001Good evening everyone and welcome to this regular meeting of the Tiger Twalton School District Board of Directors. We'll start tonight with our approval of the agenda and consent agenda. Do we have any changes to the agenda tonight, Mr. Superintendent? >> Chair, there are no changes to the agenda. >> Very well. Then I would entertain a motion. >> I move to approve the agenda as presented. >> Second. It's been moved by Vice Chair Irvin, seconded by Director Miles that we approve the consent agenda as presented. Is there any further discussion hearing? None. All those in favor, please say I. >> I. >> All those opposed, please say nay. Motion carries unanimously. And now we move into the finest part of the evening. Particularly fine tonight. It's our recognition and good news. And I understand it has
002something to do with our amazing volunteers. Come on down. Don't be shy. >> You've never been shy before. Why would you start now? >> All right. Good evening. Hear me. Am I coming through? Okay. Okay. I'll try to speak closer. Um so good evening, Chair Zerse, Vice Chair Irvin, board members, our student representatives, and Dr. Udo Seneta. Um this evening we are celebrating a few of our amazing volunteers that work across our district. They share their time, skills, and care to our school communities. And so, um, before we introduce or let these, uh, super volunteers introduce themselves and share where they work across our district, I wanted to just share a couple facts with you um, in our slide that we this year have five 5,034 U volunteers who are signed up through our help
003desk program. and it has really risen since co we've built back our volunteer presence in the schools which is just absolutely amazing and they have served a total of 31,270 hours just this school year. So just a testament to the amazing work um that our volunteers do across the district. And so I'll let them um share who's joining us this evening. In your board packet, we have additional names who couldn't be here this evening, but you can um see who they are. And there are some quotes and notes from staff in the buildings where they work. So, I'll pass it off. Hi, I'm Leah Fitner and I have three kiddos uh from Bridgeport, Hazelbrook, and the high school. My oldest is a sophomore in college. And you want Oh, what do I love about volunteering?
004Um, well, first I'm in good company. So, um, not just these ladies, but, um, all of our other volunteers that I've worked with have been amazing. And so, congratulations. Super volunteers. And also, we deserve capes. So, next year when this happens, we're all invited back and capes. Um, what do I love about volunteering? I love making my school what I want it to be. I want to be the change in my school. I want to bring my strength is programming and events and I have brought that to all of my schools. So, I love doing this for our kids and I love making my community better. >> All right. Hi everyone. Julie Maguire. I have two boys, both at Hazelbrook right now, but I also volunteered at Bridgeport when they were there. Um, so I
005think what I love about volunteering, one, I get to be connected to where my boys are going to school and I get to know the teachers and the rest of their community in a way that I wouldn't get to if I wasn't volunteering. But then the other thing I love, so I do a fun Friday. I play games every Friday with the um, middle schoolers during lunches. And I love being able to connect and give a safe space to some of our students who maybe don't have someone to hang out with at lunch. And they can come and have a good role model, play with us, we have a great time. you know, it's just I really love being able to give them that special place to be. >> Hello, my name is Andrea Schmidt
006and um I have a daughter at Bridgeport Elementary and but most of my volunteering like 99% of my volunteering has been at Templeton. Um my son is a fifth grader and um I love volunteering for Templeton. it it's really easy to volunteer when you love the place and the people. Um, and teaching is just a passion of mine also and and so trying to be like a liaison to other parents about you can do it too. Like you can help like just trying to inspire parents to be involved and and showing how just a little bit of their connection goes a long way. Um, and yeah. So, thank you. Hi, I'm Courtney Reggoza and I volunteer at Bridgeport Elementary. Um, I help kids in the garden and I do a couple of other things as
007well. I'm a volunteer coordinator and I also do the book fair at uh the Bridgeport. Uh, one thing that I really love about volunteering is just supporting my community and also teaching the kids new skills um in the garden. And I get to teach the kids how to garden and it's a such a great passion of mine and I love to share that with them and see their smiling faces and get them to learn how food grows. That's all I have. Thanks. >> My name is Robin Bridgeman. I have two kids at Talton High School and I volunteer in the math department um helping support math education and um I love making math accessible to all kids in the district. Hi, I'm Susie Kina. I have two boys. One is a junior at Tolitin High
008School. The other is an eighth grader at Hazelbrook. Um I spend the majority of my time volunteering at Hazelbrook during lunches on Fridays. Um just being an extra adult in the lunchroom, helping with some of the chaos, allowing the administration to do what they need to do um with students that are maybe having some challenges that day. Um, and I just love being a part of the community, getting to know the staff, the students better, being that that person that a kid can come to if they're having an issue and help guiding them through the day on Fridays. Um, at 12tonon High School, I help out um some with the soccer program, the boys program, help those coaches so that they can focus on what they're doing on the field and not worry about all
009of the administrative stuff in the background with uniforms and all that other fun stuff. Um, so it's just been an honor and a privilege to be able to give back to the community. that's um really poured into my two boys. >> Great. Well, thank you so much for sharing everything you do and obviously from athletics to the garden, there are so many things that our parents are doing across the district and we just really appreciate all of your work and your partnership. I'll turn it over to the board members. >> I call on Miles. Thank you all so much for for what you do and what you give. And I'm looking and 5,000 volunteers for the year. That's like half our kids. So, um so it's an amazing um service that you provide and another
010caring adult that everybody can attach to. And then it sounds like I mean all of you do a variety of things and so that's really wonderful. Thank you. And I don't want to pick on Robin, but I will say that in addition to volunteering at the school, she also volunteers out of school innumerable hours to help kids with math. And so, um, and I I just happen to know that. But, um, anyway, thank you all for everything that you do. You make school a better place. So, plus one to all of that. Um, and so I crunched numbers and those hours equate to 1,37 days or over three and a half years of volunteer hours just this school year, which that's how our schools and our teachers and everything gets to run is because of
011all of the work that you guys are doing. And um having been a former art lit volunteer and book fair and all the things um it's it's a hoot because kids are kids and it's really entertaining just to be in their environment with them. And just also knowing really how much you're freeing up the other staff, teachers, administrators when you're there so that like you said, kids can really like do their thing and have their time and the teachers can do their thing and have their time. And like um my colleague here said, they also have another trusted adult which is so pivotal for so many of these kiddos. So thank you so much Thank you. I've um seen so many of you at um events and enrichment activities that I know we wouldn't be
012able to pull off otherwise. And of course, there's just the day-to-day work happening in the classrooms that go so much more smoothly with volunteers. So, really appreciate um all the all the work uh that you're all putting in and um it's good to see your faces around all of our schools. Director Himemes, did you have anything you'd like to say? Uh, >> I would just love to plus one everything that uh has been said. Thank you so much for volunteering in the classrooms. I know that when I was a teacher, you know, uh, Miss uh, Cherish Church volunteered in my classroom and that was amazing. And Leah, Robin, you guys are amazing volunteers. So, thank you. all of you are. But, you know, knowing what I know about these two, um, you know, it's it's
013amazing what they do. Thank you. >> And I'll just add my thanks and gratitude. Um, you are a small representative of all of the volunteers, all 5,034 of them. So, 5,02 my math I'm I'm going to fail. 28. Got it. I was an English major. um not willing to work, by the way, in a high school math class. That would be like my idea of terror. So, the idea that we have a mom who's willing to do that is so cool. Um but the number of hours you all put in, it really does save us a tremendous amount. And at times when finances are tight, we rely on you even more. And sometimes I feel like it's not fair. We rely on our volunteers so very much. But I am extraordinarily grateful for you and
014I think that 31,000 number might be closest to close to if not the most number of volunteer hours we've ever had in this district. And we have a long history of really great volunteer support. So thank you again very much. Mr. Superintendent, do you want to throw in anything? >> Definitely. First off, I just want to say thank you so much. It's a lot of time that you give. And then second, um I whenever I'm around and I see the the the coordinated events, that's just enrichment that we're getting for our kids, it's enhancing their experience. Um but also what it does is by them seeing you, whether they're your their kiddos or not, um they know your parents and um them seeing you in the building and it starts to remove the mystique that
015there's like the school life and then there's a home life and instead it's just a community. And so I think that's really meaningful in our schools and it's what makes our schools special. So thank you for making that happen. Don't worry about the side. We expect another,000 hours next year. >> All right, we will now move on to our student representative reports. Do I have a volunteer to go first? Ryland, why don't you start us off? No. Hello. I hope you guys are all doing well tonight. Um, for Twitter, we have the Jewish Community Club having their end of year party and senior sendoff this Thursday. Inter MSA, which is Mountainside, Twin High School, Tiger High School, IW Wells, and many more that I honestly cannot remember right now. Um, having their senior sendoff party
016this Friday. So, those will be closely following each other. And then we also have Wolf Chella taking place May 26th at 5:30m in the Talton High School South parking lot. >> Um, okay. So, there isn't necessarily a whole lot going on cuz everyone's kind of like burnt out and done with the year. Uh, seniors have about 10 days left of school, which is kind of weird. Um, and so we're not necessarily doing a whole lot of classes because IV testing is ending this week and so everyone's kind of like, we're done. Um, which is great. However, there are still some things that we need to do. Um, your book distribution is coming up. The first day, I believe, is the 29th after school. We are selling books for $70. Um, we have sold around 435
017of them so far, and so we only have about 315 left. Um, and that's really it in terms of that. But for sports, our boys lacrosse team has made it to the second round of playoffs for the Cascade Cup and so they have a game this Thursday. And then our um a sophomore canon board will be representing Tiger at state for boys tennis. Um and then our boys golf team is currently at state as well. >> Thank you very much. It's sorry I didn't know whether you wanted to say anything. Um, okay. We'll move then on to superintendent and board communication. Mr. Superintendent. >> Thank you very much. Good evening everybody. Um, so I want to start off today's um remarks uh with discussing community engagement. So, when I first started um when I first
