001backpack will be stored on person or in the student's clothing >> pocket. Yeah. >> So, go down a little bit more for a minute. [Music] >> It's number three. There we go. on page one, right? >> It's right where the page splits. >> It's confusing because there's like some sections. >> Yep. >> Must be placed in district provided pouches or storage may be kept by students in locker or backpacks, but personal electronic devices are not to be stored on the student's person or in the students clothing. May be stored in the student's person, but may not be used. That was taken out. >> That was taken out. We went with the top and it can be stored on the students. >> Yeah. So, and I thought we corrected this together the other one. >> So,
002we had initially had thought that it could not be on the students body >> it was in here that it could be. So, we went with the least restrictive for now. on the student's person. It may not be used >> because and we did that because >> and we were just gonna take off the must be placed in couches or storage. >> Yeah, that's the version. >> And we did that because middle schoolers don't take backpacks to classes and so we want them to be able to have it with them in class but not being used. >> Correct. And then we allowed them to be on field trips. Can you go to the one that's on? >> This is not the right one. Yeah. >> Yeah. I'm starting something a little different. Yeah. >> Yeah.
003>> This is the one I clicked on. >> Oh, you're good. Okay. >> That's not the one we did the other day. >> What did you change? >> I just made it more. I made it clear for what you guys did before. I think that's in it. This looks different than what we just had. >> Yeah. Go on. >> Sorry. Down, down, up, down, up, down. Personal electronic devices may be kept. Stop. Perfect. Perfect. >> So that it may be kept on the students. >> And then down to the next page. little light. >> There we go. May not be used during regular instruction. That's what you guys had originally asked for. And we had to blend. Yeah, we had to blend it because it was not one or the other. It was >> Did
004we decide that they are not to use it? I mean because we did decide that lunch and passing period is still >> felt we can't visit any other >> and we even had I want to you know staff listening and learning session I want to acknowledge that >> you have a person if you have a staff member other than a bus driver on bus with you you're >> Oh that's right I think we discussed after school was out it was for traveling versus So, um, a staff member did, um, ask and I said, "Well, you know, we could take it up with the governor." But the reality is she was asking about when kids check in at the front office, particularly the high school, they were coming in late, they'd scan their their code with
005their phone, right? >> And so, we would just need to work with Ed, sorry. um to try to see if there's a way they could just enter it like go in and enter it onto the iPad instead of scanning their phone because they >> you could do like the computer with pigs being put on a student ID number. >> Yeah. So that's the thing is that that they were sh they were just saying that it we become accustomed to using them so much like when we printed out schedules now we they would use their phone to download their schedules for student view all those things and so we just talked a little bit. I wanted to bring voice circuit concern because it's it is you know kids coming into class there's a lineup it takes
006longer if they're not just ding ding ding scanning them in and I said that that is what soon as they enter those doors it's it's away so >> and as flexible as we could be we did and that's what I told her as flexible as we could be I was acknowledged and she >> we did listen >> is that is that good you guys with what we have up there Yes. >> Comfortable enough to vote on >> but we haven't had public comments so we're not >> No, I'm just asking before we move on if we're comfortable. >> Yes. Sorry. >> Okay. >> And then we need to move over to uh BBFA board member ethic and conflicts of interest. >> Oh, one second. >> It's really cold up here. We were just wearing it
007and be turned off. >> Uh ask ask Jared. Could you turn it down? >> We know it was 82 today, but >> earlier we're asking Jared to turn it down even colder edit. order everybody please. Thank you. Okay. So, >> this one we had gone over. >> Yeah. Yeah. PBFA. Was everybody okay with that one? >> Yes. >> Okay. >> And I'll check that off the list and then DB DB talk about that. I don't think we did. This was the fund balance that >> we got checked out. >> Is it corrected in >> the other one integrated guidance? Do you have the integrated guidance? >> I don't have that one. >> Jeff's just gonna speak to integrated programs presentation. >> Good evening everybody. I haven't had a chance to present with you yet. My
008name is Jeff Burns. This is superintendent for teaching learning. Great to be with all of you tonight. Um this is part of our annual um communication about uh integrated guidance. Thank you and I appreciate that. So this is a general template that all districts across the state use but I'm just going to share a little bit about some of the things related to integrated programs within St. >> That's part of the integrated program learning how to make it work. Jeff 2425 because we're looking at last year. >> That correct? Yes. Sorry about that. Yes. So this is just a review of last of last year along with just kind of kind of some next steps that we're moving forward with as well too. And then next month I'll be sharing about division 22 same format
009presenting 42324 this time of year. Okay. Oh wonderful. So just kind of what this looks like is our OD's annual report consisting of two narrative questions and I'm going review those in a moment. Throughout the year, grant recipients have been asked to report expenditures, three overall reflection error questions, and reports on progress markers, which help us inform overall progress in an annual report relating to uh integrated DS. So, here's just kind of what this structure looks like, and I'm sorry, it's a little hard to read, but it's broken down in different areas. So well-rounded education and equity is longer our longitudinal PG LP excuse me LPG's targets which has eligibility requirements and state perence targets as well. Okay, these are all just and I'll go into more specifics of what it looks like later but
