04/06/2026 Regular Meeting of the TTSD School Board

001Good evening everyone and welcome to this uh regular meeting of the Tigard-Tualatin School District Board of Directors. Um we had a work session prior to our regular session uh to talk about uh potential budget reductions. Um and now do we have any changes to the agenda, Mr. Superintendent? There are no changes to the agenda. All right. In that case, we have um the agenda and a consent agenda which includes no fewer than 11 items. So, I'm not going to read through all of them, um but I would entertain a motion. I move to approve the agenda as presented. Second. It's been moved by Vice Chair Ervin, seconded by Director Miles, that we approve the agenda and consent agenda as presented. Is there any further discussion? Hearing none, all those in favor, please say I. I.

002All those opposed, please say nay. Motion carries unanimously. Thank you. And now there's a lot of people walking into the board room, and I suspect that they might be here for our recognition and good news. Welcome everybody. And uh Lisa Burton, come on up and tell us what's going on here. Okay, we are graced this evening with Tualatin High School Concert Choir. Teacher and Director Andrew Berg is going to introduce some students, and then they're going to perform for you. Thank you very much. I'm going to pass this off to Braden Fisher. Hello. My name is Braden, and we are the Tualatin High School Concert Choir. Thank you for this opportunity to share our accomplishments at the state level this year. We were one of only two high school choirs selected to perform at Oregon

003Music Educators Association conference this past January. To prepare, we began rehearsing our repertoire from the first day of school. Our audience included music educators and students from across Oregon and beyond. As part of our repertoire, we commissioned two pieces from local composers, Carolyn Quick and Judy A. Rose. These works were written specifically for our voices and highlight our ensemble strengths. Today, we are honored to sing a piece by Carolyn Quick titled Perfect Listening. It reflects on oneness with nature and being present in the world around us. In a world full of industry and noise, this piece reminds us to seek out and protect calm, quiet places, to slow down, and truly listen. As you listen, you may hear whispers of wind through branches, howling wolves, and birdsong echoing through the forest canopy. Take another step

004in on the edges. >> [singing] [singing] [music] [singing] [music] [applause] >> Hello. My name is Angel, and we'd like to thank you. These pieces were very special for us to prepare. At our OMEA performance, three of the composers whose music we performed were in the audience. It was a tremendous honor to sing for them, and their deep feedback was deeply affirming. Since the conference in January, we've been working hard preparing for our festival season. Each year, we assemble a set of music from different time periods, cultures, and styles, and we compete for a chance to perform at the state choir championships. Our Three Rivers League festival is this Wednesday at Oregon City High School, where we hope to qualify for state championships for the fourth consecutive year. Thank you again for the opportunity to share

005our music with you. This choir has been a close-knit community, and we are honored to share our artistry with each other and with audiences across our community. >> [applause] >> Thank you again very much, and we'll do a photo. All right. Are there any questions or comments? I have a feeling there are going to be a lot of comments. Yes, Director Miles. I'll just say I've seen this choir perform quite a bit. Um the music program at Tualatin High School is phenomenal. And um there are several different options for being part of it. There's a non-audition choir, there are the audition choirs, and every time I see them, they just blow me away. These pieces are not simple. They're very difficult. You all do them wonderful justice, and um it's fantastic to hear them perform.

006Thank you so much for being here. Vice Chair. Yeah, so I had something similar around just how difficult that piece was and all those areas of like dissonance that you kind of have to keep track of was awesome to hear. Um I was a musician, and so this is just affirming of all of the reasons why arts education is so critically important. Um and so thank you for representing Tigard-Tualatin in all that you are doing. And I would just have to I wrote down some random words, um but one of them was this I feel like this could have been I don't know if you've seen the movie Hamnet, but when she is the main character is in the woods, and she's kind of curled up because that's where she goes and is like her

007happy place, that song really kind of could have been in that movie for that that part of the the piece. So, really well done. I don't know much about music, but I know that that sounded amazing. So, thank you so much for coming and for showing what you know, your talent and see Carlin and Jacoby, good job. Thank you so much for sharing with us. Um, you should all be so proud of yourselves and thank you for all of your work. And I'll just echo all the things my fellow board members said. I had the opportunity, the pleasure of coming to the choir concert at Tualatin High School last month. And I loved hearing all of the different groups singing either solos or in uh in conjunction with each other. I I want to just

008let people know the non-audition choir had been singing together for what, about 6 months, 5 months by that point? Amazing. So, I would really encourage any student who's thinking maybe about doing choir to to join up. I know my own daughter was too intimidated when she was at Tualatin High School because there was no non-audition choir then. So, I loved it there is one now. Um, and I love the program that you guys have have worked your way through and the amazing talent that you now all share. Thank you for bringing it to us and I hope to hear you again soon. And I just wanted to say, um, thank you for being here in person. I know we were originally scheduled to go in January and we almost showed a video and this is

009just so much more special in person. And I just want to say give kudos to your teacher who's doing a phenomenal job and to you all for your commitment and wish you good luck during the festival season. Okay, now we'll do a photograph. Come on down. >> Okay. Um, I have I have bad news. Uh, one of our student reps has a very hard act to follow now for their their board report. So, who's going to be brave and go first? All right. Um, first thing that I have is that Tigerettes won state, um, the Friday before spring break in in 6A jazz and we also placed third in traditional. So, that's really great experience for me and it was really fun as my first year on Tigerettes to experience that with my team. Um,

010boys lacrosse had their first win this past Friday and a new announcement is that coach Whitley is now the head football coach for the 26-27 football season. And also, um, students will be departing for Future Business Leaders of America State on Thursday and I will be a part of that too and we return on Saturday. Um, this Thursday as well, Mosaic Cultural Night will be happening over at Tigard High once again. Um, it'll be taking place from 6:00 to 8:00 in the commons. There will be free food, performances, as well as activities. Um, we are extremely invite to our board members, cabinet and superintendent. Um, we highly recommend to bring cash in the event if you would like to buy anything from our affinity and our alliance groups. I'm not sure about the sports because

011my counterpart is usually the one who helps me report on them, but I actually have been talking to Ted Rose about him giving me, um, reports about what happened. So, hopefully I can do that to fill in for, uh, his his absence, um, which he is missed. And I don't really have much to report on the, uh, extracurricular events side. Mostly just the fact that the quarter is ending and teachers are trying to get students to have all their things together. Seniors have their skip day next Monday, the 13th. So, that should be fun. I believe it's going to be at Cannon Beach. And I'm sure you guys all know about senior assassin taking place right now. So, that's about it. Do we have any questions for our board representative? Are we still wearing floaties

012so that we're not So, school is like a safe zone, but outside of school, yes. I actually saw a kid driving with his goggles on his face. He was taking it very seriously. So, yes. That's wonderful. Thank you. All right, we'll now move on to our superintendent and board communications. So, superintendent, what do you have? >> good evening. Um, I want to say congratulations to the Tigerettes as well on state championship. Job well done. And I also want to say congratulations to the Tualatin boys basketball team for bringing home the state title as well. So, it's always good to get some trophies in the cases for our kiddos in our community. So, tonight my remarks are going to focus on budget and long-term planning. So, I'll start with our community budget workshops. Last week, we

013concluded our third and final session which centered on gathering input on real budget decisions and constraints. Um, our staff did an outstanding job of scaffolding so that every staff member had a baseline knowledge of financial literacy for our district budgets and then asked them to weigh in and provide really critical input that we're going to use to help inform our budget our budget process which starts in earnest on May 14th. So, we'll incorporate um, community feedback and that will go directly into our planning as well. Um, I just want to give a special thank you to Director See. She put in so much effort and her staff did such a phenomenal job of taking feedback from last year and, um, reformatting our community budget workshops so that they're informative, but also, um, solicited participation from

014a broad cross-section of of community members. And I also want to thank our staff. Um, a lot of our staff showed up every time um, to make sure that that, um, the materials and activities were accessible to to our, um, community members and I also want to thank the community members for consistently showing up. Um, their input is really essential to the work that we're doing. Um, I also want to give a like a broad financial update. So, today we had a a work session to review our financial our general financial update, but last week we received some difficult news from ODE regarding our allocations for high-cost disability reimbursement that came in lower than anticipated. Our rate of reimbursement is not due to the decrease of the number of students that we serve or the

015amount of funding that we, um, uh, that we put towards, um, serving those with high-cost disabilities. What we have right now is a greater state issue. Um, the cost associated with, uh, high-cost disability, the state has a formula where it's a fixed number and it's essentially a zero-sum game. And so, um, that's one of the issues. And for context, uh, 5 years ago, we used to receive 58 cents on the dollar for the students that we serve for high-cost disability when it came to reimbursement. Now, um, for last year, the year that we're getting reimbursed for, it's 25 cents to the dollar. That's a significant reduction. So, what does this mean for us in DTSD? Well, for school year 25-26, it represents $1.2 million less than budgeted. And for 26-27, it represents $1.5 million less

016than our prior budget assumptions or projections. So, the timing is the part that hurts though. Um, if we had known this in advance, this is something that we would have, um, planned for last year. All right, so that we have a shorter we have a shorter runway. And so, the state has had this pattern of giving us late budget late budget assumptions or changes. So, how are we going to respond to this? We'll respond the way we always do. We'll be very disciplined in our spending. Um, later on today I'm going to talk about, uh, reductions in force. This is not going to add to that reduction in force list. We are going to try to, um, shore up our spending in year. Now, we only have about 3 months, but we're going to try

