St. Helens School Board Work Session February 11, 2026

001I'll call the meeting to please the flag of the United States of America and it stands one nation under God indivisible with liberty and justice for all. We'll do roll a little late after the executive session over Walker >> here. >> Director Russell >> Dillings >> here. >> Vice Chair Smith >> here >> and cherry is here. So this time we're going to recess into executive session under OS 192 6602H to consult with council concerning current or possible litigation. Um the city council district will now meet in executive session presented to RS 192 6602H consolable council concerning current or possible litigation. represented the news media and designated staff shall be allowed to attend the executive session convened under the news media specifically directed not to report on or otherwise disclose any of the deliberations or

002anything said about these subjects during the executive session except to state the general subject of the session as previously announced. No decision will be made in executive session. Topics discussed in executive session are limited to RS 1926602H and consult with council concerning current or possible litigation. When the exporates commission hears a complaint regarding alleged executive section violation, this commission will investigate all members of the body in even some of those members are not mentioned in like a 1999. This may lead to a finding of violation by all board members if an ex if an executive session is occurring in an unauthorized topic or being discussed in Oregon. Ethics working government ethics commission guides the board members to object to discussing the unauthorized topic if necessary and now they're leaving the executive decision and at the

003end of the executive session we'll return to open session and then recess into executive session I'll call >> number five emergency plan in Okay. There were some things missed on this agenda and I wanted because we talked about it in the last board meeting um that said that they would be on this agenda. So I just wanted one of them was kind of important but I talk about it on the next agenda. >> Okay. just because I'm sorry I missed it then. I'm not trying to shut you out. >> Okay. >> I saw your email too. >> It's okay. >> No worries. >> Okay. >> Yeah. As long as we put it on the next one. Thank you. this step. Well, we'll leave the step that we actually voted on agenda and then we'll collaborate

004on the agenda for the next. >> Absolutely. >> Normally, it's how's it going? You're good. >> Thanks. >> Yeah. So, um just going to just uh I was asked to present on the emergency operation plan uh for the district. So, um you guys got in your packet for emergency operation plan. Um when I was asked to present on this um I took a look at what we had and I realized we needed to start updating our board policy. So, that's where we started. Um, and as we went through that process, um, we realized that, um, some of our board policies weren't current on the website. So, we fixed that and then we created this plan. Um, it is a general plan. I mean, it's specific, but um, it hasn't we haven't vetted all the details

005in it, and we're still developing it. um but it lines out most of our protocols and standards operating at emergency operation plans. >> So what happened with the policy back in um June of 2024 I believe the board had adopted a bunch of policies but for some reason um they weren't sent to OSBA to put on the website. And so when we when um Jared asked is this most up-to-date emergency um policy and I said I don't know let's look back. And so they looked back at the notes and other school districts and realized it wasn't the most upto-date. So we've been working with OSBA to get the policies up to date for what was already adopted by the board back in June 2021. That's particularly >> and a lot of that plan is the

006I love you guys standard that we've been following for years. Um and then the reunification offsite reunification which uh we just you guys did theou with the uh county fairgrounds. So, um, we're developing that. We have a lot of that developed with the roles and everything. Next steps for us are just going out on site, getting, you know, exactly where everything's going to get placed. Then, you know, working with our local EMS to that vet everything out completely. And our goal is to um do a walk through just people, you know, to really stage that approach and have it, you know, vetted completely by everybody, all the same groups. And um we have um like it's not a monthly, but almost four times a year where we get together with first responders and we'll be

007going through that. And then another thing that goes with that is our emergency procedures plans. And that's kind of what we always consider a red book. I'm not sure how familiar you guys in our schools. Every classroom has a red book. Um and a lot of people call their fire evacuation book because that's mostly our fire drills. That's what we do. Um but uh we looked at that um at because it's part of this and um we realized that across the district we weren't we weren't following um it wasn't the same there wasn't a standard we weren't following all the same um it wasn't falling in line with our emergency operations plan. So, we're going through that and then um getting everybody on the same page, developing it across and working with the schools to

008get everybody in line and then so I think I included um one of the schools in your guys's procedures plan. So we'll have like you know new evacuation maps, assembly area maps where it delineates everything and then also um the yeah the yeah incident command chart right with everybody's folks. So it really finds out everything because you know in an actual emergency um people need that piece of paper, that little notebook. So it just kind of you can walk through it if you have. >> Um but that's pretty much where we're at with that plan. Any questions about that? >> Questions. Sorry. >> Uh do you have a or projected date for this? uh the whole thing. >> Yeah. >> Um probably uh my goal is to be complete with everything um June of >>

009And then is this something that they would be practicing because I remember when my kids went to high school, we evacuated everyone and they ended up down at Columbia City. remember that? >> I know that does. >> Yeah. And it went so I have to say like props to everyone involved that went really smooth. The way we were reconnected with our our children, the buses. Um >> I'm glad you feel that way. >> I do know that I there's some things that went but that's life, right? That happens. So will these be practiced or is this something that we just because we never practiced that yet. it went off. I from the parent standpoint, you handled it really well and it had never been practiced with our children. So, I'm just wondering, is this something

010that you will practice? >> Yeah, that's our goal. So, hopefully by June of 26 and you know, a lot of things can happen between now and then. So to speak to that, um I actually was the incident commander at the reunification site um both times that so um I'm not sure which one you're referring to. Was it in 13 or was it the one that we did when >> there was a bomb in one of the locker like supposed one in 2013 that awesome uh you're talking about one that was later. Uh the second one went a lot better. >> I know. >> So uh yeah, but yeah. No, we do plan a lot, right? So there's been a lot of lessons learned. Uh but yeah, and we're really following the structure of the I

011love you guys, but a lot of that takes coordinations, planning. Um we've gone through uh and taken all of their stuff. We don't have the staff um to support everything that they have as roles. So, I've taken what they recommend at a reunification site. I've taken some of the roles away, combined a bunch of them, and then we have a flowchart to where we back fill everybody as they show up on site. And then we actually take their like we'll make lanyards, custom ones that have rolls on the back of their thing that um that shows them what they're supposed to do, plus they get a piece of paper and then yeah, we've ordered all of the reunification card. There were employees here just printing out stuff as quick as they can, running it down

012there. >> That's the stuff that parents didn't know. >> Yeah. >> But when we showed up, it looked well done and we were >> we had some great staff staff at the district office here doing stuff behind the scenes that was incredible in on that day. It was a huge help. >> And that's normal in rural counties that or school districts, but they don't have the right staff to copy these silent. roles such as >> right I mean there's a lot of roles if you fill out everything that they have >> right that's a huge undertaking to do this so thank you I do have one more question is this something that covers also I was going through it like implement weather was that that looked to be within this as well right >> part

013of this >> implement no >> okay >> so this is more So, um, >> this isn't all of our emergency plans, just certainly with crisis. >> Uh, well, I guess it does a little bit. >> Yeah, because when I looked through it, it did like hurricanes and stuff like that. >> Yeah, like tornadoes and that kind of stuff like shelter in place. So yeah, it's more of Yeah, like if you're at a >> like a Sorry, I was thinking more like we have a inclement weather SOP, but um inclement weather as in like a tornado or a hurricane or something like that would fall under this because that's that's the I love you guys shelter procedures and protocol. >> So we don't have like a certain person that makes the call like we do with

014an SOP. Those we would just go off of. Um well if there's like a so like it then so you would follow the I love you guys protocol. So like at McBride when we had that um we had kids in school tornado >> oh I think they were out so you know it was just my guys there or whatever. Um but uh yeah but then a principal would like you know do follow the procedures do the all call get everyone to shelter um and then go to the assembly area afterwards when it's safe we come in evaluate the building make sure it's safe to return otherwise go that because I live right there so that I could tell you that was less than two that would have been basically get down on the because there

015wouldn't been time. So every emergency how it goes whether it goes by then or not depend on what happens. >> That was pretty >> item six. We'll move on to gender transition mini grant sprint 2026. >> Okay. So, our kinder transition committee grant we've gotten I've been in the district for 10 years. We've always applied for it. It used to be known as the Kinder Camp grant. Um but then they changed it a few years ago because now it's due all the funds have to be spent by the end of the school year. So school districts can't use it for kinder camp. Um, luckily we used chos money now to still be able to have our kinder camp. So this mini grant is due before the next board meeting which is why I'm presenting today