010we're asked to share our longitudinal performance growth targets our year targets and our quarterly program and fin and financial reporting within our annual performance report. just sharing a little bit more about what we're doing relating to this work. Okay. So, and how it connects the SIA SI that's the funding source, the annual report requirements. SIA recipients are required by statute to review their own progress on an annual basis. Present their annual report to the governing board at open meeting, which is this, and post a report to the district or charter school website, which we'll do after tonight. If grantee sets LPGTS and LOM in year one of bianium, affirm progress has been reviewed toward meeting the L LPGTS in the grant agreement. That's our insuranceances in year two of our bianium is review annual metric
011rates compared to previously created LBT2 and LOM to share reflection on progress and that'll be for the next 10. Okay. So when we start thinking our narrative questions, we first talk about some of our celebrations, things that are currently working really well. I think one thing that I would like to celebrate for the beginning of this year is our implementation of a systematic development of our K3 foundational reading plan. Every teacher in the district has been trained and it's within science of reading. Um and one of our strategic goals is to increase their third grade LA data by 2% each year. So for the 2425 school year, we have trained all staff in science of reading. Every day all of our students are receiving systematic phonics and phonic aware instruction to increase students ability to
012read accurately and fluently. And this consistency is essential for ensuring that all students experience a seamless and equitable learning progression. And that we're building a strong pipeline of readers in K3. So when they move up into fourth and fifth and middle school and high school, they have the foundational reading skills to apply to higher level reading skills in our grades. I think we've done a really good job trying to get all of our teachers trained in the science of reading with programs like UFly so they have those foundational reading skills at a young level to be able to apply them as they move on in their career. Okay. And all of our students are going to see interventions or extension based on their reading level in their classroom or in a walk to read model.
013So like for example, Louis and Clark, I was there today during their PLT times. They're digging into their reading data and they're determining like what level of support kids are e are needing based on their benchmark results from the fall and then they're using those signs of reading skills to help supplement their reading, give the kids what they need when they need it. So hopefully moving forward, our school and district leaders are conduct walkthroughs during their ELA instructional block to ensure fidelity to the science of reading instruction. and our PLT teams are going to consistently analyze reading assessment data to plan for instruction and interventions for our kids. And hopefully by the end of this upcoming school year, 2526 school year, we'll have implemented schoolwide literacy system to increase student learning outcomes. And I'm really
014proud of the work of all of our teachers for training in science of learning, our building principles um to give kids what they need when they need it relating to recon instruction. So ach the next annual report is narative to those barriers challenges or impediment to progress and equity tools are used are utilized and can use improvement cycles ongoing use of equity lens or decision-m tool that impacts policies procedures people students resource allocation practices may impact discipline attendance. That's that's an area that we're working on throughout our schools is areas of discipline in attendance where there's challenges and how do we standardize equitable approaches that address disparities while maintaining health. When we look at our data, our attendance or discipline data, there is some areas where you know it doesn't quite where the equity issues
015are things that we need to address. So schools have various levels of experiencing comfort that many restorative practices and some may rely on traditional punitive measures to limited due to limited professional development or resource constraints. And that's the work that we're going to try to do this year is how can we continue to give teachers, administrators the skills to successfully uh teach kids like how to behave within classrooms, move to those restorative practices versus going straight to punitive measures like suspension and things like that. So we're trying to align policies policies with an equity lens requires constant data to review patterns of disproportionality and adjust interventions accordingly. So we're trying to build processes within the district to analyze our our attendance and behavior data to determine okay where are kids struggling? What supports they need
016and what could that what are those interventions? What those could potentially look like? We're trying to prioritize professional learning, structured collaboration time, clear accountability measures, and equity tools to give teachers more skills to help them within their classroom administrators more skills to help within their schools. And district leadership will review attendance and discipline data on a consistent basis. Make decisions to support students, staff are at our next district leadership meeting. That's one of the topics that we're getting into is attendance and discipline data and how we're best meeting the needs of our kids in those areas here at school. Okay. And then our narrative three is just kind of where we're going. St. Al has observed a mix of progress and some ongoing challenges within our LBT L PGT sorry we have so many acronyms
017in education and some of our key reflections from actually that we're going to be looking at throughout this last school year and ongoing attendance data like we're going to like our district attendance rates have improved slightly but they're not where we want it to be. They're still below the state average. So, how can we continue to bring in SEAL implementation, schoolbased incentives, tiered family engagement strategies to get kids to want to come to school versus focusing on the punitive measures of why are you not school today? Like, what can we do to make kids want for their parent to get up to get them to school? That four-year graduation rate, our rate for 23 24 is about 79%. Not bad, but again below the state average and something we want to continue to improve on.