017to shore up our spending in year. We're going to focus on essential services and review those for next year. Um, we're going to try to leverage vacancy savings, um, and continue to evaluate our programs carefully. Um, I remain confident that we'll navigate through these challenges. However, I would be remiss if I didn't express my disappointment in the state's pattern of last-minute funding changes and the broader issues of chronic underfunding for schools. This is the second event in just a couple of months that's had a significant impact on our ability to to provide predictable services for and it leads to uncertain funding. In March, if you recall, we had late-in-the-year adjustments to our ADMW. And this shift resulted in a net $5 million less that less in our funding assumptions. So, these are events and circumstances

018that we in the state there are Sorry, there are some events and circumstances that we in the state have no control over. Those are things around the economy, natural disasters, um, PERS, federal funding, um, but when there are things that we have control over, I think we need to advocate for more predictable funding and reporting from the so that we can respond, um, responsibly in critical times. And this is also another reason why it's really important that we maintain healthy reserves in our funding because it's it's really critical when we get hit with things like this out of left field. So, let's shift it on a more positive note. Um, this month we launched our future forward initiative. This effort is focused on reimagining school programming and align uh and aligning our boundary, bond, and

019strategic plan work to better serve students 5 and 10 years into the future. As I mentioned in recent months, declining enrollment represents real challenges, especially since enrollment drives our funding, but it's also an opportunity to rethink how we design and deliver instruction, and that's exciting. So, what may feel like a constraint can also be a catalyst for innovation in our schools. And this is the spirit behind, um, the work that we're doing in what we're excited for launching into our future forward, um, planning initiatives. So, we're going to share some more details about future forward planning in the next couple of months, um, but for now, I'll leave you with a video that highlights the incredible work happening across our district. And this work that also reflects our purpose and it reminds us of our

020why as we plan for the future. Although we would [music] love for everyone to just show up and be ready to learn, that's just not the truth without additional supports in our community. The family partnership advocate role was created a few years ago, and it allows [music] us to take even better care of our students and our families, and that is so critical in order to show up and be ready to learn. There are lots of different needs. Like sometimes [music] there's clothing, sometimes kids don't have shoes. We provide backpacks, we provide school supplies for all the kids. Sometimes [music] I help them with basic needs like food, connecting them to different resources around the community, activities after school, daycare, transportation. [music] I make sure that the families feel connected [music] to the school and

021the community. Liz, >> [music] >> she steps in where the teachers can't. I'm a single parent of three. It's hard to provide for [music] myself, let alone manage the lives of three other people on one income. This program is an outlet where we feel safe [music] communicating the need for help without feeling judged or singled out. When the family partnership advocate [music] is able to support in those various ways, students, you can just see it on their face. They're feeling better, [music] they feel like they belong. They feel seen here at school. When I came to this country, I felt alone. I didn't [music] know anything about anything. That's really hard. And I just don't like people feeling like that. It's [music] it's good to have someone always. And that's it for my report. Thank

022you so much. It's a great video. Um, okay. Board members for board communication, anybody have anything they'd like to share with us? Just when you thought, you know, you weren't going to cry on a Friday night, but [laughter] then you Come on. Come on, guys. Good communications. Uh, no, I really want to say that, um, you know, the the family is very important for our community. Uh, I am so thankful that we were able to, you know, get that when when we were able to do it. Um, I was formally community liaison at Bridgeport Elementary, which was kind of like a like a precursor to, uh, FPA and uh, now in my current role, um, in another district, I help manage, uh, a group of community resource specialists, and so I I know how how

023hard it is to be in that position, but also how hard it is to manage that position, and it's it's just one that tugs at your heartstrings every day because you know that you're making a difference, and so so it's great. Uh, we should definitely continue prioritize that in our budget sessions. Um, speaking of budget sessions, got a chance to attend a couple of those that, uh, we had with, uh, and Director C where she, uh, back there. Uh, thank you so much for putting those together. I know that it's a lot of hard work goes into into them, and uh, the last one that we we just had where the community helped prioritize some of the, um, you know, the expenses or what they wanted to see us spend the money is definitely the

024one that I like the best. I know we've done that in in the past, and it just gives, uh, a chance for the community to give us their input and their feedback, and we had some of our, uh, community members that belong to our marginalized communities, and you know, hearing from them is definitely something that will shape how we, uh, entertain this contentious budget session. So, thank you. Yeah, so I would just to the FPA part, um, also, like Alex knows I cry very easily, so I was doing math problems in my head to not do that. Um, the I think the other piece of that beyond really being such like a heart and soul of schools is they carry such like the emotional weight of all of the things that our students and families

025are managing. And so that was something that came up a lot when we would have meetings with a couple of of our family partnership advocates relative to, um, ICE being nearby and how we can help our students and our families, um, and it was just overwhelming emotion because they are feeling all of that for their kids, and I think we kind of forget that they they help every day, and they are life and support systems, and they are also carrying all that, and that's a lot to carry. Um, so thank you. Um, also, plus one to budget work group, and what I would say to that is there were a lot of new faces, um, and so that was really exciting to see, um, just new community members and new parents that were like, I

026don't really know what I'm doing here, but it seemed kind of important, so I like want to learn more, and we're asking a lot of questions, and and that felt really great, and a lot of them were, I think, um, were really I think with the help of FPAs, with our equity, um, sort of department, a lot of our folks that maybe wouldn't have necessarily felt comfortable coming, um, are coming and being heard, and, um, have used like asking those really tough questions, and I think that was really wonderful to see. Um, it's been like a month, I think, since we met, so two other really quick things, three other quick things, actually. Um, I attended the Leading for, um, Multilingual Learners Conference in Eugene right after our last meeting. I think that same week.

027Um, and there there's a lot of great work being done on how to integrate, um, and having sort of general education classroom teachers really working with multilingual learners and teachers around, um, how to kind of harness the superpower of being a multilingual learner, and also how we can better kind of collaborate within classrooms. So that was wonderful. Um, I'm still doing work on the ODE technical, um, committee around the, uh, accountability bill, and so we're working on sort of the the rules for growth targets, um, which is always interesting because there's just a lot of planes being flown, um, that are not fully built. And so that sort of seems be the theme and really the the group of us are really trying to figure out how we can build it faster and make it

028better. Um so, TBD if that happens. Um and then finally, and I think this is something that community can always reach out to us about is I had a meeting with the state senator um last week and really the conversation was centered around what to work on in this interim between the short and the long session. And so, um one thing we talked about was special education and high-cost disability and sort of how do we get as much work as we can get done now and have things ready to roll um for the long session. So, again, that and then we also talked about just the funding um sort of formulas and things like that. Um additionally, wanting to make sure um the free meals continue to be centered um in the conversation as well.

029So, I think that's it for me. I um I love when we have those videos, I'll just say, because um if any of you are familiar with courageous conversations, there are sort of four areas you can be on a compass, right? And I feel like it we necessarily are in the intellectual um area of the compass and that just like I think that just puts us right into the like moral, right? Like that's the what and emotional, but like but but that moral here's our why. It's really uplifting to see um to see the work on the ground in the schools. So, thank you for continuing to bring those to us. Um like Vice Chair Ervin, I am also on a an accountability bill work group. It's different than yours, >> [laughter] >> but um

030but uh I don't know how many work groups there are. But uh it's it's great to keep up with how that's going to look, how that's going to be reported, um more of these higher-level things. So, um we can continue to to talk about that as well. Um I I was out of the country for quite a bit in March and so, the last thing that I did was actually go see that choir and [laughter] and the other choirs, um phenomenal again. And I just want to thank our superintendent for um not only sort of passionately advocating for funding, but also the timing and like we talk a lot about the amount of funding that we need versus what we get. And also, I think it's a really important point to talk about how we

031also need to plan predictably. And so, um working on that infrastructure and advocating for a more stable um timeline and so that we don't all have surprises in the middle of the year. And it's not always possible, but I think that's a really important distinction and thank you for bringing that up. That's it. Thanks, everyone. I want to start off um on a happy note. Um it's been beautiful out and baseball softball season has started up. So, um it's been really uh rewarding to go out and um watch our teams and support them. Um also the out-of-school time alliance uh with Washington County Kids um annual summit's coming up. So, I'm excited about that event. Um and a few things about legislation um as part of the legislative policy committee, um I do want to

032take a moment to celebrate passage of uh the policies included in the immigrant justice package uh where Oregon made meaningful progress. Um and and thank you also for um the mentions of of some of our other great work on um school meals for all and um some of the funding formula. Um I also joined a child welfare-related work group um to look at uh upcoming legislation and I think um I appreciate this board. Obviously, everyone knows that now is the time um before session to start talking about policies um and and I know everyone wants a more robust um support for our schools. So, um happy to hear um everyone's engaged in various ways in the conversation and I hope um one of these days Salem comes through for us. Thank you. Um I, like

033many of you, spent the last month meeting with legislators. I uh visited visited with uh uh Representatives Bowman, Ricky Smith, and uh Senator Nearman Biglin um at a town hall. I went to another event with uh Representative Ricky Smith and then I had coffee with Representative Ricky Smith. You'd think I know her like her or something. Um we had a really good conversation about what the what the bills that we need, what education needs in the next round. And now is really the time to start having those conversations so that people know about it. Um and the accountability bill, I think it's going to be really high up on my list um and many of the legislators' list. Um I'm hoping we can maybe get some traction on revising the opt-out rules um for testing

034so that we have a more accurate picture of how kids are doing in our schools, cuz if they're going to ding us for kids not doing well, I'd really like them to be testing all of the children and not just um the ones who actually show up for the tests, since the ones who opt out tend to be our top 10% kids anyway. Um we also um I also uh had a really great time meeting with uh Representative Jules Walters, who we often don't talk about because of redistricting, she's now the rep for pretty much all of Tigard-Tualatin um and I invited her to come out and visit Bridgeport Elementary and she came out and she told me, and I was shocked to learn this was the first time she'd been into a Tigard-Tualatin school.