016instead. >> Yep. It's going to be between 11,200 and 17,500. We usually get the cap out amount because it has to be spent in such a short amount of time. several districts in our area don't opt in for it. So, but we budget for the lowest amount and then if we get more then we have money set aside. So, the we're projected for the since we'll have seven classrooms. They changed the way they do it. In the past, we used to everyone get 6,000 for the whole thing and now it's based on the number of classes, kindergarten classes you have. And so we get quite a bit more than other districts because we have more kindergarten classes than a lot in our trial community. So for the grant, it requires that we do stuff for

017running the kids, running the families, and running our schools. And so for running the kids, we're going to submit requesting to have pay for our threey Friday events that we try to do every fall or every spring in April. Um, so we've got three dates picked out, one for each of the elementary schools. Um, so all the incoming kids are coming in are welcome to come there. We have teachers from all three schools so that they're allowed to go to all of them. Um, we've done it in the past. Every year that we've had this grant and it's great for getting those kids used to the teachers, getting used to the school. They get a tour of the school. They would craft, you know, a story time in a circle with their families there. So

018that would pay for one of those at each school. Um, it would pay for uh for parent readiness. It would pay for us to get ready for kindergarten kids. Uh, for the lowest amount I put getting social emotional kits for every family uh that comes to Kinder Camp because I can buy them ahead of time and then use them at Kinder Camp. Um, and so during kinder camp in the past, I've set up parent education classes uh, one to two days a week with our parents to have them come in and do parent education and learn about how to get their kids and the kids that I'm looking at are the social emotional ones so that they can work all summer on getting them ready for for kinder. And then the ready for the getting

019the school ready is more of a PD centered area. And so for that one, there is a early learning conference on social emotional and literacy in Bend. So it's it's local, so we don't have to fly anywhere. So being able to take six of our kindergarten teachers to that in April, and it's on uh weekend, so we wouldn't have to worry about getting subs into our school. There is one in Portland, but it's a Thursday, Friday, and I don't then I'd have to get subs for everybody, and that's much harder to do. So we've gone a bit past couple of years and it's been really successful and we're like uniting our bigger teachers. So I just wanting to get consent to hit the submit button and then once we get it we'll present more it

020competitive. So anybody questions about it? >> Sounds like you have done this in the past. Sorry, I'm dropping from my pen. And that um so you haven't had a change. You can just kind of stick to what you guys are doing. Have the requirements always been the same because I noticed the requirements for recording are pretty intense. >> Yeah, they've been the same for the last four years that I've been doing it. >> So, you're used to that. >> Yeah. >> Yep. That's the same way that it has always been. It was just the deadline moved up from August to And so they ignoring one of the questions in there, when's your last day? So we can make sure to get it into us completed before summer. So there's no conflict of you buying these

021for kids. We actually started doing it now. They put it as a suggestion to the other school districts that they should purchase them because our parents were really impressed with kids. Although you're participated in this. So the kinder transition events we usually have about 40 kids at at each event about 20 of them come to all of them and then we get kind of building specific. I try to do a literacy theme of one, a science theme at one social emotional. That way they can get something out of all and each building, even though it's at Columbia City, there'll be a McBride teacher, a Louis and Clark teacher, and Columbia City always kids teachers there that they will be in break them up because we have so many that I try to break them up

022by school so they can get to know the writing kits. When I did parent education and offered these kits, I had a room full of parents like I've never had before of the kinder camp. They dropped dump their kids off and all came into this room. Parents were recording at the shelter to their their house so that they could learn how to. It was way better turnout than we've tried just doing it with parents in the evening kind of activity. So >> yeah. And so it was definitely really I did it for on a Tuesday and a Thursday camp and stuff there for when they came in and they really excited to take this bag of of goodies for their kids that was free and learn how to use it. So of the 40 kids

023who come to Mayor preschool. >> Uh we usually don't get a whole lot from ours because they already know the schools. Yeah. um with the programs that we have, they think we do so much interaction with the kindergarten teachers and our schools that they they don't feel that they they need to necessarily get. We do get a few of our our kids who are struggling with transition um because we invite Jet Nelson and and Harings and stuff to come to these events also so that they can get some kids that they might be having also in their programs. Danny do so much. Thank you. >> I love to the high school bond. We're sorry. It's funny because we all avoid it. Push it to where we >> have them. Can you hit that? >> All

024right. I swear that >> All right. So, let's talk get a little more in depth. Hopefully, this will help you out. I'm just going to give a little more in depth. Yeah. So, our bond actually started for the high school in 2016. Uh when we went out for that $49.6 million, um most of it was for the middle school as we know, right? Um and CCec, which is now, but also um in the bond uh measure was for the high school. I think it was we had planned on using uh $3.5 million um originally. Uh eventually um after we were done with everything um approximately uh 5,885,000 came from the middle school or from that full bond program into the high school bond and we'll kind of show a few minutes and then so as

025I go through this stuff I I'll just kind of highlight some things but um yeah we'll show you how you got there but so that bond um specifically called out for as the high school uh new classrooms which we're talking about science classrooms because we really wanted to update them. I'm not sure if you guys remember those science classrooms were really small. They didn't have all of the the emergency eye wash and the showers and that kind of stuff and the labs uh were way behind the times. Um and then also it said uh security improvements were a big thing. So that's why we did during the while we were doing uh Plymouth and uh middle school, we did the access control on the front doors plus in between the buildings, we did access control

026and then we put the gates at the high school parking lot because they had them originally a long time ago, but then we put them back and they started locking during the school. So then we with the rest of the funds we kind of just held off because we were building two new buildings um and we didn't have the capacity to keep developing all three sites at one time. And then the community kind of saw what was happening and they got behind um the bond program and they were like this looks great at the middle school. This looks great at Plymouth. We really want to see something more than just a small project at the high school. So, uh, they said, "Let's do more at the high school." Um, so we, uh, like that community

027member, um, we were like hearing good things about it as a district. So, like the community member last board meeting talked about, we did like that exercise at Plymouth because we were done with that. And what that was is um, we had I think eight tables and you got like a lot of people showed up. We had like 10 people around the table and they had the blueprint of the existing high school and then they took um pieces of paper and they wrote like $2 million and they had the outline of the gym. So if you wanted to replace the gym to a new gym or whatever, you could just take that and put that on the map. Or if you wanted a bigger gym or an auditorium like I think the auditorium to make

028it bigger, everybody at the time in the beginning wanted a bigger auditorium. I think it was like $3 million to just make it wider because of the walls and everything. Um, so you know, and someone brought up a swimming pool. So the architect was like, "Well, here's a new piece of paper, right? $2 million." Because that's at the time ballpark $2 million. And we put it on our map. So what we did is we had all these pieces of paper for all these different things. And we said, "I want your group to come up with a decision. We have $85 million." So everybody put their stuff out. We kind of agreed. We talked about it and then we put our pieces of paper out and then they came around took pictures um and then took

029notes and then they said, "Okay, sounds good. Now you only have $65 million. What are you going to do and you know made us take everything off." So then we did it again. Then we did it again for like 45. And these numbers are ballmarked. I mean it was a while ago and I didn't take notes but uh and then they did it for 65 or 45. And then we did it for 25. I remember like doing the last two, second to the last one, nobody was really too happy. The last one, I remember sitting there going like, "What are we doing?" Like, "This is terrible." Nobody was happy. We were like, "This isn't going to work." Um because I think most of us just we did a few little things and that was it.

030Um and maybe that was the point. I don't know. So afterwards, um we were as a district, we were really encouraged by it because people were like, "Yeah, we want to go out for a lot." So we, as you do when you go out for a bond, you do polling. So we had a professional polling company go out, they pulled the community because you can go out for whatever bond you want to go out for, but if your community can't support it or, you know, won't be able to, you don't go out for that. So we pulled at different numbers, you know, and they say you're going to be able to pay for this much or whatever. Um and what we did found out was that the community with tour would be able to support

031and work by the district you know doing their engagement and stuff would be able to get 55 million. So that's what we did. Um and we knew we had the 3.5 from the original bond. So that's what we did. Um so we went out for that and luckily the it was a lot of work but um and the community supported it so it passed which was great. So we started on this project. Um so we had the architect engaged. So we you know continued with them. We got a project manager on board and then we hired a contractor and we did the CMGC process. And that means it's a contractor contract manager general contractor. And what that means is you bring in the contractor, you hire them on, and you bring them in as a

032partner to help early in a remodel. Um, we had a lot of people tell us that this is the best way to do it on a high school where you've had numerous exper uh additions, remodels. So, you want to bring someone in like that so they can help not only design and show us what's buildable and what's um what's efficient, you know, help the architects along with that, but also dig into the building. Architects aren't going to, you know, be going through the building and digging in and saying, "Okay, but you got this wall you didn't know about hidden behind these other two walls." So, that was a real benefit for us. Um, not only because when you do that, we could um start our project earlier because we'll get to why, but um we