018This suggests that existing supports are effective for many students, 79% of our students, but there's some additional strategies that are needed for some of those special groups like special education, economically disadvantaged kids, so we can hopefully potentially increase that 79% up to at least the state average up and as we move forward every year, increasing it to get up over 90%. that third grade proficiency that I talked about earlier. Our third grade ELA proficiency rate is about 29%. So it's about 29% of our kids are meeting standard in that area relating to uh assessment on ASAS. So this data shows a need to ensure structured literacy professional development. That was what that work of the science of reading was how we're providing aligned interventions to give kids what they need on the specific skill they're
019lacking and target interventions in that area. and how we're using common assessments to determine okay here are areas our kids are doing well here are areas of need and let's target that specific area and in 2526 we're providing literacy coaching and hopefully align case three phonics interventions uh moving forward to increase that and I like to think of third grade reading deficiency is not third grade it's K through like how can we think about what does this look like kindergarten first grade second grade so by the time they come to that assessment in third grade that state assessment they're fully prepared ready to So for a minute I just want >> to to recognize that these are he's going over narratives of the last year's budget that we that you were talking about earlier. These
020are the these are the reporting mechanisms that these are and and requests about narratives. These are the narratives and so I'm just helping people kind of connect the dots here. So go ahead question. >> Yeah please that ELA proficiency rate is that only based on the state test >> that is only based on state test. And one of these times I will bring when you want our benchmark results that we just took and in St. Helens for whatever reason our uh on our percentage proficiency rate on our benchmark assessment or easyc is much higher than that. So it is showing kids have skills to access grade level standards but we haven't necessarily give them some of the skills that they need to apply them on the state assessment and that's some of the work that
021we're going to be doing this year. Great question. Yeah absolutely. And then last, our ninth grade on track rate. Kids that come to us in ninth grades, they have an 80% on track rate, which is 2% increase from last year, which is a huge celebration. And we like to think that this was achieved through like some proactive academic counseling. What do kids need as freshmen? What are the things they need to do along the way so they graduate on time? A lot of that is academic counseling, but also how we can use that professional learning time on Wednesdays to give teachers the skills they need to successfully support their freshman as they move forward with thinking about instructions. >> I'm stuck again. Pause for a second. >> Okay. >> Me a weird thing that likes
022to kick you out. >> That's how weird that happens at my house. No, I get kicked out too. You're right. >> All right. Okay. So, some of our next steps is hopefully sometime winter of 2025, we're going to have all of our state assessment results from uh this past calendar last school year to be able to share with you, share district report card data, that data that was shared with you at your uh retreat earlier from the previous year. We'll have updated data to share where we're at in that progress. I know there's some definite celebrations. I'm really excited to share the middle school, some of the growth that they've made this past year as well, too. So, I'll be sharing that moving forward along with some of that benchmark results as well, too. And
023then just ongoing updates throughout the year. We're going to be able to look at our St. Els School District Blueprint for success throughout the year to kind of see how we're doing on our goals and those reflections. Any questions? >> Yeah, I have one. So, um I mean we all okay most everybody knows but because of during the that wonderful little window of co and like >> our current fourth graders yeah >> were the ones that almost got left out more than anybody other than I think it's our juniors or seniors this year too that also had that little window in the middle school. But so when you're doing the things that are the K through three or even if we got stuff that's applying to middle school and then high school, are we is