035So, I assured her it would not be the last time. Um but as we went around Bridgeport, it was absolutely amazing. We visited kindergarten, first, and second grade TWI and English-only classes. The kids were doing science lessons in Spanish, in English. Um and I was delighted and I suspect a fellow board member will also be delighted. I didn't see a single iPad in use the entire time. Kids were writing with pencils. Um they were talking to each other face-to-face. They they were interacting with their teacher and their peers. It was magical. Um and it just it it filled my cup for about 3 days to see our kiddos doing what they're supposed to be doing in school, learning um and and having fun. Um and so, I you know, I I can't wait to have

036another opportunity to have another legislator come around and and show off our amazing schools. And you know I like a good pencil. I tell you, and the fine motor skills that were being taught were really impressive, too. Um and then I just want to say to all my fellow board members, thank you for all of the hard work and great discussions we had at our retreat last Friday. I thought it went really well. You know, there were some some contentions, but that's what we do as a board is we have to have those conversations in order to be honest and come to terms with how we as a board coalesce so that we have the the will moving forward to have that moral imperative um to to keep the focus on kids and to do

037what's right for our district. So, thank you all. And with that, we can now move on, I think, to our public comment. And this evening, we do have public comment. So, I'm going to just take a moment to read our um rules for public comment. Our expectations, I should say. After being recognized by the board chair, you'll identify yourself with your full name and zip code of residence. Public comments are shared with the board during the public comment portion of the meeting and are limited to 3 minutes. You'll have it up on the screen just like that. Um it will become part of the public record. You may also submit written public comments and we have one of those. Everybody should have it at their place. That also is part of the public record and

038will be included in the meeting minutes. But they will not be read aloud at the meeting. Speakers may offer objective criticism of school operations and programs. The board will not hear comments regarding any individual district staff member, board member, or any person connected to the school system. This is no place for bias or hate. There will be no profanity or language that minimizes or causes harm to anyone else's identity per a policy ACC. If such language occurs, the speaker will forfeit the remainder of their time and be removed from the meeting. This is no place for violence or threats. So, with that, I'm going to call forward our first speaker, if I can find the right form in front of me. Hang on. It's here. I know it's here. There it is. So, our first

039speaker will be Scott Birch. Please come on down. Make sure you press the button on the microphone so that it shows green. And your 3 minutes will start when you have given your zip code. It's a twofer. Just push the button. All right. Okay. Um So, my name is Scott Birch. Um my zip code is 97006. I'm Scott Birch. Um I'm the data and budget analyst at TTSD. Been here 9 years and I've been here bargaining with the bargaining team about three times. Currently, we're in our third running and I'm hoping we'll reach an agreement soon. I want to talk about uh two topics tonight. One is the OSCA bargaining and the other is 2024-25 RIFs. In the regards to the first one, I kind of only have one thing to say. Um OSCA members

040are struggling. Uh they are. 54% of them are not working full-time. Luckily, 7.8% of them are working 6 hours. I'm sorry, they're working less than 6 hours. And that's a small percentage. Uh I was hoping it'd be zero, but it's good low number. According to the current contract, they don't get all the insurance benefits if they work less than six. My point is this. Uh I've been writing letters to the board that percentages are bad idea. It gives the rich more and the poor less. Higher earners get more of an increase, lower earners get less of an increase. Uh that's not fair. It's It's disproportionate. When you take into account that classified don't get all their perks and um all the benefits, it's kind of a bad picture. I've looked at the other contracts. About

04190% of the members get access all their perks and benefits. Um I'm sure about 100% of them probably work full-time. So, they're getting all the money they can get at this moment. As a fellow classified member, I'd like to uh get a fair contract too if we can. So, that's point one. Point two is the RIF process. Um last year we had a RIF that was announced and um many OSCA and TTM members kind of went through some trauma, sadly. They lived the experience of waiting for bad news, in some cases losing their job, and uh finally finding a new job somewhere else. Or, you know, if they're lucky, they still got to work here. I I think we lost quite a few good people. We were lucky to keep some, but it was a

042sad time. Uh as uh 2025-26 school year comes to close, I'm wondering if we're going to have to repeat the same thing. I'm not in touch with all the news, um but I do worry about that personally and for all the other members. Uh notes, not many admins were RIF'd as far as I know in that year. Uh someone once told me that you can't just come to the table with problems, you have to have solutions. And so, I know in the news, Portland Public has offered the ideas of furloughing their administrators, talked about furlough days, taking holidays without pay. Uh they talked about closing down schools for a couple days, shortening teaching days. And finally, administrators even talked about taking a pay cut. You may notice I talked a lot about admin, but um

043one of the reasons goes back to the percentage that in bargaining over the last 5 years, they got the same percentage, which gave them overall same amount of uh money, well, more money. Uh in summary, admin are in a stronger position to absorb temporary reductions with these ideas and other solutions. Well, you you'll get it. Try to make that 3-minute mark. I did not make it. Please do submit your um your notes so that we can have them shared with the rest of the board so we can find out what you were going to say in those last couple of sentences. >> Okay. Yeah, I'll I'll have them emailed. Just give it to Jay. That would be terrific. >> okay. Thank you. Okay. Okay. Great. Thank you. All right. Our next person for public comment

044is Riley Shots. Hi. Just make sure the light on the microphone is green and give your name and zip and we're off to the races. Hi. Uh my name is Riley Shots. Zip code 97224. Um I was hired last January at Hazelbrook uh middle school as a learning specialist. And uh since then, I've seen two staff leave, um both seeking jobs with higher pay because they couldn't afford to take care of their um their their um families at home. One of them sought a job at a private school. One of them now works in public transportation. Um that's always a loss in um special education, as you all know, I'm sure. Um and that turnover rate is surely going to affect the budget in the future. So, um in the school where I work, and

045I'm sure in other schools, they have the goat award, which is to honor the greatest of all time, where monthly um staff can take the time to acknowledge their peers for their hard work in the community and around the school. Pretty much every learning assistant that I work with has been nominated for this. They've gotten the goat um by others, by different staff. I've been nominated for it just this past um month. And um I also, since I got this job, have learned what it's like to live paycheck to paycheck. I don't live above my means, but um things I used to do when I had other jobs that I gave up to work here, I no longer do. I don't go to concerts. I don't go to movies in the movie theater. Um I

046attend my local library every week and I love it. And I love my job. And every learning assistant I know loves their job. Um and like I said with the goat awards, everyone in the school sees that and they're willing to acknowledge that. So, I would encourage the school board to acknowledge that with pay that respects us and honors the dignity of our work, which I think we can all understand is very important. And if you can see us and how much we invest in these communities, I hope you in turn can invest back into these staff that invest so much of our love and so much of our passion into these communities. Um um And I share all that not to make it about myself, but because if I'm struggling, and I know I'm

047doing a lot to try to manage myself since my mom passed away last year, I've learned also I can't afford to pay for all the things that you need to do when your mom passes away without the support of my family and loved ones around me. Um and if I'm feeling this way, I'm what some of my other peers and some of my other co-workers are feeling who have families, who have other homes. I don't I don't even have a dog because I work so much that I feel like I also work on the weekends. I do another job. And I wouldn't want to have an animal that I couldn't take care of. So, just to put this into perspective, um when that other gentleman said some of us are struggling, we are. Um but

048we put on a brave face every day because we're there for the kids. So, I hope you keep that in mind and that in the future, you'll be there for us so we can continue to be there for them. Thank you. Thank you very much. All right. That concludes our public comment. So, we'll now move into our reports and discussion item. Laura Kints, I believe this is you and I suspect there are a number of your friends here. Good evening and thank you for your time tonight to allow us to share information on our district's early learning program. We have a short amount of time to present. So, to save time, I've asked each early learning team member to introduce themselves as they speak. Since you received the multi-year study data in the board packet

049as well as the board update, which explained the highlights from the data, we will focus on program updates and narratives that speak to the data and the program's impacts on students and families. Christina. Thank you. Good evening. I'm Christina Kurtz. I serve as Tigard-Tualatin's early learning manager. Tonight, we're going to share the story of our early learning journey, where we started, where we stand today, and our road map for the future. But before we look at what, we need to understand the why. In Oregon, we face a mixed delivery landscape. This means that children arrive in kindergarten with vastly different experiences. For our most vulnerable populations, that experience is often no access to early education at all. Here, we aren't just building classrooms. We are closing a system gap. Research shows that this misalignment in

050learning achievement begins long before the first day of kindergarten. When access is a lottery, readiness becomes a privilege. Our goal is to move away from isolated silos and towards a seamless continuum of learning from preschool through third grade. Our journey began with intention. Pre-K was seated in the TTSD strategic plan and rooted in a community resource assessment. We didn't just want to add seats. We sought to understand the barriers, like transportation, that limits families' access. This phase was about building the infrastructure, establishing early learning partnerships, coordinating enrollment, and finally opening our first Pre-K classrooms at Metzger and Tualatin. We were no longer just a K-12 district. we were becoming a pre-K-12 community. Today, our footprint has grown significantly. We now operate seven TTSD pre-K classrooms, including the opening of the Calapooia Early Learning Center. Crucially,

