02/09/2026 Regular Meeting of the TTSD School Board

001Good even good evening everyone and welcome to the regular session of the Tiger Twalton School District board of directors. I wanted to let everybody know we met in a work session prior to this to discuss our school continuous improvement plans and we'll be hearing reports from board members on those plans later on in the meeting. So, first tonight we're going to start with our approval of the agenda and the consent agenda. Do we have any changes tonight, Mr. Superintendent? >> There are no changes to the agenda. Chair, >> the chair would entertain a motion. >> Approve the agenda. >> I move to approve the agenda. Agenda as presented. >> Second. >> It's been moved by Vice Chair Irvin, seconded by Director Heman that we approve the agenda as presented. Is there any further discussion? Hearing

002none. All those in favor, please say I. >> I. All those opposed, please say nay. Motion passes unanimously. Thank you. We now move into the best part of the evening, the recognition and good news. Tonight we have Lisa Burton. Come on down with the fine folks from our 12ton high school CTE programs. >> Welcome. >> Good evening. Um, Chair Jerme, Vice Chair Irvin, I think I'm really low. Uh, board members, student representatives, and Dr. Udo. And I'm actually just going to hand it off to our Twin High School CTE Pathways team. >> Was pushing it. I've got to push harder apparently. All right. Uh Crystal Wellen, I am the Craig College coordinator for in support of all the CTE programs. And tonight, uh given that it's CTE month, wanted to do a little bit of

003celebrating with you all, but also I know we're on the clock, which start uh so I'm going to be brief. This is the expanse of the CTE programming that we offer in our school district. And tonight, rather than go through all of the different opportunities, all the great things that are happening, I want to highlight just a couple things. One is the partnership with real world out real world outcomes that we're really trying to push in our programs. And so I'm going to highlight one specific instance that I think is a great example which is our engineering program at Walton High School. We'll be sending in this this spring and something in the future that you can all check out. We'll be sending students from the engineering program into our early childhood education program to

004have uh a client meeting with a preschooler to learn about what kinds of toys they're interested to learn about the types of things that make for a great play and learning experience. The engineering team will then go back, they will design the toy, they will bring it back to the preschoolers for feedback, and they'll do this whole inquiry cycle with these children. and then ultimately create a prototype that the students will get to play with. So that's just one thing. I'd like to end this brief comment with an invitation for all of you, any of you who would like to go and learn more about our CTE programming. I would be more than happy to take you around. I had the great opportunity to walk around with Chair Zme and uh with Dr. Udo and

005uh I thought it was a good time and I would love to uh share that with all of you if you'd like to. Next slide. And another quick highlight, we uh hosted a CTE kind of opportunity with the Chamber of Commerce right here uh just a few days ago. And the pastries that we uh used were created by the culinary program at Twin High School. And those beautiful cutting boards that were awarded as our raffle prizes were all created by the Tiger High School construction program. So another way of our students generating things that are out there ready for the uh you know the world to use and just a brief video. We've also had a good partnership with uh Pac which is our regional consortium and they've invested some of our Perkins funds to

006create some of these promotional videos to highlight the programs. And this is just a short clip uh highlighting the Creek Side Manufacturing Program. Our program is kind of meeting the needs of a unique student population. Um, so it's a little different than your traditional manufacturing program. Really the root of what I'm doing is building foundational skills, but at the same time we are building confidence more so than, you know, yes, they're going to leave with the ability to measure and that's great or the ability to make accurate cuts on a saw or to use tools safely. But really the thing that they're growing is their confidence in their ability to make something with their hands. >> I'm currently working on a guitar. Um, one thing I've learned while doing this program has been patience because

007I I really just used to rush through everything and I think I went through like 10 guitar builds that I was doing. I played none of them because I don't they weren't good enough. But once I learned patience and after all that repetition, I was able to build something that I was actually proud of. Hello everyone. I'm Alexa. I teach computer science at uh Talton. Uh back in December, Chris brought an opportunity to my computer science two students to partner with um him and Gustavo Garcia at the district to put together a template for all CTE web pages for all of our programs in the district. Um there was a need to develop um a web presence in the district for all of our programs and they brought us the real world opportunity to fill

008that. So um Chris and Gustavo served as our clients and they brought a brief a design brief to the students and the students took that and um ran with it. We utilized um the design thinking framework similar to what the engineering students are doing um and they worked through the brief. They did empathy research um talking to the client looking at what else was out there, what our current web page was and then they developed uh two rounds of prototypes. Their first round was a paper prototype. You can actually see in the pictures and the slides. Um the first iteration are all on paper that was then shown to uh Gustavo and gave them feedback and then they did a second round based off the feedback and made a digital version and then they presented

009that um just this past Friday uh to Chris and Gustavo to show what they created. So, um, if we could go to the next slide, you can see there of an example of a final version of a template for a web page for our ACT program. The big ask from the client was that it could be flexible and easy to change based on the needs of the program. the students really took that, ran with it, highlighted different things that could be um interest of an interest to one program and not another, like maybe um I don't know, donations or maybe career pathways, depending on whatever that um focus was. Um at this point in time, I am tomorrow going back to my classes to see who's interested in potentially working with Kristen Gustavo to actually

010bring these to life to be on our school district website. And this is a really like special project for me because they got to see the whole process of working with a client from beginning to end um with someone who was outside of our classroom community as the client um because that's what it's going to be like in the real world for them. And so we spent a lot of time practicing how do you communicate with a client, how do you receive feedback from a client um as well as how do you meet their needs uh based on the information that they give them. Um as a teacher I'm very proud of what my students came up with. They did an amazing amazing job. Cool opportunity for them. So, thanks Chris. And I'll just speak

011as the client. It was a really great experience to go in to have see these students a be prepared. When I walked in, the teachers had clearly prepared them, but they truly listened. So, this is just an example. We were talking about developing some icons that could be paired up so we could maybe specialize the logos, have something that is customizable. And this is a representation not of what the students had created, but of their process, putting a bunch of different options in front of me, and then just kind of trying to figure out what spoke to me. Uh, and so they're really being thoughtful about me representing the the different programs. What might I like to see? And then, you know, I can have the same conversation with the uh teachers in the programs,

012but they are truly being responsive to a very real need and it's just very fun to be a part of. And then lastly, I want to give you an update on the fought internships that we presented about uh some weeks ago. Uh those are now active. We have four total students participating. Two from Tiger, two from Towalatin. Uh there the students are putting in early hours. FA runs from 6:00 a.m. to 400 pm Monday through Thursday. So there's no opportunity for weekend hours. There's no opportunity for evening hours. So these students are working either from 7 to 9 or 6:30 to 8:30 in the morning to be a part of this internship. So, uh, I just want to again say how grateful we are to FA for creating this opportunity and how excited I am

