001to order. First thing we need to do is we're going to go to executive session um for RS 192.660 6602 I that comes after to review and evaluate the performance of the superintendent RS1 1926602B to consider the dismissal of or discipline of or hearing complaints or charges brought against the public officer employee member excuse me employee staff member agent unless he or she requests an open meeting in OS 1926602F F to consider information or records exempt from law by public inspection. And we will be back approximately 620. >> We need to do that for >> it's at the end of my list. >> All right. Well, I'm sorry. We have to say the pledge of >> allegiance to the flag >> of the United States of America and to the republic for which it stands.
002One nation under God, indivisible with liberty and justice for all. >> Okay, it's all messed up. Okay. And we'll do roll call. Uh, Director Russell, >> uh, student representative Howard >> here. >> Vice Chair Smith Reed. >> Get used to calling you. Director Will Walker. >> Director Kellings >> here. >> And I'm here as well. >> Now we can recess. Sorry about that. Um, number five, agenda approval. Items may be added or removed at this time. >> Move that we accept the agenda as stated. I second that. >> Okay. Motion's been made to accept the agenda as stated and it's been seconded. Is there any discussion? No discussion. Okay. Go to vote. Director Russell. Hi, >> Vice Chair Smith Reed. Hi, [cough] >> Director [clears throat] Walker. Vice Chair Yard is as well. And then
003we'll go on to number six, ASB public relations presentation by Casey Warner. >> [clears throat] >> Hello, I am Casey Warner. I'm this year's new ASB public relations for our leadership team and I'm just here to basically give you the monthly recap for what we have so far in November. The agenda is going to be the Elks team of the month, uh, the Rotary Teen of the Month, and events and upcoming events. The Alex team is Charity Olsen, the Rotary team of the month is June Montilone. Events, um, earlier this evening, we had an NHS veterans panel. Um, we had four veterans come and talk to the students about just some stories about when they served, um, how to help students if they want to enlist and explain learning opportunities in the military. This is
004our leadership team at the OASC fall conference where we went and we worked in workshops to better learn more about our positions and how we can teach others who are going to take on this role next year on how to learn different things and to expand what we can really do for our school. Um Leah Yarber was voted this year as the Northwest representative for OAS. So she will be working on that board next year. um countdown to graduation. We still have a long ways to go. 29 days, but but I just wanted to add that in there because we have a lot of stuff that was added to the senior timeline. So, anyone who has a senior child um should definitely look at it. It's out via parent square and it has anything that
005you would need to know about graduation, upcoming events, and things you just want to be involved in. Coming up this Saturday, we have a 5K for our Think Pink event. It's a fundraiser. It's at the high school. Um, yeah, it's this Saturday, November 15th. If you would like to sign up, I would likely go to our Instagram page, um, official_HS to sign up. >> And this is our ASB team for the year. Thank you, [applause] >> Casey. That pink for November 15th, is it a $20? >> Yes, it is. Okay, >> thank you. >> Okay, moving on to item seven, consent agenda. The board on an individual basis prior to the meeting has reviewed all material. All financial reports are available uh for review by the public in the business office. Board considers consent agenda
006items routine business and will be enacted by the board in one motion. There will be no discussion of these items at the time of the board vote votes on the motion unless members of the board staff or public request specific items to be discussed and or removed from consent agenda. >> So we are discussing that then right now. >> So because the board operating agreement is on here and I know that we wanted to read over both like to offer both to read publicly so that we could work together on that. It was brought forth last time. >> Yeah. >> I thought we accepted the agenda or the um consent. No, I thought we accepted the agreement as was >> that we pulled it so that we could talk about it. Yeah. Yeah, >> guess
007we'd have to look at it to discuss it and then >> so maybe we could put it on the agenda to discuss next time. >> Um I thought that you all had created them during work sessions. That's what I thought. And so um that's why it came back on the agenda. >> You already discussed them at work sessions. That was what that was what I heard. >> We did. I know that >> I do remember discussing it and I we got one from you but we that work session was prior to our last board meeting and we haven't had another work session in between to redisuss it and look at >> maybe well we really have one exactly in December yet either. So did we get a date too much? Okay. >> Trying to get
008one scheduled work session. Let me bring it up and talk there and vote on the next board meeting >> and edit if we need editing or whatever. >> Yeah. >> Okay. >> So, I think what we we do have to do is vote on whether we accept this as it is. >> Okay. >> And then we can remove something if we want to. >> All right. Is there a motion? >> I'm sorry. So if we vote to accept it how it is, then we won't be discussing it at the work session. If we vote to not accept it as it is, then we will discuss it and possibly modify at the work session. >> We can modify it. >> We would remove it from this agenda. >> Yeah, >> Melody, do you know how to
009motion be to accept the consent agenda with removal of >> Yes, >> I will do this. Stop talking like I got this. >> I move that the board approve the consent agenda with the approval of the board superintendent operating agreement to be discussed by November 24 session. >> I'll second. >> Okay. The motion's been made and seconded to remove item 7.9 from the board superintendent operating agreement and discuss it at the November 24th uh work session. Is there there's no further discussion? A vote on that please. Director Russell. >> Hi. >> Christine Smith Reed. >> Hi. >> Director Walker. >> Hi. Hi. >> And I'm as I as well. >> And then we move on to uh item 8 new business 1 point or 8.1 2024 2025 Os. >> Good evening everyone. I'm glad to
010be back. Um an opportunity to present with you um just recently the state assessment results that came out. So I'm going to share a little bit about our previous year's 2425 state assessment results and then also with that our benchmark results from this fall as well too. One thing I want us to share as it relates to data and we start talking about data. Data is not a judgment and we need to stop thinking about it in a way that we are just labeling good data, bad data, good school, bad school. Data is information and it gives us as a schools and a district information to come up with plans to support our student learning data. So I'm going to tell you a little bit about our Oregon as a whole and then break it
011down into um state data. So some of the highlights from Oregon in the past year, participation rates are increasing parti particularly those in high school, but it's still below 95% of our students are taking the state assessments. While this is the first year that scores have increased in all subjects, reading uh excuse me, ELA, math, and science, we're still haven't quite caught up to pandemic data. We're still below where that was before. We did see some growth in ELA. Uh achievement data increased in third grade and sixth or eighth grade but fell in fourth and fifth. Mathematics achievement increased in sixth or eth but fell in grades four and five. And science across the state increased in grades 8 to 11 but fell in fifth grade. We're also seeing um some of our subgroups African-American,
012Hispanic, Latino students experience poverty have all shown some growth in math and ELA in sixth, seventh, and eighth grade. Okay. So here's just some overall data relating to the state. As you can see with so many kids across the state, the data is pretty flat, but you can see some areas where there's some growth. Sixth, seventh, and eighth grade specifically in ELA, math, and science all saw some pretty good growth based on the state assessment results from last year. So uh what the data that's been released so far is just basically percentage of students that are meeting or exceeding standard. And what that means, they earn a level three or a level four on the state assessment data in ELA, math, and science. Our district report card that we shared with you earlier this year
013at your retreat um is not going to be released until later this year, and I'll be back at that point to share a little bit more about that. What's exciting is there's lots of celebrations in St. Helens data. There is growth across the board. It may not be quite where we want it to be yet, but I'm excited about the growth that we're showing so far. So, this data right here is in St. balance all students regardless of the school percentage of students in 23 24 that are meeting the standard and then percentage of students in 2425 that are meeting the standard. So if you can see in third grade we saw some growth and and when we're analyzing data I think it's important to look at it two different ways. One we're looking at
014just third grade one year the next. Those are not the same kids. They're different third graders. However, we can have conversations about what we did instructionally. what did we do teachingwise that helped lead us to those results and then also we can look at data in a cohort lens. So how did those students those third graders do in 23 24 and then how did they do when they were fourth graders in 2425. So it's important to analyze data in both ways. So you can see we saw some it looks like our fourth graders potentially went down but when you look they went up from what they looked like 28% 23 24 to 30% 24. Okay. So then our fifth graders go to the 2 from 35 to 23. >> That's exactly right. So from our
015fifth so our last year's fifth graders so last year's 23 24th graders went from 35 to 43. But for whatever reason typically we see a decline across the state as they move into middle school. And there's often um there's often a decrease in our data going from fifth to six. And that's not just St. Helens. the standards increase and and there's some other factors, you know, when in elementary school they have those same kids for the entire day versus their classes and things like that. >> Yeah, there's still opportunities for growth. So, you can see we've made some good gains in 11th grade made some really good gains. And then across ELA data across the entire district, went from 27% meeting standard to 30% meeting standard. 3% growth every year. That's that's solid growth. Do
016we want to be higher than where we are? Absolutely. But to grow 3% a year, if you do that consistently over time, you're going to see some really good gains. And as we dig deeper into our ELA data, here's our special education students. Okay? So, you can see our special education students. This is an area that obviously we want to show some growth on. Okay? You can see all kids, they did improve. We went from 12% meeting standard to 12 10% to 12% meeting standard, but there's some flatter areas um in the middle school and things like that as well, too. And that is part of the work that we are doing is like okay when we're thinking about inclusive practices how can we give students the ability even if they're special education they have
017IP goals how can we give them the skills to access grade level standards okay so we're seeing this data is a little flatter not quite where we want it to be yet and it's a little less consistent but when we look at students of color um we saw some growth from third grade from especially when you look at the third graders in 23 before they're at 22% all the way up to 34% there. Some really great growth within that as well too. And some like sixth to 7th grade and things like that as well. And they did go up. We're at 27% meeting standard to 28% meeting standard. So for the most part, most of our grade levels are fairly flat. They're not showing as much growth as we would want, but there's a lot
018this this data gives us information as a school and district level to think about what do we want to do district improvement planning wise to meet our kids needs. Okay. when we look at our math data and what's interesting I'm going to show our benchmark data for the most part our math data is lower than our EL data okay and I think we could talk to teachers and give us some some thoughts on that um but but there is um and I'll show you our benchmark this is all so we've identified what we find to be really essential to teach and this year we're really putting a lot of emphasis and effort on building common assessments or rigorous assessments that are doing more to help prepare our kids for taking that state assessment data, but
