, and they had I think another 15 students enroll during that break time. >> Did we look up what they were last year? >> No, but they I can ask them to report that because they're going to come and report to the board in December. >> Oh, perfect. Maybe they can show us over the last few years for that. >> Yeah. and they're really good about showing the pie chart where all these students live. >> Yes.
048>> From across the state to how many live locally. Um so they will they will present that in December. All right. Then our FCS class sizes we've talked about um our small kinder class uh sizable difference between that and uh first grade and um our K5 enrollment being 323 students. And then because of the way the configuration is with secondary programs, we went with an average class size. Now, you know, for secondary, there's some classes you want to have a good number like your PE class or your choir um to have more students, but this is on average. There are some electives at the high school that are smaller and Pat explained of trying to navigate uh the larger class sizes with the graduation requirements within the master schedule. and providing um some solid electives
049for our high school students. All right. And then that's our K8 enrollment and our um 612 enrollment is currently at 671. We are monitoring that this year just because we know the financial impact can come next year and there will be more information in previous board reports about our um fiscal um situation between Karen and I as we go through the year. We just we have to monitor this. It's it's across the state uh that people are anticipating budget cuts. >> So what sort of drop from last year are we sitting up now? Because you're >> it's about 50 students. >> It is still Yeah. >> All right. And then this is the month that I also give the division 22 report. Uh this is required. I need to submit it to the state by
050November 15th. It is also posted on the website. And I submit that if you had a chance to take a look at this, there are a lot of requirements. We start looking at this in August and going through it and what is our evidence and where are we at. One of the things I did decide to do um is that we have six different program plans and I want to get these on a cycle of when they need to be updated. So, there are a couple that we're going to focus on this year. Our um second language learner program, um that one definitely is up for updating this year. But um we we dig into these. We check our instructional minutes, all our diploma requirements, all of that is part of division 22. All right.
051And I believe that is my report for tonight. Any questions for me? Um I just wanted to ask for so for the division 22 did you add the categories to reflect our strategic plan about what where this category or is it just kind of goes in line. It says high quality learning experiences. >> Are you looking at this document? >> Yeah. >> Oh the categories. Okay. So the state gives us this. >> Oh okay. >> And then we just have we have to just check the box. >> Yeah. All of these are from the state and they can vary and sometimes they'll say this is not applicable for this year but you're going to have to do it next year. >> It's it's every it's you know this is it's this time. >> That's nice
052because it's like a warning that it's coming. >> Yeah. Oh like yeah the header was category but then I saw engage partners and community and I was like oh that's aligned with their strategic plan. >> Yes. Yeah. I try we try to do that. Um, also I was I was taking a look at this and we do have um this template in Spanish and we'll have both languages on our website. >> The states the state's kind to provide documents in multiple languages. >> So the division newly questioned division 22 is basically the state requirements for graduation. That's >> it's no it's for the entire it's for the entire district. It has to do with your asbestous report, your it is everything. There's a whole section on state testing. There's a section on your instructional minutes,
053PE minutes. Um, and and the state will change some of that. PE minutes changed years ago and that's why we've always said we have to keep the two gymnasiums at Fner Chapman or we will be out of compliance with PE minutes. >> Okay. >> And we have two PE teachers so that we're able to do that. So, yeah. >> So, that's everything. >> This is everything. This is everything the state requires in the district. >> It's it it's a lot. >> Yeah. Yeah. >> All right. Any other questions for Dory? Okay. We're going to move on then onto our fiscal report. Karen, that's all you. I really have nothing to report. The auditors will be here um the end of the month. I sent them our the pre- stuff that they want file balance and
054like a list of checks and all the stuff they want. So they got that um they're schedu to be in the office for two days. Last year they came for one. So we'll just see. I always get so nervous, you know. I know I've not done anything. >> Yeah, exactly. >> But they've given you really good feedback over the years, right? So, >> and they're very they're gentle. Yeah. I did something. >> So, I got that to them gearing up for that. Um, you know how you go to these meetings and everything's so depressing? I was in a meeting today and they were talking about um, we have this thing is called the PBA band, the program budget and accounting manual and it's like statewide and right now our account numbers have 14 digits. So
055anytime I have to do an account number I write about 14. They were saying the PVM is being reconfigured and account numbers might go to 39. >> I thought they were gonna say three. >> Wow. >> And then someone said, "Well, yeah, it's supposed to be in place by July 1st." And so then everybody's like, "Well, how do I get my software manufacturer to update this and all this?" And so everybody's like, "Okay, this is just the first draft. I'm going to do a couple meetings. Oh my gosh. It's just one of those. >> What is their reasoning behind that? >> It's for transparency and to make it more structured throughout the state. >> And so what I think they're thinking is you upload it and then OD has all the information they need to
056run all the different, you know, reports that I have to submit that maybe they can themselves. >> But it's like tracking numbers. It's I know >> it's crazy. >> But it'll have like coding rate built into it like county number. >> Exactly. >> Year. >> I'm sure you understand 39. >> But even then it's like zeros then it's like all together. >> Anyway, that was the very interesting thing. Um, a lot of people are talking about budgets already and having to, you know, maybe do some reductions because there, you know, there's not a lot of money next year and like high school success isn't going to get cut. So, we're just watching, waiting, listening. One lady said, "Oh, yeah, we're already working on our budgets." I'm like, "Oh my gosh, >> we just finished ours."