051we've diversified our support. By tapping into Oregon's Preschool Promise, we've secured a second funding stream to keep these opportunities sustainable. Additionally, we are developing priority standards to ensure academic alignment. We've adopted the Pyramid Model to support social-emotional competence, and formed a dedicated pre-K leadership team to steer the ship. We are moving forward from opening doors to integrating systems. Our future is defined by our early learning SIP and roadmap. We are focusing on two types of alignment: horizontal, ensuring high-quality, similar experience across all our pre-K classrooms, and vertical, ensuring that what happens in pre-K flows directly and logically into the kindergarten and beyond. We are moving toward full implementation of the Pyramid Model, and most importantly, always looking for the opportunity to expand our capacity to serve more families. We want to ensure that vulnerability is

052no longer a predictor of readiness. With gratitude to her and for her perennial inspiration, next up is the amazing Karen Twain, TTSD Early Learning Champion and former Assistant Superintendent. That's very generous. Thank you. Uh thank you so much uh for allowing me to uh uh be in front of you and talking about early learning. It's something I'm very passionate about. This school district has had amazing leadership around early learning, starting with our board and superintendent, and of course um all of our leaders, our teachers, um our staffs, our principals. And uh I hope that continues. Where this came from was some years back when I was um in the district. Uh I uh I had an epiphany. I kept looking at data, and I kept looking at budget. And I realized um we were spending

053a lot of money on interventions at the secondary level, and not getting a ton of return on investment for it. And um that's in part where full-day kindergarten was born out of. Um some thought it was heresy. Uh it was an unfunded mandate, and I was told it's, you know, just full-time babysitting, all sorts of things. Um now we don't even call it full-day kindergarten, we just call it kindergarten. And so, I went and worked for the governor for a minute, and um when I did, I was focused on early literacy and full-day kindergarten. And when I came back, you see the map up there in front of you, um we decided we better kind of map this out. So, we decided to figure out where our North Star was, and create some sort of

054roadmap, essentially, for what that looked like. We looked at it as an equity move, um as, you know, access for schools at a young age, but also um kind of a shift in perspective and in theory, which was, let's start at the youngest age we can possibly start to help our kids get off on the right foot. Um I believe, and still believe, that um this e- every school, every school district will have pre-K, full pre-K, within the next 5 to 10 years. Um Tigard-Tualatin has always been a leader. Um I like being out in front. I like to brag about Tigard-Tualatin, and I'm proud of the the things that um we have done. So, um I'll leave it to our capable leaders behind me to uh talk a little bit more about that. But

055I think, as you look at the data, you'll be impressed, and know that we're doing, which has always been the most important thing, uh right by our kids. Hi, I'm Daniel Seward. I'm the pre-K instructional coach, um and I have the great privilege of introducing you to our teachers. Um and though there are seven pictures up here, I want to first acknowledge that really in our program, we have 18 teachers, because we have 11 incredible instructional assistants whom we couldn't do this work without. And though we couldn't fit them on the slide, I want to name them as we introduce all the people that support our children every day. Um so, if you start on that top row, those are our three Calapooia teachers. On the left is Nancy Munoz. She teaches in one of

056our bilingual classrooms, and she's supported by teacher Samantha and teacher Sharon. In the middle is Kylie Nunez, and um she came to us from a long career in Head Start before joining us here. Um and she's supported by teacher Olga and teacher Monica. And then finally, on the top right is Megan Gleason, who we got the great privilege of inheriting from Metzger. She was earlier an ELD specialist, and is now our other bilingual teacher. And um she's supported by teacher Carla, and teacher Abdi, and teacher Heidi. Down on the bottom left is Kristen, and Kristen teaches at one of our lab classrooms at Tualatin High School. Um she came originally from the Nike Child Development Center, and then was at Beaverton, and is now part of our team, and is supported by teacher Jana. And

057then we have Aaron Esparza next to her. Aaron was actually part of the team that started the Early Learning Program at Sherwood before joining us, and is um supported by uh teacher teacher Bethany, who actually came through the Tigard High CTE program before being hired as an instructional assistant. Um I also want to mention, I forgot to say about teacher Nancy. That's kind of a homegrown story. Nancy graduated from Tualatin High School. Her mom is a custodian at Bridgeport, and she was an instructional assistant in one of our classrooms before becoming a teacher here. And then the last two on the bottom right are teacher Peggy and teacher Adam, and they are two founding members. They've been here since the beginning. Teacher Peggy teaches at Metzger along with teacher Deletta, and teacher Adam teaches at

058Tualatin Elementary alongside his assistant, Mrs. Dude. And now I'm going to hand it off to the principals to talk a little bit about their programs. With Naddy. Good evening. Uh I'm Sheri Hodges. I'm one of the principals of the lab model preschool, and I want to share a little bit about the learning walks we've been doing. Most specifically, our Durham kindergarten teachers have participated in learning walks in our pre-K classrooms, and have been thrilled with the connections and collaborations that they're taking away, with the strategies and systems that they're learning. It's really helping with our vertical alignment, um as well as um the play-based learning approaches that we've been able to bring to our kindergarten classrooms. Uh in regard to quantitative data, we have seen that our students who participated in our TTSD pre-K, um

059in comparison to their similar peers who have not attended, have scored higher in reading fluency as measured by our First Sound Fluency. Good uh good evening uh board, uh cabinet. Uh Matt Coleman, principal and Byron administrator of the Byron pre-K up at the high school. They should have given me a time limit for this section, because there's not enough words or praise that I can uh give for this program. Um I'm here to talk about what it means for our community, and the the fact that I have had the opportunity to to lead a pre-K program for the last 5 years, and see how it benefits our pre-K's as they move through through this wonderful program into Byron as a kindergartner, first grade, second grade, and now third grade. But I I can sit here

060and talk about it all day long, but I do have a testimony from a parent that I think really captures exactly what We've been extremely happy with our experience at Byron Elementary's pre-K program. Our son, Kevin, who is now a first grader, attended in 2023-2024. During this time, he gained valuable academic and social lessons. He learned all of his letters, all of his letter sounds, and numbers from 0 to 20. He developed fine motor skills in writing, and began sounding out words during this time. When we Kevin went to kindergarten and first grade, he excelled. One of the things we most value about the pre-K program is opportunities for social development. During his pre-K year, Kevin learned so much about emotional regulation, social interactions, problem-solving, resolving conflict with peers, and deepening his understandings of creating

061friendships, all while being guided by his teacher and high school buddies. In fact, he talks about his high school buddies to this day. They loved it so much, they sent their twins to pre-K program. And Ellie and Maggie started this last fall. They have blossomed during their time in this program. Both Ellie and Maggie have a deep sense of belonging in the community that their teacher has created in the pre-K classroom. Their days are rooted in routine and order, giving the girls consistency and a sense of safety. They have soared academically because of this pre-K program. They've learned the numbers from 0 to 20, mastered many of their sounds, and just last week, they learned to write the names of all their classmates without assistance. This is a big deal for 5-year-olds, and entirely because

062of the dedication and education they are receiving from their teacher. They are so excited for kindergarten, and I'm so excited as well. The Byron Elementary program is a jewel in our community and we hope that it continues to serve the students for many years in the future. Thank you. All right. Good evening, everyone. I'm Jessica Swindle and I'm the principal at Metzger Elementary School and Dr. Bobby Brown and I are going to share a little bit about our half-day program. We have three different programs for pre-K and TTSD. And at Tualatin Elementary and at Metzger, we have the AM/PM part-day program. And we want to share specifically how special it is to have students who will go into K-5 programming uh attend the preschool at their home site in their neighborhood catchment area. We do

063serve kiddos from other catchment areas, but the power of belonging that exists when 4-year-olds attend from being 4 years old all the way up through fifth grade before they head to middle school. We really believe and we hear it from our families, the sense of belonging and ownership that they feel from uh the moment that they walk through the doors. Dr. Brown is going to share a little bit about that. But another cornerstone of our program, um when we started the first preschool at with Metzger with Teacher Peggy and I think it was 2018 in the middle of the school year, we knew that this was such a special opportunity and we listened. We had community inventory, tons of parent voice, um and we listened and we heard themes and the most powerful part about

064our preschool program is inclusion. Um we heard time and time again parents share of their children having additional needs and them being rejected from community preschool or um pushed out of private preschool and we knew what we needed to do. And so as we launched the programs, um we've hired and designed programming to really include every single child and every single family, um ensuring that as you heard the pyramid model, we're teaching our kids social skills and behavior skills because those things can be taught and learned. Um and so we continue to to strive to make sure and and this is just one step along the way of every single family and every single child feeling that sense of belonging and really succeeding in our program. Hi, good evening, everyone. Um so I'm going to

065talk a little bit more about uh some of the benefits that I've seen with having an on-site pre-K program. So we know that when families come to our schools, it's a really complex system to navigate. And it's so important to be able to start families out right with a welcoming and easy to navigate experience so that they can start with us and stick with us all the way through. So you can see in our photos on the right side, that's Teacher Adam Harris. He's our teacher at at um the pre-K program at Tualatin and he's really starting it right for us. So families know Teacher Adam, students know Teacher Adam, they feel warm, they feel welcome and then that leads the way to be able to access the building and the systems within the building.