024there still anything in place that is looking at those two specific gra? >> Yeah. So the elementary world they have walk to interventions for all students. So each grade level has time that kids are able to go get the specific support they need in the grade. And we know there are still some kids in fourth and fifth grade that are lacking those foundational reading skills. So we have to we have to give them those prerequisite skills to potentially have opportunities within core to learn. So during those walk to intervention times that's when they're getting some more support in that area of need along with the high school and Rob could probably share with you a little bit about they've modified their schedule this year. So they have some built-in time or they have some of
025those longer blocks that is time for instruction, but there's also time built in in those end of the blocks to that is time for teachers to provide interventions for some of those kids that are lacking some of those prerequisite skills that they need to access grade levels. >> So I was curious like you're talking about the state testing is it when you talk about like the reading skills for kids, is it necessarily as much of reading skills or how to take that test? >> So that's a great question. Um I think there's definitely both of those things as well. Part of that assessment is the state assessment. It looks different sometimes than the things that they've ever done before. >> Yeah. >> So we need to do some practice. They have things called IEPs that
026are practice assessments that look more like what teachers what students see on the state assessment because the one thing we don't want them to do when they come in state assessment is look at the assessment thing like I've never seen anything like what this I've never seen anything like this before. I don't know what to do. click, click, click, click, click. Versus when they see this assessment and we've practiced and done the work along the way, they can be like that's just like what we do every day and give them it's not teaching the test, but it's exposing them to be prepared for what that assessment looks like. >> I think that's super insightful as well. And I think when I look at like equitability like across the board, I think some people are just
027they aren't the best testers, right? And so when we put them in front of a test, we're not being very equitable to everyone out there when they just may be poor casters. And so sometimes it's how we frame it or but I I I just think that with interviews with everything, you know, some will give interview questions in advance where if they're caught off guard, it's just the equitability and it's just not always there. >> I mentioned it because that was me like I'm >> Sean, but I'm pretty sure I failed these because I just my whole life. I had problems with testing beyond that >> and and part of it is we want to provide multiple opportunities for kids to show what they know. So one of the skill one of the things we're
028working with school improvement wise is common assessments and with assessments they don't have to be traditional paper pencil assessment like we're not giving a kindergartener here's this 20 question test answer this. It's like sometimes it's interviews sometimes it's presentation or things like that as well too. So we want to give kids multiple ways to show what they've done because the traditional paper pencil assessment isn't right for everyone. However, they are required to take it on a state assessment. So we want to give everyone as much support and practice in this type of area. So when they get to it, they feel more comfortable like this isn't something I've never seen before and I have no any other questions or comments. I'm really proud of how hard the teachers are already working with like just going
029like I said it was a loosen part today see some of the teachers here they are just all in with this work and collaborating as a team to help kids. So, I'm really excited about the work >> just double check. Make sure the boss keeps me going there. Okay, now it comes to portion of public comment. Uh, the board welcomes visitors to our meetings and values comments from district patrons that improve students educational quality. The board at their discretion will recognize email comments and 72 hours in advance of a board meeting. The public comment opportunity is not a discussion, a debate, or a dialogue between the speaker and the board. It's the citizens opportunity to express opinions on issues of the school board business. We must require that complaints go through the administration for resolution.