018came on here at TTSD, one of my biggest priorities was uh in engaging the community and developing strong and authentic relationships with um our greater school community, whether that's our um parents, students, staff, or even with um organizations like the Rotary or city the respective city governments. um it's been really important for me to engage in that in in developing those relationships. And unfortunately over the last um few months in the boardrooms, you don't really get to hear much about that. What you normally hear about are the challenges that we're facing as a district. Um whether it's finances, budget reductions, or enrollment. And so what I wanted you all to know is that over the last I guess month or so, we've been really busy getting involved in the community. Um Jordan came on about
019a month ago and has made sure that my calendar stays full. Uh so um whether that's being at the Tiger at at the Chamber of Commerce shining stars which is an outstanding event where we get to recognize students also at the Rotary last week. We got to recognize students for all their achievement. And we've been doing a lot of work around um strategic planning and doing listening sessions. And when we get out there in the community, it's not just about us having a platform about the district. It's really about authentic listening to um again to students, to parents, to to families. And there's nothing better than when you get a you get a get a break from the office um from emails to go in and actually have conversations with students and with staff. It's
020just refreshing. And so, um, moving forward, we're going to continue to be in the community as much as possible and be a presence because we know when we do that, that's stewardship to the community. So, um, we'll continue to provide updates, but I just wanted to let you know some of the things that we're doing out there connecting with the school community. Next, I want to talk about this article that I saw in the register guard and the register guard is the the paper from my hometown and Tristan's hometown, Eugene. So it's actually from the Oregonian. In my defense, I I was a paper boy and delivered several so several register guard papers. So um but no, there is an interesting article in the Oregonian about account accountability and opt out. And um this is
021really interesting as it comes right at the heels of our testing window. And so for the last 10 years in Oregon, ever since ESSA went into effect, um the provisions in ESSA, which is a way for us to get our federal funding through the Every Student Succeeds Act, uh requires that 95% of our students take the state assessment. Now, right now, we have um in our state a lot less than 95% of students taking that assessment. There's a loophole that creates what we call an opt- out culture. And what it ultimately does is it skews the data because if especially if some of our highest achievers aren't taking the test, then when we get that in the input and the results, it's hard to say how well we're doing as a state and as a
022district. Um so for TTSD, what we can tell you is that um right now as it stands, we're hovering around 93% trickling in. Um and we hope to have be at that 95%. So we really are trying to create a culture of having our shoot students show us what they know. Um but at a greater level uh what this also is connected to is us telling our own story. And uh when it when we talk about telling our own story, it's about celebrating the merits of public school. And one way that we can act accurately do this is by showing what our students are capable of through encouraging them if they're able to to take the the state standardized assessment. Um and as we move forward with this uh conversation of accountability that's happening at
023the state level. We want to make sure that um our state is recognizing that this is a complex issue and this actually affects the um way that the the the realities of um how accountability the accountability conversation is being shaped because if not all of our students are taking the assessment or not enough students are taking the assessment then it may make our it's an inaccurate reflection of what our students know. And so part of me bringing this up today is kind of saying that we need to put pressure on our state to think about either a no opt out clause or tighter restrictions on opting out or um perhaps finding other ways to assess what our students know when it comes to accountability besides the state test. So that's a little advocacy there. And
024then finally, I want to talk about the bond. So, we are closing in on um a year ago from when we went out to the public and asked them to invest in our school. And a year ago, they said yes. And um we're still really grateful that our community uh said yes to the bond. And I'm truly amazed at the progress that our bond team has made in such a short period of time. I mean, we're seeing plans come together from major projects including Fowler Middle School, our four elementary schools. Those are our big projects and um director Montag and his team are also really busy with some of the smaller projects whether that's doors at Deer Creek so they can enhance their instructional experience there or um finalizing plans for uh better restrooms at
025the stadiums at Tiger and Dwaltton High School. So um these projects are important because uh they're more than just the buildings. Uh these projects are about safety. They're about sense of belonging. They're about pride and creating learning environments that reflect the value that we place on our students and staff. And so again, we're really grateful for the public for passing that bond and we're really looking forward to seeing these projects come together. And we can't have one of my um superintendent remarks without a video. So student video is this month is of Maddie who's an upcoming graduate at Creekide Community High School. We asked uh students to express their gratitude to someone who helped them make it the graduation. So, we'll be sharing these videos in the coming days in social media, but we want
026to share with this one with you today as we close things out. >> My name is Maddie Fischer and I'd like to thank my math teacher, Mario. He's super good at teaching. He has totally taught me like almost everything that I need to know. He's super smart. He has a really nice and kind personality. I think he get along with everyone. And he just made like everything seems so easy and like perfect. >> You got it. You didn't put it. >> I'd like to thank you for being such an cool and kind math teacher. I think you're super really nice personality. I totally recognize you for being a super good math teacher. Like you made everything seem so easy. Like it just went like like nothing went in and out of my ear. Like you
027made it make sense. Like you made it make sense. Like we're going to miss you not being here next year. Even though I won't be here next year, but everyone will miss you. All the teachers say that >> and I think you're really good math teacher and I'm glad I could have you as a math teacher. You told me like super smart. >> No, you are smart. >> Thank you. >> Good luck. >> Thank you. Okay. >> Yeah, we don't say thank you enough to our our dedicated teachers, but that was a really good one. Thank you. >> I think we need to do a video like that for pretty much every teacher in the district. That had to have made his day. >> Yeah, most definitely. Most definitely. >> All right, my fellow board
028members, does anybody have anything they'd like to share? >> Go for it. just a few things. Um, so some of us were able to attend the Soore after school program field day. Um, so cheers me was there as well. Um, and that was the after school programs for Toualatin, Templeton, and CFT elementary schools. And it was incredible. There was a little bit of rain, but it did not stop them from playing soccer, from making little candy lays, from um our assistant superintendent playing a hardcore game of Connect Four um with some students and he was like, "I'm going to win this to these like little seven-year-olds and he stood out there in the rain." Did you win? >> Exactly. The winning streak is alive. Um and anyway, superintendent was there. There were several of us
029there and it was really sweet. Um they all it was cute. It was sort of like the the Templeton crew was there and they have their store t-shirts on and then a bus would show up and they'd all stand like who's coming off the bus now and then it would be like the kids in the green shirts and then they'd kind of like size each other up for a second and then they'd go and do all the things together and then another bus came with like the red shirts and they're like who are these kids? Um anyway it was really delightful. There had to have been 70 plus kiddos there. um a bunch of the the volunteers. Um Colleen um was there who was sort of the coordinator of all this. Um anyway, that was
030really sweet. It was fun to be there. Also wanted to congratulate the Tiger and Talton High School construction programs. Um so the Tiger, so this was part of the construction industry and education foundation design and build competition. Um and so they were working for several months to um prepare these on-site sheds. Um and so and they had different leadership teams at both schools um as well as some industry partners. Um and so the Tiger team won the architecture award for design. Um and their shed will spend part of the summer at a concession stand at Pickathon before being repurposed as shelters in the park expansion near Cathedral Park in Portland. So, I want to congratulate all of those students. Um, and really kind of highlighting what these CTE programs are doing. Um, and thank you
031to Chris Llewellyn who was coordinating a lot of that for our career and college readiness folks. And then finally, I believe the Chalton High School girls flag football team won state. Um, and there it's their second year, I think, as a team, first or second year as a team, and they won state. So, I wanted to congratulate them as well. That's all I have. Director Weston, >> I also heard about the flag football team, so that's uh great news. Um well, it's the home stretch of the school year. Um kids are getting their work in and uh we have our last games for softball and baseball right now. Um I also wanted to um weigh in on the state assessment. I also was able to read the article from uh is that the Oregonian? >>
032It's not the register card. >> Yeah. Um, but I was also really interested in problem solving around uh the opt- out situation, which I know we've all been talking about for years. Um, I've I'm also curious about the amount of instructional time that testing takes up because we already have um very few instructional days in Oregon compared to other states. And so, if we're using a lot of time on just assessments, that's also problematic. And of course, um, the very worst thing is a test with results we can't use. So, I'm excited um to see some action at the state level on on what that looks like and I know there's been a lot of dialogue with districts and and some work from our board contributing to that work. So, I'm excited to see um
033some problem solving and and hopefully we we have uh an improved situation moving forward. >> I don't have much. I appreciated our superintendent mentioning the account accountability framework and the requirements which is just ironic given that our state makes opt out very very available and I want to say that other states that don't have opt out um tend to do better on standardized testing that is not the only important thing in the world it is really not that's just a snapshot summit of test but people do make real life decisions when they look at state report cards for um for districts so it is something that I think is really good to advocate for um for not making that as readily available and considering that as part of our accountability um framework. And other than
034that, it's just, you know, there's I think there's a lot of um fun and nervous energy uh at the end of the year here. And I know that kids are projecting into next year and sort of living that reality already. Um, and I just really appreciate the staff, volunteers, families, and students who are holding on and and making the end of the year great. And I'm looking forward to graduation, which is in like three weeks. Yeah, that's coming up. That's it. >> Director Hus, do you have anything for us this evening? >> None for me, chair. Thank you. >> Okay, then. Um so benefit of going last. Um vice chair already mentioned the sore program and the CTE program that I was going to talk about. Superintendent already mentioned the tiger rotary. So I think