019you can see some good growth in certain areas. And we did increase in 11th grade, but also overall 17% of our students were meeting standard in 23 24 to 20% in 2425 again in that that 3%. Okay, our special education students once again um pretty similar data their ELA. Okay, so we saw some small gains in certain areas, but this data is much more inconsistent. Um, we did see if we look at all special education students in math, it also increased from 10 to 12%. But we've got some places to go and how we're supporting our students in special education. And then our students of color, we saw some good growth across the entire grade level or all students from 13% meeting standard to 17% meeting standard. And we saw some cohort data that improved
020as well too. Um, like from uh fourth grade to fifth grade, 11 to 21% there's some good gains within there as well too. And you also see that same dip in math going from fifth to sixth grade that went from 17 down to 10%. As well, our science data saw pretty consistent growth across the board. Fifth grade increased, eighth grade increased, and all grades increased from 24 to 25%. And then our special education students in science, once again, it's pretty consistent that our special education students are not performing as well as their peers. But that's part of our plan to become more inclusive practices with St. Els as well too. And then our students of color saw some good gains on like eighth grade and overall increase from 16 to 17%. The one thing with
021our ESPback results, while it's maybe not the overall data we wanted to be, we saw gains across all when it looks at all grades across math, ELA, and science. So there is growth. We've got a place ways to go, but there is growth. So as we move forward, we look at our SBA data. That's a review of data from last year. Now we move into our easyc data which is our benchmark data which is our universal screener to identify students that are meeting standard have some risk or there's high risk for them not meeting standard at the end of the year and it helps us to determine what type of interventions that we should be providing for kids and it should be aligned to our district priorities. The one thing with ECCBM data that benchmark
022data it should be predictive of how kids do on SBA. It should align pretty well in St. Helms it doesn't at this time. Okay. So if we look at our reading reading risk by school once again those kids in the green it doesn't mean they've met all grade level standards. It means they all have all the prerequisite skills they need to access grade level standards. Okay. So you can see where our ESBACK results or SBA results were more in the 20th percentile in our benchmarks in the fall were up much more closer to 50% as well too. That's where we're saying our data in OSAS doesn't match our EGCA EGCBM data and it's not predictive for so there's a reading rest by school and this is by grade and you can see we're roughly you
023know high 40s percentage of students at low risk. We don't have as many kids with the some risk. But the kids in the red, that's what we talk about screener data. It gives us information that those kids in the red, they need significant intervention to be successful at grade level standards. So this using this data in the fall gives us a lot of information on how we're best going to support kids. Okay. Really exciting that our kindergarteners, which [clears throat] celebrate a lot of dangerous work in preschool, are coming in the lowest intense percentage population that we have in the district, which is really interesting. Okay, our math risk by school. What's also interesting about our math data on ESBAC, our students performed higher on ELA, but on our easy CBM, they're actually performing higher
024on math. Okay, which gives us information to be like, okay, they have some skills to access grade level standard, but they're not necessarily able to apply it on SBA type assessment. And I know a couple weeks ago, we had a few of the teachers in the audience here today. We're here for with a math training with elementary and with secondary and learned a lot of different strategies that can help support them with both instruction and assessment to meet our kids needs. Okay. And then based on math risk by grade, as you can see that third, fourth, and fifth grade, that's where we're seeing the most students that have the skills they need to be successful and available. But fairly consistent data across the board. Go ahead. >> You're teaching kids how to take the test
025though, right? >> So, yes and no. Okay. We ESBAC and the essential standards that we're providing instruction on, we don't want this. We don't want them to be able to just take the test and take it well. We want to give them the skills they need to align grade level standards that they can apply and answer questions in any different ways that the thing about the benchmark assessments are much more computationbased not a lot of like problem solving story problems where ESBACK is a lot more like like a math problem identify what is being asked use the data in the problem to determine how to solve a problem to get an answer. Okay. So, this is more of a computation based in this math where ESPback and OSAS is more of a problem solving based
026skills. >> Y but part of it is yeah, we want our common assessments that we're working on to better prepare our kids to be successful on back >> as well too. >> So, that's where our students are at math. Um there's some like I said there's some really big celebrations kinder again coming in third, fourth and fifth grade. There's some real strong skills within those areas as well too. And you can see also [clears throat] in benchmarks when they go from fifth to sixth, that's the highest percentage of students in intensive range in those standards in sixth grade. I know even myself, I don't think I'd want to take a sixth grade math assessment at this point. It's it's no joke. It's not easy. So there's a lot of skills that they have to work
027on, but that's part of the work that we do on Wednesdays is we're identifying and analyzing. Okay, here's the standard. Let's determine a common assessment and let's plan what type of interventions we're going to provide for kids. So that's our data. It's kind of our snapshot data as a whole. And I'll be back later on this year when we get more comprehensive data about grad rates, attendance, things like that as well on our school report cards. So any questions that you guys have based on the data you'd like to >> Can you go back for me? Okay. >> Y So I just want to make sure this particular graph is from the 2425. >> This is No, this is 2526. >> Benchmark is what we took this September. Okay. >> Y right. >> So it's
028our current year. >> So Joseph made a good point in that the SATs you take the pre SATs they teach you how to take a complicated test. Why? I mean I understand your theory of teach them a more broad but if this test is and a lot of kids struggle with test taking why don't we teach them? >> So we do so part of it is we do. So what we are doing this year is we're implementing something called FIBS. Okay. An FIAB is a focused interim assessment and it's basically a practice assessment for what ESPback looks like. Okay? >> Right? And let's say what I mean by focused is in fifth grade if we're working on multiplying and dividing fractions, they'll get 10 to 12 questions that are asked just like on ESPback that
029they have to solve and teachers get immediate feedback to see how kids do. >> So I don't want the I what what I and what I mean by that is I didn't want all of our focus to be teaching to the test. >> Sure. But let's expose kids to see what that assessment looks like. And then on Wednesdays, we can bring that data back together and talk about what do kids do really well, right? What are their strengths? What are some of their common misconceptions? Because if we know why they're missing problems, we can plan how to best support them. So, we are and that's one of the things that we're implementing this year, those interim assessments. >> Great question. And then with our new accountability law um coming out, we the Oregon Department of
030Education will pick four interim assessments that school districts have to pick from those four. And if EZCVM is not one of those four, then we'd have to find a different one. But the I'm I'm certain that the ESBAG um interims will be one of those four and we do we do use those as well. >> Yep. So, one of the things we're going to do later this year when we meet what we call our guiding coalitions, which is our um each school has a representative each grade level and we come together as a larger group. So, all the first grade teachers will sit together or excuse me, all the third grade teachers will give a practice assessment and the third grade teachers at three school will get together and talk about the results and see
031how our kids did and what are they doing well, what did your school do really well, tell me more about how you taught it so we can continue to learn from each other to get better results for our kids. Any other questions you guys may have? >> I do have one other one and I know that it it can affect all grades, but I know in general it does quite frequently at the elementary level. Um both in our community with a lot of different um housing ways from apartments and stuff that have people that are coming and going on a consistently basis, not just staying here, but leaving coming and going. to me um I know full well that it can be reflected that one year you could have 20 fourth graders for example that
032all moved away that you just got really good at it and you now have 20 more new fourth graders that we never got to help at all >> but the score is reflected on our school district. Is there anything that we can do to like at least especially work with those kids to help them to get by at least by the end of the year that they are somewhat more caught up than they might have been? >> Yeah. So that's why we have these benchmarks so we can determine the skills the kids have and and don't have. >> Um, so when we analyze our data, some of the things I'm most concerned about if kids that have been in our system for quite some time, those are the ones we really want to make sure
033are being successful. And if they're not, there's things that are going on our system that we can help support. But yeah, there if you look at the elementary level, there are a lot of walk to intervention time that we can give kids additional time and support. And I know at the high school level they have got extended blocks on certain days where they have like 90-minute blocks and that time is built in to give kids extra help in areas that they need support. >> Awesome. Great chatting with you guys all. Thank you again. Moving on to uh 8.3 policies from the or I'm sorry 8.2 data annual report from Arthur Academy. It's a beautiful picture. >> I'm looking at the report on mine. I was commenting [clears throat] on the picture there that they took
034for the Arthur Academy picture. >> It would be scary if that was live right now. >> Can you hear us? It was gorgeous. >> Just keep it away. >> Yeah. Or at least let us all get home first. [snorts] Can you hear us? >> Hello. Sounds like you guys. >> Can you type in a note and say, Should [snorts] we move to 8.3 and then come back to 8.2 two so we can keep moving. [clears throat] >> Go over policy. Yeah. >> Yeah, we can. >> We will come back to this one. Okay. 3 policies from the policy community. G.31 EB safety program. Okay. [clears throat] >> Are you good with that? >> Yeah. Only change was safety officer. >> 8.32 DVA budget committee. >> DVEA budget committee. And Joseph, by the way, is on
035this committee. [laughter] >> I'm good with the changes. Is the board good with that? >> Yep. >> Okay. [snorts] I 8.33 structural materials. >> This is proposed. Oh, she can hear us now. >> Do you want to go ahead and do the four [laughter] >> um changes were made by Oba and make it a little bit stricter on directory of information. So, we just followed that. >> Okay. Perfect. [clears throat] >> So they can hear us >> because we're emailing her. >> Oh, they can hear us, but >> Well, they're on mute right now. >> Oh, okay. >> Can uh we finish up one more before we get back to there because we got 8.34 JA director. >> Oh, I'm sorry. I did hear that. Sorry, >> I missed it. >> I believe accept the
036promotion. [laughter] She did cook the cabinet and present it and did a really nice job. >> [clears throat] >> Maybe remove it and bring it back later. >> [snorts] >> I think so. >> Yeah, we could do that. >> We could also do cell phone speaker. I'm not sure how to do that. >> Okay. 8.4 U OSB elections. I think the elections are pretty there's only one person running for the North Coast region official ballot and there's one person running for the legislation policy committee position 14. >> And Greg is currently right. He's the >> Yeah, [clears throat] >> really nice guy. >> I'm not sure how this works exactly individually on these ones. You'll just vote on the next page on the action. >> We don't discussing right now. You don't take action later.