030Comments during made during this session must be free of abuse of language in personnel attack on district personnel and not directed towards any department which due to low staffing would amount to an attack on an effecting on an attack by effectively naming district personnel. We also ask that presentations be limited to three minutes per person and no more than 30 minutes for public comments. And I just ask when you come up, please state your name and if you're a resident in the district. And we'll start with uh Britney Sanders. >> Can you start the clock? >> Okay. Um I am Britney Sanders and I am a resident of St. School District. Um, thank you for permitting me this time to bring to your attention the decision to restrict and/or end offampus field trips for our
031elementary students. I, as a mother of a McBride Elementary student, hope to relay my concerns and frustrations on this decision and really hope the board and principles make the right choice for our kids. Field trips have a substantial benefit to students of all grade levels. I can recall field trips from my school years, places like the zoo, local farms, um even clean water services and fire departments and police departments. It gives a much needed respit respite from day-to-day learning inside the school. Field trips give them something to look forward to, work towards, and provide a positive impact to each of them directly. Some locals I have spoken to have confirmed that being a disadvantaged child, sometimes these field trips are their only chance to leave Columbia County to learn and experience something new and to
032participate with their peers. McBride Elementary PTO coordinates many events every year to generate money for field trips along with other costs to support the school students and teachers. Being told that we are restricted because of other elementary school PTO funds is not right and it's extremely frustrating. If McBride has the money to pay for transportation and the field trips, we should get to do so. There were lots of ideas on how to collaborate to assist the other schools, but bottom line is if we have the money, we should not get help back because of the other schools. Uh I found study out of BYU John Hopkins University and Heritage Foundation regarding the immense benefits of field trips. The study used an experimental design and randomly assigned fourth and fifth grade students from 15 elementary schools
033in the Atlanta, Georgia area to participate in three culturally enriching field trips during a school year. The field trips included a trip to an art museum, a live theater performance, and a symphony concert. The students who attended three different field trips in fourth and fifth grade scored higher on end of grade exams, received higher course grades, were absent less often, and had fewer behavioral infractions. One potential reason for this is that field trips expand students world concepts and expose them to new ideas. Similarly, students might be more engaged in school thanks to field trips. Students find school more exciting and we want to try harder in class. The US travel association study found that 59% of students who attend field trips have higher grades than their peers. Field trips are especially beneficial for disadvantaged students.
034That field trip to hony could inspire someone to pursue science. The field trip to the fire department could result in the student becoming a firefighter and saving somebody's life. And the trip to Jackson bottom wetlands which I took could inspire someone into conservation work to better our planet as a whole. Field trips have a substantial impact on growing lines, bolster engagement, and we would be failing them again if we take away off-campus field trips. >> Five seconds. >> Thank you. >> Patrick Burkel. >> Berkeley. I'm sorry. >> I apologize. >> Mr. Burkel. >> Berkeley. Patrick, I've been Melody and Mel my whole life. So, >> and I I apologize for mispinging your name. >> That's okay. I've done it all my life and I'm glad you have the >> Yeah. >> timer. I don't have
035it going. >> Fine here. >> Oh, I'm just I'm Oh, I start you pushing. >> Okay. So, hi Patrick Berkeley, St. Helens resident. Uh the ar the Arcadia Holdings LLC is the uh project that's going out at uh the old Boise site. I think as of yesterday the city council gave direction to the city administrator to go ahead and close on that. I believe that was the plan. Anyway, uh the second thing too is the packet. Um, I would I could not find the packet online prior to coming to the to the meeting and um I so I I don't know if that was just me or anyway I hope that whatever if it was a an oversight or mistake um it' be helpful to have the packet ahead of time so people can take
036a look at stuff. Um, I'm one of those third grade teachers who uh when you get your report later for the 24 25 test, I can't see the clock. >> I've got to go. >> Oh, well then I should let go. Okay, one. Okay, thank you. Um, uh, when you see those I'm one of the folks responsible. Well, not really responsible. I think one thing to take into consideration, the ELA doesn't only include reading, it also includes writing. And students in third grade are asked to know keyboarding skills. They're asked to know formatting skills, which I they believe that if I was to give you the test after you read certain uh information and do uh research and take notes, you would be hardressed to meet the third grade standard. So that's a two things