033only had our grading and our foundation permit. And so since they were already on board, we got them to work where our final documents didn't come for uh eight months later. So we didn't have to keep delaying the project. Sorry. And then also um with wood escalation >> only. >> Yeah. So back then like people were selling plywood for like $80 a sheet. It was crazy >> with the CMG. So at the middle school in Plymouth we did a design bid build. You design it, you bid it, and then you build it. So contractors back then, they were like, "Oh, wood's going up $80 a sheet." So they would charge us that and that's how much we paid. With the CGC, their subcontractors were like, "This is going to go way up." So they said,

034"Okay, don't put your wood price in. Say you're going to charge us this much and we'll have escalation." So if wood prices keep going way up, we'll cover that. But if wood prices go way down, then you have to drop your prices, which luckily for us, it worked out. Uh because I can't remember how much it was. It was a significant amount because once you bring on it takes a while to get a subcontractor on board, but then it took six months and six months later all those prices dropped off. So we saved a ton of money just by doing that with the CGC process. So it was advantageous for us to take that approach on this project. Um actually so um when we started this project um we went out and we so you

035meet with staff and you meet with community members and our approach as a district was to tell people to dream big. Um, the reason that the district did that was because when we started the uh middle school, we would engage our staff. We'd meet with like a group of like all the social studies and math departments and we'd be like, "Hey, we bring in the project managers and the architects and like here's what we're thinking." and we'd show something on the screen and we'd be like, you know, what do you what do you envision in this space to bring the kids into a 21st learning environment? What do you think? And it they would be like, I just want a a wall. I just want a wall because you might remember those accordium, you know,

036doors and >> and we're like, yeah, yeah, right. Yeah, you're going to get walls. And they're like, but what do you think? And they're like, you know, what do you mean? They're like, yeah, I just just want a wall, man. just need a wall. >> Hey, but like what are we what are we gonna bring for the kids? What? Well, can I get a whiteboard? Not have a chalkboard. That'd be really cool. Oh my gosh. So, we like actually had like a speech about dreaming big that we do every time because we just couldn't, you know, >> Yeah. And so, uh, and we then we started taking people around to other schools, uh, new ones and, you know, everybody got on board. So, we started doing that at the high school. Um, and it went

037great. And so here's when you start out, you start out with basically blocks and your you tell your architect, hey, we want so many spaces and all these spaces represent different things and we have so much money, so let's see what we can do with this. So here's a couple different designs. So on the left hand side, DB building is kind of the CTE, but you can see how we actually because one of our biggest push was connect all the buildings and make it safe for students and people liked how we have that loop at the middle school. So we have a loop where you connected all the buildings um and had a loop that kids could walk around because that was a big push for a while. But the main entrance is where our

038BB building library was for a lab. And then on the right hand side, you can see it's a two-story building. So, we're just going through different concepts, trying to figure it out. Then we kind of do a square footage pricing exercise, see where we were at. Um, all these were kind of close, but again, it's hard to tell where you're at. So, you're just going through these different exercises, seeing what you like, seeing what you don't like, making adjustments based on square footage and um where you have spaces and that stuff. >> All right. So, here it's our first drawing. This is our 100% schematic design. You have three phases. Schematic design, design, development, and then CD. CD is construction drawings. That's like where you start drawing pipes. So this and every time we're doing

039this, we are checking pricing. This is what we thought we could get. So this has an autoshop classroom and an autoshop lab. Uh wood shop storage completely enclosed. We enclosed uh the connection between B and C with extra classrooms. It had a student based health center. That was very important. The sped portable got moved because we had a fire lane that was code required going all around the building. Had an athletic fieldhouse. The culinary classroom was right next to the kitchen. Band and choir were in what is now our main office. Um because they did a black box. Is it some type of like drama multi-purpose really great place that could also be used as a dance studio? I don't know. I don't get it, but it's supposed to be great. And then we also

040had the front office right there. So, the front entry was there and that you can't see it from this floor plan, but it's a twostory kind of thing where it has a clear story that's like 10 feet above it where it had uh clear glass. So, it brought daylight in down that whole hallway. And then all of B building in C um everything gets all new roof because uh you have all new light uh all new windows all around the building. So there's been tons of studies showing that natural daylight improves. So that's our was our biggest driver. So we wanted to re and with that building you have to replace all the roof to do all structure uh to put in windows. So that was huge for us. And you can see there's tons

041of new classrooms in through the whole facility, right? So that's what we were thinking. Also, the top two fields on the left hand side, uh, those were synthetic. So it's a brand new baseball and softball with a synthetic soccer football field and then um below it would be new grass fields and then new synthetic football field uh just reurking it. Um, and then yeah, all new parking. The problem is, uh, it came in a little high and that didn't include everything. For some reason, they dropped the other some of the stuff outside of the price. So, yeah, we were a little sticker shock at that because we had been doing pricing exercises and it wasn't that high. So, we started to get a little concerned and um, that happens. I think we dreamed a little

042too big. Um, and we started to not realize the uh where we were at right with CO pricing. >> Yeah. >> So, this is our next rendition. So, this is design development. So, we started scaling things back. We still kept like the auto shop uh ads, the wood shop. We moved the culinary art classroom over so that we could uh save on plumbing. Um the banding choir still got moved in the black box there for the main entrance. So we cut down a ton of square new square footage from the floor plan with bringing the front entrance where it is counseling office on the sides and then science got moved over there to save on square footage. But we still have a studentbased health center uh inside the facility at this time. And then the

043preschool and toddler infant rooms got moved up there um because that was really important. >> And I assume this every time you had to do this, we had to pay someone else to come in and re like do all of this, >> right? You guys do it yourself. >> Do the drawings? Yeah. Oh, no. It's a part of the Yes. It's the architects are doing this all the time. So this is what they this is how you do it but it's the normal process. Yeah. It's we do this. So we did this at the middle school. >> Uh we you go through these phases and at the middle school we did the same thing. We just uh change you change things every time until you can get but we hang on I'll get there. So

044then also um we wanted to save so we didn't do any synthetic fields um or we did still have synthetic fields at this point maybe but uh they're just the top baseball field and the softball field where the baseball field currently is. Um but we left the JB, you know, the grass fields that are good still. And then so right before this, we had gotten an estimate um and it was not it was only um like $1.8 million off this drawing um over, but it it wasn't. So when you give a drawing, you give a drawing and we're like, hey, you know, doing checks um with our partners um but it wasn't didn't have all the details. And then once you give them the full set and they start going through the details, then they

045start digging in and then we're coming up at 13 and over. So that's when we realized, okay, something's going on. And that's when we started seeing all the CO prices just we couldn't keep up with our drawings. So it was very um challenging to be in those meetings at that time because every meeting people were like it's we kept going through drawings. Uh we were in design development which is highly unusual. Um but not unusual for that time. Right. >> Um until February of 22. It was all >> it's never happened before. >> I remember it. >> Um and it was crazy. People kept saying this this is unprecedented. This is unpre I was just telling people like you got to stop saying that like at this point we got to quit saying that because

046>> but it came with the co issue. I mean it wasn't like >> supply chain. It was it was crazy. So what we got to we got to this. This was our quote. It is the floor plan of what we have now. So originally we had this project that we had planned on doing that we were going to do that we could afford that we had you know estimated and it was there. But due to all these issues we were still $2 million over budget but we had to remove the health center. We had to keep the preschool where it was. We had to reduce the paving. We had to remove any work in deep besides what's code required. We had to remove the synthetic fields, the lighting scope, the controls. Like at the middle

047school, it's a design bid build. They give you the cheapest lighting controls they can give you because they want to get the bid. High school, they found something cheaper. I don't know how. So like the plumbing scope got reduced. We had sinks in every classroom. That's not that's not there at the high school. Now we removed the chiller. The roofing got cut. Like all these scopes got cut because that's what we could afford. And that's what you do in a lot. You can only do what you can do. And in a remodel when you're not building a new building, you just you have this building and then you just start going, "Okay, well here's what we can afford. Here's what we can afford." And it just keeps shrinking. And so as you're doing this, you

048take input from, you know, community and from your bond oversight committee, from the board, and you just start saying, "Okay, well, where's our priorities? What can we touch? What can we do the most of? What's >> where it says um reduced fire sprinkler scope, that's not a safety issue though, right?" >> Right. or code >> just no >> it's not all brand new >> so originally like you know for me uh I want it all brand new right yeah it's not all brand new all the heads are brand new it's all code required and where we so some of the spots like um like it says DB building um we didn't do much in there. Um, so you don't need to replace all the lines of it, right? So it's not all brand, but where