013to go out and visit them on site next week and see these students in action. Thank you very much. >> Thank you so much. Any questions, comments? Yeah, thank >> um I love this so much and Chris, I've seen some of the work that you have done um at both schools and I think what first of all that partnership with the preschool children is I need updates on that like all the time because that's the most amazing thing I've ever heard. Um, but I think overall something and I think the Creekide student when he talked about the like having the opportunity to slow down and I think so much I think we could all say this of our world is like so fast and so right it's 140 characters it's like three minutes it's whatever

014but really kind of coming back to that we can sit and build Legos forever. we can create these things when we're young and like really have that handson creativity that I think we lose as we tend to get older and I think giving students whether it's digital design and it's still you know on computers but I think those opportunities that allow for problem solving and I mean just for him to kind of recognize like I could be patient with myself like I could learn that in this other context of doing this really amazing guitar project and learning these skills and all of these other pieces. And I think whether it's the project management piece or those sort of other skills that we don't necessarily associate with academics, I think those are the things um those

015opportunities for kids to kind of like reconnect with some of those things is is really kind of the invaluable piece of a lot of the CTE work. So kudos to all of you doing that. Thank you for your work and your partnerships. These kinds of things bring kids to school and they keep kids in school. And it's I mean this is primary education. It's not just enrichment. I mean these are things that will like launch kids into careers like right away. And um and it I mean I was going to say something about the preschool thing. If Vice Chair Irvin hadn't said it like that's I mean that that's my background. I was like oh preschool like that's amazing. I want to go do that. Um but what a vast array of opportunities for students

016and um really love to hear about this. Thank you so much. >> Thanks so much for the presentation. Uh it was great. Vice chair and I were just in uh Washington DC where we're advocating for CTE funds um you know to fully fund the Perkins uh grant for states. And one of the things that we heard at this conference that we went to was um there was some some members that said that um CTE was presented as a um not as a choice kind of like what we do here, right? We present it as a choice but uh they were presenting it as a um almost like as a default. this is your new tracking, your new your new route. Um because we don't believe that you would go to college. You're probably just going

017to go through uh through the trades. And I was just wondering what um what would you say to those uh board members that have that mentality for his CTE uh as not a choice but as a track? push harder. Uh we've been really thoughtful about that all different pathways have value and that's actually right there. It's not I don't have it on the slide, but that is one of the value statements that we have for our career and college work that uh and that we really want students to explore who they want to be and then make the right choice for them. So when students go into a CTE pathway that may be more focused on the trades, we try to make them aware of the various different opportunities. And some of those opportunities in

018a trade pathway do go through college. And some of those opportunities that are maybe in a more something that we might associate more with a collegebound pathway. There are opportunities that don't go through college. And we want students to be aware of all those opportunities and then make the right choice. Uh we oftentimes we have been and I think maybe one of the reasons I didn't mention is I do think we've been successful here locally in changing the narrative when it comes to CTE so that it isn't just the thing you have to do because you're not cutting it over here but it's a thing you get to do. In fact, I was just at uh uh with the Tiger High School construction teacher earlier today doing interviews for a competition team that he's putting

019together. He wanted them to experience the real interview process. So, he brought in strangers and he had them interviewed and to be a part of this design and build competition team. I was talking to students who made it very clear that their path was through a 4-year university, but they really love the opportunity to learn all these skills. another young woman who is a IB 4.0 student but whose goal is to become electrician. Uh so I do think that some of those barriers that that have been imposed socially for so long are starting to blur and hopefully maybe someday we'll break down entirely. >> Yeah. And I'll give you a chance to say something but I just wanted to respond. I think that um you know we have done here in Tiger Titleton we have

020done a great job of marketing as a as a choice right rather than as a as a track but apparently in other places it hasn't been so yeah >> um I think what our students really learn in their CTE tracks is the depth of what it takes to be in any given industry even if it's construction and so they leave with the ability to yes they could start at an internship level they could start but they know that they're young they now have enough knowledge to really understand how deep they could go in any one of these fields so I know our tracks of course computers and graphic design lend themselves very well to going on to college very well to going on to continue education but also that they could start taking small clients

021and start freelancing and figuring out things um so I know that our students even in construction like really come out with not only a lot of knowledge but an awareness of how much more knowledge it would take for mastery. And so we always spur them on to where are they going to go because they could go to big places not just stay at that entry level knowledge. >> Thank you so very much. This is it's such an exciting program. I loved touring it the other day and it's fun to see where the I was in the classroom on the day that the web design was being presented in paper and so now to see it in its next phase. It's really very exciting and I know the kids love the stuff because I saw the

022enthusiasm in the classroom. So, thank you so much for all you've done for our kiddos. >> Which one? >> I'll just wrap up by saying had the opportunity to visit um CTE classrooms especially in high school multiple times. Super impressed. It's opportunity, it's engagement, it's relevance for kids, and um and I think it's one of the ways that we're going to continue to to um and inspire the next generation to to do great stuff in our community and beyond. So, thank you for all that you do. >> Director Weston, >> thank you, Chair. I'm glad that some of you had the opportunity to visit some of these CTE classrooms, but I had the immersive experience of a fake baby from the child development class for a long weekend. So, I know some of you feel

023like you might have gotten the full experience, but I challenge you to take it to the next level. Um, but honestly, it was really um a good experience and I've um seen firsthand some of the uh the really in-depth and enthusiastic learning happening. Those babies are a far cry from the sacks of flower that kids used to haul around when they were in child development. Thank you so very much. >> Picture time. Picture time. Do you guys want a photo? >> No. >> It's all good. Okay, we'll move now to our student representative reports. Do you want to draw straws for who goes first? Sarah, would you like to go first? All right. >> Hi. Hope you guys are all doing well this Monday evening and that you had some good weekends. So for Talton,

024there's a few things to report on. Um link crew leaders are currently planning a pie for a purpose assembly. Um, multicultural night was being planned as a dedicated separate night, but we have now decided to merge it with um, welcome to the pack night and LEAP mental wellness and coping skills cafe is taking place this Thursday the 12th. MSA is also planning an inter MSA night, but we honestly have no idea what that date will be. Um, and then we have a unified basketball game versus Lake OGO. we have a basketball double header versus Lakeidge all day on the 10th. On the 12th, we have unified basketball senior night. On the 13th, we have a basketball double header versus Lake OSGO swim district meet and no school. And then February 14th, we have cheerleading, OSAA

025championships, um dance team at Tiger, swim district meet, wrestling TRL districts. And then some things that students have expressed at Talton High School with the second semester starting is an anticipation for the new semester to give them a fresh start as well as seniors looking forward to graduation. The second half of the school year has brought us closer to summer as well which a lot of people are excited about. Um, many seniors are starting to receive university and college decisions and finalizing post-graduate plans. And a date for senior skip day was also approved and finalized, which kick which kicks off graduation festivities for many 12th graders. And teachers are currently working towards continuing to support their students through the second half of the academic year. Thank you. >> Um, hello. Wait, can you hear me?