037Correct. >> Not yet. Oh, she says chat's disabled. She can't talk to you. [cough and clears throat] Yeah, keep >> So I think we probably should just move along. >> Should we just remove it and then have to come back at a later date? >> I think so. I think that'd be the best. >> We're really close. You say close. Okay. >> Can we put her on speaker phone and just >> That's what we're going to try to do. >> She'll at least be able to trust. >> She's been really responsive in email. It's just the chat's not working. So, she said the chat's disabled for her. >> That's why I'm promoting her to the panel since she's rejecting it. >> Oh, >> so if we tell her to accept it, does she not see
038it? >> Oh, but if her chat's not working, she cannot see it. >> She can see that she can set the chat, but I'm sending that chat that she's chat. >> Yeah. Oh, >> can we move to table it and then >> Yeah. Come back later. >> Here she is. There she is. Oh, there you go. >> Hi. >> Hello. >> Hi. >> Hello. >> Thank you. >> You're on speaker phone and we can hear you. >> Okay. Sorry. I was trying to I unmuted but I couldn't get it to work on the computer end. Um, good evening school board. My name is Rashana O'Brien and I'm the principal of Arthur Academy. Um, I'm here tonight to present our annual report from the 2425 school year. This is our cute school in the winter with
039all that snow. Uh we are up on Pittsburgh Road. We're a highly successful public charter school and we're sponsored by the St. Holland School District. Um we believe every single student regardless of ethnicity, parental income, learning difference, culture or native language will become a fluent reader and will master the academic and intellectual skills necessary to succeed at the next level of schooling. There's our motto and our core values as well. Um we have uh we can do the next slide. Thanks Ed. Last year we had a teaching staff of 15 full-time employees. Um 11 teachers, two uh support staff that do recess and lunch. Um me the administrator and then one office coordinator. And then in our central office, we have an an executive director, business director, and a bookkeeper. And they uh work out
040of our central office in Portland. [clears throat] Uh our enrollment for last year in the fall, we had an enrollment of 161 students for K through five. And by spring, we had 153 students. of the eight students, half of them moved and the other half transferred to neighborhood schools within the district. Um, and then we had 13 on the wait list last year. And just like the district, uh, the St. District, we give the Oregon State Assessment Test as well. So this was our math scores for last year. Um this is the average scale score. The blue is the district and then the green is Arthur Academy students. And this is the same test that's given to third, fourth, and fifth graders. And this is for the um language arts portion of the test. The
041blue being school district and then the green being part and the science test was just given to the fifth graders at Arthur Academy. And these are the average uh scale scores for [cough and clears throat] that test. And then again, like the district, we do the EVCM. Uh we do them test twice each year, once in the fall and once in the spring. So we've already done our fall from this year. And this is from last year. Um the spring result from last year. So we had a little over 75% of kinders that were in the 40th or above percentile on their math ECBM and this is for the ECBM reading at or above 40 percentile for the spring of last year last school year. And then for ever English learner students um at Arthur
042Academy, we have three currently or three last year. Uh one kinder, one fourth grade, one fifth grade. And then each spring we also sent out a parent survey just of the little level of satisfaction with Arthur Academy and we had 97% highly um satisfied and then fairly satisfied at 3%. And another question on the survey is if they would want their children to return to Arthur Academy. And we had 100% say yes. And if they did not attend Arthur Academy, 49% of them would go to the neighborhood school. And um home school, private school, and other charter schools are also broken down. There you go. Thank you for listening. Anyone have any questions? >> I I do. Principal O'Brien. Um, do Arthur Academy teachers attend the same district training as our neighborhood schools? >> No,
043they do not. We have our own training that we do um within our organization. There's six Arthurmies. Right. Thank you. >> Thank you very much for your time. [laughter] >> I don't 8.5 carp model of policy governance. This is something I'd like to bring up at the work session. Um, it's a car model on how to do policy governance. It was kind of set up for chief executive officers, but I think it'll fit the board of directors versus superintendent. Um, it establishes appropriate relationships between everybody and there's 10 principles that it's built on. So, I really like to discuss this at our next board session and see what we think about it. changes the way that >> change it to fit how it fits our board. >> Communications happen between Yes. >> board members >>
044and the superintendent small book. >> Is that something that they can get all of us to have information before we get there? So, >> for sure. >> It's recommended to me by Okay, hang on one second there. [laughter] Okay. [snorts] Are we ready? We will now hold a board hearing on complaints filed by against Director Russell related to alleged comments made by Director Russell during the September 24th, 2025 board meeting regarding alleged missing district funds and allegations that the teacher and learning development department used district funds to apply first [clears throat] class and fund a triple city. The scope of this hearing is limited to whether Director Russell's comments during the September 24th, 2025 board meeting violated district policy. I may stop any questions or remarks that fall outside this established scope. Um the board
045will be hearing from complaintants and direct Director Russell this evening. After we hear the presentations, we'll hold a vote on how to respond to these complaints. Each participant will be given 10 minutes to present before the board. After each participant's time has expired, they'll be asked in their session. Precipitants are not uh not used or allotted time but such time will be forfeited and may not be used by another party. We'll start with the complaints and then director Russell will present. If any participant does not make an appearance at the hearing, they may have a previously submitted statement read on their behalf. No witnesses may be called after uh the participants presentations are complete. The board will have an opportunity to ask the participants questions before the board deliberates. Parties are asked to refine remain
046professional and refrain from personal attacks. Members of the audience are to remain quiet. Any audience member yelling, shouting or being disrupted will be asked to stop and may uh be assessed further sanctions up to and including a request for the person to leave the meeting. Such a meeting such a warning will not count against the presenter's time. Additionally, as board chair, I have the authority to establish order in this meeting and may do so by reserving the right to impose any sanction deemed necessary for violating the ground rules set for this hearing up to and including a personal request. Excuse me. Including a request for any participant or a finance member to leave. Parties who engage in personal attacks will be asked to leave as to stop. Such warning will not count against the presenter's
047time. The following ground rules will be enforced during this hearing. Participants must address the pres presentation to the board and remain on a previously stated topic of complaints for this hearing. New complaints regarding the events that occurred outside the scope of this complaint are outside the scope of this hearing. Any participant making a new complaint will be asked to stop. Participants will address the board as a whole and they may not direct questions to individual board members or parties. Participants will observe time limits and respect the timekeepers notice and the time has concluded. All [clears throat] participants will speak in a respectful tone and volume. No personal attacks will be allowed. Board members will reserve their questions for the question and answer period after the party's been presented to the board. As board chair, I
048will keep the time and all all parties will respect my timing. Um, complaintants shall present their case first and complaints may decide among themselves who present first. And does the parties have any questions before we proceed? Okay. I ask and I'm not sure how we want to start. We have >> sure then board chair two of the complainants uh submitted written statements and district asked that I read. >> Okay. So there are three complaintants. If the third complaint versus >> why don't we >> Hi, thank you for listening to me tonight. My name is Christine Woodard. I am the chief financial officer for St. Helen School District. I'm committed to providing the St. home school district board and the public with the most transparent and clear financial reports possible. I welcomed the opportunity at the
049September 24th board meeting to discuss potential improvements to our monthly financial reporting format. During this discussion, severally several unverified operational claims were introduced regarding the use of district funds for travel staffing and other expenses. My primary concern is ensuring that all discussions involving the operation and performance of specific departments or staff adhere strictly to policy board policy KL public complaints. Policy KL clearly states the board will not hear complaints against employees in a session open to the public to maintain a focus on constructive governance and to protect the integrity of our staff and processes. I strongly encourage that any concerns about district financial operations be directed to appropriate administration for proper investigation and review before being introduced in a public forum. I stand ready to address all legitimate questions and provide detailed documentation to administration
050regarding our financial practices. I take my responsibilities within the district and to this community very seriously. My goal remains to ensure full accountability and transparency in all financial matters so we can continue to do great work for our students. Thank you. >> Good evening board chair, board members. I'm Elliot Field. I'm an attorney for the district. As I mentioned, um I was asked to read the statements uh of two of the complaintants that had been previously submitted. The first from Lisa Tyler, former director of teaching [clears throat] and learning and director of elementary schools. Chair Hort and members of the board, thank you for allowing my statement to be read into the record. I am submitting this in lie of attending in person so that the focus remains on truth, clarity, and the values of
051integrity and respect that should guide the district's work. On September 24, board member Michelle Russell publicly stated that district funds connected to teaching and learning and special education were quote missing. She further suggested that district staff flew first class and use district funds for a retreat in Lincoln City. When questioned by the superintendent, Miss Russell admitted that she was quote going off of what I've been told. End quote. These remarks were not only inaccurate but deeply harmful. They called into question the integrity of a department built on service, transparency, and student success. The teaching and learning department was created to support teachers, reduce their burdens, and elevate instruction across the district. Every position and activity was funded through approved and audited grants. No first class tickets were ever purchased with district funds. The Lincoln City
052retreat was privately paid for by myself, Shirley Brock. Not a penny of district money was used. Beyond the facts, this incident has caused deep pardon me. Beyond the facts, this incident has caused personal and professional harm. It has cast doubt on the dedicated educators who worked tirelessly to serve students and staff. It eroded public trust and painted a false picture of management where none existed. As someone who led this department with heart and accountability, I was deeply saddened by the reckless ways rumors were aired publicly without even a single phone call to verify the truth. I am not seeking conflict. I am seeking truth and fairness. I ask that this board take steps to correct the public record and to ensure that board members use their platforms responsibly. Facts matter. Trust matters. The reputation of