049we did significant remodeling or we built a new building, that's all brand new fire. >> So want versus >> correct. Right. >> Like he wanted to rem, >> right? I mean, Right. But to say that is also to say like uh need to remodel anything, right? You know, I mean like you know. Yeah. So we want we want to do everything. Yeah. But like >> I actually want to go off that because what I see is like and forgive me if I'm wrong or misunderstanding this. Just put me in my place. But for me, I would think Hback should come before like TUR, right? Because that's going to cause a greater issue down the road over TUR. And so I guess I'm when I see this lined up, how did we end up with certain

050things over another? >> Okay, >> those are just decisions at the time. >> I know that's the list, but I know we still haven't done HVAC. And so that's part of my issue is like I know we still need HVAC, but we're going to put some of this money toward Turk, but shouldn't we do Hback first? And so I guess I was just playing off of that. That's just something that we can address later. It was just a thought. >> Yeah. I mean, um, so >> some of it. Yes. But, uh, yeah, that's just a decision that was made, >> right? >> And and another one that we'll have to make tonight, right? >> Um, >> or do we have enough Hback? And >> so technically the decision is I mean yeah I don't know

051if you I mean not trying to it's not really >> you don't have to worry about my feelings. Well, it's not um so it's more how I look at it is Well, well, let's go through this and then >> I just I just wanted to kind of like piggy back onto that. But yeah, >> yeah, everyone I think everyone has their own what they think and that's tough and that's why I think that the I think overall that's why the community voted for you guys and you guys hired a superintendent. >> Wow. And so, okay, but the board >> hires a superintendent. And so that's ultimately who has to make that decision. >> And that decision that board and like we have new community members. >> Yeah. >> So like old community members hired an

052older board that hired an older superintendent that made a lot of decisions. And so like >> that that's just how it is. way. I absolutely get it and I'm not saying one is wrong or one is right. That's not my point at all. I just know that we're >> coming into big money deficits and I just want to make sure that we put the right priorities in place for what we are spending this last 3.5 million on and what all it can cover so that we aren't just putting it on turf when we could end up with an HVAC issue and not have the money to fix that. and that I foresee causing more problems than turf. I don't know, right? I don't know that. I'm just saying that's where my mind is right now.

053And I want to make sure that if we if I vote for something like that, I want to understand how this is the priority and what can hurt us the most in the long run. Well, then there's also the other side like if we don't do I mean this has been two years that we are past the warranty on the turf and we have so many athletics from very little up to high school who use it and if we have to >> but we also have whole building >> I do want to say that in the priorities that we're looking through the survey and the information and we're finding the themes athletics is a big huge priority here in this um community it's been shared across across the board from staff to student to community

054members. >> Even I was just looking at and they were saying that something they have done is push athletics and school programs for kids 100 like every child and so I understand the importance of it but also every child shows up in our high school at some point and that age or those other issues also are important and so they're all important. I'm not saying I'm just at the last meeting. We have to have the field evaluated again and if it fails >> no. So uh we have to have it evaluated again. If it fails, we can try to fix it, but there is a chance that we can't fix it, >> right? >> Because the fibers, if they get too short and don't hold the material, then >> and it's fixed twice. >> Yes.

055>> Sorry. >> So, uh, so we decided even though we were 2 million short, we were just going to break ground and figure it out. Um, because we felt like we weren't going to, uh, make that mark no matter what. So, we broke ground on March 28th of 2022. >> And so, as the project moved forward, um we did run into some delays. So, um we had structural permits that got delayed by six months. Um but it only delayed the project by two months. Um but two months on a project where you're getting general conditions um can be significant. And then also we had the electrical switch gear issue um and that was 12 months late. So it delayed the project by nine months. I'm not sure if you remember but during that time I

056remember hearing like how projects in downtown Portland were actually closing for a year and a half um to be closing down the whole thing just because they couldn't get anything. So, uh, we were lucky that we could actually get it in 12 months. So, we made some adjustments, but it did make our project go a lot longer. Um, so now that we have our building, um, let's talk about budget. So, this is a budget put together by our project manager, um, Cornerstone, which they change their name to Capstone. This one's from September of 2021. Um so the first column is the original budget. It's based on their best practices of what they think when they have talked to us about hey you have a bond for this much. This is what you're looking to do.

057This is what we think is going to happen. And then they have their uh current budget. So, after we have meetings and we start talking about things, they uh work with the district and they say there's a process with the business manager um to move funds around, but they'll move stuff in the budget um just to help cover different things. And then we have a committed to date obviously that means and then the paid to date and um uncommitted budget and then remaining to be paid. Um, also there's a on the right hand side there's another column that says percentage. I had to cut that off. It was really hard to get this on a PowerPoint. Um, but I wanted to point out so civil engineering he put $200,000 but on our in our project

058um our architect was I hired the civil engineer. So he he knocked it down um to $50,000. Then later you're going to see how it's just going to go away because we never hired an independent civil engineer on this property. Is this is this the most current budget we have? >> And then um but I'm kind of just >> other engineers um you knocked it down to 50,000. Uh insurance, this is something we're going to watch. I'm going to point out at each one of these times you visit. Uh so $100,000 is typical on program for 55 and a year into it we were at 676. And then if you look at this, we didn't plan on using modular. We had a different plan coming out of the gate and and we decided that that

059plan would not work. So we had to transfer money around and we were at 900,000. And then our base contract for uh site work. So this would be kind of where our turf fields uh would be coming from. um they were hoping would be around just average job would be around 3.5 and then our contingency. So it originally was at 2.4 core. Um, but you see all got bumped up because at this point we had closed out uh the middle school I think. And so we had the initial whatever was brought over uh we brought over another 700,000 because we completed um most of the projects of the middle school and we had I think another summer of work to do the site work where we did the shed and that stuff. So you'll see

060that go up a little bit just because of some things like that. Uh, okay. And contingency, how it gets used. So, the reason we have a contingency is because there's a lot of things in there that you don't know that are there. It's a weird thing to say, but you get it once you go through the project. Um, so like we found piles of asbestous in the ground, um, floor tiles that were there. So, they stopped the project in that area. They did the, you know, broke it all off and then we had an abatement company come in and take care of it. It was weird just in the middle of where the driveway was. So, it's just stuff like that that pops up that you just don't know about that and that's kind of

061what that's there. All right. So, let's talk about uh CGC. So, how work start? So, a CGC contractor starts with a letter of authorization. What they'll do is they'll comb through the prints and the scope report and they will put together what's called a a package or a letter of authorization and they will uh put it on the street. They'll reach out to different subcontractors hopefully at least three or four or five and they'll get quotes for that work. Then they uh make sure that all the work is covered. They'll bring it into the district. They do an Excel and they verify everything and then they make a recommendation. Yeah, these guys have all the scope of work covered. They've met all the requirements. Uh we recommend they're the lowest bid and so we recommend

062using them. And then the district team looks at it and says, "Yep, that sounds good." So then um they put it on a PCO. A PCO or a potential change order is just a piece of paper. That's how they do their work. but it's called a potential change order. Um, and so we had over 800 because that's how they do their work. That's how that corporation does it. Um, so when we had like over 800 change orders on this because that's that's how they define their work. Just that's that's why that's that's a nuance on how they did their stuff. Um, and then all PCOS have like contractor's contingency and insurance tacked on to it. So something to keep in mind is um every like PCO that they do has like a a difference in

063conditions insurance. And so that insurance that we talked about earlier on our budget is our insurance. It's called builder's risk insurance. Um we have to carry insurance for builder's risk which you have insurance on a building but when you're under construction our our insurance doesn't cover that. We have to buy a separate insurance policy um to cover the building of the building. And then they have to have the subcontractor has to have difference in conditions insurance for their subs uh contractor's bond subcontractor's default insurance and then they also have their fee and then they have their they put on the uh potential change orders also their contractor's contingency. The key thing with that is um that kind of gets banked and then if they don't use their contingency we get it back later. All right.