026>> Is the green light on? >> It is on. >> Hello. There you go. >> Okay. Um, so there isn't much happening over at Tiger. However, in two weeks we have unity week coming up and the theme around that is around belonging and perseverance. Um, and during that week we have the voices assembly and I would like to invite the board to that. Um, if you don't know what that is, the voices assembly is where students are able to share their live experiences behind a curtain in the auditorium. Um, I like to kind of call it trauma bonding because it's kind of these stories that are able to bring the student body together. Um, and it's kind of this very heartwarming thing that it might make you cry. Um, but we always get a round

027of applause and everyone likes it. Um, also with this new semester we have new hall passes. Um, our school is divided up into two different groups, the pink zone and the green zone. Um students aren't necessarily the biggest fans. However, it has been helping with skipping. Um and that's kind of it over at Tiger. Thank you. Any questions for our students? Thank you so much. Yeah, it's hard in the depths of winter to >> look beyond, but spring is coming. Um we now have our superintendent and board communication, Dr. Udo. Good evening everybody. Happy February. As we all know, February is Black History Month. And so during this month, we acknowledge and celebrate the rich history and resilience, enduring contributions of Black Americans whose leadership has and creativity and courage have shaped our nation and

028our schools. Um, one thing that I I want to say about Black History Month is um, Black History is something that we could all learn from. And so I think that sometimes in for those that are outside of the the realms of school, um I get emails every now and then said, "How come there's like a Black History Month? How come there's not a white history month or something to that extent?" And I just like to reframe that for those who aren't um in our buildings and saying we we want to honor and recognize all of our unique and diverse um cultures and ethnicities in our school. It's what makes our nation special and it's what makes TTSD special. And so I know that I know that all of our um we doing okay. Testing

029testing. Okay. I'll just to wrap up. Um I'm really looking forward to hearing how all of our our schools are celebrating and um again happy Black History Month. I want to talk a little bit about the economic and revenue forecast outlook in state school fund. Uh we were eagerly awaiting February 4th. That's when we knew the state would release its numbers. I shared um some a summary with the board and with our greater school community and you can see that on our website. Just as a a higher view talking points and things that I think you should be aware of is um there's some good news. one one is that uh the uh reductions weren't as bad as we thought they were going to be this year. So that was they're slightly better than we

030thought they would be. And what that means is that we don't need to make reductions mid school year and we were anticipating possibly having to do that, right? Um also, uh we're not out of the woods yet financially, especially for next year. So while we don't have to make mid-year cuts, there's still a gap for next year. Um, so that means we need to continue to be to have financial resolve, be really thoughtful in how we're continuing to provide solid programming, but also be really efficient with our funding and in our planning. And like always, we're going to keep you up to speed on that. And then one thing that I know I'm eager to do is continue to go to the state and advocate for better funding. Um, I know that a couple of

031our board members are going to be joining me in Salem on February 17th, but that's advocacy day, lobby day. So, during that time, I will be going to Salem and making sure that our voices are heard uh for stable funding for our schools because our kids deserve it. Also, last week um or maybe a couple of weeks ago now, grad rates were released. And so um we were eagerly anticipating to see um what our numbers would be as in general state went up just a little bit. We dipped by a percent. Um so we know that every year you could go up by a percent or dip by a percent but we really want that trend to be trending up. Uh the bright spots are that in our comprehensive schools we're seeing our grad numbers

032be higher than the state average and our district in general is higher than the state average. So, we have high graduation rates. Um, but we know that there's certain groups and certain student populations where we have gaps and we're working hard to attend to those and put in strategies and interventions that are going to start closing those gaps. We'll share that with you in more detail on the 23rd, but just wanted to put that out there for you all. And then finally, I want to give a shout out to um the Twitton High School basketball teams plural uh for being what uh athletic director Ted Rose would call the standard. So, uh they are number one in the state rankings for both the girls team, who are the defending champs, and the boys team. And

033so, um, as they're going down the home stretch, we just want to from afar, uh, encourage them and and wish them the best of luck and say good job and and hopefully we can get not one champ another repeat, but two champions in the district. That'd be awesome. And then, um, to close, I did have a picture, but um, it was uh, it was a bizarre picture, so I'm not going to post it. I don't know a better way to say it, but um I want to give a shout out to Tori Alderman and Jessica Magnuson and all the Tiger team for putting on the um the women in sports symposium occurred last Friday. Unfortunately, I was out that day so I couldn't attend but Dr. McCall and others were in attendance and I heard

034it was just amazing. Um it's really important that we're recognizing all that women are doing in sports and all the opportunities that they have and the legacy that they leave. And so again, congratulations and thank you to to Tori Alderman and the Tiger team for putting on that event. It was really great. That's it for my report. >> Thank you. Uh board members, >> I'll go first. >> Vice Chair, >> I will be briefish. Um the but brief um and I'll talk fast. The first part that I was going to say was it's funny because every once in a while friends or family or community members will like email me and ask just questions about process because sometimes I think we sort of assume we know why we're doing the things that we're doing in

035a board meeting and um but they were kind of like why do you do this like this part the board communication piece and it's kind of like listing out the things and so I figured if one person that's like the teacher part if one person is wondering there might be others and So what people may not understand is that we cannot get together as a group um unless it if it's more than just one of us because we're a small board and then it becomes quorum. And so the board communication um portion of the meeting for community members to kind of know why we do this is so that we can kind of talk about what we've been doing in ter in terms of board business, district stuff, student stuff in the two weeks in

036between meetings. So that's really the purpose of this time and that's why we're kind of sharing like these little checklists of the things that we've been up to. Anyway, so I just wanted to say that first. That being said, my checklist is um Director High and I were in DC last week. Um he mentioned it earlier really going to the Hill and advocating for specifically IDEIDA funding. Um and so a few little stats there. Um we've increased by about a million IDEIDA identified students in the last um like 10 years. Um and so un the big piece there is we're continuing to increase. It was always supposed to be funded at 40% and right now it's anywhere from about 13 to 15% funded. Um and so for a district like ours then that means we're