066So for example, accessing the front office. Pre-K families are able to get to know our front office staff, they're able to get support with enrollment for kindergarten. They're also able to navigate and access services like our family partnership advocates so that we can support families in minimizing those barriers that come into play as students are part of our system. Families are also able to access our community events. So when they're in pre-K, they hear about what's going on at the school and they join us during those times. And so really it's just that warm welcome to bring families into our schools. Now we know that when families and students feel safe and welcome and understand how to navigate the system, they're more likely to come to school. And so our data is showing us that

067students who attended pre-K are more likely to be regular attenders in our schools. So pre-K is really starting them off right to be successful and feel like school is truly a great place to be. Okay. Uh Rory could not be here today, our principal at Templeton and Calapooia, so I'm going to read a little statement that he wrote. Uh Calapooia Early Learning Center is a unique program that is also part of Templeton Elementary School. The program includes three full-day classrooms, each staffed with a licensed teacher and two instructional assistants. One of our greatest strengths is that the majority of our staff are multilingual with many Spanish-speaking team members, allowing us to effectively serve our diverse community. Preschool The preschool promise model at Calapooia gives families the option to enroll their children starting at age 3,

068creating a 2-year looping experience that fosters consistency and growth for our youngest learners. That extra time allows students to build strong relationships, develop foundational skills, and enter kindergarten better prepared for long-term success. You're about to watch a short video highlighting this impact and all the benefits of preschool. You'll hear specifically from a family whose child began at age 3 and had the opportunity to loop. Benjamin spent 2 years at Calapooia and is now experiencing strong success as a first-grade student at Templeton. We agree with his parents, Cesar and Domenica, Calapooia is a big part of his story. Thank you. >> [music] >> A big thing in preschool is social-emotional skills. So if turn-taking is hard, sharing, [music] um waiting is a hard one that I see struggle. Um so we're really like >> [music] >>

069making sure they have the tools they need to be able to do those things in kindergarten. >> [music] [music] [singing] >> You see a lot of joy in the preschool classroom. You see kids who are learning through play. Uh you see adults that are [music] aware of the needs of kids, but that are intentionally trying to build independence, asking them questions, asking them what they think, [music] building on their thoughts, not uh overly adult-directed even though they're very young. For some things, they need a lot of help, but you want kids to really discover >> [music] >> in the environment, which is why there's centers and toys, lots of opportunities to learn and explore. Where are we going to hunt? We got a friend, that tiger. Oh, no. How much? One, two, three. I want

070I want chocolate. No. How much? One, two, [music] three. >> Our brains are growing at an unmatched rate when we're 3 to 5 years old. It'll never be um that [music] rich in development again. So if we are able to take this opportunity, we have data to suggest [music] that our kids will do better. Their attendance will be better and we'll have higher graduation rates. >> [music] >> So it's really an investment in prevention. Um we learned about um I don't know. I don't remember. letters and shape and see. And I I'm actually I paint volcanoes at my home. I'm good at it. We hope you enjoyed our presentation and the video. And thanks to Alex Pelasky and Gustavo Garcia for creating the video and really capturing the love of learning and the care in

071our early learning programs. And might you have any questions for us? Let me cry some more first. Um that was kids are just so amazing and hilarious and all of the things. Um and makes me miss my littles. Um the my take I actually don't have any questions except for like how is not everybody doing this and this is sort of like this no-brainer. Um and I love that we're doing it with such fidelity and with such care and compassion. And I think the things that stood out to me again, um we kind of started to hit on it with the family partnership advocates, but this idea of really engaging families in a way where they feel comfortable and they feel part of the community because we know that for so many families their experience

072was not welcoming. They had traumatic educational experiences or they don't they feel like there's going to be judgment, all the things. And so I think just having all of these parents being able to start when they're three, four, five, um and feeling that that part partnership with the school community, um is going to be a huge change agent for a lot of those people. Um the inclusion piece is wonderful. Um I also think when you were talking about the social aspect, especially for our five, well, really maybe five and a half, six and up, there was all that research for those like COVID babies that they didn't know facial expressions because everybody had masks on. And so this is really And so they were getting to kindergarten and not knowing what a smile was versus

073not a smile. And so I think having some of those in some ways un- intentional um sort of interventions around just some of those social aspects that we didn't necessarily know were missing is really powerful. And then finally, I think, and Karen, you kind of said this too, the idea of an upstream investment versus the downstream intervention is really like the key to all of this and the fact that we're continuing to do this work is really incredible. So thank all of you for all of the things that you're doing for this. Director Miles. Thank you so much. Um again, we have a video that puts us right in our um moral quadrant. This is why This is why we all do what we do. Um as somebody with a background in early childhood ed,

074I will say it's dangerous for me to tour a program cuz I just want to stay. Just I don't want to go anywhere else. Um I toured Kalapuya last year. It's a phenomenal program. Got to hang out with the kids, got to um watch their engagement with their teachers, and it's just it's phenomenal. And all the care that you talk about and bring to this, I saw in the classroom as well. Um there's so much research on on the benefits of pre-K. There is no downside at all. It is only beneficial. And one of the things that I appreciate um from you is um not only talking about the data that you have, but then also providing that for us, too, so that we've got a narrative on what that is. Um because you just

075continue to see um the the positive results of the investment over and over again. So thank you for growing the program. Thank you for being here and sharing all this. I don't have any questions, but I have an elaborate comment. So um I really appreciate you all coming out. I really um believe strongly that preschool is good for kids. Obviously, the research backs that up. Um I know that it represents a proven protective factor. Um it reduces risks from families not having safe, quality child care. Um it is an opportunity for a stronger economy because families are taken care of. And I also want to mention that it's less stress for families. Um this is a situation where there are fewer uh big sisters and fewer big brothers watching their siblings. So this is something

076that can protect multiple generations at once. Um I also want to bring up that I believe this is a budget opportunity. Um in We live in times of aging demographics. And instead of closing schools like is happening across the state, we could be adding younger kids as states such as California and some parts of Oregon have already done. This is an opportunity to have more efficient operations. We all know that if a school is full, it operates more efficiently. And if our operations are less costly, then that means we can have a larger levy instead of a larger bond. This is also an opportunity for career and technical education as we already have programs at our high school that are um having students work with these younger kids, and they're really having a great time

077as I know from my own daughter. Um and so we also have young people learning about child development, which will help them be um better parents someday and and great community um contributing to the next generation. Oregon needs to spend more money on protective factors instead of only fixing problems. I feel that this is something our state is really falling short on and a paradigm shift that we need to have. Um this is something Oregon needs to fund statewide. We could start with um half-day preschool statewide and then move to a full day. And our spending would be flat because we do have an aging population and fewer kids. So it only makes sense to focus our resources on younger kids and keep our schools full. And I hope some this is something our state

078would well, at some point consider. And thank you for all of your work um showing how it could be done. Hi. Thank you so much for your presentation. I really enjoyed all of the um you know, the data that was sent beforehand. As everybody has said, we know how important pre-K program is. Um you know, obviously with my lens into dual immersion, I really appreciate how we're doing a lot of intentional teaching in in the dual language program. I would love to know and um you know, hopefully you didn't cover this in the presentation, but I do want to know how do we um ensure equitable access to this pre-K program from all of the students that are wanting to, you know, have access to the program and intentionally setting aside places or spots for

079our most marginalized students. It's kind of the cornerstone of what I do every day and with our early learning partners significantly. So uh free preschool is a rare resource. And we try to maximize together with Head Start, with Oregon's Preschool Promise grantees managed by Washington County, with our contract with Latino Network, and also in partnership with our early childhood special education partners from Northwest Regional. We work as a unit to welcome families through a no wrong door preschool interest form. And we help families navigate the complicated landscape of finding the free preschool that best suits their circumstance. So we also share wait lists. And when a a family has moved from a Head Start spot and a Head Start spot opens up, I might get a phone call from our Head Start team because they

080know that I also have some families who might have been wait-listed on the TTSD program side. So there is a lot of regular communication and coordination around that list. That's amazing. >> really do make the effort to prioritize. If you want to visit the TTSD website, we let our families know that we're going to prioritize families below 400% of the federal poverty level and also those who were on the wait list with Head Start or Preschool Promise. That's awesome. Thank you so much for that. And then in terms of your you touched upon the pyramid model you know, social emotional competence. And is that then the main uh main curriculum that is being used during the learning at portion of it cuz I'm assuming that there's also hopefully that there's a lot of play involved,

081right? Um but also with the curriculum uh with is this the main social emotional curriculum? Yeah. So a pyramid model isn't exactly a curriculum. It's a framework for inclusion. Um so it's a way to create supportive environments and establish nurturing relationships with kids and families. Mhm. So it's kind of the foundational layer of everything we do and overlays on top of whatever curriculum we're using, whether it's something that's supporting an academic skill or investigating things through play. Mhm. It's a way to ensure that regardless of who comes into our classroom, they have access to the content that they and ultimately that they have friends cuz we know that that's what inclusion really is about. >> Mhm. Um so the pyramid model is a way to support teachers, kids, and families and making sure that we're

082intentionally teaching them things as simple as gaining attention, as starting a conversation, giving a play idea. Um and that it's that's content agnostic, but it's really about the learning that happens when we're sitting at the lunch table, when we're walking from inside to outside, and all the learning that happens in the moments of just how we navigate this place that is school. Yeah. Um our primary learning paradigm is around play. So the majority of the day is done through intentional, playful learning. That's great. So teachers have goals. They have content areas that they're trying to support. And through meeting kids where they are, they're continually trying to push them to the next spot. But we're very intentional about everything we do being discovered through collaboration, through relationship, and and through discovery. That's so great to

083hear cuz uh you know, when I did my student teaching in kindergarten, it was basically being like their garden now is like first or second grade. Like, you know, a lot of play was eliminated out of it. And so it's great that uh we're still we're still using that as a cornerstone. So, thank you so much for your presentation. And I'll just a few words. Your presentation reminded me way back when when we first started talking about pre-K and all of the hurdles that there were for getting that program going. The number of people who said, "You're in the K-12 business. What are you talking about pre-K? We don't have time, money, resources, blah blah blah to do this." Um and to now be sitting here 8 years later and it's a no-brainer to do