064So one thing more to touch on is um how we did the changes or the PCOS is any type of so they call them events but like any um project or a purchase or a change event it's just we call them events um and so it was presented to the team in some way or another and then the team would kind of discuss it and then we would make a recommendation to the superintendent u the superintendent ultimately would decide um to move forward or not um or how much of that project we would do and then the project manager from Cornerstone would um and the director of physical services or the CFO um would ensure that the funds were there. They you know make sure we have the budget and then the PM would make

065sure all the documentation was appropriate if they do their things. Um and that they put all the package together. The architect then reviews it for the scope of work, make sure the pricing's correct, um, make sure the scope of work is correct, and then it would go through each one of us on the team. So, it would go through me first. I would kind of check the pricing, make sure, you know, I didn't have any questions, make sure the scope of work looked um appropriate, the pricing I didn't have any questions on, and then it went to the director of IT, and then it went through the director of fiscal service or CEO, and then the superintendent, they would sign it. So, with the CGC, uh you want to get to what's called a guaranteed

066maximum price, which is a GMP. Um, and we did that on September 20th of 22. Uh, and it's a contract that lines out exactly what they're going to do according to the drawings. So, it includes um, and it has a lot of excl exclusions which well a sec, but it has like device. So, if there's something in the drawings that is kind of unclear like the lion um, it wasn't exactly detailed the how the base plate welding was done or that kind of stuff. That would be like a a get to buy, like a placeholder for $5,000, and it would be, you know, on their thing as a get to buy or we had allowances like material escalations or floor prep uh like moisture mitigation allowances. We knew we were going to have to do

067some of it, but until we tested, ripped everything off the floor, grinded it down, and then tested the floor to see if the sealer would hold, we we didn't know. So, you put an allowance in. The nice thing about that is later if it doesn't get used, it's all open book, then we just get that back on our side and then we can use it in the project. Uh, right. So, one thing is the uh exclusions. So, besides what was code required in ECN at this point, we did not plan on doing any electrical mechanical or plumbing just because we didn't have the funding as it showed earlier. So, um, there's no more planned in those areas. Um, the district went out for a bond in 2023, uh, with for a $4 million bond, as

068you guys know, uh, and a matching grant. And we were successful in that. Um, so the community passed that. And so here's the bond listing. Um, and so one thing is, so when you're reading this though, it says that the bonds are to complete the project. So because I've had a lot of people ask me about that. Um, it's to complete the project. So anything in that project, we can use the bond funds for. And then it says including you or it says uh the bonds would finance capital cost including all of these things. Our goal at the time when we passed this was to get everything done just like in the original bond when it listed all those things. That's our goal. But like with any bond you can only do as far as

069the money will go. So, this is >> Sorry, >> that's the same one. >> Uh, it's from 23. >> Oh, sorry. This one said 2021, but I see the date of 2023. >> Okay. >> So, at this point, oh yeah, so this is after the uh new bond passed. So we had realized that we were not going to use any of the extra engineering. So we transfer that fund and but look at our insurance from one we were at 676 now we're at 1.3 and then um our base contract played up. So we were at 42 now our construction costs at 57. Is that okay? >> We get it. Oh, I don't know. People are looking at you like >> continuing. Please >> also uh our permits um once we realized that we weren't going

070to be paying SDS fees, um which is a was a big concern for us. We started, you know, we're at this point of the project, we aren't going to have any more permits or any of those fees. So we were able to drop that down and then ship the funds where we need to go and then the contingency went up at this point because I think at this point we had completely oh we had brought over um bond interest into the project. We had taken a lump sum and um we had completed the middle school completion. So um another thing is um the district handled some of the projects on their own. Uh part of that reason was to help reduce the cost. So all those different little insurance things. Um we don't have to

071have uh you pay a contractor to handle that, right? But you know the fees, the contingencies, all the different insurance. So when we did we directly worked with um uh part of purchasing agreement like we're asking now u for the synthetic field. We didn't have to pay for all those meats. Uh same thing with the AB uh the asbestous of payment we didn't have much of a choice because most contractors will general contractors will do that themselves they can make us uh same thing with access and security the auditorium seats and then even ordering furniture um it just takes a lot of that markup off of that. So it's helpful for us um and it saves a lot of money so that we can then you know have more funds to do whatever we need

072to do. So one thing to keep in mind though is as you go through these projects um there you know originally we had everything in there and then we had to cut it back but then as things come up um things get added that we didn't plan on. So, we made all those cuts and then um before we even passed the 23 bond, the laundry roof kept leaking and we couldn't get it to stop. Um historically, we had patched it, I think, eight times and not just, you know, our team, we've probably done it like three or four, but we've had contractors said numerous times. Um and so it was leaking on them when they were trying to install the new lights. So, we finally just said, "Okay, we did a change order and we

073just had added that to the lawn to get that section of the roof replaced." Nobody really wanted to do it because it's the laundry room, but you know, at some point when things fail so bad, you have to get them done and it's under the lawn. So, we also did that with the BU building broken windows. Um that's why the landscape pump is on there um as something to get done because you know it was working and then it it was supposed to be working when they hooked everything up and that's why the irrigation's assigned to spec and then it isn't working. Um the AC units on the roof they were working all through the project and then it just kept it kept failing. And then also the auto shop route, we had patched that

074numerous times and then last summer it just we couldn't get it anymore and we had to replace and it fell to the bond. So all right so in September of 2024 um at we're getting close to the end of the bond and what I mean by that is um we are down to very limited funds. I think our contingency was down to like 1.7 or something. Um uncommitted funds were very low. Um the district team met and uh we had a list of items that we wanted to get um taken care of so we could just close out this bond and be done. Uh we met as a team with Mr. Swwell of Superintendent Stockwell and um we just discussed stuff that we've been discussing a while like the BB building windows they some of

075them were broke um and we weren't sure is that what you know we just had a list and so um we just started making decision well we asked them and you know gave our input make decisions and so all all that list everything was made there were decisions made right and that's just what you do Um, so like some things were put on hold like the air conditioning units and some things were like, "Yep, we're doing it now." Like the windows or other things. Um, and then there were different plans put in place like bringing in more funds um into the bond program and then just different projects were either yes, no, or we're going to wait on that. And then he left the district and then Dr. Webb stepped in and so then we

076did the whole thing over again. We said, 'Hey, here's our project. This is where we're the building's at physically. This is where we're at financially. Here's the direction that we're going right now. Um, what do you think? You know, and then he kind of said, "Well, we're not going to go with some things." He said, "Yes and no. Wait." And then we just took that direction because that's the direction that we go in. >> Can I just ask a quick question? Yeah, >> you had mentioned 1.7, but I thought we had 3.5. Is this >> Is this different a different amount? Like you just said that when Dr. Web stepped in, we had 1.7 million. >> That was our uh Yes, that's what we were talking about. Yes. >> Okay. Is that different from the

0773.5 that's left in the bond that you were talking about last meeting that you said we have roughly 3.5 million? >> 3.2. >> Yes, >> that's different. >> Yes. >> Okay. >> Thank you. >> At the time we had uh estimated it well we had calculated it to be 1.7. Um and so uh all right. All right. So, he gave us input and we went through that list and so then we had a different direction and then we did the same thing again two months later with Dr. Gray. And so every time we got a new superintendent, we would go through that list and whatever wasn't if they said yes and we completed it, that was not on the list. But if it wasn't, then we went through that list again. And you know, every

078time you make changes and so when Dr. Berser Brown we did our best by saying here's our project, here's the shape of the building and um she was just uh very egregious and said, you know, we presented the plan and it was like, is this in the bond program? And then she asked, which was said, yes. Um, and then she said, uh, did the bond oversight committee, you know, go through all this and say yes? And you're like, yeah. She's like, okay, then keep moving forward. Because one thing that's key about that, because of where we were at in the project, if you think of it, think of it like this Where we were at in last uh in 2024 is like this is, you know, going into port. And when you're that close to

079port and you have a new superintendent and they say, "Yeah, we're going to start making some changes." And there's nothing wrong with that. But there are reasons that you do have to change to another port at the last minute. But that is very difficult with a ship this size. And then if you're get a new captain and they're like, "Yeah, I don't like that dock in that port." It's very hard to change that at the last minute. So, we can do that and we are doing that. But like that's kind of the analogy that I want you to think about when we're doing these kind of things. We can do whatever we need to do, but that's what we're doing. And there's very good reasons that we had to change course. Completely agree with that.