053those who serve our students matters. My request is simple. that the board acknowledged the truth that no money was missing, that no first class travel was funded by the district, and that our retreat was privately paid for, and that you formally address the harm caused by the false statements made in the public meeting. [clears throat] I also ask that this statement be read aloud in full and entered into the record as part of the hearing. Thank you for your attention for upholding the values of truth and accountability that our students and staff >> Please put the sign down. Excuse me. >> Proceed, sir. Sorry for interruption. >> Respectfully submitted Lisa Tyler. >> The third of the complaintants, Brooke Valante, also submitted a written statement. Chair Yort and members of the board, thank you for allowing
054this statement to be entered into the record. I am submitting it in writing to ensure clarity, respect, and accuracy. On September 24th, >> excuse me, please put the sign down last time or are you going to be asked to leave? >> Please continue. >> Statements were made in a public board meeting claiming that teaching and learning and special education fund. >> Excuse me. You may leave, please. >> I didn't do anything. Reed, >> you may leave. Please. >> I didn't do anything. >> Flipping me off. You may leave. >> Thank you. Please leave. >> TRANSPARENCY FOR TEACHERS. SHOW THE DOCUMENTS. SHAME ON YOU. >> PLEASE. Thank you. >> Thank you. >> Please proceed. Mr. fields. >> On September 24th, statements were made in a public board meeting claiming that teaching and learning and special education
055funds were missing, that first class travel was paid for by the district, and the district funds were used for a retreat in Lincoln City. When questioned, it was acknowledged these statements were based on unverified information. This created [cough and clears throat] confusion in the community and called into question the integrity of staff who served the district with diligence, transparency, and a deep commitment to students and educators. To state the facts clearly, no funds were missing. Independent audits found no misuse of funds. All grant narratives and expenditures aligned to the district's strategic plan and were approved through state and district processes. No first class travel was funded by the district. and the Lincoln City retreat was privately paid for. These facts are verified in documentation submitted to the board. The teaching and learning team worked collaboratively,
056transparently, and in alignment with district priorities to support staff and improve student outcomes. Effective instructional leadership requires ongoing learning. If the teaching and learning department is expected to lead instructional improvement and support educators, it must participate in professional development to build that capacity. That is standard in surrounding districts and statewide. Attending professional learning ensures leaders bring back current research and practices that directly strengthen instruction and benefits students. In addition to correcting the record regarding these statements, I respectfully request corrective action regarding the process that allowed unverified financial allegations to be shared without clarification to be shared publicly without clarification. I understand that meetings move quickly. However, when inaccurate information about district finances is allowed to stand unchallenged, it can in unintentionally spread misinformation and undermine public trust. I ask that the board correct the record,
057reaffirm the financial claims made publicly must be evidence-based, and reinforce protocols to prevent similar situations going forward. This is not about assigning blame. It is about upholding accuracy, fairness, and the integrity of the district and the staff who serve it. Thank you for your time and attention. I am proud of the work our team accomplished in service to students, staff, and the strategic direction of this district. My hope is that this process strengthens, reinforces factual communication and models the accountable leadership our community expects and deserves. Respectfully, Roante [snorts] Russell. Okay, >> I got the time started over here, by the way. Sorry. >> I can sit here. >> She can sit there, can't she? >> Oh, she can. >> I'm I'm okay. >> That's what I thought. Sorry. >> Thank you for the opportunity to
058speak. I did not run for school board to fight with anyone. I ran because families, students, and educators in this district asked for oversight, transparency, and change. and I believed and still believe that our community deserves honesty and accountability from the people they elect. From my first day on the board, staff and teachers came to me with concerns about spending, travel, and transparency. Many told me they did not feel safe asking these questions themselves because they feared retaliation. They asked me to do it for them. And when the people closest to our students feel afraid to speak, oversight is not just appropriate, it becomes necessary. And as an elected official, I have a responsibility to listen. This is why in July, I [clears throat] submitted my first Christie, I want this is for you, hun.
059I submitted my first written request for financial records privately. those records for travel reconciliation, reimbursements, and employee credit card statements. These are basic oversight documents. I was told by the superintendent that an individual board member could not request these records. That was not accurate. board policy to stop you please >> because you're you made reference to records request that we did at a board meeting on September 24th and the motion died on the floor. >> Correct. >> No, >> it did. >> Sir, I'm talking about an email I sent. >> But you can't go outside our scope and >> attacking. They need to They asked if I followed policy. I am showing them that I followed policy. They aren't asking. You're responding to the three complaints against you. >> I'm responding to the complaints that
060asked if I followed policy. >> Mr. Fields, >> board member Russell, the scope of the complaint hearing is related to statements made by you alleged to be made by you at the September >> I did not follow policy >> at the September 24th board meeting and whether those statements whether they were made. >> So in the complaint, if we pull the complaint up, it specifically says from Christie that I did not follow policy. Christy just said she did not follow policy. I am showing you, sir, that I followed policy not once, not twice, but three times. And you're telling me I can't let the community know that I did follow policy? >> Board chair, could you please reread the scope of the hearing? >> Where's the complaint? You let her talk about you. You just
061let Christy talk about my not following policy. [clears throat] >> The statements made by Miss Woodard related to the complaint. The remarks made by you in September 24th. You have statements related to the remarks that you made in September 24th. >> I am showing how I followed policy which is what was in her complaint. >> I I think that for purposes of the hearing, please focus it on what the remarks were related at the September 24th hearing. September 24th board meeting. If there is where Russell some background to provide to color it by all means please share that and then please focus on >> that is what I'm doing. That's exactly what I'm doing. >> Okay. So thank you. So I requested that EVA confirms that any board member that requests any individual board member
062it says has any board member may request district financial documents and it does state individual when the records were not provided I followed proper procedure and I asked them to be on the agenda. I submitted the request on September 15th September 22nd and when the agenda was published it was not there. Then on September 24th during a public meeting, the superintendent told me to make my request public. That moment when I was denied documents in private and pushed to ask them publicly is what led to us being here tonight. Not misconduct, not disrespect, just oversight. After that meeting, I asked for a written policy and procedural governing and disciplining process. There is no board policy for this and there is no administrative regulation. There is no written or adopted procedure. Without policy, it's impossible to
063know what to prepare for for my defense. Under Robert's rules, chapter 61, which governs disciplinary hearings, the accused has the right to know what the charges are in advance to rep to present the full un interrupted defense. Relevant remarks cannot be limited unless they are disorderly and disciplinary procedures cannot be created ad hoc without written rules. My statements fall squarely within those protections. Before tonight, I reviewed the board handled other KLR complaints and it is important to highlight the difference in the process. First, board determines whether investigation is warranted. Second, if the board conducts and refers to an investigation. And third, after receiving an investigation report results, the board decides what action, if any, is warranted. Only then, if needed, the board will hold a hearing to clarify issues. This process was not used for
064um others. They had the investigation first, hearing second. In my case, the board did not allow that sequence. There was no investigation, no findings, and no report. The board moved directly to a hearing to determine with the alleged violation what the alleged violation might do that is inconsistent with the K and creates an appearance of an ad hoc process rather than a policydriven one. I also need to address the role of our legal counsel. Over the last several weeks, I learned that many of the emails I received from the superintendent and board chair were developed with attorney involvement. Last night, the first time I learned how this procedure tonight would go and hearing was shaped by our attorney guidance. That matters for two reasons. First, the district has spent thousands of dollars on attorney time
065to draft emails, guide internal communications, and construct a process. Money that could have been avoided entirely had the district simply provided the oversight documents that I requested in July privately. Second, when the same attorney advising the administration is also shaping the process being used to evaluate an elected board member, it becomes difficult to view this process as neutral or balanced. Fairness requires consistency. And when the process changes depending on who it involves, it is a valid concern. On October 27th, I submitted a formal request for procedural fairness. I asked four questions. Number one, what policy governs this process? Two, what am I being accused of? Three, what rule or statute am I alleged to have violated? And four, what documents will be used as evidence? On October 29th, I received a written response stating from
066board chair that they would determine the issue I broke at the hearing. A process where a hearing comes first and an alleged violation is decided afterwards is like being arrested, put on trial, then told what your charges are. That is not due process. That is not transparency, and it is not consistent with the ethical standards of public governance. I also did not receive the district's evidence until late Friday night, just days before this hearing. The packet contains screenshots with Venmo receipts, no dates, no receipts, no reimbursement records from the school district, no verification, no grant information, and no documentation that answers teachers concerns teachers raised. Screenshots do not resolve public perception. To do that, the solution is simple. Provide receipts, not consequences, for the person who asked. Perception also matters. When a staff sees these