037paying for legally required services out of our general fund because we have to do that. And so one of the things that we talked to our representative Andrea Selenus about was we will do that and to the tune of 10 million plus dollars um of unreimbured money because we need to do that legally and that's our sort of moral obligation and imperative as well. But that means other things we no longer have funding for things like CTE programs, afterchool summer programs, all of those other things that are critically important. We then have to start and other districts and this is nationwide happening, right? Peeling off those other things that are critically important but not legally required to be spending that money on. And so, um, we had a really wonder, and I'll let Director Heis

038say more about that if, um, in his time, but, a really wonderful time with her, really talking about what that means for our district, giving her some stories. Um, and I think, you know, she was really ready to to really talk to her her own folks in DC, folks across the aisle, and really ensure that that and as well as title funding doesn't go away. The other piece, and I thought you were going to talk about it, was the New York trip. So there was also >> I was gonna let you talk about it. >> Oh, okay. I wasn't prepared to talk about that. Um, sorry. So, um, so that was a really wonderful I was able to join many district folks um and go to a summit conference in New York that really talked

039about um programming systems um sort of array of things, but really looking at how are we positioning ourselves in a market to ensure that we as educators are really um what is our what is our promise? what is sort of our mission and values, but beyond that, are we really like serving that to our students and our families and our communities and how are we going to align that better um while there are more school choice options out there? Um and so that that was wonderful. We had sessions on how to as leaders emotionally regulate ourselves um because it's >> it was a good session too. >> It was a great session. It might also be a Netflix special so back of some of our heads might be in that. Um, so really there was

040a lot of wonderful conversation also around conflict and sort of how to manage that in a healthy way and how that's really good to have these like high important conflict conversations but how to do that in a way um that kind of creates safe space. So um all all in all it was a wonderful time. You can add anything that I missed. Um, but again, it was it really feels like it was a good time to recognize we are doing a lot of this this really good hard work and it's in the process and being able to revisit sort of where we've come from over the last year and where we have to go, but we're we're on that trajectory was really encouraging. >> I'm done. >> Director Himeus, do you have anything to add?

041>> Uh, no. She said it all. No. Um I will not be brief but uh so I just you know thought I'd preface it that way. Um I want to start by saying that I'm sorry that I missed last the last meeting not this not this one obviously I'm here but the the last meeting uh I was doing a work event for our native ed program and so at where I work so I had to uh miss um that board meeting. Second, happy Black History Month. It's very important to um acknowledge and celebrate the history that uh has been set for us. Um you know, and not just during the month of February, but you know, every every day if we can, we should talk about our marginalized brothers and sisters. So, uh we should

042be doing that every day. Um third, go Hawks. you know, had to throw that in there. Go Seahawks day won the Super Bowl. And to um throw another thing in there about the Super Bowl, uh I really love the two things that uh the two messages that I took away from Yes, I know the Bad Bunny was controversial and stuff, but the the the thing about the only thing more powerful than hate is love. think that we can all resonate with that. No matter what cultural level you're you're at or what your cultural understanding is, resonating with that and then um together we are America. So that uh message of unity whether you're white, black, brown, whatever it is you, you know, together if we all stand together, we uh we are America. So that

043so that was great. And um I like that he threw in that of like you know America is not just one country it's like a whole continent. So uh bringing back uh to that understanding. Okay. fourth Washington DC advocacy day uh through u the national school boards association with I went with contingency but also with vice chair uh Irvin and then uh the rest were from the Oregon school boards association so different board members and uh you know we came together because we wanted to go and and advocate for our students at the federal government as you know currently um there was talks of not funding any of our title programs which was uh going to be devastating for for us and so now they've reversed that they've changed uh course they've are uh funding

044our title programs but on the chopping block list you know title title 1 A which helps our students that are struggling to read and need that uh catching up title 2 A which is the per the funds that we use for professional development for our teachers. Title three, which is our uh funds that we use to teach our multilingual uh learners and uh give them that uh you know um leg up in order to acquire the English language. Um and then also title four, no title 1 C was also in the chopping block, but then uh they've also uh reversed course on that and so they're fully funding our migrant program now again. Um and I say fully funding as a um tongue and cheek because they're not it's not really being fully funded to

045the level that we need. It's mo mostly like well and vice chair talked about this like you know when we're talking about IDA when it was first uh funded that it was funding at 40% and now it's at 14%. So they might still think it's fully funding but it's not. And um like our superintendent said on the for on the 17th we'll be out in the Oregon legislature trying to get them to also u increase our funding for our uh special education program because that's also being um underfunded. As we continue to um identify students that are experiencing a disability, then uh we continue to need more funding and invest in our staff, invest in their development. Uh another thing that uh we were talking about was that CTE program. uh you know we made

046sure that uh the Perkins uh education state uh grant was also being funded. Um and then we also had other initiatives like uh cyber security and broadband uh which is also very important as well as uh prioritizing students health wellness and u safety and and safety. So, you know, how do we uh ensure that the cuts that are happening uh to Medicaid to um our to our funding don't affect our students. Other sessions that we went to during the conference uh aspect of the um of the advocacy training was one we talked about how our immigration is really um hindering the learning the the attendance u all of those things that is hindering our not only our Latino population but any of our population that uh I mean right now if you're black or brown,

047you're still fearing for getting picked up by ICE. And so, uh, you know, us here in Tyer Twalton, we've talked about a lot of the the policies that we have in place and a lot of, uh, the things that we are doing in order to protect our students. But um you know we we have to we have to ensure that the federal government knows that whatever policies they're putting forward is actually hurting and they're um they're hurting the the learning opportunities for our students. not only not only our marginalized students but als but every student because as we have to develop these resources it's taking away our time and we have to um we have to use that time to develop these policies when we could be using it for something else. Um, let's see

048here. And then, um, what else? Am I missing? Anything? Yeah, I don't think so. I think the other training that that we got was, you know, how to talk to legislators. So, if you are ever in the um the seat of being able to advocate for for for your students or or for any anything that you're uh choosing to do, presenting the um the elected official with facts is not something that uh is very advised. So, they want to hear stories. And I think that um a powerful thing happened when vice chair and I were talking with Andrea Selenas and we were talking to her about the effects of the immigration policies on our students and vice chair was sharing about u when one of our bus drivers saw ICE activity and they didn't stop

049they didn't let the the students off the bus kept driving until they made sure that you know everything was safe for them to be let off the bus. And that I think really resonated with uh the congresswoman because she even teared up. And I think that that's one of those those things where like that will stick with a legislator more than if we said, you know, 11, you know, whatever kind of fact we throw at them, that's not going to stick. And so, um, that passing on what I learned to y'all. If you are ever in front of um anybody that you're trying to advocate, talk about stories and not facts. >> Thank you. >> You're right. You weren't brief, but there was a lot of good information in there. >> Okay, Director Weston. >>