035the only thing left for me to talk about is um I did go to a couple of the strategic planning sessions um and found it absolutely fascinating. I went to um one at Creekide with students and I love meeting with the students because they tell you how it is. Um don't pull any punches and they they have really good ideas. Um some uh some of the students were talking about the need for better food that the food that arrives they get it transferred over from Tiger and it by the time gets to them it's less than appetizing. And the one they they have a situation there where one day a week they have a really amazing lunch that the students prepare. So they compare that one day to the four days that they get food
036brought over from Tiger High School and it it's not as good. And what a surprise. Whereas everybody at the high school doesn't, you know, at Tiger High doesn't know this amazing thing that they could have if they were at Creekide. So it's it's a double-edged sword there. But some really great feedback from the students, also from uh staff at Durham Elementary. I sat in on that. They were not as concerned about the food. They had distinctly other um concerns, but common themes running throughout um both meetings, and I'm really interested in sitting in on a few more of those strategic planning sessions and seeing what comes out of them. So, I think that's everything for our communication piece tonight. Um, we'll move now to our public comment. And my understanding is we have no public
037comments this evening. So, we can skip through that one really fast and we'll move to our reports and discussion items. We start tonight with our state our student board representative recommendations for next year. And that's directors and director Weston. >> That's actually from last year. >> Yeah, I didn't catch this, but that's that's not correct. And >> the slide is correct. So, and the actual cover sheet is correct. Um so Director Himemes and I um had the distinct honor and pleasure of interviewing and meeting with um several students um and it's always a really fun thing to do just to get to know who all is applying um and ask some really cool questions around sort of what are their passion projects, how like what do they kind of like changes that they'd want to
038see. Um and so it's always also a very hard decision. Um, and I think we're lucky to have so many students that want to be um, up here with us and part of um, this work. And so without further ado, um, after all of the interviews um, for Tigard High School um, we have Sydney Juel and Amy Wy. For Talton High School, we have Kosima Slider who is here this evening. Yay. Um, for Tiger Twitton Virtual Academy, we have Rayley Vickers and for Creekide High School, we have Alonzo Castillo. So, those are our reps for next year. So, we are very excited to recommend those students. Um, they come with a lot of really good ideas, some really strong opinions, some really um, critical ways to get involved in work. So, we're super excited. >>
039Director Himemes, do you have anything to add? >> Uh, no. Vice Chair, I think you cover that extremely well. Thank you. >> I had the opportunity to meet Alonzo. He was one of the students giving feedback at the Creek Side strategic planning and he was an impressive an impressive soul. So, I have high hopes for the rest of the of the group. Thank you very much for your work um doing that interviewing and we look forward to our reps next year. But we're not done with these guys just yet. All right, we'll now move to our next report and discussion item, which is our screen time review. And for this item, um, I wanted to start out, uh, I'm going to invite our assistant superintendent to come up and and help me out with the
040finer points of this, but the the gist of what we're thinking here is by now we've all seen the reports in the newspaper, on the TV, on the radio, nationwide, not just in Oregon, about growing concern about the overuse of technology in classrooms. The concern especially relates to the social emotional learning of our students that they may be missing out on real life social opportunities and we want to be careful that we're not teaching our students to become overreiant on a precarious social world that is presented online. I think we can all agree that there are significant benefits to using technology in classrooms. students are able to access curriculum without having to lug around multiple big heavy textbooks. Remember those days? Um, and for testing, we have adaptive interim assessments with immediate feedback for our
041students. That's really valuable. Um, and also we need to teach our older students especially about how to use technology responsibly and safely for their future college and career, whatever they do after they leave us. But we also need to take some time to figure out the right balance between the benefits and the downside, especially in light of some recent research that's come up recently. Some of our districts in Oregon have already issued directives about technology in their schools. Um, some school boards have come up with their own directives. This is a complicated issue with differing student needs and risks at different date a uh different age levels. Uh the whole world of special ed is a world unto itself when it comes to adaptive technology. And so I want to be mindful that the board
042may not have all of the pieces and it might be something that's best left to the district personnel who have the resources who have that information. I do believe that here in Tiger Twalatin, we need to do what we always do, which is we listen to our students, we listen to our staff, we listen to our community before we make any big decisions. Um, and I'm hoping that the rest of the board feels this way. Um, and what I would like to do now is ask our assistant superintendent to outline for us the steps that the district has sketched out for a process to engage a work group that would then report to the superintendent um, and give him a recommendation which he might want to then um, take into consideration for any recommendation he
043gives the board. >> Thank you, Chair Zmid. I'd like to um I'd like to begin just by complimenting one of the things that I've noticed consistently since I've arrived here is that when it comes to all things related to technology, uh Director Bernard and her team are usually one or two steps ahead of things. Uh a really good example of this is our uh our really progressive approach to dealing with AI in a pragmatic but also responsive way like not being too prescriptive but but offering a lens through which people can uh think about what we want uh the role of AI to be in in our children's education. Um, I see that same dynamic happening in terms of screen time because obviously I'm going to be working closely with director Bernard and her team.
044They've already sent out surveys to staff to get um essentially a lay of the land of at least of what folks uh instructional folks have uh awareness of of what their practices are and how we use how we use technology, why we use technology and at which grade level bands. Uh so the I see this work playing out in three overlapping phases. The first of which will be uh literature review of the emerging research taking stock of what the current lay of the land is in TTSD as well as looking at some of the possible outcomes from some of the school districts that have that have already commenced this work. The second would overlap that. So we talk May, June and then the second phase would be June overlapping into July getting together a relatively
045small but um active work group to convene to have different uh representatives from fam families, educators certainly uh ideally students uh all to be ready for phase three which would be to bring you all uh a general landscape of recommendations. uh you know bring those to the superintendent. He can present them to you all at your uh at your summer retreat would be an ideal state and from there we can make a determination about whether or not those um those recommendations are going to take shape uh take the shape of policy recommendations or simply practices that we put into place or reinforce existing policies practices. >> Thank you so much. Are there any comments or questions for my fellow board members? I just really appreciate um us having this conversation. Um I think and to
046your point I think whether it was with electric electronic devices and cell phones, whether it was with AI um our team and um Director Bernard have done a really fantastic job of starting those conversations early, looking at those concerns early, sketching things out so there's not huge changes when changes end up being made such as the executive order, things like that. So, I just appreciate um just thinking about it and seeing like the surveys getting the lay of the land. Where are areas that um we can, you know, lean into with some some more curiosities, some more questions. Um so, I just yeah, I think I would just want to express my appreciation and gratitude for um just being open to this conversation. I will agree with everything Vice Chair Irvin just said and just
047add um just the emphasis on uh on what you were talking about um in using research and doing a lit review. I think, you know, any any of us could have our own strong convictions about anything, but like using not only the lay of the land piece for um staff, families, students, but also I mean high school start times are later now because of the research on student brain development. We know that. And so looking at um looking at what studies have said, looking at what re research has says said beyond um our district I think is is really important and that'll be really great information as we go to make decisions. >> Director Weston or Director Heimes. >> Yeah, thank thank you. Um, I appreciate the emphasis on avoiding any negative um, social and
048emotional learning impacts uh, from screens as well as considering the newer findings that seem to indicate the edute is generally less effective for learning. And I really welcome um, action from TTSD leaders. appreciate the framework of setting of of getting authentic input from parents, teachers, and community a as well as as others have said as getting the um as doing the review of the research findings to make sure we're all um acting from a place of being fully informed and these are our kids. It's our community and I think it's always worth adapting to new understanding to do our our very best for our young people. So really appreciate um our board um and superintendent coming together to kind of problem solve in this area and um excited to hear about um next steps and
049and what what we all learn together. Thank you, >> Director Hey. >> Thank you, uh Chair. Yes, I just want to say um you know technology u like we've been talking about is something that can definitely add to the classroom um culture. We when I was teaching uh we used to be able to use technology to create access for our English language learners for our Spanish language learners. And so that can, you know, can can be a a great value ad to any teacher. And so um definitely uh something that we want to explore on how to make the use of technology better in in our classrooms, but um something that uh that I'm sure we'll be we'll be doing in the coming u months. So I appreciate that. And just to clarify, the work
050group will do its work over the summer with the intention that by the time school starts in the fall, we have a plan going forward. Is that correct? >> That is the intention. Yes. >> Okay. Mr. Superintendent, did you want to add anything? >> I have nothing to add. Thank you. >> Okay. Thank you so very much. And we look forward to hearing the progress of the group as well as our superintendent's recommendations. All right. We'll now move on to the first reads of board policy. Director Reed, come on down. All right. Good evening board members, students, and guests. We have a few first reads um under the new policy changes that have uh come along. So to kick us off, I'm going to start with policy ICA, which is actually not one that came