067photos posted online of trips that they feel like were in first class, it affects their morale. These teachers were not gossiping. They were overwhelmed in their classrooms. They were dealing with student injuries and staff injuries, inadequate supports, and unsafe ratios. They weren't looking for scandal. They were looking for help. And if these trips were grant-f funded, just say so. They asked superintendent and was denied that information. Teachers have asked these questions and were never given answers. And when people on the front lines don't feel safe asking, oversight becomes necessary. That's why they voted for a board. For me, as a parent whose child was harmed in this district, protection does not begin after something goes wrong. Protection begins in the budget, in staffing, classroom supervision, transparency. The concerns did not originate with me. They came
068from educators. The words missing, unaccounted for, and moved from our accounts came from them. I repeated their concerns because I was asked to do so. I was told by the superintendent to publicly bring them up at the September meeting. She knew what my answers would be. I also, it's also too important to clarify that I never accused anyone of theft, misuse, or wrongdoing. The complaints claiming I implied misconduct are not accurate. our repeated verified concerns to oversight to to request oversight, not to assign blame. The hearing sets a precedence and if a board member can face discipline for asking oversight questions, it blocks the most basic duty of every school board member in Oregon. Fiscal accountability to the public. Oversight is not misconduct. It is the job the voters elected us to do. It is
069their tax dollars. We have the right to ask the questions for them. I need to address neutrality. There have been statements from board members describing me as gone off the rails. The public comments implying that I'm targeting simply for asking questions. Oversight is not targeting. Following board policy is not misconduct. Comments like that, whether public, private, or in writing, make it hard to view this as a neutral process. Those statements will be addressed through the appropriate legal channels, but they show that this process is not Thank you. is not a fair process. I also want the public to see what happens here tonight. This is a public meeting because I asked for it to be public. I asked for this for all of you to see this and know what your your taxpayer tax money
070is doing. If this hearing is public because transer uh because this hearing it belongs to the community. I have one >> you you can finish please. >> Thank you. If disciplinary action results from a board member asking for public financial records on behalf of the community staff and taxpayers, it sends a chilling message to every educator, parent, and future board member that speaking up comes with consequences. And we all have to ask ourselves why. If a board blocks to elect member elected member from performing the most basic part of our our job asking for public financial information then we should all be deeply concerned because without oversight there will be no accountability and no safeguard for our students, staff and taxpayers. Teachers have told me what is happening to you is exactly why we don't
071feel safe speaking our for ourselves but my paycheck is tied to the retaliation and yours Michelle is not. If a board member can face consequences asking financial questions, what chance does teachers and staff staff members have? If consequences are decided tonight, I want the community to hear this clearly. I followed policy. I brought up your concerns. I asked because educators asked me to. I followed procedure and I acted in good faith. Thank you. [applause] >> Thank you. We'll now ask allow the board to ask questions of the parties. Any questions? Michelle, can you remind me um when you requested when you formally requested information about the budget? >> I formally requested to superintendent in July >> in an email. >> I did. >> It should have been in your packet. >> I really feel like
072that packet should be available to the audience since this is a public meeting. >> Yes. Mr. Fields, can I ask a question? Go ahead. The supporting [laughter] documentation that was provided by the complaintants, is that made to the public? >> It's submitted as a public record. If somebody wants to make a public record request for it, they >> Okay. >> And so my emails would all as well. >> The board's been [clears throat] providing copies of everything of those two >> and you need to apologize to her for the way you >> please. I'm pissed. my pest at the way you guys are treating that moment. >> Leave, please. >> No, leave, please. >> Anybody touches me, they get a broken nose. >> Leave, please. >> Continue. >> I'm not going to leave. You can
073off, Reed. I am not happy. I SHOULD BE AT HOME, PLEASE. I had surgery yesterday, but I am here to support this powerful this powerful human being over here because you guys are her over. I am angry AND I AM NOT going to shut up. I am not going to leave. >> I have a student up there. >> Yeah, we don't need to hear all that. >> You should please >> tone down the comments a little bit. >> It is quite actually interesting to have an adult while I'm sitting here at the age of 17 years old. It's interesting to watch. There's a lot of emotions happening for a lot of people, including for Relle. And I understand where you're coming from. I do. There's a lot there's a lot of stuff that is going
074on that not everybody is privy to everything. And quite frankly, I [clears throat] feel >> is this is this part of the hearing here? Let's focus on if there are board questions for board member Russell or present. >> Is there any further questions? >> Is that helpful? >> Yes. >> Any any other questions to ask? >> No. Okay. Um the hearing is now concluded and the board will begin its deliberations. >> Mr. fields. Do you have the packets where we have the the options we're supposed to review and all that good stuff allowed to take those out? >> Sure. I can direct it to you. I mean the so as the complaints were written, it was related to [clears throat] >> Are you stating what policy I I because I never was told what policy
075I wrote. Part of the factf finding process occurs in this hearing as far as submitts from the complaintants and responses from board member. >> So I literally was under like I'm holding a hearing and then you're going to decide what to charge me with. >> It's not what No one's no one's charging. >> No, but you're you are you're going to discipline me on something that you're deciding during this hearing. Is that >> accurate? the the authority of the board to vote related to a sitting board member is very limited in certain so I wouldn't characterize it as disable punishing her for something that shouldn't punish >> I'm going to focus my responses to the board and directed through board chair In short, based upon the information that was provided by the complaintants of information
076that was provided by board member Russell, the question that's before the board is whether the complaint that [clears throat] um board member Russell violated a board policy, board members have access to varying board policies, whether it fits into one those one policy rises to the level of a violation. That's a question that's before the >> personally I feel like if requests were submitted for public information and not followed through then and told to ask in a public meeting. the verbiage of it missing funds the the allegations that that in involves I think that's the only issue for me is not that she's been told multiple times to ask different ways and she's followed through with different ways when does she get a chance to get that information that she's asked for the the word missing
077and she has clarified maybe missing is not the right word maybe that's not the right verbage. It's not trying to accuse our Christy of >> AB like hiding money, but rather she's wanting clarification of it. Um >> I have mad respect for you, Christie. >> Always have. >> You want stay on topic here, please? >> I am. >> You're not because you're addressing you're addressing a complaint after all the time. >> Okay. So I think that I think that the the process that she has followed she has been we are all new with with the exception of you and she's followed the process in which she's been told and I know that we're not supposed to ask our superintendent as we are that we the board are your employer we shouldn't be asking you how
078to do things but not every policy and procedure makes sense. And if she is looking for answers to something and has gone to multiple processes to find them, then the only thing that I find at fault is the word missing. And honestly, I feel like we can go on the record as saying that missing is not the right word. And she has said missing might not be the right word to have used. That's my opinion. [laughter] >> So, >> Edwards, would you come up for a moment, please, sir? >> Uh, yeah. Sorry. I >> think we have to stop the meeting to be able to do this the right way. Can >> we take a quick adjourn? Yeah. back in session. Okay. So, is there any further discussion on our complaints against director Russell action
079items? >> Oh, I'm sorry. 0.9. Sorry, I didn't see it. Financial reports. >> Well, for chair, >> so sorry I'm messing up again. >> No, quite. All right. If there are no other further questions uh for the board, then the hearing portion of the I I would encourage you to close the hearing portion of the hearing portion of it. Um if the board is moving decisions or motions related to this board hearing to board action items down the line, that's fine. Okay. So can we just make a motion to either accept or not right now during this portion of it? >> As I read it in the agenda, the action items are subsequent to or uh subsection 9. So all you would do or chair your close the hearing portion and put off action until
080the action items as the agenda. If there's no further questions, then I will close the hearing and put all the action items until later. And now we'll go to the financial report. [clears throat] >> No, >> good evening. [clears throat] >> Good evening again. Christine Wood, chief financial officer. So um we shared with you the um the we shared with you the 2425 and 2526 updated financial reports um covering the month of October and um if you noted that the uh 2425 which again we are um working [clears throat] to get that closed out and audited um by the end of the month. So um but still a couple things um in process. So, uh, right now the estimated ending fund balance for 2425 is at 1,147094, which is an increase of 56,000. So, every
081month seems a little bit better and um, projections are a little bit better for that ending fund balance. So, I don't expect that to change too much. Um, that being said, the 2526 then also increased by about the same amount. So um right now uh estimated ending fund balance for 2526 is uh 1,56,946. [clears throat] Uh that is still only 2.6% um of our budget. So the ending fund balance which again reminding you that board policy is 5% that still only leaves us at 2.6%. So, um we're short about 967,000 of meeting that goal of the um of that board policy of a 5% balance, >> but we're way better than where we were to have any money ending at the end of this year. Correct. >> Correct. >> Okay, that's good. >> So, cautiously
082optimistic as I said last week, >> but [clears throat] we're going to make it through this school year. >> We should. >> Yeah. >> At this point, at this point in time, yeah, I'm not worried about that. >> Okay. Thank you. Next. >> Um, so I I do want to make a couple of comments about that. So again, 2.6 versus 5% of for an ending fund balance. And you know, we're always looking kind of threeish years at a time. So last year, this year, and next year. And um I just want to bring to your attention some things that um information that we've received from you know partners regarding PERS from OD um and so uh I was at a conference last week and we have some great partners in Piper Sandler who provide us
083with some great PERS estimates um and I hope you're sitting down. Um we it is possible that we could see a 30% increased PERS next year >> that at an early estimate of cost is almost $3 million. >> Wow. >> That that that the employees will have to pick up or that we will >> that we will be picking up. >> And how much did you say that will come to >> right now? 30% would be approximately $3 million. since every school district >> and and yes, we are not the only ones. So, so just a little brief piece about that is this has to do with side accounts that are ending in 2027. >> Um I will say that, you know, some some people might be thinking, well, why' we do those site accounts?