050Thank you, Chair Zme. Um so first I want to mention that um I also heard the women in sports event was absolutely inspirational and fantastic. So um wanted to give a shout out to that. Um I also um am currently serving on the Oregon School Board Association Legislative Policy Committee. Um and so I wanted to take a moment to go through some legislation that um that I think is important for us to all be following. I'm going to start with um and thank you um for the the um federal discussion that's also really important, but I'm going to focus on um state level today um because these will um really be affecting us. I'm going to start with um Senate Bill 1581 from Senator Neron Mistlin. That's school meals for all. This is something that

051has been in the works in the Oregon legislature for um a few years now. And we're already basically doing this um by having school meals that are available for for all students without having to um have any kind of barrier with um families and kids having to prove their income. Um and so this bill would expand that to all schools throughout Oregon. It's important right now because we have cuts to the SNAP program. Um we have um general budget cuts that are going to increase um food insecurity. Um and this not only focuses on kids, which I obviously care about kids a lot um from where I sit. Um but it's also buying food in bulk. So it's a really good value. It's meeting these basic nutritional standards and it's making sure kids have meals

052at school, breakfast, um and lunch. And so that's really important. bill. There's a work sketch work session scheduled for um actually tomorrow. Um so it's it's proceeding. Um the next one I want to talk about is um House Bill 4149 from um Rep. Levy um Emerson Levy. And this um some of you might know what McKenna Vento is, but if you're um a homeless student or houseless student or foster student um that makes sure you can go to your home school. And this bill would codify that into state law. So if the federal law changes, we would still make sure that's happening um at the state level. And um I believe that has a um work session on February 11th. So that one's also moving forward. Um anything that didn't most things that didn't have

053a work session today are no longer moving forward. Um, I also want to talk about House Bill 4079 from Representative Finger McDonald. Uh, this would require schools and universities to notify parents, guardians, and staff when, um, US Immigration and Customs Enforcement officers are verified on school grounds. This is a common sense bill that makes sure people at school um, can feel safe. Um, I know some people are getting hung up on the status violation. Um, but these are kids. I just want to remind everyone. Um, and they need to feel safe at school and that's really disruptive for all of our families generally. Um, House Bill 4138 is from Representative Chai. Uh this is the introducing the law enforcement accountability and visibility act or LEVA and that adds um statewide standards for officers to have

054identification and it limits the use of face coverings and um I think it's important to care about all of our kids generally um because I think that has its own merit and value. But even if you're not as concerned about that, I want um folks to think about domestic violence situations or just child abductors showing up with masks. Um I think it's pretty common sense that you can't show up to a school with a mask um and like talk your way into a building. Um, and so this one would make sure people are identified and we can maintain trust in local law enforcement, which is important for just the functioning of a of a society and a community for people to be able to trust each other. Um, know who's showing up um in an

055official capacity and for what purpose. Um, and that has a work session on uh February 11th as well. And then I'm going to talk uh finally about House Bill 4125. This was introduced by Representative Gama and this is a kicker reform uh bill. This is a thoughtful bill. Uh gets us closer to a more whole school funding situation. This um adjusts the kicker formula and then it puts uh the funding into um emergencies which would have to be uh debated by the uh Senate Ways and Means. it would um go toward um avoiding debt and most important for schools is there's an opportunity for some of these funds to go into PERS and so uh public servants make less than people in the private sector. So we need to support um a robust retirement for

056our public servants. Uh but we also need funding for today's students. about 80% as you all know of our district's finances are staffing um or now about ours but on average it's about 80% of district um finances go to staffing and about 20 to 30% of that is PERS. So, if we can reduce the amount of money that we have to spend on PERS by having it be covered by something else, then that's all the more um resources that we have available for our class sizes, the length of our school year, um and being able to maintain electives and services that we all care about. So, um I just wanted to um bring some of some of those up and if any anyone is interested in getting involved, um please let me know. I think

057um it's important to be able to um share your perspective with our lawmakers and um and understand how the process works. So, I'm happy to be a resource for that. Thank you. >> Thank you so much, Director Miles. >> I will take maybe 30 seconds. Um, so >> yeah, >> I went to a number of board related things, but they are also associated with my professional life, so I don't usually talk about those, but I was at a number of board related conferences. Um, I was going to mention some legislation that director Weston already did that for us to pay attention to if nobody talked about those, so I won't now. Um, but I will just say, um, thank both of you for going to DC and for advocating, um, for our students. That is

058something that I used to do as well. I went to that conference several times and went to advocacy day. Um I will also just say I know that you pointed out that the federal funding for um IDEIDA was always promised at 40% and that is since 1975 and um and has never been funded at 40%. Um, and I will also say that that trip and that advocacy day is organized by the by the National School Boards Association with talking points for everybody to go. And I'm assuming that that was the common one this year. When I used to go on that trip, it was always IDA funding as well. Every single year, every state goes to lobby for special ed funding because it's never appropriate for our kids. and every single year we get no

059traction at the federal level and that is just a crime. And so um so thank you for going and persevering. Um that trip is always um is really valuable. It's really rewarding to be there. that conference is great and um but just wanted to put that out there to the community that um that locally we work really hard um and it's really important to keep advocating um even if the even if the mountain is hard to push on. But thank you for doing that. That's all. >> Not quite 30 seconds, but I'll give you grace. All right. Um I'll wrap this up here as quickly as I can. Um, in addition to all the things that Director Weston said, I did want to call out House Bill 411, which is the um, class size as

060a topic of mandatory bargaining. Um, that one has made it through committee. Um, there is a hearing on it later this week and I just call it out because it so happens that one of the people on the um, labor and workforce development committee is Suriki Smith, who we have a pretty good relationship with. So, I would just encourage my fellow board members to reach out to her in the next day or two if you could and uh discuss your feelings on that topic would be helpful. Um I also wanted to mention that because we've had to reschedule this Friday's retreat. Um and it's looking now based on the noodle poll that we'll be rescheduling that till sometime in April, which is a little bit late for us to be doing a lot of the

061work we would normally do in a mid-year retreat. Um, I would encourage board members for the next several meetings to use this time to talk also about reflecting on your board goals so that when we do get to that April meeting, we haven't left all of our goals to the very last minute, but we have an idea as we're going along how we're doing on our goals. Um, and if you can't remember what your goals are, I'm sure that Jade can help bring up the document to remind us all what we were supposed to be doing. I also wanted to bit of housekeeping let everybody in the world of the public know that our next board meeting on the 23rd will be a virtual only meeting. Um because pretty darn near every single one of