051up, but this is one that is an internal recommendation. Um the student field trips there was a change of removing the financial officer for approvals and adding the operations administrator or the superintendent designate which comes into alignment more with our practice as a district. Okay, any questions on that one? All right, the next policy is uh GCBD and that is a sick time policy and recent legislation has added the option uh for donating blood as a reason to take sick time. So that is the significant change to that one. Any questions on that one? All right. And then GBA which is the equal um employment opportunity. So a recent change in SB with SB 808 which now adds a state service member or service member which is actually um the Oregon National Guard. So those
052members are now going to be considered veterans and have the same privileges as our typical veterans. So that's the addition of of the Oregon National Guard as state service members. Okay. Any questions, thoughts on that one? All right. Keep going. we have um the deletion of GAA that's there um with definition and that is because there's already um laws and rulings that have those definitions so they felt it wasn't necessary any longer. Then we go to EBB which is integrated um pest management it should say pest management and there's an update um and basically the change is saying that the policy must be re reviewed every 5 years and updated if needed. So that is the shift on that one. Any questions there? All right. and BBE we have the deletion of the current policy
053because there's so many changes. So there is a new policies for that and that has been um changed and it's around vacancies uh on the board and that one has to do again with just coming in alignment uh with you know board members authorities and so forth. It was also the thinking of the policy committee that this was much clearer in oh there's a vacancy on the board what do we do let's go to our policy and find out what we're supposed to do. So that was by the m most significant reason for the change >> and then you'd also see the AR which is the application and so forth that was also part of this change. All right. To keep moving, board members authority and responsibilities. So again, providing clarity around the authority of
054the board and responsibilities. Um there's a lot of board related policy changes that'll be coming up. This is the first of of a few that you'll be seeing. Any questions on any changes in that? >> Yes. >> Just a question uh curious about the requests for legal opinions. It seems to just not have any information. Is that some kind of um or is that go with some other part of it? I'm just a little confused about and the request for records. Um >> so your question is you know is there it doesn't give details as to how to go about that. Well, some of them are really specific and some of them just say um all members of the board will adhere to the following and carrying out the responsibilities. Um oh, I see it
055does have the detail. Um sorry, I this looks a little bit different than last time I looked at it. Um >> okay, >> I guess this one I'm wondering how this would work in practice. I think um this isn't necessarily um an issue or it's not an issue, but I think um considering future boards and uh future leaders, >> um I think requiring a majority of the board to vote to get legal counsel could leave um an individual board member without information. And I I'm just curious um how that would work if um if there was some kind of I know other districts have had issues where they've had a board member uh kind of um that it hasn't been following the law or whatnot or or there's some kind of dispute. I don't I
056don't know how those kind of things would be resolved without uh folks getting counsel. So is your um Director Weston is your question um for clarification on how a board member would uh request legal counsel um without a majority or without a vote. There's I'm trying to understand your question. >> I think if a board member needed legal counsel then maybe there's some kind of problem with within that board, right? And um and so if it requires the whole board to authorize legal counsel, if there's any kind of problem, then that board member wouldn't necessarily be able to uh resolve a problem. So it feels like a um so to me it doesn't seem wise, but I also understand we wouldn't want to have board members going to legal counsel and getting a legal opinion,
057especially with the cost. But my understanding is that OSBA legal opinions um are kind of included as part of our membership with OSBA. So if there is no cost, then why not have that be a resource? >> I can help with that a little bit. >> Um so what this says is that it it distinguishes between this is that incur a cost like none of us can just call the Hungerfords and just say like rack up billable hours, right? the and council is council for the board not for an individual board member. So um so none of us can I mean if if the board needs legal advice the board needs legal advice and the piece that comes after this is that the chair can do that and and that is one of the common
058duties of the chair is to be able to ask for legal advice on behalf of the board but it is all on behalf of the board. Um and then there, you know, we do have PACE, which is um which is a free service. Now, they will direct us to to our council if they need to, but they can also answer questions that are procedural in nature or or or legal in nature, but are simpler than what a district's what a district may need that is in the weeds. And that was one of the things that came up in the um review of the new policies was around being able to tap into pace. >> Okay. I think that answers my question. Thank you. >> Okay. >> And apologizing apologize for not articulating it well initially.
059Thank you. >> No worries. >> All right. And those are all of our first reads. So, if there aren't any questions. Okay. >> Thank you so very much. We'll see these on second read >> in a couple weeks. Our final report and discussion item is our strategic plan report. I stole a little bit of communication director Mills's thunder when I started talking about strategic planning sessions, but I'm sure she will speak about it much more succinctly and clearly than I did. Director Mills, welcome. It was a perfect intro. Well done. Let me get that not too close to me. Hi, everybody. Good evening, board. Um, I'm here to give you a little update on how the strategic planning process is going. We've just begun, so I'll let you know how things have gone so far.
060Um, we have a leadership team of folks that are leading the strategic planning right now. And this is a growing team right now. It includes mainly administrators. I'm working alongside Eric Nessie and Sineia Un to put together our strategic planning plan. And we also have building admin at each level. We have facilities representation, business office, and I'll tell you a little bit more about how we are including additional staff members and community members and potentially even students in the process as we move through it. So, as you can see on the next slide, this is our timeline. We actually started preparing our administrators uh with more information about the strategic plan, the role that it plays and what we're hoping to get out of it way back in November and since then have been working
061to start developing the engagement plan which I'm going to tell you about in just a brief moment. By next November, we'll be drafting our plan and finalizing it by next February. In the meantime, in the meantime, there will be feedback to gather the initial information that we need to develop the plan and then ongoing feedback as we start to draft it in order to refine it so that it meets our community's needs. So, we are currently in the first phase of our engagement. The first phase of our engagement is really just about gathering really broad feedback from as many people as possible. We've started with small groups from each of our school communities. We're either visiting staff members or students or families at each school and it has been absolutely wonderful. I also just sent
062out our communitywide survey that went out uh oh gosh about an hour ago and we already have over 80 responses. So, we're going to get a lot of really excellent feedback. I'll share a little bit about some of the themes that have already started to arise and I think that um you won't be surprised by many of them. Uh moving into the early fall, we will take all of the feedback that we get this spring and that's what when we when we'll be able to develop more targeted questions and a more structured agenda. Right now, we're asking very open-ended questions to get general feedback as those themes arise. That's what will guide our next phase of engagement, which will ultimately be the information that we use in order to draft our strategic plan and get
063some feedback on that from our community. So, as mentioned in this first phase of engagement, our goals are really just to have our participants experience a transparent, clear process. We want them to feel like this is an effective use of their time and that they feel really included in the work that we're doing. Um, we really want to make sure that they also understand what is a strategic plan and that they understand the process and the timeline, what their role is and also some contextual things that are happening in TTSD because their feedback and guidance might depend upon having the information about what's happening in our district. So that's been a part of what we've been doing as well. And we're the point of the feedback sessions is really to gather various perspectives to make
064sure that we're having really authentic conversations with folks. We want their values and our shared values to really arise from those conversations. And um we we also want to know how much they really understand about our current strategic plan and what about what a strategic plan is in general so that we can help fill in those gaps. So we have done third well we have a total yeah 13 strategic plan engagement sessions so far in uh over the course last couple of weeks so about uh about 3/4 of the way finished with the engagement events and they have been absolutely wonderful. Uh actually uh director Zurid has been able to attend uh many of the events. Um also superintendent Uda Sinata has been there as well and we have had uh Dr. Un a number
065of folks have participated many of our principles and administrators have been there. You'll see on the next slide that um we in person our engagement has um been a a variety of people primarily staff at this point that we have some students and and um a good number of family members as well. Some of the events that we have gone to include coffee with the principal or instructional leadership team meetings or student leadership meetings. There are some photos of the Twolatin Elementary Den leaders which are absolutely delightful. Um they were a lot of fun. Uh at these sessions we have been giving them kind of an overview of what what is a strategic plan, how does it work? We give them a bit of an overview of the context. Um, and then we really work
066in discussion circles from there and ultimately we invite them to be a part of our strategic planning process moving forward in whatever capacity makes sense for them. Um, most folks are providing their contact information, totally optional. And what I'm able to do with that is then follow up with an email that shares some of the themes that we heard and also invites them to participate in future events and engagement opportunities. um which I'll tell you a little bit more about in just a brief moment here. So kind of our progression is that we're working to um cultivate leaders in our community who would like to be a part of um taking a a really active role in the engagement um planning for strategic planning. So as I work in the small group um I am
067inviting folks to then work on our data analysis session which is happening early in June. I'm going to tell you a little bit more about that and hopefully by doing that we can talk a couple of folks into being co-f facilitators or even on our leadership team and actually a handful of people that I met well just at at CFD the other day were feeling really excited about this and I think I might have recruited a couple new leaders for for strategic planning. So, as mentioned, we'll have a data analysis session which will be on uh June 3rd at six o'clock at the training center. And what we're going to do at that time is we will take all of the data. I will organize it in a there is a lot of data right