037going on reading and and the writing said that um yeah I I as the meeting was going on I had a lot of more comments I wanted to make. So I'm trying to be very um as a as a former teacher with the district I would have to say that yes u you know things were one way it's different now. I feel as a teacher for four years I was not provided the support that I I needed especially in ELA and math and a lot of curriculum. I think there's a good step moving ahead forward in this. We have to keep in mind with the assessments that the teachers uh more students less support. So again when those test results come out these good good things like walk to read etc they're going to have
038an impact. We have to understand teachers are doing these without instructional assistance help except maybe in in kindergarten. Um those types of things. Um but I also think I want to say uh again positive stuff. Uh I retired from full-time teaching but not from teaching. So I've had the opportunity to already substitute six days at Columbus City uh elementary. I'll be subbing again tomorrow and um available throughout the district, elementary, K3. Uh but I was just >> Okay, but I just want to say that I just impressed by um the atmosphere, the environment, what's going on there at Columbia City. Um teachers, uh my former colleagues are doing great great work. uh and there just seems to be a difference feeling in in in the building this year and I just hope that everyone knows
039uh that there were things then this is a new beginning let's work together >> try this again too but I got Yeah, I know. It's just I messed it up. >> You want help getting it back? >> There we go. >> Okay. Hello everyone. Um, so I have a couple updates for you. Um, today we reached a tenative agreement with the district. Very exciting and we're very happy. So I'm not going to go into details now because I want to share numbers first, but um, yeah, it's looking very good. So that's awesome. Um, couple things. Teachers are really in need of more policy around how to deal with student altercations and fights in the classroom. I think it's kind of an elephant in the room and really the only training we've gotten is call 899999
040which that's not really enough. Like a second, every second matters. Um, and we just need some training and some coaching on what you want us to do. who I know is a really like messy squishy subject. Um, but we've already, as you know, like experienced fights and altercations like last year and beyond and it's it's really tough and it just puts like everyone in a bad position. Um, students aren't safe, teachers aren't safe and then obviously like last priority is just liability. So, um, I'm not sure if that's like the board prerogative to do that, but I just want to put that on your radar. That's something we need to work on this year. Um related to that, um safety committees. I just talked you mentioned that you're going to resuscitate uh safety committees and
041then I know that the board has to have one and then each building has to have one. Um so I think that might be something they could work on. I don't know if it's more like facilities versus stuff, but I'm happy to recruit folks to safety committees and help with that. Um what else? Oh, I was just learning about the clocks because I literally had to train students how to read the clock. Not joking. Like every single day they're like, "Oh, what's the eight?" >> That happened this morning. Not joking. So >> maybe digital clocks are in it. But anyways, um just wanted to plug we talking about door school, lost door school. Um, I'm offering a foraging and cooking class scampoo school district on October 11th, which is the day the day we don't
042school, 9:00 a.m. at Ban Tree Hike Trails. So, um, if you can, it's going be really fun. Um, and then I just wanted to emphasize again about field trips. I think teachers are feeling really deflated with this choice. Um, they're so determined to fund raise. You guys, just let them do it. You know, like we have business partners, sponsorships, bring the community in. they want to help like this is a good opportunity to um you know have some outreach and collaboration which we like really need right now. >> I think that's it. Yeah. Thank you so much. >> On that category, I just wanted to I think that there is a lot of people that have supported our district through everything that are more than happy to step in. But if we we need to
043find a way to get that out while we don't have a chronic >> I got but I just wanted to tell you that is that we might want to really work on how to get that message out. >> Thank you. >> I know I'm trying to be nice. Amanda Howie, please come up. See if I don't mess this up this time. Hi. Go right ahead. >> Hi. Okay. Uh, my name is Amanda Howe. Um, I'm the president city, but I do work in the school district at Louiswis and Clark. Um, I apologize if I sound a little bit nervous. I have I didn't plan to speak today, but I felt uh compelled to speak to you guys after hearing conversation today. Um, I do want to say thank you, Michelle. I feel like you have
044been um a voice for teachers and have um supported us from from the time that I've seen you step onto the board. So, I want to say thank you. Um I think the biggest thing that I want to talk about in the next two and a half minutes is just having additional support adult bodies within the classroom. >> Um this year I am a blend teacher. I teach first and second grade. Um, last year I only taught first grade and I had a an aid in my classroom. I no longer have an aid and now I'm teaching two grades. Um, but really it feels like I'm teaching four grades. I teach kindergarten levels. I teach first grade levels. I teach second grade levels. I have readers at third grade levels as well. Um, so I