084pre-K. I love this. >> [laughter] >> It's It's making me feel like all of that hard work that you did was for a really good purpose. I mean, we knew it was for a really good purpose from day one, but seeing it come to fruition like this where it is the norm, where it is what we should be doing statewide, um gives me such great hope and I just want to say thank you for all of your hard work. Um and for all of your believing in the education process and the play. And yeah, it is a joyful thing to have pre-K and I remember that was one of our first conversations was, "Well, how can you have pre-kindergarteners doing curriculum?" And it's like, "No, it's going to be play." I remember distinctly being told,

085"It's going to be play." Um so, thank you very much and that was a fabulous presentation. Are there any other questions? Did you want to add anything, Mr. Green? All right. Thank you again. Okay. We now go on to our action items. >> [laughter] >> Did this have to be the first one, really? And we'll start talking about our reduction in force. Mr. Superintendent. Thank you, Chair Zerwekh. >> joy. Do it with joy. So, last board meeting you asked me to develop a plan to address our um short shortage in funding. And so, we have a reduction in force plan that we presented to you thoroughly during our work session. Um but I want to give a general summary for the general public that is tuning in to this session only to have a broad

086understanding of what a reduction in force is, why we're having a reduction in force, and then how does it actually work in terms of timeline and some of the things that were brought up during public comment. Um I have up here Director or CFO um Jessica See and Director of Human Resources Lynn Reed who are also available to ask any questions when I'm done with my presentation. So, um first off, let's just start off with what a reduction in force is. A reduction in force, if you can go to the next slide, please, is um any in the next slide after that, actually. Thank you. Um is anytime that we need to reduce the actual amount of um resources going into a um district services, especially around positions, it's a reduction in force. Now, this

087um slide says it's uh when we eliminate positions, um eliminate means that we are that position won't be represented or a certain full-time equivalency of a position won't be represented in the in the staffing sheet for the next year. And so, and this is all due to a variety of reasons that I'll get into a little a little bit more detail in a couple of slides. If you can go to the next slide, please. So, here we go. Um so, we have budget shortfalls. That's the first reason. And the reason that we have budget shortfalls is a reduction in federal funding and not necessarily a reduction in state funding. Our state funding is continuing to escalate, but it's not escalating at a pace that we're able to keep that our expenses are able to keep

088up with. Right? Um you've heard us talk about declining enrollment. That's one of the primary reasons. Um we've had a multi-year plan to address the sunsetting of our elementary secondary schools emergency relief funds. That's ESSER funds in which our staffing increased significantly. We saw this statewide. And we knew that the funding would sunset, but we also knew that those services, that the positions that we hired with that funding, were so essential that we would need to gradually reduce the number of those positions over time through attrition and thoughtful planning. So, that's one of the reasons as well as that ESSER funding that's not there anymore. Um and then also we just have escalating staffing and operational costs. Uh it costs money to run schools and we need to compensate those who are working for us

089and they deserve fair compensation. So, um a comment was brought up earlier during um public comments around what's legal frameworks and what's what are the rights. These are clearly articulated through our RRS 342 uh dot three nine nine three four. These outline the processes for which reductions will occur and also emphasizes considerations for seniority, cultural and linguistic expertise, and competence in staffing decisions. Um we also have language articulated in our collective bargaining agreements for both of our associations. For TTEA, it's articulated in um article 19 and article 17. And for OSEA, it's articulated in article 13. So, these outline the steps and processes for a reduction in force. And we have a schedule for which we review these um uh this these reductions with our associations. So, this will occur first with our layoff verification

090that happens April 10th and April 14th. Um at this time, district HR will meet with the union leadership to determine um the layoff list and the RIF impact. Um again, on April 22nd, we go over our we call our bumping list and uh articulate what our involuntary transfers would be. And that happens April 21st through 25th. And then finally, if there's uh layoffs to be had, those that will happen by April 30th or May 1st. Um something that I think is important to say publicly in this space is of the positions in which I'll I'll show in the next slide or two, of the positions that that we are planning to RIF, most will be absorbed through attrition. So, that's retirements and staff members leaving the district. And so, we anticipate there will be very

091few actual layoff notices that go to um staff. It doesn't mean there won't be transfers, though. So, that's just something important to share in this space. It's uh the number of staff that we have. Next slide, please, Thor. Um it's a little over 20. So, it's about 22-ish staff to in total. And um compared to last year where it was about 65 FTE. And I say staff and I and that's actually the wrong terminology. FTE cuz remember FTE and positions and people are different number. FTE represents full-time equivalency. So, um to this end, here is how the uh the projected reductions are scheduled to occur. Now, you'll see on the left side, it says license reductions and initially says 26. Um and then it says additions 10. Director Reed could go into detail about this,

092but in short, what we did is like a multi-month planning process in which we took input from administrators around what kind of supports they needed and what areas. And then we worked with them collaboratively to design um a staffing plan that helps suit their needs. And where you see the most reductions is through an adjustment in our ratios. And that's based on the staffing handbook. I think that nets about 15 positions at the elementary school and six positions at the secondary level. Um but the net change once we add back a few positions just in the licensed area is 16 staff 16.24 FTE. All right. Um in the classified area, you see a net change of 5.5 FTE with 6.75 reductions, but some add backs as well. And um I know some are going to

093want to know, "Well, what's going on with the administrators and managers?" Um remember, this is a multi-year process and we did our best to start reducing our administrative um staffing last year and the year before. And we're continuing to use ratios articulated in the handbook to to staff our administrative positions at the um at the building level. And remember, administrators represent a relatively small number of staff. And so, last year we did reduce in the executive level um and in the cabinet level. And so, we're continuing to look at what those needs are and will reduce as needed. Um you'll see that there was a reduction and two additions. Those are in operational areas. Um they're not in instructional areas and one of those at backs is cost neutral. It's for a department that generates

094revenue that makes up for that addition and they need the services in that space. So really the reductions in um managers and administrators right now is a wash. Okay, moving on to the next slide. Uh, we also made some reductions some non-staffing reductions in terms of services and and supports in certain departments. You can see that just in supplies and loans is $128,000. Then we have partnerships and contracts with other services and vendors. Uh, the diverse educator pathway which we discussed earlier in the work session and transportation and reworking some of those transportation contracts. They all come out to $912,000. Um, so and then also the remaining amount amount that we have is um, $1 million in cost containment. So um in general, I I believe director see what's the total what's the total number

095that we've ended up reducing in this riffing process. I believe it's five go ahead. >> Yes, sorry. Total budget to bridge is five and a half million. >> 5.5 and so earlier in my public comments, I mentioned the 1.2 million and the 1.5 million for next year. Those are not represented in this plan and we will not do additional riffing to address those those um those unfavorable cost assumptions. So again, coming back to our timeline um, starting on the 10th is when we will be able to notify or have that meeting with our associations and then we'll work through our riffing process and layoff process accordingly. Remember most of the staff will be absorbed through attrition. So um, with that I move it I will turn the mic back to you chair Zurschmeide for questions

096and then we take a motion. Are there any questions? I would just like to add since we had the public comment earlier this evening about why can't we do furlow days or cut school days rather than do the riff. I know the the math is a little fuzzy but it's basically for every two days we cut from the calendar all staff take a 1% cut in pay for the entire year. Um, and those cuts in days only last for one year. We roll into the second year and now we have a budget that is already behind plus whatever we cut the previous year we have to cut again. It's it becomes a very messy situation. So it's really a last minute stop gap. We've got nothing else we can do kind of measure that I

097hope we never have to do rather than a riff where it is we're bringing the size of our staff in line with the size of our budget. I just want to make sure that the people in the audience were aware of that. And what it doesn't do is it doesn't address the systemic problem that we have. So and it reduces the number of days that we serve students. Also that. Yeah, I appreciated the fact that we had a work session prior to this so that we could fully understand what the process as well as you know the fact that we were able to ask questions of you all. Hopefully everybody get a chance to watch the work session and if not go ahead and watch it. That having said that it's just so that you

098know you don't think that we're just rubber stamping this. We actually talked about this prior to making this difficult decision. Uh, with that I would like to propose a motion to due to the economic circumstances the Tigard-Tualatin School District Board of Directors hereby authorizes school district administration to conduct a reduction in force for administrative licensed and classified personnel for the 2026-27 school year. The board further authorizes the administration to provide written notice to all staff members impacted by these reductions. Second. It's been moved by director Himes, seconded by vice chair Irwin. That the Tigard-Tualatin School District Board of Directors authorizes school district administration to conduct a reduction in force for administrative, licensed and classified personnel for the 2026-27 school year. The board further authorizes the administration to provide written notice to all staff members impacted

099by these reductions. Is there any further discussion? Hearing none, all those in favor please say I. I. >> I. I. All those opposed, please say nay. Motion carries unanimously. And I would just like to add I think all of us share director Himes's feeling that none of us would want to do this but we all know we have to do this. This is what the the grown-ups in the room have to do. Thank you. We'll now move on to our next um, action item which is the appointment of two board members for our 2026-27 school board representatives. So we are um delighted as board members to have student representatives on the board giving us great insights and feedback and reports on what's going on in the schools. And the time has come for us to

100start thinking about those student representatives for next year. And our first step in that process is to find two board members who are willing to do the search. I would love to again. It's been a couple years so unless other folks that haven't done it would like to, I would love to be considered. Okay. Is there anybody else who would love to be considered? I would like to be considered if nobody else wants to do it. Okay. We have one love to be considered, one like to be considered. Is there anybody else who would like to be considered? Okay then. >> [laughter] >> The board the chair would entertain a motion then if you could please uh fill in the blanks of our recommendation on page 52. The board moves to appoint board members David

101Himes and Tristan Irwin to participate in the selection of the school board student representatives. Second. >> [laughter] >> It's been moved by director Miles, seconded by director Irwin. That we appoint board members Tristan Irwin and David Himes to participate in the selection of school board student representatives. Is there any further discussion? Hearing none, all those in favor please say I. I. >> I. All those opposed, please say nay. Motion carries unanimously. Thank you. We then have our student representatives to the board selection timeline laid out for you on This is see if I can come across. There it is. on page 57. Um, that applications become open today. Um, and we do as we have in the past posted on the district website. Um, have our principals, counselors, FPAs, school staff encourage students to apply.