057Yes. >> How are other districts handling like less students? Like we are foreseeing that financially impacting us. >> It was so interesting because someone posted that in the chat. What is your enrollment? And it it was literally up down up down low up down. It was just >> all over. So it doesn't really make sense. >> Yeah. So >> So maybe it's really more kids shifting than it is leaving. >> Right. Well, did you get the home school number? You were going to look into that. >> Um, I do not have those with me tonight. The ESD was going to send those to me and I did get a document with those. >> ESD does have it. Yeah, >> maybe we can even numbers keep going up >> and so >> kids have to come
058from somewhere, >> right? Yeah. Right. So one example too because I did talk to a couple of other superintendent and in AMD their enrollment increased because a private school made some changes in leadership and families left. >> Okay. >> And they they went to Amity school district because it was their it was the closest and so it was a surprise for them to have that. Um but it could be changes in what is going on in the private school world and what is going on in charter world and >> yeah that makes sense. >> All of that. There's not a lot of private schools though around here. >> No, I think it was it might have been I know the building was Westernite. I don't know what the private school is there. >> It's a
059Baptist Baptist school. The one down here? >> No, the one that was um it's on the highway >> to Westside Christian. >> Westside Christian. Okay. So, there was a change in their student population, change in their leadership. Yes. >> Any questions? Uh question on page four. Um there's a change in the instruction 149. I was just curious what that was because I could think what it might be. Oh, this was one of the um what money summer school. It was for summer learning >> and so last month or whenever we did the resolution >> appropriate times. >> Thank you. >> Good question. All right. Any other questions for Karen? No. All right. Moving on to new unfinished business. We've got work session topics up there. So, do we have any anything y'all want to work
060on, need to work on, concerned about? If not, me and Dora will make them up. Can't promise you it'll be fine. But um also that the next work session lands right before the conference. Right. >> Right. It's November 5th. >> Yeah. >> So I didn't know when we set the board calendar, these the work sessions are not locked in. We can cancel. we just um I felt it was best to at least have the dates there for when we needed them because it is really really hard to come up with a date should we need to and that way also there's a backup plan if I need to have a special board meeting to have you approve something right >> I can tack it onto a board work session so um as of right now
061you know the 5th if you want we could cancel that and because I think a couple of of you are going to the OSBA conference but the next today or that Friday. I'm not even sure, but it's right before. >> What's everyone's thought? >> I haven't seen anything about the OSBA conference. I remember we signed up for >> it's the one day. >> Yeah. >> No, it's it's a couple of days. Yeah. >> It's the big >> Yeah. Friday, Saturday, and the pre-conference is Thursday. >> Yeah. Yeah. >> Uh the reg the registration for this one um was over $600 which um is is a lot and it is over the budget >> that that the board has and Samantha and I talked about it. You ended up with a scholarship. >> I did. >>
062And then um um Natalia, you're registered to go. >> Yes. Scholarship as well. by I don't know if it's that approved or anything like that. >> No, there was communication about the scholarship that they only allotted like four across the state. >> The part was only three of us got an email and then when we signed up there was eight slots and I was like so there's more. That's when I messaged you and I was like if there's more then why aren't they giving them out? But you said you verified there was only three. So >> as soon as you sent me that email I pulled it out sent it back but I never received anything in my email. >> Yeah. I'll I'll give them some feedback that that whole process was very confusing. >>