045think having additional bodies in the classroom is something that teachers need so incredibly badly. Um, myself and other teachers have ad advocated for placement changes. Um, when it comes to sped supports for different students, but um, we were told that we were limited by program caps and budget constraints and that has greatly affected my gened students as well. I want all of my students to learn. But unfortunately, there's been times during the year, especially last year, um where nobody was getting what they needed to be successful. My sped students, my gened students, myself, my um my assistants, and that's devastating because I pour my entire life into the job. Um so to feel that um lack of support is is really hard. Um I know my sped co-workers, they are absolutely stretched to their limits
046despite doing their absolute best um under extremely challenging circumstances, but I feel they're in the same boat as well. Um nobody is really getting what they need to be successful. Um they're supposed to be groups ran, but uh they're they're having to come to Jenna classrooms for behavior support. >> Um and I think for 25 seconds left, like really we just need more adults in classrooms. And I teaching and learning I think is important but I also think that it's more important that they are in the classroom with students because when there are more supportive adults the children will feel supported teachers will feel supported and we will feel more success. >> Thank you. Think that was all the speakers that signed up. So now we'll get on to >> motions and action items. >>
047What did you say? >> We go on to action. Sorry, I didn't hear I didn't hear where Amanda was a teacher and I was >> clerk. Thank you. >> Yes. Sorry, I thought you said you were the president of Columbia City and I was like, >> "No, >> right. Uh, we're on to action items. 12.2, two, executive session board action on kale complaints, and there's six of them. Um, so I'll make a motion. I move the board adopts the superintendent's finding as a final decision and delegates the board chair to respond to the complaints for each of the six JLA complaints. >> Second. >> All right. It's been seconded. Motion's been made and seconded that we are going to move >> I'm so sorry. Are we reading the second though? We need to read the
048second. We have to read the second. Yeah. >> Thank you. >> Then I got to read it again. >> Yeah. I move that the board adopt the superintendent's findings as the final decision and delegates the board chair respond to complaints for each of the six k. It's been moved and seconded that we move that the board gather or board adopts the superintendent's finding its final decision and delegates the board chair respond to complaints of each of the six complaints. Open it up for discussion. Do we have any discussion? I know we talked about a lot in the executive session. >> Oh, I'm sorry. >> Um, >> We're good. Okay. Director Russell. >> Hi. >> Director Killings. >> Hi. >> Director Smith. >> Hi. >> And I am an I as well. >> 4.3. Declare the
049uh school board vacant. >> Second. I'll second. >> It says vacant. Sorry. >> Okay. I'll second. >> Okay. It's been moved and second. We declare the school board position vacant. Is there any discussion around that? Can Can we um if we go ahead and take applications for it too though, can they be by during a work session? We're going to have to wait all the way till the actual next board meeting to be able to do interviewing and >> do interviews and executives or board regular board meetings. >> Regular board meetings. >> They've always been during regular board meetings. I've never had a interview for a board member in executive session. >> No, I didn't mean that. I I just meant like the next work session or is it going to have to wait 30
050more days? >> We have to post I think for at least 30 days. >> It's either 28 or 30 I can't remember. >> Okay, it's been moved and seconded. Is there any discussion on that? >> Where would you find the application for that? Is that um through >> Yeah, Stacy's going to help me with that communication and we'll have it online. >> Okay. on the school district's website. >> We'll probably have them here, too. >> Okay. Any further discussion? Director Russell. >> Hi. >> Director Kellins. >> Hi. >> Vice Chair Smith. >> Hi. >> And I as well. Excess sexual molestation liology insurance. >> I move that the board approve the excess sexual molestation liability insurance as presented. >> Second. Second. Okay. It' been moved and seconded uh that the board approve the executive excessive
051sexual molecation liability liability insurance. Is there any discussion around that? Okay. Call for a vote. >> Director Russell. >> Hi. >> Director Kllins. >> Hi. >> Vice chair Smith Reed. >> Hi. >> And I am as I as well. >> Um on to 12.5 BB FA board member ethics and conflict of interest. I move that the board approve policy BBFA. >> Second. >> It's been moved and seconded that we uh approve policy BBFA. Is there any discussion on that? >> No. Director Russell >> I. >> Director Killings. >> Hi. >> Director Smith. >> Hi. >> And I'm an I as well. Moving on to 12.6 Six policy BCF admin advisory committee to the board. >> I move that we accept action item 12.6 which is policy BCF advisor to the >> Is there a second?