068now. Um so, we'll take the data in a somewhat organized way, but um we want to be able to really put in front of people exactly what other folks said and we'll start to we'll start to code it. We will um analyze it. we will put it in groups and look for those really important themes and quotes that stand out to us and um and that will be what helps guide the planning for our sessions in the fall. So, as mentioned, our survey just went out tonight. Um and you'll notice that there are a couple of videos actually, one in English and one in Spanish that frame the video. As mentioned previously, having the framing is really important because it helps our uh helps our community really understand our context so that they um are
069giving the the kind of feedback and information that's most helpful to us. So when you get a moment, take a look at those videos. You'll see some familiar faces. So some of the initial themes that we have heard from students and from staff and from the community is that our staff are really and truly committed to our students. They have really strong relationships with one another and with their students and families. There's a strong sense of community everywhere we go. It's very heartwarming. uh children and families and uh staff even today mentioned that after school clubs are really uh and and all the special events are really really meaningful. Um Twe has come up number of times as a positive aspect of our school district and there are a lot of very motivated family members
070that really would like to advocate for our schools at the state level. That's a very common theme that's coming up repeatedly. It's exciting to see in terms of initial areas for growth. There is a lot of concern about our ability to serve students with varying needs um and behavior and the impact on the classroom and environment and learning community. There is also perceived lack of academic rigor in many cases. Families want uh support and guidance so they can advocate at the state level. that comes up and uh screen time has also come up as a concern as well. So launching just today also is our strategic planning website. It it's at the end of our video and I can make sure that the link is available to you too. Um there's an overview of strategic
071planning the timeline. Uh we will populate it with some of the feedback as we are able to compile it. getting 80 survey survey results in less than an hour is not we are not quite working at that speed yet but we will eventually get it up there but the link to the survey and the video are there and we will also have um a graph that shows the number of participants to date. So next steps, we'll continue with our spring engagement events and use those at our data analysis session the to plan for fall engagement events and um we will start drafting our plan in November. >> What questions can I answer? >> Thank you for this. So great to hear um about a really comprehensive process and already all of the community engagement that
072has been done. I have two questions. One that just came up here um I know that we're you're just starting to get feedback on the survey and um but so for the academic rigor piece is that in like a certain grade band like is that at elementary, middle or high school or do you know >> it's been a general theme. Um, what we've heard most often about is a concern about math instruction has been um has been the common theme both at elementary and at high school. I don't believe we've heard that from a middle school yet. >> Okay. >> And then uh one more quick question. Um I'm wondering when uh when the board would have a role. So obviously we would not have a role in writing the details or the action plans
073in the strategic plan. But as far as coming up with or participating in the strategic priorities um what when and what would be our official role? >> Yeah, absolutely. That's a great question. Well, first of all, I would love for your participation whenever available in any of these spring strategic planning um sessions that we have that and you have the link in the board calendar and um via email and the the weekly updates. Um chair zers has been able to come to some of those but I those are often during the the workday and so I know that's a little bit challenging. In addition to that, um we now that we are gathering these initial themes and uh we are able to start planning for our fall engagement sessions and look for some of those
074important themes. Um that that's when our values and priorities will start to elevate from there. And that's really where we'd like to have the board be involved. So we'll be looking to plan a a work session really soon um as an opportunity for the board to be a part of that. And then we'll what we'll do too is when we send out um our board calendar guide that shows events that are happening, we'll make sure to highlight those that are related to strategic plan so that you'll know when there's opportunities. And I might even just reach out to you and ping you to see if there's any events that are going on related to strategic planning that you all are interested in as well. And then presumably once we've got the the draft then the
075board takes it on and makes it its own based on the the priorities that we discuss. I imagine there'll be a couple of work sessions involved in quite a few. In fact, mark your calendars. Directors, I want to make sure you've had an opportunity to weigh in if you have any questions. >> I'm good, Chair. Thank you. >> Okay. Are there any other questions? Yeah, director West. >> Sorry, I think my microphone was off. you all feel free to shout that out next time. Um, I guess I'll I'll start over for those uh not in the room, but um wanted to express uh a comment about the eagerness to advocate for schools at a state level that folks express. Our community always shows up for education and I know there's things that we can do
076um at our district and that our staff and leaders do, but there are some things that we can't solve um without state leadership uh assistance. if there's um a policy that isn't working as intended, sometimes that needs an adjustment or things have changed in our communities. Sometimes we need a new policy. So, um just appreciate folks having that that energy. Um and I think um these are really interesting. A lot of these are things we've kind of heard before, but it's also important to kind of look at what people are elevating and then and then be really intentional about all right, these are some things uh folks are are concerned about or interested in taking a look at and then that doesn't always mean we know exactly what the solution is. Um but just taking
077that as an honest problem and coming at it with a problem solving approach. Um really excited to see what comes out of it and thank you for all the work. >> Absolutely. Thank you so much. >> Okay, that concludes our reports and discussion items. We'll now move on to our action items. And we start tonight with our student representative resolutions. See, I told you we weren't done with you guys yet. Um, we have had the privilege of having some really great student representatives this year and I want to take this time, the board wants to take this time to acknowledge all of the hours you have put in coming to meetings and presenting us with information of what's going on in your schools and also just giving us your insights into matters that the board
078is considering. And so we have a series of re resolutions. Um, and I don't want to read the entire resolution mostly because there are four of them and slotting in all of everybody's names gets really complicated, but I do want to just pull out a few things that the resolution does pull out. um the leadership skills that you folks have shown make making you exemplary representatives of your various schools to both the school board and to the community is really appreciated. um you've been liaons between your students of your high schools and the the board of directors and we rely on you to give us the goods of what's really going on in the buildings and so you have done that and I am grateful and um you've also talked to us about the activities
079and the events and the achievements and again we hear some of it because of kids we might have in the schools but we don't catch everything and I really apprei appreciate the way that you're able to bring to our attention all of the things that are going on. So, we have these resolutions and I would like to start with motions from the board to approve these resolutions and then I was hoping we could go into some um photo ops with students receiving their resolutions and then we have some special consideration for two of our representatives who are seniors and will be leaving us this year. So, let's start with the resolutions. If I could have some motions or a motion. There's no proposed motion on the board packet, but I would uh so move that
080we approve the resolutions as presented for the student representatives. >> Second. It's been moved by Director Hime, seconded by Vice Chair Irvin and Director Weston and do director Miles was close behind that we approve the resolutions honoring our student representatives as presented. Is there any further discussion? Would anybody like to say anything to our student reps? >> I would love to start by thanking them for all their hard work. It was uh great meeting with them and being able to pick from uh several other students and you know we were able to pick you and you definitely proved that uh we were right. You showed up, you did the work, you uh ensured that um your schools were represented. So, thank you so much for for uh being here with us and for sticking it
081out through the the whole year. And I apologize that I'm not able to be there in person to thank you so much for all of the hard work you've done. I just also wanted to um thank you all for for being here, showing up um sharing your perspective and insights and um bringing some energy to our board sometimes uh during these long meetings. And I I wish you all the best. I'm excited to see um what you all do next. And um I hope you if you go far at least you come back to visit. >> Yeah. So really, it's kind of a a ditto to everything that's been said so far, but really um I think this year in particular, I mean, it is a big commitment and um some folks have done this
082for multiple years. And so it's a lot of time and a lot of conversations. Um and but I do think that this year a couple of things that stuck out besides I think what has been mentioned which is just the celebrations um that you bring on behalf of your students and your schools every every two weeks. Um, but I think some of the highlights to some of the perspectives around like the cell phone policy, um, I know Moss for having kind of a a longer stretch with us. Um, really around we've had our the behavior policies. Um, we've had the cell phone piece, some course concerns, a lot of conversation around when we're having budget talks. Um, so all of you all of those pieces where even though it feels kind of like a a
083conversation and where do you kind of students fit into that? All of the times when you would bring those voices and those opinions and those like here's what we're hearing, here's what we're seeing, this is what you think is happening. Um, here's what's really happening. Um, those are really critically important and really a hallmark sort of a reason why you're here. So, I just um I just want to acknowledge that it's a lot and all of you do 94 other things besides this. So, it's not like you don't have anything else to do and you're like, "Oh, I could just spend three hours um sitting and having some adult conversations." So, it's a huge commitment and I appreciate that and definitely I hope the leadership skills that we have seen here, you carry on into
084the other aspects of your life. Um because we need all the people like you that we can get. um and then keep in touch. Thank you. >> Ditto everything. I will also thank you for your work and your leadership and your willingness to be at two evening meetings at least um in a month because that's that's not easy to do especially when you all have so much more going on and to be involved as a student at the governance level of the district is really important. Um, it's so important for the board to sit at the table with you all as we consider decisions because you are the folks and you're representing all of the people that our decisions most impact. And so it's it's really um enriching um to yes hear hear your thoughts