102The application window will be open from April 6th to 17th. All applications must be submitted no later than 5:00 p.m. on Friday, April 17th. And then the committee will meet with applicants to conduct interviews the week of April 2024 and by hopefully May 4th we will have our student representatives for next year announced during our school board meeting. Is there any discussion on this? Uh, I just want to say how important having student representatives on the school board is and want to ensure that everyone applies for this so that we can have a harder time with it cuz you know it was really easy making this selection with with these applicants. So um >> [laughter] >> That's not true. It was actually very hard. We we uh, director Watson and I had uh had to

103you know box it out and uh figure out who we're going to who we're going to pick cuz it was so difficult. But with that >> but it was difficult. >> [laughter] >> With that I move to approve the student representatives selection timeline as presented. Second. It's been moved by director Himes, seconded by director Miles that we approve the uh timeline as presented. I would just like to add that um, as part of the process we had the interview questions. Um, and I think that the board members who are volunteering should feel free to modify those questions if you need to or the format of it just so that we maximize student participation, student understanding of what they're getting themselves into so that we have a really smooth process. So I think that would could

104be a really good thing going forward. All right. So sorry, I got distracted. Um, I would like to add I think that maybe they students should have to go through a Robert's Rules workshop. There you go. We are not doing a Robert's Rules workshop. That's an inside joke. But this was something that came up at our board retreat last Friday, so. All right. There's a motion, there's a second. All those in favor, please say I. I. I. All those opposed, please say nay. Motion carries unanimously. Thank you very much. And now we move on to the uh contract for our Fowler Middle School project. And I believe this is Kevin Montag. And friend. Welcome. Good evening. Um I will go ahead and let my friend introduce himself. That's quite an honor. I didn't know I

105was your friend. That's good. Chair, uh board members, Mr. Superintendent, it's my pleasure to be before you this evening. I'm a member of your bond oversight committee and also had the privilege of serving on the selection committee for this particular procurement. I'm here before you today to present the recommendation from the BOC regarding this particular procurement action. First, I wanted to make a couple of quick comments based on my participation on the selection committee itself. In my past, I've managed uh construction bond programs for over a decade at a very large school district. And I have to say that I had never I d- I cannot recall ever seeing such a significantly uh qualified slate of proposers for a CMGC contract as this school district received for the Fowler uh project. It was very impressive.

106The firms that uh Tigard-Tualatin attracted for this rebuilding of uh Fowler Middle School were across-the-board impressive, and some of them were just extraordinary. I think this partly speaks to the competitive construction market that exists out there today. And so the board was very strategic, in my opinion, in putting forward this bond measure at this time to take advantage of that market and to have an opportunity of working with the best contractors at the best prices. But also, importantly, I think it speaks to the fact that the indust- the construction industry in this area recognizes the professionalism and the fairness that the school district staff administers bond programs. It It's really heartening to know that the best contractors want to work with Tualatin. Uh Tigard-Tualatin School District. So finally, uh the bond oversight committee reviewed the

107rigorous process and the outcome of the selection committee work. The BOC unanimously recommends that the Board of Directors approve awarding the contract for pre-construction services for the Fowler Middle School project to Skanska. You have before you the recommendation memorandum prepared by staff and a proposed motion. Thank you for this opportunity to address the board. And if you have any really hard questions, my other friend is here for those. I'll I'll just kind of tag into what Dick has uh said here. The The process that we went through, um we compared I think I mentioned a couple of board meetings ago that in our last bond program, we had the most we ever received was three. Um we received nine on this on this one. And And I'll give you a little uh precursor to uh

108the elementary schools, we've received 13. Uh so um folks want do want to work with Tigard-Tualatin. Um and we're very happy with the responses we're we're getting uh particularly with with this one. Um it was a fairly uh robust process. It was quite robust process that at the end was a clear winner. Uh it was a fairly unanimous selection when we got there. That is wonderful to hear. It's always nice that we get a lot of people bidding. It's It's a new experience for us. It's quite nice. Um I suspect part of it has to do with the fact that there aren't five other school districts around us with big bonds that they're building schools for. But I'm very happy that we are I'd like to think we're strategic about that. Um that we are

109in the position where we receive the largest of having so many competitive bids. It's It's a nice position to be in. Are there any questions? Chair would entertain a motion. I move to award Skanska USA Building Inc. the Fowler Middle School project contract for an amount not to exceed $279,730. Second. It's been moved by Vice Chair Irwin, seconded by Director Himes, that we award Skanska USA Building Inc. the Fowler Middle School project contract for an amount not to exceed $279,730. Is there any further discussion? Hearing none, all those in favor, please say I. I. >> I. All those opposed, please say nay. Motion carries unanimously. Thank you. Get us a Get us a middle school. Well, at least step one. Our final action item of the evening is our ninth uh grade 9 through 12

110science curricula adoption recommendation. Director Fields and company. Nice to see you. All right. Good evening, board. Thanks for having us here tonight to share our high school science curriculum adoption recommendation. Next slide, please. Uh tonight with me we've got Craig Hausman and Amanda Cordes. Um and I'm just going to pause for a minute because the intention and the time that both teachers and Craig have put into this work, high school science hasn't been brought together in over 10 years. And the fact that we've had committee members as engaged as they are and don't want to stop being a part of committees, I think says a lot to the leadership and the work that was done in this process. So, um it's just a big honor to lead alongside, but they've just done amazing work. Next

111slide, please. Um we've had a mix of teaching and learning staff, specialist teachers all engage in this process. And again, like I said, the time and intention um has just been I would say nothing short of inspiring that they continue to do this work and are excited to um share this recommendation with you this evening. Next slide, please. Thank you, Amber. Thank you, board and cabinet for the opportunity to walk you through our curriculum adoption process this year. Um this has been an amazing group to work with. Um we began back in early November, and we really started out focusing on how do we want to teach before getting into instructional materials and the rest. We put together best practices for high school, building off of research gathered by the Oregon Department of Education relating

112to that, and we continued to edit, build on each others' ideas, and we put these together in four areas of focus. The kind of learning environment that we want to create in our classroom, the content instructional materials we want students to be using as the basis of their learning, the instructional practices and assessment practices that we believe will get the best results for students in their learning. So, next slide. Then we turned our attention from how to teach to what to teach, reviewing the Oregon standards. And those Oregon standards are also Next Generation Science Standards. And while we will teach the standards entirely, we wanted to prioritize those standards, determining which were most essential not only for TDSD students to learn, but to become proficient in that subject. Um and the committee commit considered issues

113of readiness. So, which standards are going to be most important for students to be ready for the next level of science courses, endurance, those lifelong learning skills and knowledge that will carry beyond the class and uh beyond high school. And then leverage, which is if they can do it and learn it in science, then they can apply it in math, social studies, etc. Next slide. All right. Then we needed to put in place a correct clear criterion and a tool to evaluate the materials. And we Our committee ended up selecting a tool that was already created by the Oregon Department of Education in 2023. This is their science instructional materials evaluation tool. Um in addition to being a good tool, as a practical consideration, as the committee was looking at up to three options that

114would be considered for independent adoption, um the Oregon process requires that any materials that have not already been scored pre-scored by the ODE process need to be scored with this tool. So, we felt that that was obviously an important choice to make. So, we adopted this tool uh in November. Next slide. And these were the six sets of possible curricula that we began with. We built this list from a combination of pre-approved, pre-scored uh curricula from ODE, uh curricula recommended in community survey input, uh and teacher uh interest and requests and possible curricula. And so we began with these six in December. Next slide. We were able to then narrow down as a committee to the three that did publisher presentations in January. Um, HMH, Cognity, and OpenSciEd. Uh, we had cross-level, cross-school teams, uh,

115go through comprehensive scoring with the tool in these areas and that led us to narrow down to two finalists, OpenSciEd and HMH, and after getting some input about possibilities for pilots, demo lessons, etc., we settled on some demo lessons that we were able to do in period one, period two back on February 26th at Tigard High School. And, uh, Amanda did the OpenSciEd lesson and, uh, we were able to also observe period two a chemistry lesson in HMH. And we had amazing turnout from our committee. Uh, the vast majority of our members were actually there, uh, scoring pros, cons, wonderings, having great conversations, and so that built a really strong foundation for our decision in March. Next slide, please. And the outcome was that when we revisited our scoring, uh, in our cross-level teams, we

116also had course teams score and the outcome was the same. OpenSciEd outscored HMH and was recommended for adoption in each of the areas, bio and twee biology, chemistry, and physics. Next slide. Okay, just a little bit about OpenSciEd before Amanda tells you more because she has more experience with it. Um, OpenSciEd is an open education resource that is built from the ground up around the next generation science standards. And here we see, uh, three of the units. This is a bio, chem, and physics unit that kind of illustrate how the units began with a core essential question about a real-world scientific phenomenon that students are going to come back to repeatedly during the unit. So, for example, in biology unit three, we have who gets cancer and why, and what can we do about it?