052>> Okay. It has been moved and seconded that we approve the policy BFC. >> Oh, this is where I'm reading that. >> Oh, it does say it does say. >> Okay, let me back up. Just say BCF. >> Yeah, BCF uh advisory committee to the board. Is there any discussion with that? >> No. All for a vote. >> Director Russell. >> Hi. >> Vice Chair Smith Reed. >> Hi. >> And I'm as well. We're on to 4.7 uh JF CBE personal. >> Yeah. Sorry. JF CB. There you go. >> Yeah, I'm a little dyslexic. Do apologize folks. Um, personal electronic devices. Is there a motion on that? >> I move that the board approve policy JFC as modified and presented. >> Second. >> Okay, it's been moved and seconded. Motion made has been seconded that
053the board approve policy JF as modified. Is there any discussion? Okay. Call for a vote. Director Russell. I. >> Director Kllings. I. >> Vice Chair. Okay. >> And I'm an I as well. >> Okay. Policy uh 12.8 policy DB BB fund balance. Is there a motion on that? >> I moved that the board approved policy DB DB. Make a motion it on the floor because we want to keep it the way that it is. >> Oh, that's right. >> Just present. Oh, we are changing it. That motion dies on the floor. >> Sorry, >> you're fine. 12.9 policy EA student transportation services. Is there a motion on the >> I move that the board approve policy EA as presented? >> Second. >> Okay. It's been motion's been made and it's been seconded that we move
054to approve uh policy EA as presented. There any discussion? >> I do have a question. I didn't think about the time is I just want to know we're a little bit changing the ages and the mileage and all that good stuff. Is that anything that's going to affect any kids as of this school year then right away? >> Any transportation changes to anybody? >> Not that I know of. It's just changing the >> It's just changing. >> Yeah, >> we're not changing, right? >> Changing the grade the number, >> but the secondary school is 1.5 miles, but the elementary is one mile. So now sixth, seventh and sixth and seventh graders according to this policy will be required to walk 1.5 miles versus one mile which is the way it currently is. >> So the
055the reason I brought policy to you was we are operating with the way I suggested policy be changed too. Okay. So we are currently operating with um providing transportation for students that live more than one mile from elementary schools which is um elementary is grades K through five. >> Right. We are operating that students in uh secondary schools which includes grades 6 through 12 that transportation is provided if they live more than one and a half miles. I did have somebody actually approach me and say, "My sixth grader is has to walk a mile and a half and it's going to be dark and she's by herself and that was a concern." And I said, "That's not how the policy reads. That actually now I'm just now remembering that." Um, and I told her to
056come to the board meeting because then she can present it to But that is >> But now it will be >> No, it'll be 1.5 >> four six and seven. We're operating that way. But for sixth and seventh graders, >> that is >> it is a little >> more concerning because it is in the dark with >> younger kids because their school starts earlier than yours. >> I don't know. But it is how we're operating. Yeah, it is. It is how we're operating. So changes anyway. I just want to make sure it is doing it. >> It is it is how we're operating. But how we're operating and there would be a financial stage. >> Okay. >> Right. Sorry. I'm sorry. >> I wasn't paying attention to that when we did the first read through
057because I was only looking at the red part and the red part wasn't a time difference or I mean a mileage difference. It was just the grade difference. So I you just you had to pay attention to that. >> Yeah. just aligning policy to our current practice. I don't understand that. >> Thank you. >> Is there any further discussion? >> No. >> Okay. Call for a vote. Director Russell. >> Hi. >> Director Kellins. >> Hi. >> Vice Chair Smith. >> Hi. >> And I'm an I as well. >> Um let's see. Item 13, upcoming meeting and board meeting agenda input. Uh October 8th, 2005 will be a work session here at 5:30 at the district office. Uh we're going to be going over OSBA superintendent/board development, superintendent valuations, communication expectations. On October 22nd, 2025, we're
058into our regular session 5:30 p.m. at the district office. Does anybody have any closing statements or, you know, comments they want to make? I just have one thing that I was feeling like maybe we could meet in the middle is wondering is just for not only people that work but even new people people that are going to apply for the board fifth position is doing a compromise in the middle and changing the meeting to starting at 6 rather than 5:30 to give people that few more minutes to be able to get themselves in a car and actually get here on time etc. And I know that it's it's nice getting done now. I can be I've been at board meeting till midnight. So, hey, nine o'clock's awesome, right? But I just thought if we could
059switch to six, that also might help open it up for who else could apply for board. >> 5:30 and 5:15 is hard for almost anybody to pull off if they work during the day. So, >> anyway, so something to just discuss. >> Any anybody else? No. I just want to thank everybody for showing up. I appreciate the staff taking the time to come down and and support us and your guys are really appreciated. stand.