084Those side accounts saved St. Helen School District about $20 million. So, they were still worth it. Unfortunately, we're coming to the end in not a great financial time where the earnings aren't as expected and so we're having to true up those final site accounts that are ending in 2027 and so we're having to make sure that those are all squared [clears throat] away and that's where that increase is coming from. We'll know more. I'm hoping in December they'll have some new estimates out the PERS board will um and I will share those with you as soon as I have them. Do we have any ideas of how we're going to do that? Is there anything on I know we're just now [clears throat] hearing this, but have you guys floated any ideas for that at
085all? >> Well, we we continue to talk about what next year will look like as far as um you know reductions and what reductions will need to be made. So, I mean, black and white is it you have we have to reduce expenses >> to meet that need. So, I'm hoping that we'll learn more and that it will become more optimistic um than 30%. I'm hoping it won't be that high. This last year it was a 14% increase for us which was very significant. Um >> I'm sorry, how much did you say? >> 14%. >> Okay. Um the other thing um that uh that um I you may have heard that OD um is experiencing um revenue shortfall estimates. So they they're um estimating lower revenue than expected. And so we have been in works
086with them with uh the OASBO organization that I'm part of with KOSA um school administrator organization to um help them identify areas that we could be looking at cuts. So they made made a recommendation to the legislature. um those recommend recommendations if big if the legislature were to take um OD's recommendations could result in reductions to the high school success grant and the SIA grants. >> What about the um emergency fund? Is that anyone >> they're talking about that again? These are so OD was asked to provide um like what would you do if we told you to cut 5%. And so, um, they actually did a 2 and a half% and a 5% like what would it what would that look like and what would you cut? And so, OD presented that, um, recommendation,
087their their recommendation to, um, the legislature last week. So, what the legislator legis what the legislature decides to do with those recommendations is remains to be seen. So, we'll find out more as the small session um, starts. >> We have policy supporters and OSBA and KOA that are strongly recommending that that's a that's a set aside for education. It's lottery dollars. People know when they purchase that that was it 16% of the lottery >> or 18 16 or 18 I can't remember. But the percentage goes to that pot. So it's not something that's a one-time thing. It actually replenishes every time somebody purchases a lottery ticket. >> Go buy lottery tickets. So, we're hoping that, you know, and and OSBA and um KOA have strong policy people that'll be in there arguing and asking for
088us to them to bail us out of this. Yeah. >> And I'll be right there with them. Um and the last thing I'd like to say is um thank you. I understand you guys looked at some board reports at the conference that you were at and got some ideas for some um ways that we can improve the financial reports is which is what we want to do. So I will be working on those to have those ready for you by the January board meeting. >> And we are going to be >> not there. >> Relle was not there. So like >> I was able to go on and get like the documents though from it. >> Okay. >> Um and the um listening and learning this week and next week with secondary elementary. >> Um
089>> Christiey's going to join me to kind of talk about this and we're going to get some feedback priorities. Then we'll do the budget road shows together before the >> before we start creating a budget and making cuts. Yeah. >> Because some schools get five pages of and that's just not how things have been done here. So for people who don't know what we're talking about there we had the OSBA training um conference this last weekend and and some schools have financial reports that are quite extensive and this is no nothing against you but you know when we want to know financial information it's already provided so like there isn't really a question about oh should I ask for this because I don't know because we don't always know this the school b school board
090budget or the school district budget is insane and um very complicated chat GBT couldn't even simplify it for me and so to have these documents already listing out all of these things it takes away a step of who do I ask for what and to be fair that a couple of documents are the ones you're already supplying us and then we also are going to add enrollment because that wasn't in those documents either because enrollment is our revenue >> correct >> so we need to monitoring enrollment alongside the budget. So, I just want to be clear. So, you're the budgets we are supporting um and it was a school district that had gone bankrupt. So, before we go bankrupt, right, we need to be >> kind of let us know >> all of us looking
091at it together and getting um our community involved too in those like what's what's our priorities, right? What what are our um things that have a strong return on investment that we love? Do you guys have any additional questions for >> anybody for [clears throat] >> Sorry, we're having a sidebar about the Ashlin School District. That's the school district that she's talking about that went bankrupt and >> took a what was it? $5 million loan in a tan >> with a 5% interest rate just to keep their doors open. And they and and they got an $890,000 [clears throat] anonymous donation, which if anyone out there wants to donate that [laughter] but they're >> Yeah. Right. They have really pulled it together. >> They have. Yeah. Like they made national news. >> He was on
092the Kelly Clarkson show. >> Yes. >> Yeah. Okay. Sorry. Sorry. Sorry. Sorry about that. >> Okay. >> 10.0 action items. 10.1 Kale complaints during the public hearing made or Yeah. a review of the public hearing. >> Is there any recommendations or a motion? >> So the way this is written, this is on all the ones we received tonight. >> This is just that one. >> Yes. >> Yeah. Just the public hearing. regarding Melody. >> No, this is director. >> Oh, direct. >> This is only one public. >> Sorry. Sorry. Sorry. Sorry. >> No, they're good. >> So, these are locked together. >> So, they were all locked together and Elliot said that we can break them up if we want or we can choose to um you >> Yeah, we only have one. >> It's
093going to be the next one that we break up. So it's just public one. >> Yeah. >> You do 10.1 and then you're talking about 10.2 where we break them up. >> But there were three separate, right? You want to break them up for the hearing? You can, but that too. >> Oh, okay. >> Yes. Make sure we're on the same page. you were talking about director Russell's public hearing. >> There also is a recommendation of how to >> address them, but he said that we don't have to >> address them that way. Okay. >> So, if we want to do them like it says all as one, we can move to address them all as one, but choose our own word. >> Okay. Is there haven't >> heard a motion yet? No. make sure
094we say it right. Yeah, >> honestly I simply because I want verbiage to be stried from struck from the rubber of certain things. I don't particularly want any kind of disciplinary action, but I feel like we should be able to strike from the record certain verbiage used. >> Okay. >> So, I don't know how to do that. >> Do you have any guidance on that? >> No, because I was trying for this, too. >> Um, they don't really have the two right choices. That's Oh. So I have a question. Okay. Can she allow us to have more days? [clears throat] >> Was saying we need to do it today timeline. >> so we could get the right. >> Okay. It says board can determine one of the following actions is appropriate. This is a non-exhaustive
095list. that we can choose our own appropriate action which I feel like is just striking from the record sort of verbage like right and correcting me. >> Okay. But I don't have any motion. Okay. I move to substantiate the complaints based on a violation of BBF um against board member Russell to delegate authority to the board chair to communicate a response based on the board's discussion in the November 12th, 2025 hearing. Is there a second? >> What? Yeah. I don't know if I said it right. My my friends and then discuss. Right. >> But what are I'm trying to understand what you're saying. >> Okay. So, >> can you restate your motion? I move to substantiate the complaints based on violation of BBF against board member Russell and delegate authority to the board chair to
096communicate a response based on the board's discussion in the November 12th, 2025 hearing. >> My thoughts are on this wait till >> Sorry. Sorry. Sorry. >> Is there a second to that motion >> just so we can discuss it? >> [clears throat] >> If it's not second guess then you don't discuss it right then we don't then we don't discuss it So >> yeah, maybe >> I second. So we can >> Okay. So >> hold on. >> Okay. [laughter] Have a motion been made and it's been seconded to move to substantiate the complaints based on the violation of BBF against board Russell board member Russell and delegate authority to board chair to communicate a response on the board's decision in November 12th 2025 hearing now we can discuss >> okay so in the event that
097we do substantiate it there are an option a list of options but it is a non-exhaustive list and my recommend commendation is that we strike the word missing and correct that from the record. We money was not missing. That allegation was not what she was meaning to say. um and she did try multiple times to get records for funds and um we are a new board so I feel like that isn't something that um I would like to see a disciplinary action for. Um but I also think that um saying that like the people the other people have requested that the record be corrected that no money was used for first class and um beach trip information. So that is something that's easily corrected without any disciplinary action. >> We're talking substantiated right now, right?