117And then, next slide, we proceed through what, uh, OpenSciEd calls the unit storyline. Uh, and this is their illustration of their, um, instructional model. So, they use this storyline approach, which is also from the NGSS standards, and this is a logical sequence of lessons that are driven really by the students' questions that arise from their initial interactions with the phenomena in the unit. So, they start with that anchoring phenomenon we mentioned and then they go to create something called the driving question board. These are the student-driven questions that are going to be a key part of the unit. And then we see investigations and various routines that kind of from time to time pull those pieces together and we're coming back to those driving questions and the unit question by unit end. So, that's an

118overview and I'm going to turn it over, next slide, to Amanda Cordes from Tigard High School, biology teacher, to give her teacher perspective on OpenSciEd. Hi, everyone. Um, so just by coincidence because OpenSciEd is, um, open to anybody in the public that wants to access it, I've been using it off and on for a couple years just to supplement, um, the regular biology curriculum. And then I did my first formal pilot of a whole unit during the curriculum, um, adoption process. And so to keep it short and sweet, um, I'm just going to highlight three things about the curriculum that I think is worth mentioning that really stands out about it. Um, firstly, I noticed when I started teaching with OpenSciEd that student engagement increased significantly. Um, all students, no matter their level or skills,

119can meaningfully engage with the curriculum. Um, I think this is due to a couple of things. So, OpenSciEd uses, like Craig mentioned, the real-world phenomenon to teach the classic concepts of biology and this, um, approach takes topics that maybe traditionally were hard to grasp, such as things like cellular respiration, um, and applies them to current problems in science, such as things like the zombie fires that are burning in the Arctic region right now. Um, and this framing makes students want to know more. Um, and I think the other aspect that really increases engagement is that the curriculum is designed to make students discover things and learn through data and experimentation more on their own with guidance instead of, um, the traditional like sit and get or teacher explaining it to you. Um, the second thing

120I love about OpenSciEd is the format, um, that most of the lessons are set up with. Uh, they are often based around student-generated questions and observations and then they're chunked into small pieces, um, and each of those pieces always have class discussion, um, and curio- curiosity is the driving force that sort of moves things forward. Um, and so this just kind of helps everybody in the room practice collaboration skills, speaking skills, um, and feel like we are kind of in the problem-solving business situation together. Um, and so student input is really at the heart of this curriculum, um, which makes it enjoyable, really fun to teach, and also interesting to students. And then the last thing I love about OpenSciEd, um, that I'm going to highlight is the immense amount of current scientific data they

121put at the fingertips of students and research that you can look at day in and day out. Um, in addition to doing labs where we get our own data, we also have like short video clips, graphs, manageable student readings, and data excursions that are all linked to actual scientific research that is happening currently today. Um, and so I think this makes our students ready for both science and college as well as in careers if they're interested in that, um, as well as just being informed citizens no matter what career path they take. And so, uh, the amount that they're asked to do and talk about in regards to scientific research is like nothing I've ever seen before in my 10 years of teaching, um, both at the middle school and high school level. And so

122I think overall, um, in years coming forward, this would make a really strong base for the high school science teachers to build off of, um, and make clarity, increase rigor, and better alignment in the district in science. Thank you. Next slide, please. Um, and if we do get approval tonight, our next steps are going to include training for teachers. We want to make sure we get folks as much as they can before leaving in June. So, that would include a training specifically around OpenSciEd, um, with all teachers, all science teachers, and then also some subcommittee work to build out the scope and sequence and aligning of materials. That's our priority for next year. While we're building proficiency skills that will serve as our foundation for also where we're headed with standards-based, um, grading and reporting,

123that work is year two. So, we are just going to start the committee work, but our priority in year one is scope and sequence and aligning of materials for staff. Next slide, please. And that is it. Thank you very much. So, um, just a quick question. So, I really appreciate the the inquiry approach, um, and it sounds uh, really engaging. Um, just wondering, um, every now and then kids will be doing an inquiry and they'll get stuck. Um, is there a process to get them unstuck so they don't kind of like flounder and get frustrated and disengage? Um, ideally they do figure it out, but every now and then, uh, occasionally they don't with these kind of things. I just wanted to hear your answer. Sure. Or maybe they always figure it out. I don't

124know. Most of them do figure it out. Um, I think a couple of things for that, like you always want to have sort of the backup plan in your back pocket of like how you would have set up the lab or whatever it is, the inquiry that you're doing, so that you can kind of like lead and suggest things to people who need it and you can usually steer them in the right place. Um, and then one thing I've had to switch over a little bit with that approach, too, is just knowing that with something like that different groups are going to finish at different paces and so making sure you have things ready that are like more layers that you can add on to the people that are kind of done while you're working

125with people that need a little bit more time. So, it does take a little bit more of like a flexibility approach and like it feels more like a real like lab would than like a classroom, so. Thank you. Backup plan. >> [clears throat] >> Backup plan. I figured so much through your presentation. Um, you know, I love seeing an inquiry-based and project-based, uh, learning. Um, is this curriculum, uh, going to be used also for like dual language or for, um, IB? It's not going to be used for IB. Um, it is going to be used for the twee ninth grade biology course. Um, and that was we did have a twee teacher on the committee, um, who not only that, we consulted the Tualatin twee teacher who was not on the committee and they were

126in agreement about of the options, they felt this was the best option. Not a perfect option, but they did feel it was the best option. Um, there are pre-created Spanish translated versions. Um, I think our twee teachers were clear that they were not perfect. However, they did feel that on balance they were actually the better option than our other two finalists that we initially had in January. Mhm. And can you talk us through the, um, uh, electronic component of the curriculum? Is it like I mean, obviously it integrates with Canvas, but like, uh, is there going to be, um, like a a way for them to work on it on on their computers? Is that Yeah. I don't know if I'm explaining myself correctly. I think I get it. Um what's kind of interesting about

127OpenSciEd is does not have its own standalone platform. So, students don't have to log in to some place to do the work. Um and it's a very flexible approach. So, teachers can upload, they can edit the docs as they want to and teacher teams, they can adapt them. They can push them out in Canvas so they can be done electronically, but they also have the ability as an open educational resource to to work through workbooks, through printed um products as well. So, it was one of the one of a couple that we looked at that does not have that built-in platform, but then it also still has that flexibility and means that students don't have to be on the screens and computers in order to complete their work. Perfect. And I would just add one

128piece, the way that we're just supporting teachers, so North Clackamas and Oregon City are also using this resource. So, Craig's done a great job partnering and connecting with them around what work what's worked, where there's been gaps, good trainers, et cetera. Um so, part of what we'll be doing in through next year is unit-by-unit support. So, there'll be units, one for example, then teachers will come together to reflect on that and prep for unit two. So, in between, there'll be prep and adjustments as we go throughout the year. So, there's the upfront support and then the ongoing support through next year. Last question, I promise. Last question. Um on their website and uh and all these things, it looks very um I don't know, cartoonish? Is that how the curriculum is or uh is it

129you know, cuz I I'm I'm old school, so I'm used to like a bunch of like, you know, real-life pictures and things like that. I don't know. It's How How is it um outlined? I feel like maybe I'm not sure what graphics you're talking about on the website, but everything I've ever used from it is like probably the opposite of cartoonish, I would say. So, I think that's just for their like web online platform, but all of the like readings [laughter] and data stuff is like super non-cartoonish, I would I got kind of scared, but no, okay. And you can open all the files and look at them, but you kind of have to dig a little bit in the website. Okay. Thank you. >> I think I know what you're talking about, like on

130the on the homepage under the high school curriculum. Yeah, it's got that kind of illustrated area. But yeah, all the materials I've seen are real maps, real visuals, real um real documents, real data. So, yeah. I'll stop talking. I'd like to make a motion to approve the purchase of a 7-year adoption of OpenSciEd C 2023 uh which varies by unit in no in an amount not to exceed uh 775,000. Second. It's been moved by Director Weston seconded >> by Director Himes that we approve the purchase of a 7-year adoption of OpenSciEd circa 2023 and circa 2024 varies by unit in an amount not to exceed 775,000. Are there any further questions from board members? I actually had a couple of things I wanted to ask. Um first of all, uh you mentioned that some of

131the curriculum you had reviewed were not on the Department of Ed's approved science list. Was this one of them or was this on that approved list? This is an independent adoption and we have followed So, the state doesn't technically require us to fill out the independent adoption form, but we've gone ahead and done it actually and documented all the paperwork and that they would like to see for it. So, that um we have that all in place. But yes, it was. Okay. Uh it makes me really glad that you went through that process and adopted that form cuz that works out very well. >> And that link in the board document should be in there as well that has all the links to that process and the pieces that were approved to do it uh

132an independent adoption. >> Perfect. Okay. And then on the engagement side, I just have to say the brief page you showed us of the three units engaged me because that second photograph is from my hometown when it flooded. >> [laughter] >> That's Capitola, California, which is actually the next town over. Um so, clearly a very engaging curriculum. Yeah, there you go. The pier in the back there did not withstand that that storm and fell down in that storm. Anyway, just I thought that was pretty cool. Okay, we have Did Did you have anything you wanted to ask cuz you didn't have a chance to ask a question either. It's okay. I can ask it. Okay. With that, we have a motion. We have a second. Um all those in favor, please say aye. Aye. >>

133Aye. All those opposed, please say nay. Motion carries unanimously. Thank you so very much. And with that, we have come to the end of our agenda and so at 8:34, we are adjourned. Thank you all so very much. Have a good evening. I'm afraid the sun is