080I'm not saying anybody did anything wrong. Um, but that's what we were doing. >> All right. So here's our budget now. But so when I say this is our budget now, this is what uh Capstone has. But I hope I've kind of given you the idea that this is like where things go high level like it's it's an Excel sheet of where we spend our funds. Um, it's not like it's not like we said, "Hey, we're going to do this and we only have this much money here for this." Like, we just shift we shift funds around to cover what we're what what was decided to do. We don't I mean, that's how that's how a bond program works. >> Yeah, that's that's a good way to put that. So, but yeah, that's one thing

081I wanted to point out. Here was uh insurance like yeah, $2.1 million. >> So, here's our remaining projects that we're looking to complete. And so, part of that reason that um we're at the 3.2 two uh is because when I talked about that earlier is um when they so they didn't use all their contingency and so they released it back to us. We had three different release states. Um and so they were like uh 42 24 I think and then in 25 um they would release funds out of their contingency back to us. So that's you know just not awesome and you know I mean it's f it's good right um but also I guess that's how it goes. This is my first CMGC process project. And so then you get more funding at the

082end of the project. So then you can handle these kind of things. >> Was the Javelin runway and debuilding gravel road? Wasn't the gravel from the building used for the Javelin roadway. >> Uh they're they're technically two separate things, but yeah, we're having our CTE program get experience by helping us with these projects. I I have a document that stated that the HVAC was in message list and now it's not yours. So maybe I just had an old document. >> That's why Oh my gosh. >> Well, oh yeah, no. Replace BC buildings AC. >> I didn't see AC. >> Oh, sorry. I >> So I'd use uh Yeah, I said AC because that's you know what people >> Yeah, for sure. So just to let you know um so when you say HVAC >> Yeah.

083And so, uh, what we did with our HVAC upgrades is, um, for the building, um, is everything, uh, so on the heating side, um, was replaced up to C building. So C building still has the same boiler. Um, all the the controls for, uh, C and D were replaced in 2016, so they're new. So that's a big difference when like I'm looking at it and it says HVAC still needs to be done versus like air conditioning, right? Like that would be a really big difference for me to vote like if it's just AC that's something a school can run on without like HVAC and boilers and that can shut a whole school down. And so when I'm looking at it and I'm seeing HVAC versus AC, I'm thinking, "Oh, there's no way I'm going to

084go turf over HVAC." But when you're bringing it to me as AC, that's very different in my mind. And so I'm thankful for that clarification and that you're bringing this to me later to us as a explaining how what HVAC you did accomplish because in the previous pages it looked very different. >> Well, so SE building boiler it is really old, >> but you can still like SE building is pretty small, isn't it? Isn't it? So, I mean we >> there's options. There's Yes. They would be not fun, but it's very different still than just like every boiler. >> Yeah. And then the HVAC units themselves, the physical units uh for what we So, we'll just talk old school, right? So, B building and uh C were uh still the same. So, uh, except they

085got new motors, um, and, uh, new starters, but other than that, they're still the same. So, that good, you know. Um, but yeah, we can still push the mayor for a while. >> Yeah. Do you see where I'm what I'm saying? >> Oh, yeah. Um, yeah, and I'm glad you're asking that question so I can help clarify. Although, debuilding is all the same except for the controls are missed. So, how long do you expect those to to run well >> or just to be running versus >> I don't know. I guess I just want >> Yeah, >> the old boiler. >> I don't know. I don't know. I mean, right. We're on our time on a sea building boiler, >> but that's not on our list. we're going to run and like you said three

086classrooms we have to move. So another concern of ours uh the one reason that the air conditioning is a higher priority for that is because uh in the building specifically um there we have rooms that do not have windows to or doors to the outside and so those rooms become quite stagnant and hot without any cool air getting blown into them. And so we have students um that still uh some can't be in that space during school. Now granted, I hear you. It's only for a week or two, but it's a week or two of learning that they don't get. So that's why we're starting to prioritize that. And we also we don't have the auditorium the auditorium air conditioning isn't on this list because it's not an active student space. Ideally, ideally we'd like

087to get that done and it's a huge community space. If we had the funding, I would love to do that. I'm still trying to work a way to get that to happen. But >> So, do we have is this able to be accomplished with the 3.2 million that is left and is that looking at any unexpected higher costs and where does >> Yeah. So we're we should be able to >> um and yes there are things like the landscape pump that is the lowest priority like if we can't irrigate our fields properly then people might get wet during the day when the you know when they're out in the field if because we have to stage everything right and so we have some dry spots. >> So this isn't listed in priority order. >> No.

088>> Okay. But I I think we can get it done. And our goal is to uh kind of what the community voted for is what we're going to try to do the best we can do with the funding that we have and like the ethus um on the auditorium and that and I want to be completely honest with you guys like next week if that fire system like say the whole section in the wherever just breaks open and that's what we're spending bond funds Yeah, >> you know, I mean, we got to keep school open for the kids. >> So, yeah, I would love to see we're going to get this done and have money left over to do what we need to do, but I hope the roof stays in good shape. You know,

089we're going to keep tar on it, patching holes as much as we can, but >> and there's no more contingency money. >> Oh, uh I don't know. So, I don't know. Um we um have not got we haven't so it's a whole process to get the final payoffs from um we're still working with them to get all of their so we're still going through the ons and as bill process but it takes a while. So, what would we lose if costs do go up? What would this list would be the ones that go? most likely we would lose um the landscape uh pump and then I don't it depends on uh the Egypt and where that comes in at but that it depends on where that comes in at and then what kind of funding

090uh we have left what kind of strategies we can take with our architects. >> Thank you. That was We'll take five Good evening everyone. Sorry, >> tough to follow Jarren. So, also I feel more comfortable standing. I'll write ch by hand more and all that kind of stuff. So, um I'm here to talk to you a little bit about the St. Helens comprehensive literacy state development grant and kind of the background on it and how we're using it within St. Helens and things like that. So, just a little background. CLSD comprehensive literacy state development grant grant is a compre competitive grant that districts across the state apply for that provides $55 million of granted age Oregon school districts to improve the literacy outcomes of children from birth to 12th grade I don't Allison and sh

091might agree with me with this but like there's nothing more important in the world of elementary building principal than teaching kids to learn to read if the amount of doors it opens up shell shake our head when they are coming to middle school if they have have so many more opportunities and options in their lives. So with that, the CLSD grant will help St. Ellens ensure that every child from birth to high school has the literary ski literacy skills needed for lifelong success. We will strengthen early learning, provide consistent reading instruction across classrooms, give targeted support to struggling readers, and build students ability to tackle complex tasks in secondary grades. Families will be true partners with resources and strategies to help support learning at home. And the goal is by 2029 at least 80 80%

092of our students will read right at grade level. So everything that we're going to talk about today is going to be to just support this goal that potentially by the time we get to 2029 maybe we're not even necessarily going to need to apply for this grant because our teachers and students have the skills uh to read at that at those high levels. So some of the five goals for success relating to this is that strong start that B preK Danny talked about earlier. How we can build in language rich classrooms, how we can incorporate bilingual books, and how do we build in family support that they're helping with kids ability to learn to read. And then that consistent core instruction. I probably could say that K12, but like how are we providing consistent core

093instruction that we're giving kids the skills to learn to read with researchbased practices like you fly wonders that are used in every classroom every day. And then how are we providing targeted interventions K12? So when we're providing small group and explicit instruction for those kids who are struggling to read and that PLT time on Wednesday afternoons gives time for teachers to plan what some of those interventions might look like based on student feeds. And then the secondary literary success is how do we give teachers the skills to to teach kids to to build up the capacity to read complex text, expand their ver vocabulary and then write with stamina to be able to either inform or explain or give opinions. Okay. And then lastly, how do we build in family community partnerships, resources, and strategies

094multilingual, culturally responsive to really allow to give parents the skills to support learning? >> When you're talking bilingual books, are you talking about essentially like starting dual immersion for kids? >> Well, a little bit. Yeah. I mean, that's part of it, right? Is giving kids opportunity to read books in their native language so they have to understand it while giving them the skills. I was thinking the other way like having students read like books out of their language because kids when they're younger have >> amazing strategy this isn't part of this brand but that is definitely something we can build a dual dual language immersion type programs and things like that too I love you sharing that absolutely okay so what we're hoping to do by 2029 by the end of this grant in early

095learning implement the frog street dual language curriculum just talked about those boxes with that here in the district as well we're going to expand some of those bilingual books and book bags for families to take home and kids to read home for their families and then be able to host family literacy and kindergarten transition events. in elementary. We've been providing professional development for teachers in UFly which is the University of Florida Florina literacy um intervention foundations and wonders core curriculum and it provides a line pacing meaning that what we are expecting kids to learn in first grade it doesn't matter what school they're in or what teacher they have they are learning the same things at similar times because one things we don't want them to have have happen is our fifth graders to come