062the board members is going to be in a different part of the country. Um and it would be really awful to have one board member sitting here with screens and nobody to actually talk to and it would have been director miles. Um and she expressed some concern about having to chair the meeting with everybody remote. So, we're going to have a fully remote just like we're back in the time of COVID. Um, state law says that we have to have a venue for members of the public to come in and watch the meeting if they do not have internet at home. And so, we will be taking care of that um place to be determined. But I wanted people to know, don't come on the 23rd because we all won't be here. You can see

063our shining faces on on the screen instead. And then finally, um I want to do a a followup on um the student reports because I really want to emphasize this. On Thursday night is the senior night for the unified basketball team at Tolson High School and it's an amazing event. Um it is one of the most heartwarming things you will ever see in your life. And so board members, if you can be there to high school 7 p.m. I highly recommend it. on the 12th on Thursday. I think that's the 12th, right? Yes. Um, and now I'm going to shut up and we will move on to the public comment portion of the evening. And we have no public comment in person. Is that correct, Jade? But we do have two, I believe, public comments

064written. Um, so board members, please review those at your places. Which means we are now moving to our reports and discussion item of the evening and we will start with our board director reports on SIP presentations. So you get to listen to us talk some more. So earlier this evening we had um board members and school administrators meeting to have conversations regarding schools continuous improvement plans. And each board member was assigned two schools this time because we were playing catchup from uh last meeting when we had to cancel our sips at the last minute. So every board member has to report on two schools and so I'm going to beg of you to be as concise as you possibly can and I don't want to volunteer anybody. So I'm looking for a volunteer. >> All

065right, Director Himemes, fire away. All right. I got the privilege of uh sitting with uh Bridgeport Elementary as well as Art Rutkin Elementary. And at uh both places, you know, they're doing a great job and keeping their um up with their SIP plans. They're increasing their attendance. They have a great um great system to increase attendance. They're looking at um not only increasing attendance but also increasing their academic proudness as well. Uh Bridgeport they actually both Bridgeport and Edward Art Art Ren um are all implementing the CQ CKLA if I can if I can speak today. Um and so they're they're looking at that implementation. Uh, one of the things that Bridgeport uh was talking about in the implementation is the uh the hard work of comparing um the curriculum between the English and Spanish

066version since they're a dual immersion school and how there's different versions of the curriculum and uh you know different um um release dates or um I don't know how I can't remember how she said it. not release dates, but um like like one was released a year before um versions, different versions of it. Like in terms of um one is a first version, the other one's the second one. And so uh the most usually the most updated one is the English version versus the the Spanish version. Um but but they're doing a great job uh doing that and they're um you know they're focusing on ensuring that our multilingual uh learners are um also experiencing that uh that curriculum. And then they talked about their attendance focus and one of the things that they've been

067doing is going out to the neighborhood and um you know ensuring that they're if they have a neighborhood where they're doing um where where they see a pocket of low attendance they go out in full force and um I don't know if you guys know Jordan Mills but she brings the fun right and so I'm pretty sure I can see her like running around and uh riding a golf cart or doing something crazy, some kind of stunt to get those kids talking. And you know, she says that it that it works. It um it definitely gets them talking about going to school and you know, I don't know if you remember when you were a kid, but if you ever saw your principal renting a golf cart, that's probably a memorable experience. At least it

068would be for me anyway. and um art rutkin one of the things that they're doing in order to make their u environment more inclusive is as you know this is their sec uh or they're treating this as the as a second new year right and so they're embracing the the past from the kids they have transferred into or they were transferred into and so they're if if a student wears a t-shirt from their previous school they're intentionally calling them out and saying like, "Hey, you need some Mark Rutkin gear." Right? They're saying, "Tell me, oh, tell me where you came from. Tell me who your teacher is. We we might know them." And just starting that conversation through that lens of acknowledging that they uh even if their parents chose to take them there of

069the boundaries changed, they're acknowledging where they came from and so makes them feel more included in the uh new school culture. >> Thank you very much. >> Vice Chair, you want to go next? >> Sure. I uh so Director Wesson and I split um a school byum. So, I'll do like one or two bullet points and then you can um share on that as well. So, I was with Hazelbrook Middle School and then Byram Elementary. Um and so, first with Hazelbrook and I'll I'm going to do like three really quick things um that were things that I really connected with. So, sort of around um the some of the academic goals. I mean, I think first of all with Hazelbrook, um, Principal Anderson has done this really incredible job of really bringing, um, the sense

070of joy and, um, just sort of like this the sense of feeling like everybody belongs here. There's been a lot of changes. There's been a lot of stuff that sort of happened over the last few years um, at Hazelbrook. And so really um sort of acknowledging and then like let's move forward and let's have a lot of fun and we can do that together and here's all these ways that it's going to be a really cool place to be. And I think there were students that didn't it was just a different experience for them because there were so many outside sources sort of um impacting maybe how they were feeling about being there. um academically, one of the things um that she's switched is in PLC's really moving from sort of a smart smart goal

071to um four-week PLC cycles with hypothesis statements. So, you're really able to um you know, there are kind of those teacher formative assessments throughout the way like what are those guideposts, how are we doing, where do we need to um sort of shift or alter things a little bit. Um, and so that's had some really good feedback already sort of and and it feels more like we're getting things done. We're seeing that progress in those areas. So that was one thing that I really appreciated. Um, they currently have over 270 kiddos that are part of different affinity groups um, which is a big increase over the last few years. They have a BSU for the first time in a few years and then a new one called Nest which is for students that um sort

072of for neurode divergent students um and a play and she said it's the best time um it's wonderful but really just all these different groups whether it's affinity um or they have a a women's rights group. So all these really cool opportunities for kiddos to sort of lean in and feel like there is a place for me here. Um and the other thing that you know there's acknowledgement there's some work to do still um in terms of specifically um our students that would be our MLE learners um but really leaning into what they're calling like their change ideas and what are we doing to um really peel back the data all those onion layers and see what we really need to laser focus in on um to make some of those changes. Um, so those

073were some of the things that really I thought were pretty impressive with Hazelbrook. And then briefly with Byum, the first thing and he kind of um, Principal Coleman kind of led out of the gate with this was they've been using this um, consultant um, and they've used some funding that they received for that, but really around ELD learners. And so it's this two-phase program. and they're in the second phase this year, but really um using her to kind of see these new pathways to map lessons um around the CKLA um curriculum. And so that really again gives teachers this ability to see what is that priority standard, what's really coming up to the top so I can focus on that. And then they have this like index of um ways that kids can connect with