063Yeah. >> Um but >> and I only applied because we had had a conversation the week before about short on time and then I got the email and I was like, "Oh, I should I should throw my name in there." Um and then I checked the list to see if anyone else was on it already because it said you had to be part of it already and nobody else was on it and that was the deadline that day and so I just sent off the information. Then I randomly got it. I just assumed only these three people apply. >> Yeah, but I think that was after the deadline. >> Yeah. >> So, you you had to be a current member before you could apply for it. So, um I assume too that the district office
064like Dory and everyone would get the same emails that I get. Like I didn't ask for special emails. So, but apparently I was getting special emails. Um, but you guys should get them if you signed up for that caucus. Now, you should get them. And they're not very regular, but they they'll come out. They have like monthly meetings on Zoom, that kind of thing. So, it's a new caucus. They started last year, a year before. So, >> so they're still ironing things out, >> but it represents small districts, which is great because we weren't really very well represented. >> So, it's nice to have a little more representation >> since the summer can always, you know, stay back. >> Yeah. >> Well, and I hadn't realized the cost until Dory was talking about it. I
065was like, okay, are we really getting that much value or not? So, Where is this? This Portland Marriott. >> Yeah. So, okay. Anyone's dying to go, I guess. >> So, work session is canceled. >> Cancel it at this point. >> Okay. >> She said November 5th. >> Yep. Um, we have our student rep up here again and she hurt herself this evening, I understand. So, she's not able to attend unfortunately. So, we will just bump her again to next month and hopefully she'll be all better and you can come. All right, moving on to action items. I've got RNC agreement and we have Scott here to answer any questions you may have about this agreement. Um, this has been a couple of months in the making with some some revisions, but I think we're we
066are good to go. We have been meeting every other every other Monday, I think. Wow. Yes. And having had our first u oversight committee, it went very well on Monday night. So, this is up for board approval for tonight. I would just like to say I love how it's very easy to read. So much information, so easy to follow. I appreciate that. >> Thank you. >> All right. Is there a motion to accept the RNC, what are we called? Management plan as presented. >> I move to accept the RNC management plan as presented. >> Second. >> All right. It's been properly moved and seconded. Any further discussion? Hearing none, we'll move into a vote. Jen, go ahead and call that vote. >> Rick, >> I >> All right. Motion passes. >> All right. Congratulations. >>
067All right. Um, do we need to make a motion to postpone then? Yes, since it's on there. >> All right. Is there a motion to postpone um voting on the student representative? >> I move to postpone the student representative vote until next session. >> Okay. >> Is there a second? >> A second. >> Perfect. Any further discussion? Hearing none. Go ahead and call a vote. Hi, >> Jeremy. >> I >> All right, motion passes. We'll take a look at it next month. >> Uh, contract for architects and engineers. Um, what does that read as, Dory? So, we had um RC sent out their the RFP. Correct me if I'm wrong, Scott, but we had six uh companies apply. Uh we have a team score and meet and select the top three. Then we interviewed and
068um out of those interviews all three were very very qualified. It was more about which one is the good fit and um in the end we selected Rick and their knowledge of the district and also the resources that they have um just uh elevated them as our selection goal. >> Is there a motion to accept Rick Architect uh for >> This is to go into contract negotiations. We need the board's approval. So I kind of wrote that out. That's maybe the motion to recommend. Is there a motion? Yes. Somebody read that and say, "I so move that we >> I move that we go into contract negotiations with Rick for the A bond projects." >> Is there a second? Perfect. All right. Any further discussion? >> Hearing none, let's move into a vote. Jen, go
069ahead and call that vote. Hi, >> Ruby. >> I >> All right, motion passes. All right. Next up, we are going to go into executive session via OS1 192660. And that is 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 I so thank you all for coming. refreshment every you have to say that >> we're gonna I do have to say that I read it. Yeah, >> but we're gonna go offline. >> Would it be better to just turn it off or end the stream? >> I don't know. >> You're asking the wrong person. >> Stephen, you'll have to leave. >> Oh.