096to middle school and at the middle school the sixth graders like well I know these kids are good at this because they went to McBride and these kids are really strong in this area because they went to Columbia City or they went to Louis and Clark. So, we want to make sure we have a a line pacing and kids are learning similar things at similar times regardless of what school or teacher they have. >> Quick question. Does that how does Arthur fit in that? >> So, it's an excellent question. We're not necessarily part of their acing within that as well too. Um, and that's something that we probably could potentially invite them to be involved in that because we're not necessarily uh collaborating with them at that same level. Great question. I didn't really thought

097about that. Literacy learning walks where we're going out and going into classrooms to see what is going on with literacy instruction in kindergarten up to 12th grade. How we're building an opportunity for common assessments like I talked about that earlier. um when we're asking so we just had professional development last week where we had third fourth K through fifth grade teachers all give the same common assessment the same test and they came back together and talked about the results so we can they can potentially learn from each other and they have the same outcomes regardless of what school they go to how we're also providing professional development for staff and those family engagement supports in the secondary level how we can add star universal screening so we can find out in grades 9 and and

098the kids have the skills they need to potentially graduate on time. And if they don't, based on the screener, we can give those some of those interventions right away so kids can get what they need when they need it to be able to use those skills in those uh in ELA classes at high school. Expand interventions with rewards, which is another curriculum, how we can continue to provide professional development staff. Michelle and I were just talking earlier uh in March there is a K5 and elementary ELA professional development and a 612 professional development. I was just kind of asking her what are some things that she might want in that training. So continue to provide professional development staff and then release time for teacher conferring and curriculum and life. Okay. Also, we're going to continue

099to build in family engagement, bilingual home literacy kits, literacy nights and cultural responsive communication. And then our systems of support, strengthens our MTSS, strengthen our PLC's with our work with solution tree, how we're continue to provide coaching, and then that job embedded PD, giving teachers skills like to build an engagement, questioning and feedback, things they can use in the classroom right away. Okay. So, how the what the budget looks like, what we're spending the money on, birth to prek, buy books, obviously get kids get books in the hands of kids, how we're all purchasing dual language curriculum and class high scope assessments. We're also building in family literacy nights, parent education, kinder transition events to make sure they're prepared to move on to uh elementary school and then continue to provide professional development through uh

100that's the new curriculum frog frog street conference and PLC coaching and grades K5 ongoing wonders PD. That's the daily literacy curriculum that all of our K-pop teachers are using. How we can build an opportunity for literacy alignment days and then also reading A to Z. uh how we continue to provide interventions for kids that are struggling to read, whether that's phonics for reading or rewards, which some of our special education students use as well too to give them some skills that can help uh prepare them for grade level standards, more family engagement events, bilingual resources, translation services at conferences and things like that. And then continuing to provide parent literacy educator guide families. And then 612, like I mentioned with that Star Universal screener, let's identify those kids that need support right away in grades

101nine and 10, give them the support they need. It's going to allow them to graduate high school on time. We're going to continue to provide PD for curriculum alignment, PLC coaching, and onetoone literacy conferring. Uh more PD on rewards, interventions, and instructional assistance support. And then family engagement translation services. Basically, let's give the staff the skills they need to give the kids the support they need to be able to access grade level standards. How the budget supports this goal, early foundations of prek resources, and family engagement. We're going to continue to provide consistent tier one instruction every day, 90 to 120 minutes of literacy instructions with wonder and you fly. We're going to provide interventions every day to give kids support they need. in areas of struggle that we're going to use evidence-based resource programs

102across the grades secondary literacy with our STAR screening and then our family partnerships as well. And then hopefully our long-term impacts are if we meet our goals based on the support of this grant, we're potentially not going to need to apply for the CSD grant when it expires in 2029. We're getting teachers to skills that are need. We're going to have 80% or more of our kids at grade level that we may probably would be some a district that would qualify for this grant. it would go to other districts that really need the support. Our staff is going to have extensive training and provide solid high impact tier one instruction on a daily basis. We are going to purchase the curriculum whether it's Danny's curriculum the prime frog street you fly wonders we're going to

103already have that curriculum purchased so we're not going to have to spend a lot more money purchasing it again our students acade academic needs are going to be met so we're not going to have to provide intervention for half our kids it's going to be a much smaller percentage of students that need that additional time and support going to free up our teachers to be able to do other things and then we're going to have a really solid system with solid tier tier one instruction and then there's aligned intervention based on the tier one instruction to give kids the support they need based on their instructions and then we're going to assess how they did and then give them more time and support in that area as well too. So that systematic approach to instruction

104assessment intervention is going to give kids what they need uh to be successful. >> Yeah. Um, so forgive me for being greedy, but can't still apply for it in 2020 because maybe I'm not 90% of our kids. >> We would love to, right? I'm just part of it is just like what happens if this grant goes away, right? In 2028, new federal election, state election. Who knows what our funding is going to potentially look like there? So, we've just got to be prepared. >> We're always going to apply for this grant if it's if we can provide >> literacy supports for our staff and kids, absolutely. But if it doesn't, these are all the things that potentially are going to be the long-term impact that we may not have to apply for it or it

105may not be available. We have those skills. >> Okay. >> If this was to be gone next year because it could >> Yeah, it could >> very very easily. >> What would what would you spend this year's money on? Would it be >> So, we already got the curriculum purchased and five wonders and all that kind of stuff. So, a lot and the intervention programs, we have a lot of those things already in place. And I know we got rid of our bilingual for Yeah. for our translator, right? >> Yeah. >> No, we have we have one person, the same person that has um actually we have that can interpret and then we pay hourly wage for them as interpreters, but they actually have positions in our district. >> Right. But they're no longer in

106every school, right? There's never been in every school we call ergo. So like we have also where we use outside agencies to do translation. >> What do we have at McBride? That's no longer >> who am I thinking? >> Okay. Yeah. >> So we would have to expend additional money. >> Okay. Because I'm just looking at all this stuff and I'm wanting to and so I guess with that first year, let's say it's gone the next year. What would be where would you put those funings? This >> we just wouldn't be able to provide a lot of the ongoing stuff. We may not be able to pull teachers out through development instead of those type of things. So, we'd have to restructure it like I may be training principles to go out and train their

107staff in that. >> So, are you are you thinking about that in advance to what you decide to spend that on this year so that if next year it's gone I don't know. Yeah, I think there's already we've already a lot of the big ticket stuff is already there. >> Okay. >> The curriculum is big expense >> that we've already purchased and is in place. So, if it went away, would would it be a hit? Yeah. But could we figure it out? Yes, I believe. >> Okay. One last question. I know that when I was looking through it, it had some really extensive expectations. Both of these grants had a lot of really and I'm just wondering if we have if we have the staffing and systems in place when we're looking at budget cuts

108to be able to meet those even though we have that coming. >> Yeah. So we met uh Sherry Spartan and I met with someone through about our CLS grant today and some of the things we're doing within that. Uh and I feel like we'd be okay. >> Okay. Y >> great question. There's one more thing we get this because we have this grant OD gives us another 150,000 basically towards consultation. So Jeff and I meet with Northwest Ed Northwest Ed and they're amazing and they kind of like they they mentor the two of us as well as the plan is to move forward and maybe an instructional framework was our planning system and then um they also give financial um advising and mentorships and so we picked the specific Northwest Ed because they have the

109financial too but we get that money free from the state >> right goes on a couple less We were able to purchase a lot of this up front. Now more of it is just the ongoing PD training staff. >> I think my biggest concern was do we have the staff when we have reductions to meet the requirements because they are really heavy and so >> I mean we'd have to sit down and really talk about it but yes I don't feel like that would be something be impossible. >> There are even smaller districts that get this ran so I don't I don't see that being a problem. >> That's an excellent question. very >> comprehend. Thank you. >> I have nine policies 9.1 Jiggb. EAR educational records records of students with disgu and I had

110something on that one. So, I passed out the state requirements for that. Um, and then I matched it up to what ours actually says and I'm concerned with the language. Um, so it says that we should let make sure I save this just right. Um, >> yeah. So on items four and five in the proposed policy, it um appears to include homeschool and private school students in the calculated pool. Um and that appears to be a conflict with state guidance indicating that those student populations should be excluded when determining the 3% cap. And so I just brought what the state requirements are. Um, and then it's just three and four or let's see, three and four, four and five is where it states that and they just seem to be so this was a policy

111that OSBA provided to us current this is the most current policy from August 2025. to their legal team and this is what all the other >> So in order if you have something like this as a question what is the best way because great this is OSBA was this AI or was this from the OB this is from >> I'm just curious it was not AI it's the president of education no just that it's So, I wonder if like the best process is for us to adopt the Oregon School Board Association suggested recommend recommendations and then send this to them. >> I would rather not adopt it. ask them the questions then come back to it just because it does directly I mean if you read it it says we should you need to include

112those numbers it's just the the numerator the number of students who reside in the district but are currently enrolled in virtual public schools not sponsored by the district the denominator the total number of students residing within the district boundaries excluding those registered as homeschooled or attending private schools But then in ours we specifically state that we're counting those. >> So are those homeschooled? The ones that are like those are the ones not in our like virtual academy. Correct. >> Correct. Correct. So anyway, that's all. I just wanted to bring that to your attention that those were concerning to me and they are in >> I don't know um I don't know how they're um in conflict only because when it says the number of students residing in the district general in a private school located

113within the district, the reason why we can count that is because we provide services to students in private school. like if there's a student with special needs or like in our charters and private and just how many private schools do we have here I think >> I don't so I don't I I'm reading this as um I don't see any problem with it, but I don't I might I might be missing something. Is that something that we can just email or you know, I know that OSBA has said if we have problems with policies, we can reach out. I mean, we we can vote. You guys, we can all vote on this. I just wanted to bring it to the attention, but to me it looked Yeah, I do think it's worth letting them know.