098>> There were documents attached. there were like >> but there wasn't like enough documents to and I'm not saying that just because those documents aren't there that this happened. I'm just saying this so that teachers can feel like if funds were spent more in travel than they were in getting bodies in their classrooms when they were drowning. And so the documents that I saw were like Venmo exchanges and nothing [laughter] >> kind of passed that now. and order the complaint. >> Your point, >> sorry, the Oh, >> I'm accepting your point. >> Outside the actual complaint, >> but I'm sorry. >> I I accept your point. And it is outside. >> But you're saying that we're going to strike a word that says, but we don't have the evidence that >> we haven't. We have
099I don't think we've got there yet. I would >> that's what she's over discussing but >> it wouldn't be okay >> because I mean if we substantiate a complaint that means something she did something wrong director Russell if we don't that means she didn't do something wrong but we can correct the record am I wrong in my thinking >> we can say she didn't do anything wrong and also correct the record >> yeah Am I [clears throat] >> I don't think >> crazy. >> Okay, but hold on. I just want to ask >> when I made those statements that I had been told by public, I wonder how those statements are wrong. I really feel Hold up, hold up. I really feel that when a public when anyone in the public comes to a board
100member and has asked for those specific things. I mean, I guess it wouldn't go public because it would have just responded to when I sent the first email out and this would not have happened. So, I don't know. Never mind. Um, but statements were made >> because I was >> with unsubstantiated claims and [clears throat] made statements in public against people. So that's my dilemma that I'm having. >> That's we could have substantiated those claims, >> but that's after the fact. That's kind of those things >> the dog getting out, you know, getting out the gate. >> Well, okay. I wouldn't have had to say those things if the email >> My point is it probably shouldn't have been said >> or the emails should have been responded to. Yeah, but still you didn't you
101didn't have the information at the time to make those statements. >> I did. >> I have to be able to ask for it. >> Come on, folks. We're trying to discuss and >> we're trying to have like respectful conversations. >> How am I supposed to get those without asking for it? And then when I asked for it, it was said, >> why why do you want that? But then that doesn't give you a clear road to make make statements and tell people that funds are missing. And >> I didn't say funds were [clears throat] missing. I said they felt that funds were missing. They felt that these things had been misplaced. They have a right to be heard for what they're talking about. These are teachers who saw these things. So, I guess we've uh
102got a motion and any further discussion on the motion >> and I'll call for a vote. I'll start with you, Director Kellins. >> I say no. >> Okay, Director Walker. >> It is. >> Yeah. brand new. >> Well, it's a tough one for all of us. >> Yeah, you can. It was a long conversation. >> Sure. The motion was made uh to move the complaints made against >> to substantiate >> uh to substantiate the complaints against based on violation of board policy BBH against board Russell Muscle or Russ member Russell. Sorry, Relle, I'm getting nervous. and delegate authority to board chair to communicate a response on the board's decision in November 20 in November 12th, 2025 hearing >> and then also strike the record. Yes. >> Sorry. >> Yes. [clears throat] >> Okay. >> Director
103Russell, give you the opportunity if you want to vote or no. >> I can vote. >> I can ask you to vote, but you can see [clears throat] >> conflict. >> I just have to let you have the choice of doing that. >> No. >> Okay. And I'm [clears throat] a yes as well. >> Yeah. >> And the motion carries. >> Moving on to executive session actions on information discussed in executive session. How we break these up. Can I say Can I say general topic? >> We're good. Move on. >> We can discuss later after that. >> So 10.2 executive session actions on information discussed. Um, can I say the title of it? >> Board nomination. >> Yeah. >> Complaint on board. >> Yeah. Complaint meeting against the board on board nominations. >> I move
104to take no action on the two submitted board vacancy public complaints to delegate authority to the board chair to respond to the complaintants discussed in executive session. Is there >> three to take action on the >> He just said we're talking about >> we split it out. >> Yeah, >> we split it out. Soination. >> That's it. So >> you can say that one. >> Is there a second? >> Second. >> Okay. Motion's been made have been second and to take no further action. Um there's no requirement the board conduct an investigation or hearing and may simply delegate the chair to draft a response and the board believes no further investigation or information is warranted. Is there any discussion? I think with the amount of complaints that we had from the community and the uproar
105that we saw from the community, we owe them the respect to make sure this was done properly um through a third party investigator. That would be my thought >> just to out of respect. >> I don't think you're supposed to discuss. >> No. Oh, I'm sorry. We're not are we? >> We have public hearing. You can discuss the public hearing, but you can't discuss executive session. >> What's going on? Okay. Yeah. Sorry. >> Sorry. Sorry. >> Director killings for vote. >> I don't know which way you say it though because I don't remember how you worded it. >> Can you reword it? Can you reward it because I want to make sure the way you said it just now? >> Yeah. Um, a motion has been made and seconded to take no further action. There
106is no requirement that board conduct an investigation or hearing and may simply delegate the chair to draft a response if the board believes that no further investigation or information is warranted. Yes. >> Yes. >> Vice Chair Smith. >> Yes. >> Director Russell >> and Chair York is a yes. >> And motion pass. >> Motion pass. I'm sorry. I'm just pulling out. Okay. And now we're on to executive section action um in regards to complaints. Um I'll make a motion on this one. Take no further action. If the board if the board were not to take action on the complaint, the board should consider reminding all Yeah. Remind all board members with the responsibility under policy BBF to treat other board members, staff and public with dignity and courtesy. >> Second. Okay. Motion and seconded. For
107option one, take no further action. If the board um were not to take any action on the complaint, the board should consider reminding all board members of their responsibilities under policy BBF to treat other board members, the superintendent, staff, and the public with dign dignity and courtesy. Is there any discussion on that one? >> No discussion. >> Oh, that's right. I'm sorry. >> I want to talk. So, sorry. I'll go with Director Russell first. >> Hold on. >> I know that's the wording every time. >> I know it's really strange. >> So I say correct. I >> I think yes. >> I know. I [clears throat] know. Whether it's I or yes. >> I know. It's really weird. >> I >> Okay. >> Thank you, >> Vice Chair Smith. >> I will abain. >> Okay.
108She's abstaining and I'm I as well. Sorry, I just kicked you under the table. >> All right, one more. Um, executive session actions on information discussed against complaints against Vice Chair Smith Reed. >> Sorry, I'm still reading. >> I I do have a question before we do this one. We did 10.1 and voted. We did 10.2. >> We're on 10.2. >> Can we Can we say both are 10.2? That's >> They're all just making sure ABC [snorts] >> because it was executive session. >> Is there a motion on this one? Also, >> I move to take no action on the fourth chair to delegate authority to chair. >> I'll second. >> It's been moved and seconded that we take no further action. >> No discussion. >> Oh, that's right. >> No discussion on this. Oh,
109okay. I'm sorry. Now I'm finding the language of your talking. Um, it's been moved and seconded to take no action on the four complaints against Vice Chair Smith and did it delegate authority to board chair to respond to the complaints discussed in an executive session. >> That was a lot. >> Director killings. >> Hi, >> Director Walker. >> Director, >> I will abstain. >> You'll abstain and I'm I as well. Motion carried. We're done with all the executive sessions. On to 10.3 OSBA elections. That's kind of a there's one person. [clears throat] >> I move that we accept back to 10.3. >> So I move the board to approve Greg or K sorry for the OSB board of directors position. >> Okay. A motion's been made to uh to approve Greg Kint for the USB
110board of directors position 14. >> Second. Okay. >> Any discussion on that one? >> I just [laughter] >> I don't It's kind of hard to vote for some reason. There's only one >> I got asked to sign up for >> Okay. So, director Russell I vice chair. >> Hi. >> Director Killings. >> Hi. >> Director Walker. >> Hi. and chair yours I as well. Um 10.4 OSB election of legislation committee position 14. >> I move that the board approve Sandre Gomez for the OSB legislative committee [clears throat] position 14. Second. >> Okay. Been moved and seconded that we approve um Sandra Gomez for OSB legislation committee position 14. I'll ask for discussion but probably not. and director Russell. >> Hi, >> Vice Chair Smith Reed. >> Hi, >> Director Walker. >> Hi, >> Director Kellings.
111>> Hi, >> Chair Yards. I as well. >> Um, policy EB, safety program. >> The board approve policy EB as presented. >> Second. >> Okay. It's been moved and seconded that we accept policy EB as presented. Is there any discussion on that one? No. Director Russell. Vice Chair Smith Reed. >> Hi, >> Director Kellings. >> Hi, >> Director Walker. >> Hi. >> And I'm as well. >> Uh 10.6 policy DBEA, budget committee. Is there a motion on that one? >> I move that the board approve approve policy DBEA as presented. I >> second. Okay. Been moved and seconded that we approve uh policy DBEA as presented. Is there any discussion? No. >> I'll flip it around. Director Kellings >> I, >> Director Walker, >> hi. >> Vice Chair Smith. >> Hi, >> Director Russell. Hi.
112>> And I'm on I as well. 10.7 policy I A instructional material. >> I move that the board approve policy I A as presented. Second. >> Okay. Moved and seconded that we approve policy IIA as presented. Any discussion? I'll start the other way. Director Russell, >> hi. >> Vice Chair Smith Reed. >> Hi, >> Director Walker. Hi, >> Director Kellings. Hi. >> I'm an I as well. Um 10.8 policy JA directory [snorts] information. >> I move that the board proof policy JOA is presented. >> Second. >> Who's going to second it? >> Let her have it. Director Walker seconded. Um, it's been moved and seconded that the board approve policy JOA as presented. Any discussion? Director Russell. >> Hi. >> Vice Chair Smith Reed. >> Hi. >> Director Walker. >> Hi. >> Director Killings. >>
113Hi. >> I'm an I as well. We're the board reports. Wow, that was quick. >> All the action items. That's all. >> That's all. Sorry. >> Does anybody want to do a board report? >> I will. I'll start. >> Okay. Director Russell, >> I um volunteer again with the fourth grade class at um Louiswis and Clark and I just love it. Um they really make my day. I will be starting to also volunteer at Summit here tomorrow. Um, and then I helped Melody at Crosswalk and I showed up >> on a day that we had no school [laughter] >> and I did the same thing. >> And then there was no day that no school the next day and I'm so glad I found that out because I would have been there again. >> Um,
114so that was awesome. But I think it's a lot of fun. I think Melody does a great job and I um I loved it. Um also I in my board report I do have a question about I had some um community members asked me about their children who are going to the college program and they felt saddened that their students were not allowed to get the same ropes and participation cords. Thank you for correcting me. Um, the participation cords that are allowed, I think we have someone in the audience here about that. Maybe you could speak on it, but it was really hurtful. They are working really hard. They would like to be accepted for the same scholarships and the same um what do you call that? Like >> no no like your um the
115people who speak. >> Thank you. you know, like they should have those same opportunities and we have a large number of students going this year and they just would really like that and so I just am bringing that to you because it's not something so is that something maybe you could follow us back up. >> Is that common? Do you know? >> That's all. >> Okay, thank you. >> Go for it. >> Vice Chair Smith Reed. >> Um, let's see. We went to the OSBA conference, which I already talked about. It was awesome. I already talked about that. Um, that was really all I was going to say. Also, even though, and this is probably not the time for it, uh, even though my KO complaints uh, were voted to be not heard, I do
116want to apologize for using a term that I've heard many times um, in a public meeting, and I will not be doing that again. So, >> director killing >> I'll get back to him in a minute. >> I'm kind of shaking it all up. >> I'll jump to you, sir. >> We I've been volunteering McBride. It's been great. Uh trying to push kids to be in the classrooms so they continue learning because they're going to tell me we have a good life. Um, we had great success at like the high school with our fall sports. Girls made it to the first round of playoffs for volleyball, which is great. Um, we're getting ready for our thankfulness week, so we should have a spirit week and stuff like that. We had a football versus volleyball in
117a volleyball game where we switched the coaches and then had a good time, which was fun for the players to get to do. >> Uh, huh. >> That must have been an interesting game. >> Volleyball very badly. [laughter] 25 to 10. >> Did we have boys men's volleyball tour? >> I was going to ask that >> because I know the schools are now doing that. >> That's what I title. So, it all fall. >> Yeah, I think we have men's volleyball now. >> Guys are excited about >> it. >> Winter sports are coming in. So, come watch us and compete for basketball, wrestling, swim, all the other things you do. >> Thank you. It's exciting to hear your college prospects that you were discussing with us outside the boardroom, but that was really great. Good
118luck to you on that. >> Thank you. >> I have one more thing to add to my >> um we also while we were at the OSBA conference, we sat in or some of us sat in on um a school Oregon City School District does they do have a student representative, but they also have a student superintendent advisory and they They select kids from, while you're awfully kind, they select kids from all walks of life. The kids who don't want to come to school, the kids who don't like school, the kids who sit in a corner by themselves, and as well as a variety of >> athletes, right? And and they come to these there's lunch provided. And so like one of the kids said, "The only reason I go is because it's free lunch.