085and just remember that you know we we are not making decisions um just to make decisions for adults but we're making decisions for students. So, thank you for being here and um and your leadership and participating. >> Okay. So, we have a motion and a second and a whole lot of discussion. Now, we need a vote. All those in favor, please signify by saying I. >> I. >> All those opposed signify by saying nay. >> Good. Unanimous. The resolutions pass unanimously. Thank you very much. All right. Now, if I could h Well, so Edie isn't here, but she was a great representative, so we have a certificate for her. Ryland, if you'd come on up. Lisa, could you come and take photographs? >> And then if we can get board members behind and Congratulations and
086we'll get a photograph with you. Stand there so >> Thank you so much Riley. >> Thank you for service. >> Great job. >> Yeah. Okay. This is going to be get tricky now. Okay, Sarah, if you would come on up. and Sarah is one of our graduating seniors. And so much like when uh it's board appreciation, um the district buys a book to give to the library with with our names in it. So too, this year we are giving a book to the library. This one was in fact picked out by Sarah. I'm excited. So this will be going to High School. Correct. Okay. Got it right. All right. So, thank you so much. >> Thank you so much. >> And Lisa is going to come take your picture. >> Y. Thank you. And finally,
087Moss. >> Last but not least, especially since she's been doing this for two years, Oh, okay. But >> start all the graduation status. >> I know it's going to be a doozy. >> Thank you, Moss. >> So, Moss's book is there there which >> has a book plate in it with her name in it to go to the Tiger High School library. Thank you for that. >> That's so cool. >> It is very cool. There's nothing better than having your name in a book at the library and it wasn't that you wrote it in there. And so here is your certificate. Thank you so much for all of your work with us. >> All right. Photograph. >> Thank you. >> Oh man, it's going to be a tough graduation season. >> All right. And if
088I can have a round of applause for our fabulous representatives. Okay, from the sublime to the mundane, we'll now move on to our district compensation agreements with our directors. And this is hang on now. I got to scroll to find it. And uh Len Reed, could you come up please? For some reason, I'm on the agenda on that one. Okay. You can tell that our board secretary has been out this week. All right. Good evening once again. I am here to talk about two agreements. The first one um is the superintendent's um proposed cola. So typically the board says, you know, provides the superintendent saying, "Hey, here's what the COLA is going to be." According to the contract, you know, there's language that says that the increase in cost of living shall be the cost
089of living increased by the licensed staff. Well, the superintendent has decided that he would like to offer or propose that the board allows him to receive a 1% cola increase over the previous year's salary. So, that is the proposal um that's on the table and we're looking for the board to make a motion. I move that the board approve the proposed 1% cola increase to the superintendent salary for the 2026 2027 school year effective July 1st, 2026 and authorize the superintendent designate to implement the proposal and execute any necessary documents to carry out these changes. >> Second. >> It's been moved by Vice Chair Urban, seconded by Director Weston that we approve the proposed Whoops, I'm on the wrong page. Yeah. So much of what we're seeing in cola, as we know in our district,
090that our financial situation, Go ahead. Sorry. >> Sorry. I had gotten on the wrong page, so I couldn't finish the the motion. Um, it's been moved by Director West, Vice Chair West, Irvin, seconded by Director West, and I'll get it eventually, that we approve the proposed 1% cola increase to the superintendent salary for the 2026, 2027 school year effective July 1st, 2026, and authorize the superintendent's designate to implement the proposal and execute any necessary documents to carry out these changes. Now, is there any discussion? I would just like to say thank you for being willing to and and to for volunteering to take a a a smaller cola than your contract had originally stated that you would get it had been that the superintendent would get the same cola that the teachers had received which
091was 4% I believe for this year or three and a half. So I appreciate that you're willing to take less with that. If there's no further discussion, all those in favor, please say I. >> I. >> All those opposed, please say nay. Motion carries unanimously. >> I I have one comment to make just as a clarification. So, um, the license staff does not have a contract yet for next year. >> Nope. Okay. >> For next, this is for next year. So, they don't have a contract next for next year. So, >> um, this is a deviation from what we normally do. And so, uh, if they settle for they will settle for more than 1% because we've already offered more than 1% in our current proposal. So, I just want to, um, recognize that we're
092in challenging financial times and I do want to recognize that 1% for me is different than 1% for others or or 2% for others or 3% for others. And so, um, this felt like the right thing to do. >> Thank you for the clarification. I apologize for the error. Okay. The second item is the uh ATA agreement. >> Yes. Next, the ATA agreement and thank you Dr. Udo for bringing that up. I was going to make those very same clarifications. So, as far as ATA um is concerned, their salary provisions, so they for the 26 27 school year, they are also going to receive a 1% uh salary increase on the salary schedule. And then for the 2728 school year, they will receive a 2% salary increase on the salary schedule. As far as insurance,
093that is maintaining the same across all groups. And then as far as um article 8, which is their professional auto and phone expenses, um that one is increasing to 150 from 100. So with that said, we also would like a motion on this one. >> I move that the board approves the the proposed revisions to the ADA agreement as presented effective July 1st, 2026 and authorize the superintendent or designate to implement the updated agreement and execute any necessary documents to carry out these changes. >> Second. It's been moved by Director Miles, seconded by Vice Chair Urban, that we approve the proposed revisions to the ATA agreement as presented effective J July 1st, 2026, and authorize the superintendent or designate to implement the updated agreement and execute any necessary documents to carry out these changes. Is
094there any further discussion? Hearing none, all those in favor, please say I. >> I. I. >> I. >> All those opposed, please say nay. Motion carries unanimously. Thank you so very much. >> Thank you. >> Our next action item is our ELA adoption. Amberfields and company. Welcome all. Okay. Good evening board. We are here for our third and final secondary adoption of the year. It's been quite a year. Um, tonight we'll be talking about our ELA 6 through2 adoption. Next slide, please. So, just introducing who we have here tonight. I'm director Fields uh of teaching and learning. We also have Kate Stillwell who's our secondary literacy and Avid Tossa and Christy Latimer, our instructional coach and secondary support TOSSA. Because I have the mic, I get to brag on them for a minute. They have
095done an incredible job of being so thoughtful and intentional around what teacher teachers need to really feel like they can make a thoughtful decision, be prepared and ready to teach in September. So really thinking about what is necessary, what is needed um how to support really getting to the root causes so that teachers can feel ready um to be in front of students in a way that allows a coherent scope and sequence across 6th through 12th grade with skills that are aligned. Um and I think one of the biggest nuggets hearing a teacher say is it's so great to know what skill skills are coming before me and what comes after me. Um and that is in huge part because of the leadership work these two have done. Next slide please. So this is the
096array of people that we have shephered along in this process over the past two years uh with the various part of the process you're going to hear about tonight. But just a huge dedication of our middle and high school teachers and additional staff and admin that have made this recommendation possible. Next slide please. Thanks, Amber. Uh, I'm Katie. I'm going to take over and kind of walk you through the process of adopting curriculum that we've followed. We began this process actually two years ago by looking at our standards and figuring out what the priority standards look like from 612. Making sure that there was alignment, that we weren't uh missing anything, having any gaps, and making sure that the standards we were prioritizing aligned with our values as a district. From there we created a
097set of best practices as to what is important to have an environment instruction assessment and content. And from there we created a rubric to evaluate curriculum on using those same areas. And then we looked at a lot of curriculum and narrowed it down to three finalists which were HMH, McGraill and Great Minds. From there we decided to pilot we actually had teachers pilot two different curriculum options which were HMH and McGraill. Next slide please. So once we did the pilot, we collected a lot of feedback and had a lot of discussion and at the meetings that we held, we did a consensus process where teachers were able to indicate from Vista 5 how they felt about moving forward with a given curriculum. It was unanimous that we would move forward with McGra Hill and we
098did not have anything below a three at any point. Next slide, please. So this is just a really quick snapshot of the feedback that we got regarding the process of curriculum adoption. Uh I think highlights are how high the values were of inclusivity of voice and feedback of the teachers as well as the transparency of the process. We worked really hard to make sure that teachers understood what we were doing, why we were doing it, and what the outcomes would be when we were done. Next slide, please. And so our final outcome is the adoption of study sync uh from McGra Hill. It's received the highest composite score using that evaluation rubric as well as the feedback that we got from the pilot. >> All right. Thank you. All right. I'm Christie and I'm going
099to tell you a little bit about um the McGraill materials that we um intend to adopt and then we get to start having some training on tomorrow. So, I'll give you a little overview um what you can expect. Next slide, please. Um so, Study Sync appealed to our teachers because all of the units are organized thematically. There's some freedom to move back and forth between print material and digital materials. Um there's integrated reading and writing so that students can um be supported as they read and as they write. Um there are built-in scaffolds in the print and digital resources and there's also an extensive digital library for students to peruse if they um need to or choose to. Um one of the things that appealed most to our teachers, we heard both from um teachers
100who are teaching online exclusively and teachers who are teaching in the classroom with a reading intervention that the scaffolds were really supportive to students. students reported that they were easy to follow um and that made they made the focus of the units of instruction really clear. There's also an option to use write precise which is a writing tool that allows teachers to do some assessment um some digital assessments and we will see where teachers land on that once they learn the curriculum tomorrow. Next slide please. The one of the appealing aspects of McGraill as well is that all of the units are focused on diverse authors and diverse um storylines that will reflect our students lived experiences. We'll have a combination of stories that reflect their experiences and stories that provide windows into other experiences.