114I'm not I'm not opposed to voting either way. And then >> my don't this is and because it's liberalation time, I should probably give my recommendation. So the reason why I think you should vote and move it forward and then we ask the question to OSB, we can always amend it. But if we don't, then I won't be able to deny um students to go to virtual charter. So that's the EDM that we would be losing. And so we'll need to adopt the policy so that we're able to do that. And we've been calculating the enrollment for years. And we've been at a 3% and it was 3.2 or 3.3 uh beginning of the year in October. It was even earlier than that, but it's over and that's why we were able to deny. So,

115I want to make sure that we have the sentence base so we're able to do that. >> What if we voted and then we direct board chair to send this to OSBA and ask them for clarification. >> The other thing though too, the way I'm reading this is the policy isn't saying that this is the calculation. It's the district is only required to use data that is readily available and it doesn't say anything about excluding or including it it's in the policy. Yeah, you can use the number of students who are homeschooled. You can use the number of students presiding in the district whether they're enrolled in virtual or nonverirtual public charter schools. I don't think the policy is in conflict. If you actually read the wording, it's um it's not a hard line that

116this calculation where the excluding >> is that saying it can >> I don't think it's tiny anything. I think it's saying these are where the district can use data points to come up with. >> Yeah, I think that I mean I think we can definitely vote on it. It just was it was something that was a little concerning if we could just ask >> for clarification >> and but definitely because we need the enrollment >> right we had an increase in our virtual academy we have lots of enrollments that's really important for us to keep that in districts for students >> and I speak I talk about this on a regular basis and we do give kids asking to leave to go to different virtual all these different online. So, >> no, I appreciate that

117and I and I'm not trying to >> No, I just want to clarify. >> Yeah, something that was confusing to me and so I just wanted to Yeah. >> Any further discussion on 9.2? Now we're on to action items. 10.1 Supervisor intend superintendent evaluation timeline. >> I move that the board approve the superintendent evaluation timeline as presented. >> Motion made and seconded. Is there any discussion we need to have? Move on to vote. Director Walker. >> Director Russell. I >> vice chair >> and cherry is I as well the 10.2 Two, the high school turf field resolution 2025 26-006. >> I move that board the high school field resolution 2025 26006 as precepted. Second motion's been made and seconded. Is there any discussion? >> Okay, going to voting. Director Walker. >> Hi. >> Director Russell.

118>> Director. >> Hi. >> Vice Chair Smith. >> Hi. Cherry is an eye as well. 10.3 ODA E brand >> and for all who knew except for that really is really powerful. I didn't even look at any of it. just always say yes to anything that's school related. So that was really important for me. I just that is just my truth. >> I would agree. But now when we're in this seat, it seems like I should know more. >> So thanks. >> Okay. >> I'll start over again on 10.3 E grant comprehensive literacy state development and correct motion for that. Motions are named seconded. Is there any discussion needed? >> Okay. Voting director Walker >> Russell Vice Green as well. >> 10.4 Four, media requirements for resolution 2025 26005. >> I move a second. >>

119Motion second. >> Can we discuss? >> Is there any Yeah. Is there any discussion? >> Is this the one that you brought forth from the city? Yeah. So, are we aware of the problems they're having with it that >> I just brought? Yeah. I did. >> Yeah. So, there's quite a few problems and a lot of um fees that are being connected to that that are concerning. I think it just needs to be maybe looked at a little closer so that it can be written in a way that we won't get sued by this gentleman over here because there are a lot of um things that should be just rewarded and put differently. So if we can put table that and bring it back to another time when we can really evaluate it a little

120bit better, look at what issues they're having with it and then make it work more efficiently for us. >> There's a motion on the table and second it. Any further discussion with the first motion? >> Director Walker Russell. Senators, >> no. >> Vice Chair Smith. >> No. >> And no. >> We have Kinder Trans. Sorry. Kinder transition mini grant spring 2026. >> Gordon transition as presented. >> Sorry. >> Motion made second. Any discussion needed on that one? Voting. Director Walker. >> Hi, Director Russell. Director Kellings, >> vice chair, chair, your eye as well. And then moving on to policy jo educational records records of students with disability. Motion on that one. that the board housing Jigs made and seconded. I'm shortening it up. Is there any discussion around that? >> Okay. Quoting. Director Walker. >>

121Director Russell. >> Hi. >> Vice Chair Smith Reed. Hi. >> Chairs and I as well. And then policy LB, denial of virtual public charter school enrollment. Policy J O I G A. Just kidding. Sorry. Sorry. Sorry. >> Second. Okay. It's been moved and seconded. Is there any discussion needed? just to confirm that you will as long but then you just have to make is there a timeline you can you'll reach out within the next >> week it'll be on this weekend vote >> okay director Walker >> hi >> director Russell hi >> director killing >> hi vice upcoming meeting and board meeting agend 26 regular session 11th 2026 regular session and budget committee interviews April April 8th 2026 working session April 29th 2026 budget committee information and training session >> we put media policy on

122our next meeting. >> Could we do it on a work session so we can like really work through it and talk about it and see what fits best for us versus just >> put over it to make sure that and we get rid of the issues that the city is having. response. Sorry, >> no. Do you think that place? it it's not like really Oregon has very loose laws around media and it's not recommended to have um any barriers for media to be in executive session. I've said that from the moments that I came but these were things that you know I as a superintendent I make recommendations. I'm not um regardless. So if you want something looked at and look at it, that's what we do. We bring it here. Um but our legal

123is the same. You know, there's it's loose laws here. I mean, you um can, you know, there's multiple things that you could be to be considered media. Um and then you can have people that are I don't say actual media, but media media, right? I don't I mean I it's when you get to you can have Okay. even have a policy or practice or expectations like a document that you gave from the city. It's when we put it into application that someone applies to it and we deny it. That's the problem, right? I don't know how many times the city has denied anyone. I don't know. But I'm just saying is that it's okay to have one, but it's when you get to the point where you're denying someone access that that's where there problem

124liability. And what's the liability of someone that is in our executive session and they share our executive session versus the liability of how much we get paid every time we turn someone away? >> No. I don't know. I don't want to operate from a position of fear. >> Yeah. And here here's the thing is that you know you can after something's breached then that's a time where you would you would deny somebody accessing it right I mean that's when you could say if you have that application process somebody applies for it you let them in they do something that's not appropriate then you have grounds to say you can't participate anymore but that's after the fact right you just have to hope that um that our media that are coming that especially our local meetings

125majority kind of local media um that they're going to honor the you know that states I don't think we could approach it from a different perspective instead of a policy that sets us up to block people uh access maybe the way to approach it is to have a decided by the people who come >> that's a good idea it's like when you go into an interview process and before you do the interview, you have to sign the confidentiality form that you're not going to discuss anything that happens in that interview process outside of that room. I mean, it could be something like that. >> I really appreciate just the conversation around this. I really and that's why I didn't want to just bring it back to the table >> because I do and just kind

126of playing devil's advocate. What happens if >> we do that and should get a chance to be sued? >> Well, we're having them something saying that consequences. >> I can ask legal if is there a way to switch it to the opposite like you said they have a way they sign that they're going to keep keep it confidential. >> Can you share the response with all of us? >> Yeah. >> Thank you. I was say just even regular just expens I can bring I can see if I can get access for the uh my superintendent report so that way if I don't have the I won't get to share it. >> Any any further from the board? Just want to do a quick shout out to >> Darings.