119>> It's a good lunch." >> But like what are they doing? >> They're talking about like they're sharing things that they've heard from their peers. The superintendent gives them like an update on they talk about the agenda that's coming up for an upcoming board meeting. And then they give their input as far as like, you know, what what do you think about this issue that's coming up? And sometimes they talk about it, sometimes they don't. But it gives a chance for because while Joseph is liked by all, it's he doesn't represent all. >> Correct. And it I think that it is really hard when you don't see people who look like you or or people that you can relate to and say, "Well, okay, I feel safe with this person because they have walked in
120my path, right?" Or and I love that idea. I don't know if that's something that we could do, but I would love to see it happening. Uh I know that you do some superintendent advisory committees and that's beyond our scope but it was really powerful to be in that room because the students were there not the entire advisory committee. I can't remember how many people who else was in nine. Maybe it was me. the there were like there are like 20 or 15 or 20 kids on this advisory committee and there were four of them there and they're all different and they all had like there was an outspoken kid and there was a quiet kid and there was a I hate school so right to work two jobs and yeah it was just really
121>> I think it's really important in a community that is where we are to see people that look like you. I don't know. Anyway, that's all. >> So, because of being on the board for so dang long. Okay. Um I I constantly am thinking about the things that we're dealing with right now as a board like with different things that have happened over the years here. And there is one that I would like to tell you about and I won't use any names and I'll be really careful. Okay. So, but there was a playoff game and a basketball game at one point. We'll say a lot of years ago just to keep it safe on that one. During this game, of course, everybody wanted to win both game, both teams because it was going to
122state then. And it was it was a local two towns. And during this game, it got so exciting that one of the people did not one of the one of the best players on our team to get a basket and stuck their foot out and tripped that person. As that person fell and slid, they were kicked by some of the other players. It brought the whole game to a stop as the father of the basketball player that fell actually interrupted the entire basketball game going out onto the floor. When they got out onto the floor, everybody saw the father going. So the ref stopped the game and it took quite some time. And back then there weren't cameras of the game. So it had to be a few people only that were actually saw that
123part because everybody else's eyes were on the basket going the other direction. um over the um what happened is that the players that did that then did get kicked off the team. And so that caused that team not to be able then to go to state and it caused major amount of hard feelings both ways and for weeks between the spotlight and the Chronicle newspaper that we used to have there. There were letters from parents from both schools back and forth back and forth every single week. one was countering the other. And it reminds me a lot of what we've all dealt with over the last year is having people being so upset, so upset. But what brought it to an end finally was a lady from the town that their students had gotten taken
124off of the team. And she said, "You know, we can keep going on like this, but we all do know what happened, but the blame needs to stay on the people that caused the problem instead of everybody attacking each other, continuing to go on and on and hurting each other." And I remember that happening when that letter came out. I think there was a lot of tears in both counts, but I think it brought it to an end. And I think at this point, I think we all need to look at and we can see by what we're all dealing with even still tonight is that it's time for us all to say, what can we do? We've spent a year as of today, >> a year being upset, being angry, being mad, and instead
125what could we have done to try to see if we can't fix this problem? Let's work together. Let's all get at tables together from all different just like your kids. Let's get some adults all together and put them all in tables together. >> It really was a year ago today that a year ago we all got released that we teachers were arrested in this all. So >> anyway, so it just I just been thinking about that and when I remember that happening, it was extremely difficult for everybody and and had to be devastating for the school district. the team didn't get to go to state, you know, but that was the sport. This is people being hurt and I think that we all need to quit being mad at each other. Think about where the
126blame stays and let's all go to work on figuring out how see if we can't fix it. [applause] >> Thank you, Melanie. >> Say it. Just dabble me if I'm out of out of line. >> Okay. I um was able to go to the conference on Friday. I wasn't able to go the whole weekend and the one thing that kept working through the rafters was the relationship between board superintendent. Um and the there was one in one particular session it was three schools represented and they were pretty diverse. um and the superintendent and the um board chair for each district. And the oversimplification sometimes is really powerful. And what was said is the board decides what and the superintendent does how. Yes. >> And when they mix, it's like a bomb goes off and doesn't
127get stuff done. Um the other thing I want to say is that everybody here is here because they want to help this district and they want to help the students and the teachers. There's a lot of passion in this group of people and I think um I I'm really kind of surprised at the number of complaints that are coming at this board and having to deal with the complaints takes up so much time and these beautiful people are sitting out here while we're doing it in executive session or whatever. That's the way things roll. But um I think that We need to read our board policies, our board behaviors, our board conduct, and we need to get out of our own way. We need to be mindful of what we say. Um, and I I
128feel really rude right now because this is my first vision board meeting. I'm saying we need to get out of our way. But I do think that we if we're mindful of what we're saying, we can say what we're saying, but we need to be mindful of how we're saying it. and uh do the business that the board is here to do. That to me is how we move forward. So, I appreciate everybody here. Um I'm thankful to be here. >> Thank you for being here. >> Well, I was going to name the November Elks student of the month, but I think I'll pass. >> That's awesome. >> It's different. >> Um I'll I'll let the the PR folks give the update at the next meeting. I didn't want to steal their >> but I
129can tell you there's a meeting there's a a dinner planned for the 20th this month >> at the unfortunately I'll be out of town that week or else I'd be attending. Um I do want to back up and talk about what you said about complaints and things. Um kale the kale complaint process is needed. Um, I just want to give an update on money and the time that goes into it. Um, to date we spent $40,000 dealing with uh attorney fees, handling kale complaints and staff business. Uh, and then for the superintendent to investigate, document, and write a report, it's taken up to about 20 hours of time a sheet of each complaint. So, you know, it's like you said, let's all watch how the board speaks and and do better. Um, I just want
130to throw that out there about the money and not try to stop anybody from making a complaint. So, with that, I will shut my mouth and move on to superintendent report. >> I had a wonderful time at the OS conference [clears throat] as well. Well, I got to see a lot of my um colleagues from across the state um and learn alongside the board and my colleagues. That was fabulous. I think my favorite part, yes, I love the student advisory and I'm getting to know students because I need to get to know students before I invite students to participate, right? They're not going to listen to me or want to be alone in a room with me and share their word. I can pre session free lunch, but listening learning sessions at the high school.
131I had two kids, right? So like and it's a secondary um advisory. Loved it. Totally going to work towards that. But my favorite part was the student performances at that event. >> I was just amazed by the powerful um just the power of children and why we're here. >> So it was fantastic. Um, I wanted to share an update that um, I got to meet um, with our amazing um, school leaders and um, the assistant superintendent and I um, did a um, professional learning I would say on um, you know, the culture of care in our schools and what that should what that should look like and um, listening and learning from what they're doing in their in our schools and um, talking about um like standards, right? And how like I'm coming new into
132this district and I'm holding the standard way high because I have high standards for myself. I have high standards for um my community and I have definitely high standards for my students. And I said that at sometimes there's my little squeezy ball. At sometimes I feel like we're here and we're recovering from things right and we're setting standards lower. And I said, "We need to work really hard together to to rise to the occasion and um have conversations like you said about um what's um working, what's not working, and be really transparent with one another about growth, right? And where what are those areas of growth?" Um so we talked a lot about data. We um had them bring their own referral data because we'd had um educators and administrators and community members and parents
133and students report that we weren't collecting all like those that referral data accurately. Um and so we're going to do a better job doing that. Um everyone's on board with that. Um because it's about the whole child, right? The culture of learning and the culture of care. And so um it was fantastic to just sit in a room with great leaders and um provide professional learning as well as learning alongside them. So I'm very happy about that. >> Also there was a mariachi band and Woodburn was the first mariachi band um school band in the state of Oregon and um they played and it was amazing. And what are the dancers called? They had like a dance. >> Yeah. Fancy. >> They had fancy and they like lined the entire room with all the with
134the dancers and it was really cool. And then there was a a capella group from some school and I mean there were literally tears shed like people were it was just really the kids seeing kids do that >> spectacular. Upcoming meetings report concluded. Moving on. 13 upcoming meeting and board meeting agenda input. Uh 13.1 December 10th, 2025 regular work session. 13.2 January 14th, 2026 is going to be a work session. 13.3 January 28th, 2026 is going to be a regular session. Can we add the other November 24? Okay. So, she's got the one more to add. >> Okay. >> November 24. How about 134 >> out of order the November >> November 24th, 2025 work >> session? >> Any further comments, corrections, or anything? >> Okay. And while you're fixing turkeys, don't forget to be
135>> Is that Thanksgiving? I'm not making nobody set Wednesday. >> Oh, it's okay.