101Next slide, please. The way McGraw Hill is organized in studies, there are six thematic options. Grades 6 through 12. Um, units one through four cover all of the standards and then units five and six revisit the standards. So teachers will have some freedom to choose what they do um with units with the fifth and sixth units. There are also novel options aligned at every grade level and teachers do have some freedom to create their own units and combine. So, some will have an anchor text and then smaller supportive texts that they use alongside that anchor. Some are specifically small texts and some would allow for literature circles if teachers wanted to do that. Next slide, please. Um, the McGraill is researched based. It focuses on supporting reading skills first and foremost. It starts with giving
102students multiple glances at their reading, um, multiple structured approaches to the reading and builds their comprehension skills. It's based on the work of Dr. Doug Fischer, um, and Nancy Frey. They definitely, you can see their fingerprints on the, um, the structure of this curriculum. Next slide, please. You'll see that there are some options for close reading skills instruction. And this is what our teachers found when they were piloting um something that students liked was that the structure, the materials are set up so that students can read, they know exactly what skill they're supposed to apply. They can go back and highlight track their highlights and um use those for writing prompts. We also heard from teachers that the writing prompts that students were asked to do were fairly high level. They required text evidence to
103support um and they allowed there are built-in scaffolds that you can set based on students reading ability so you can differentiate at the touch of a button. So next slide please. Um there are also built-in strategies for whole groups, small groups and students working independently. So teachers will have some freedom to diversify how they approach the curriculum. All right, next slide please. Um here are some quotes from our teachers. Um we had several teachers who piloted who were amazing and collected data pages of data from their students. Um and they also created full slideshows of their experience for us. So we had I wish they were all here so I could praise the team that took time out of their busy schedule completely redirected what they were planning to teach so that they could get
104kids behind this material and see if it actually worked for them. so that we didn't make a decision without knowing how kids actually felt about the curriculum. Next slide, please. Okay. Okay. So, if approved this evening, our next steps will be a professional development for all 6 to 12 ELA teachers on the platform, the materials, um collaboration days, as well as a plan for just in time PD between units throughout the year so that you can kind of take chunks at a time and feel prepared to really wrap your head around one before you have to jump into the next. Uh there's also subcommittees in process for scope and sequence for 612. So every teacher at every grade level has something to follow with the aligned text, essential questions, what priority standards align to that.
105Um, and that has been with and alongside teachers, which has been huge. Um, and then moving into that following year would be a focus on the proficiency skills aligned to rolling out policy. Next slide, please. And that is it. there's any questions. >> Director Weston. >> Yeah. So, I appreciate all the work done on it. Um I do have some concerns though as we've just spent uh considerable time um as a district thinking about uh what what Edgute is doing in our classrooms. Um and so I'm not sure this is within that that vein. And so I'm a little concerned about proceeding um before that. a workg group has has completed its work. For example, um although some of these built-in tools might look um appealing, I do worry about um if there's like controls
106for any of the AI elements and if um and I'm also curious if there's an opportunity to read uh physical books because that's shown to be really important and just kind of some of those logistics. I think um you know a lot of this curriculum is trying to be all to everyone. um we're trying to differentiate and have all these different elements, but then like at the end of the day, if this is grades 6 through 12, you kind of want a book and an essay, right? Like an engaging book that everyone reads. Um and sometimes all these bells and whistles can be um to the point where kids are just kind of breezing through and not really engaging in the same way. So I do kind of have some concerns around that. So novel
107sets is something else that we're ordering. So kids will have physical books as well. Um I think like we've talked about in some of the other adoptions, this balance of both digital and print is important to everyone. And so the ability to have consumables and workbooks and print out things versus just um nothing is a plugandplay and that that teaches children. Instruction is not curriculum, two very separate things. So while these are resources to create alignment and support around our priority standards, it does not do the teaching. So I also want to like always make that distinction that those two things are not the same but kids will have physical books that they still open. It is not just an online experience. >> Okay. Um I can also say with confidence that teachers share your
108concerns. There wasn't a single teacher on any of these committees that was angling for digital only at any point. They're definitely living the experience of students who are distracted as soon as they open Chromebooks. they have a lot of trepidation about only using digital. So I think that the team would very much be behind the notion that real books matter. And the print materials um they come as sort of a a workbook, a consumable, but they have like full texts and places for students to annotate and highlight. And then there are also novel sets. So a teacher could choose to never use the digital curriculum if they wanted to or they could use they could choose to move back and forth. It might depend a bit on who they're teaching. Some of our teachers who
109are working with um language learners might choose to use some of the digital supports and then the physical texts alongside those. So there's some there's some different options. >> Thank you for that discussion. So just to clarify, um is it that some parts of it can be used purely not in a digital manner or um or can the whole curriculum uh be used not in a digital manner? because I think we do have a lot of challenges with students kind of like plugging in AI. None of these student reps of course other students um but like that is a concern and I you know this you know they only get educated once right >> uh so just would would that be an option to not use those tools at all? >> Yes, teachers could choose
110the novel sets and the print materials and never log on to McGraill if they wanted to. I'll add that there's also uh to your point about AI, there are ways to limit the amount of AI that's part of the program. So there are aspects of it that teachers may choose to use and allow students access to, but they can also turn that off. Uh and I think that the I very much share the concern around digital tools. And I also recognize that when we have the amount of breadth of student need in front of us at any given time, the platform offers opportunities for differentiation that are just purely not possible when we're using printonly texts. And I feel very confident that our teachers will find a balance between the print materials and the online
111tools to best serve our students. I cannot imagine any of our teachers being fully computer-based with this, but using picking and choosing what makes the most sense when it makes the most sense for the students that they have. >> Vice Chair, you had a question. >> Yeah. And to kind of follow up on that to I just wanted to reiterate the difference between and kind of with my teacher hat on curriculum and instruction and how those are real separate things um whether it's print or digital. And so I think um having all of those teachers part of the process in terms of picking these curriculum or this curriculum um understanding what all the different tools are. I love the comment um that was on the slide about the kiddos on um modified diplomas and all
112the built-in scaffolding. Did I steal your comment? Um, and that's really that's really really important and I think that was a big call out um that you wouldn't often see that I haven't seen um in a lot of ELA curriculum. So I think that was really great. My one question is is there ongoing PD supports because I know with some of the previous hiccups just making sure that our teachers sort of have that ongoing life. We're very much trying to get in front of hiccups in part by really understanding what people need. Again, I think everyone's always been very well intended, but there's been some miss of the route of meeting need for people to use what we're adopting. And so part of that has been just in the process in general plus the if
113approved the publisher PD happening before school even gets out, the unit overviews being done before folks get out. So they'll leave in June with the unit overview, fully understanding of unit one, full understanding of the platform, and then ongoing just in time PDS between units throughout the school year. >> That's fantastic. Thank you, >> Director Miles. Vice Urban stole my comment. That's okay. That means I agree with her. I just It was a good comment. Um, I just want to say I I am I'm well aware of how much work goes into um a recommendation like this and how much authentic engagement and hard work and concentration and um and really digging into what students need, what's good for teachers and um and so just appreciating the process and um and and the outcome. Um
114and and the fact that like one of the important things was that this was really inclusive curriculum and so thank you and thank all of the all the team members for all the work on it. >> I have one quick question for you that is um how many teachers did the pilot on this particular one? Was it like four? Was it like >> no >> a dozen? Sorry. >> One. I can pull up the Google doc while you >> I want to say 13. >> Okay. >> And that was we had um TTVA middle schools, both high schools. Um so there's a builtin person at every school then who's done this at least once. And so in addition to the PD ongoing can be a a a coach as it were. Well, and I also
115would want to take a second and praise the coaching team. Our secondary coaches have been at all of these meetings, every single one of them. So, they have also all been part of this process. They've been incredibly supportive to to us as we've made this process happen. But, um, they have all been exposed to the materials. They've been in the planning meetings. We had a scope and sequence planning meeting. Our coaches were there. So, we already have people who are well educated and ready to support teachers in buildings. >> How many did we have? >> That's wonderful. Uh, Director Heimes, do you have anything to add? Question, comment. >> Not at this time, Chair. >> Okay. If the Yeah, one more question from Director Weston and then we'll move on. >> Yeah. Thank you. So,
116so I appreciate that teachers could choose to do the non-digital version and forego the kind of AI element um in particular, but then some students would just arbitrarily have a teacher that would happen to prefer to use those elements. And I just worry that they might not get the same experience. And so um and we're also theoretically paying more for those elements. Um so I am just kind of struggling with that. >> I think at the end of the day what we try to do is ensure that there's professional learning and support teachers. Part of what they're great at is discernment. And that is something that you can't say in every situation. You do the same thing. Every student needs something different. And sometimes that digital access is the exact scaffold a student needs to