074the materials particularly for our MLA learners. And so they will essentially have these different learning file profiles for every student. So this kiddo does great when they can X Y and Z like like we all could I I think have right like as a learner what are what's my learning style? But for those MLE kiddos um these are the ways that they really um feel confident in the work they're doing that they can connect with the material that they can connect with their teacher in class. And so you you're building this this little profile for each kiddo. Um, and so they're kind of on the beginning territory of that whole part of the program. Um, but it looks incredible. And so already the map that they have of this curriculum and then how this the

075teachers can look at that here, those different things that the kids can connect with that fits perfectly with this lesson that takes on this standard. Boom. It's already mapped out is really incredible. So that's that's all I'll say about. And then maybe Crystal, if you want to go next, then you can like dovetail into the rest of Byum and then yoga school. Yeah, that sounds great. So, I guess I'll start with Byum because that would be logical. Um so um a couple things that I really appreciated about um Byum was um the focus on um improving how how many students are on track um particularly within the same school year. There was a lot of energy and um excellence um in that area and um some indicators that that growth uh might even be um

076sustained year-over-year which is really important. Um, I also, um, want to highlight the attendance focus, especially for kindergarteners, because if you build those strong habits in kindergarten, then that can help um continue and and build those um those good habits and and um and that those students will continue to do well and classes can um move forward together. And I'm going to keep this relatively short because um we haven't had the shortest meeting so far with our other items. Um but but I do want to um celebrate what some of our schools are doing. Um I I also um got to hear about what's happening at Creekide and I've um had the pleasure of um hearing about Creekide's model before. The things that stood out to me in particular was the um the Creekide emergent

077model of learning and there was a real focus on um being relational um and empowering and also ambitious. So the framework um didn't just have um a little um easy level. it kept building um with skills into more um self-reflection and applying things um and so it didn't just stop at the um preliminary thinking. It kept challenging um young people to to learn and build on that and grow and lead. And so I really liked that um because it was more of a a stretch goal and um laying the foundation um for a lot of like ongoing life skills like things we can all learn. Um and then um another thing I thought was really um important to mention is the focus on cohorts at Creekide. Um because some things we can't do without more

078funding, but some of the things um that a particular school are doing, we could um apply to other schools. So, I know generally we try and shuffle kids around as they move from um grade to grade, but at Creekide they're trying to keep cohorts together. Um and that's not um those aren't tracks. They're just groups of kids that can really get to know each other. Um work through any conflicts, build those relationships. Um and then that those strong relationships are more supportive um and help um help have success and reduce distractions. So that's another thing that I thought was really interesting and has shown a lot of success at Creekide. Um and there was um a lot of other great work, but I just wanted to highlight a couple things for each school. Thank you.

079>> Thank you so much, Director Miles. Okay, I first had the pleasure of sitting with principal Michael Derva from Wallist High School and the first thing that he mentioned um just right out of the gate is that um their 9th grade on track rate right now is uh 94.7%. And which is fantastic. They really credit um tier one intervention and constructing meaning cohorts for this. um they've been spending a lot of time in PLC plus work um which we talked about what PLC plus is and that's really just adding a question to the rest of their PLC questions which is who did this conversation benefit today and by adding that question into the rest of their their conversation um with teachers uh they've really seen some forward motion with that um part of this also

080is that their EL team has gone through and identified the top four to five strategies ies for each of their students and all teachers have access to this in kind of a database that they've created and they um he felt that that really contributed to that higher on track number. um they're looking at attendance like everybody in the world is looking at attendance and so uh really reaching out to do empathy interviews with students um especially when there are tardies and for the the issues that have to do with feeling that there's an issue of belonging at school. they're finding that they can really do some repair work between teachers and students on the spot and that for those that those issues that can be controlled that are about like I want to feel like

081I can be at school that they can really work on resolving those um right then by taking that other approach um in an empathy interview kind of way. uh wind time is a really big deal uh this year that's been in place for I think you said a couple of years that I think it stands for what I need and that is an opportunity for students to receive support to meet with their teachers to get support retest during the school day instead of having teachers and students give up their lunch or come in early or stay after school. I know I hear positive things about it at my house, but um but it's it's 45 minutes I believe and um and it's throughout the school day once in a while and teachers who feel like

082a student needs to come in can invite students to come in so that in intervention can be targeted um support but students can also choose uh to go and um and they are seeing results with that that's being utilized really well. Um, they're also working on getting course alike teachers to use common assessments to then really create a standardsbased instructional environment across the system. Cell phones are still going well. Um, and as far as being out of class, um, they've implemented a color zones hall pass that breaks the school into zones that you can be in instead of tracking like the exact time students left the room. And and he just reflected that overall culture in the school. there have been fewer fights, more interpersonal engagement, more kids in classes, and just saying that like

083the vibe itself just feels really just just good this year. And I asked, you know, what are you most excited about? And I asked that of every principal that that I meet with in these. And he said, really finding a successful pathway for the Pacific Islander students this year. having a lot of hope that that um they are making good traction for success for those students and the great work from the from the PD team and their focus on multilingual learners this year. Um I also had the opportunity to meet with Jenny Dewolf um from TTVA um who I also got to meet with last year and this is great. Um as a small virtual um community they are working on school community building so they are doing field trips. They have a spring forward

084event which I'll talk about in just a second. They do t-shirt design. Really just trying to create that sense of community. They are also making an attendance push that can be kind of hard in an online environment to understand that attending a synchronous class has a lot of value. So they try to show um both families and students the data and hey if you attend a class this is the general pass rate and um and this is what grades look like. Um they also added wind time and it's already showing some gains um students utilizing that time. They added a math lab and students that take that math lab um beat the school average pass rate in math. So that's that's pretty clear. Uh individual relationships are really important to them and um especially with

085attendance they do relationship mapping um in again kind of a database. So all teachers and staff really have background on students that they need to then connect with um and reach out to them for various reasons. Um they she reflected that they're often you know asked in reporting to talk about their programs but program is such a tough word in such a small environment that you know they've got a small and fluctuating end size at any given time for any given grade. And um so um so they think about that differently. Um when asked what she was most excited about, she said their spring forward event. So that's an event where they invite families and of course anybody can come to share their data and then also um it's a listening session opportunity to ask