117access and without it they would not. Whereas another student needs something different. Therein lies the hardest part of this job I think for teachers. But I think um again with that professional learning part of what is the benefit of doing this and having a scope and sequence is you actually now have a team of people doing something together. We have intervention in our supports that can now be co-teers of these curriculums where they can scaffold those classes. But when you're working with partner teachers, you can actually say, "What's worked for you? What's working for me? What's working?" And you've got that collective work towards something versus all of us doing it our own way with well intentions. Um, but that discernment is something that we need to trust with our teachers and what we do
118a lot of our professional learning around. So again, there's not really a do it this way because that will be the perfect thing for every kid. as we know, we've got to be able to discern and adjust and scaffold. So, >> I think what you'll also see is some differentiation amongst our teachers depending on what the student need is as well. And so, um I think what's important is that they have options, right? And then as we continue to do so, I want to kind of I know that it's it's really important that we sort out um to what extent um our students will be utilizing screens and that's something that we're working on and that we'll be able to deliver greater clarity on in general with our um with our our screen time work
119group as well. If that's if that's one of the primary concerns that I'm hearing surface, >> I just wanted to mention one thing about differentiation and the use of the technology. I had one teacher who had intended to do use his um materials with freshman English and then he ended up he teaches a sheltered class as well. So he ended up using the materials with his language learners and he was really resisting the technology and then he said when the students did it, it was so clear and it was scaffold to the right level. They were locked in like they were excited about doing it and they asked him to do it and they weren't passively engaged in screen time. he was really trying to guide them through the materials um and it supported them
120in a way he had not been able to before that moment. So I think there might be instances where the digital materials are helpful and they might they come colle they come with things that the teachers would spend hours and hours and hours building. So there are some advantages for sure and this is a teacher who is a skeptic. So, >> thank you very much. >> Yep. >> I'll make this my final comment, but um I do want to be cautious about um considering um equity as a potential reason to have more screen time. because if screens are problematic as a learning tool um for some kids, then I would hope we would apply that um to other kids unless it's like a truly assisted technology for like a communication barrier. But um considering language
121learners, I would hope that we would have the same um tools that are shown um to be effective. And I know we have like high low readers for example for that kind of scenario. So just um I just want to be cautious that we don't say well um you know in our future work if we say well this is okay uh this this is a problem for these kids but like these kids were not we're not going to care as much. So I'm just kind of um want to make that clear. >> I don't think anybody has said we don't care as much for those kids and so we'll give them the screen time. I can speak from my own experience with my child where she could learn from a screen better than she could
122learn from a human being because as an autistic child, she had very hard time looking at somebody's face, but she could look at a screen with a face on it and interact. So, I I really take offense at the idea that that that by adopting a curriculum that might include some online components, that it's because we don't care about those kids. >> I'm specifically trying to talk about uh race and language, not disability. I did I did say um assistive, so I'm sorry if um if that wasn't explicit enough, but um >> Okay. I think >> because I'm aware if there's like a communication barrier then that might be a different scenario. So I did attempt to call that out. >> I I appreciate your attempt. Okay. I would like to direct everybody's attention to
123page 70 on the board packet where there is a motion and I would ask somebody to make a motion please. I move that the board approve a per the purchase of a seven-year adoption of Study Synync copyright 2021 in an amount not to exceed $1,430,000. >> Second. It's been moved by Director Miles, seconded by Vice Chair Urban, that the board adopt the purchase of a seven-year adoption of study steady sync circuit 2021 in an amount not to exceed $1,430,000. Is there any further discussion hearing? None. All those in favor, please say I. >> I. I. >> All those opposed, please say nay. Nay. Motion carries four to one. We'll now move on to our next action item is our second reads which is a new course proposal. Director Fields, stay where you are. >> We'll
124just stay right here. >> Um, >> thank you. >> So, tonight just uh seeking approval for the new course proposal at Twitton High School for the science of cooking. We're scrolling. We're scrolling. We're scrolling. Page 86. I move to approve the renewal of Nope. That's not the right one. Hold on. Do I have Oh, Lexi. There we go. I move to approve the Lassiencia de la Costina, the science of cooking at Talton High School. Second. It's been moved by Vice Chair Irvin, seconded by Director Miles that we approve la de la coina. You can tell I didn't do well in Spanish in high school. I took French, science of cooking at 12 in high school. Is there any further discussion? Hearing none. All those in favor, please say I. >> I. I. >> All those
125opposed, please say nay. >> Motion carries unanimously. Thank you. >> And our final action item of the evening. Thank you very much, director. >> Fortunately, I was just reiterating the motion that they had made. I wasn't making the motion. They got it right. Um, anyways, our final action item is our health renewal. Good evening, Director Kits and team. >> Good evening. Uh tonight we will be presenting information about the current health curriculum in elementary that we have called the great body shop and our um recommendation for renewal. So joining me this is our elementary health team um through TNL. Um I'll have them introduce themselves in there at schools but also take content work on and so run adoptions and renewals. >> Hi, my name is Stephanie Weeden. I am an instructional coach at Durham
126and Deer Creek Elementary. >> Hi, I'm Sonia Cely and I'm an instructional coach at Mezer Elementary. >> Next slide, please. All right, so um just the facts about um the great body shop. It was adopted um the year in the year 201617. That's our first year of implementation for um the great body shop. It was renewed again in 2021-22 and then our current it's only a fiveyear adopt or a five-year um um subscription. So it expires this June. So what we did was um we're pretty happy with the program and what we've seen. So what we did was we gathered a committee of principles, elementary principles, um instructional coaches, specialists, parents and we underwent a comprehensive review process. Next slide please. So the primary goal of this review process is to see if what we
127have is working. is it sufficient for teaching the 2023 um OD um health standards? Um but we also wanted to consider is how is classroom implementation and effectiveness um how is it at covering all of the standards and then along with that we had started developing these crosscontent um instructional alignment guides for teachers but we also know that in elementary we have a really short instructional day and so we wanted to make sure that this curriculum meets the need for that very short window of time that we have to teach um health um within the school day. Next slide, please. Um the most important thing probably on this slide um besides the documents that we considered is the Great Body Shop, even though it's a five-year subscription um they update it every single year. And
128so Stephanie and Sonia go through and Great Body Shop doesn't um let us know what those updates are. So Sonia and Stephanie, they go through with a fine tooth comb and they figure out where those updates are. They update our materials and our alignment guides. Next slide, please. So here's a screenshot of um our crosscontent alignment document. We've worked really hard to integrate all of our different curriculum. So we have um for literacy we have Sil Caminos for math. We have social science and tribal history, shared history lessons. We just did the alignment to include mystery science as well, including our social emotional in our climate um lessons. And in this crosscontent work, we have dug into all of the lessons K5 through all of the different curriculums to see where we're overlapping on standards
129and where we can prioritize our time so that we are being efficient with our teaching and we're actually able to teach all of the standards that we need to. Next slide, please. So, and as as Laura mentioned before, alignment is crucial for us at the elementary level. um it maximizes our instructional time and so these documents and the cross content alignment allows us to um in increase our instructional minutes and integrate the standards across time as well as um supporting our rigorous schedules. Next slide please. So great body shops is currently the only elementary health curriculum that OD that is on the OD's approved materials list. Um it also aligns with our 2023 health standards and um teachers and coaches have worked really hard to um be able to teach these lessons and the standards
130we need to in our time that we have and um I think we implement it really well and teachers are teaching it to fidelity and teaching to the standards. Next slide please. So because of all these reasons, um we are hoping that you will guys will extend the renewal of great body shops so that we can continue to um to be in compliance with the Oregon standards. We can continue our our strong cost content integration and our consistent highquality elementary instruction. Next slide, please. Thank you and we welcome any questions you guys have. I I want to say I'm surprised to hear that the state of Oregon has only one approved health curriculum. And I of course try to figure out, you know, why. And is it because it's so much better than anything else
131that's out there? Or is it that it's the only thing that's out there? Do you guys know? I realize this is an off-the-wall question. >> I honestly think there's just not a lot out there. And um The Great Body Shop has been um uh like I said updating their lessons and they send these um magazines out and they go home. >> Yes. >> I I did some interviewing of parents who said that they just think that this curriculum is very simple, straightforward, common sense, explains things in a way that is very developmentally appropriate. So, you know, for what that's worth, there's some parents comments, too. But I think with health it's can be tricky with um the comprehensive sexuality piece and so I think there's just not a lot out there. >> Thank you. >>
132Um I just wanted to say that I was on the the adoption committee as a parent for the last renewal and that was a very comprehensive process and it's just good to hear that this has been working um that they update it every year and that this is you know this is still after all these years a really satisfactory curriculum. Thank you for all your work. >> I move to approve the renewal of Great Body Shop for K5 2026 through 2031. Second. It's been moved by Vice Chair Irvin, seconded by Director Miles that we approve the renewal of the Great Body Shop for K5 for 2 2026 2031. Is there any further discussion? Hearing none, all those in favor, please say I. I. All those opposed, please say nay. Motion carries unanimously. We have us
133another five years. Thank you so very much. >> And it is a great curriculum on us. >> I'm I'm pleased that we can continue to use it. Um, with that we are at the end of our agenda, which means I get to adjourn us at 8:26