086families about their hopes and needs. But another thing that she talked about in sort of a future forwardlooking way was um they want to do some vision and mission work because they really are a different school now than the last time they did this and they want to take an opportunity to really reinvision their path and involve students in this and so they haven't started that yet but um that sounded like a really exciting opportunity to reook at who they are and what they've become. That's it. >> Thank you so much. Okay. And so I met with first with uh principal Robbie Brown from TWS Elementary. Um and she's talked to Mar a minute and I took over a page of notes, but I'm not going to read you a page of notes. I'm going

087to pull out two really important things. I think they're really focused on their data of their MLES and looking at that compared to the data of their former MLES and they're seeing a significant increase um which is a really great sign. um they've got a huge motivational push in their building to get kiddos to graduate, pass out of the ELPA and so that they then can go on and access all of the curriculum um as they move through the educational system K12. They have moved from the pullout system to now where they're doing co-eing now. No students are being pulled out for their MLE services. So, it's clearly working working well. Um, and something she's very proud of. They've had a huge amount of work over the last three years. They've had, as every elementary

088school has, right? They've got the new I Ready for math. They've got, initiary's case, the new co-eing model, and they've now also got the new CQLA um curriculum for English language arts. um they've had remarkable success with that uh CKLA and uh Principal Brown attributed that to the fact that she managed to pull together funding for a half-day planning day for curriculum as the new roll out came forward and so teachers didn't feel stressed and in her school in particular it has been an amazingly successful roll out. So that was really um heartening to hear. Um attendance is doing really well there. Um they're doing that balance between celebrating kiddos who come to school every day. They've broken it down to a one week segment so that if if you have been in attendance 90%

089of a week, then you're in the lottery to be recognized schoolwide and it's it's having a significant impact. I then met with um principal uh Baron from Tigrid High School along with uh assistant principal Haden and there we had a very similar conversation to what I'm hearing others of you talking about. Um they've had uh their student survey that they've they've worked on through this company called Inflection. Um they had,00 and some kids take the survey. a huge percentage responded and overall students feel like they belong, they feel safe, they feel connected. It's not perfect, but it's really strong. Um, but at the same time, students are feeling connected, their attendance is not good. It's 50% regular attenders, which is not okay. And so, where's the disconnect? At the same time, their academics are really

090really taking off. They've got uh 90 plus percent um completer rate. Um so, and their ninth grade on track is at something like 94%. So, academically kids are doing really well, but they're not coming to school all the time. So, how is that possible? And some of the ideas that they're they're coming up with that explain this probably pretty well is that students learned during COVID. You don't have to be in the classroom to learn the material, right? You can go to Canvas. Everything is on Canvas. So, I don't have to go to the classroom to get the material. So, they're working on how to really reinforce that being in the classroom is important. And I think what we saw with our CTE presentation this evening is exactly that piece of you can learn the

091content from Canvas, but you can't learn the interpersonal skills. You can't do the interview of the stranger. You can't get those soft skills if you're not in the classroom. And I think that that's going to be a really interesting component as Tiger brings those pieces together. um that they are going to find the magic sauce that gets attendance up, keeps academics up, and and launches them into even greater success in the future. And I'm really excited to see it happen. >> So, with that, >> um just real quick, I know that we had an opportunity or some of our um student representatives had an opportunity to participate and wondered if they had anything that they wanted to share. Moss had a really interesting comment about the ish policy that I would love her to talk

092about. >> Yeah. Okay. So, I sat in today over both at Tulsa and Tiger High. Um, but specifically with Tiger High, we kind of talked on the east policy and how like this like that policy was made like by students for students. Um, and kind of how it is over at Target is that like students acknowledge it and they were like, "Okay." But there isn't really any action taken towards like putting it into play. Like students don't really interact with it because it's like, "Oh, it's policy." Um, and like we don't really want to do anything with policy because it's not necessarily the fun work. However, it is the thing that makes like community. Um, and to make sure that our schools are a safe space. Um, and so as a student at Tagert who

093like is pretty much the only one who like does interact with policy, um, it's interesting to see how students are very taken aback by it. Um, and how they're kind of hesitant to jump into that kind of work. >> Yeah, thank you. I found that absolutely fascinating. Um, so yeah. All right. >> Anything else? Sarah, did you want to add anything? >> I'll succeed my time. I'll succeed my time and then Ross we can also touch base uh to talk about policy and student engagement policy as well. >> All right then that concludes our board director's reports and we'll move to our first reads of our interd district transfer and that is dire uh Dr. Assistant Superintendent McCall. All right. Well, good evening everybody and um joining me this evening is Emma Gomez who manages

094our transfer process for the district and then Dr. McCall manages our um um release hardship release process. Next slide, please. So are Oh, no slide. No, I'll share Thank you, Thor. Okay, so this is our agenda for this evening and tonight we will review the transfer process and ask for approval of the transfer process for the 2627 school year and then additionally Dr. McCall will also share updates regarding um enrollments in the virtual public charter schools. Next slide please. Emma, take it away. All right. So, these are the two types of transfers that we will be referring to throughout this presentation. Both indisters. Next slide, please. A quick review of the indistrict transfer process. Families submit an application online. Uh that applica uh that application then gets approved or denied depending on the principal's recommendations.

095Uh if the transfer is approved, the transfer is valid until the highest grade in that building. Families are then required to submit another in district application if they wish to stay in the feeder pattern of their choice school when transitioning into sixth grade uh and or 9th grade. Next slide, please. These are our current in district transfer numbers as of the end of January, including continuing students from each level. There is a report in your packet with each school's numbers broken down into a bit more detail. Next slide, please. Here is our process for the interd district transfers. Families must fall under one or more of the state hardship criteria in order to apply online, which we will review in a moment. If a family is approved for either incoming or outgoing, they are approved

096uh to attend until the student graduates. Next slide, please. In 2025, for our int district transfers, uh, families that wanted to be released from TTSD had to qualify under one or more of the state hardship criteria outlined on this slide. Um, if the families did meet one or more of those criteria, they were sent an online application to be reviewed by the associate superintendent, Dr. McCall. Next slide, please. Here are our current numbers for interd district transfers. Uh the interdist transfer report in your board packet breaks down these numbers by school and by grade levels for both our incoming and outgoing students. Next slide, please. For our families that uh were requesting to attend OD approved charter schools, intent to enroll forms are sent to the district for review. If the district has not reached

097its 3% capacity, which we currently have, or cannot provide online alternatives from within, we are required to release them. Uh you can find more a more detailed report in the board packet as well. Next slide, please. And I'll hand it off to Dr. McCall. So based on state and district policy, there are legal requirements when uh online charters are denied. Uh so state rule requires that uh we provide families with two or more options uh online options available to their students as well as our um policy lbe. And so we know when districts denies enrollments to a virtual public charter due to exceeding that uh 3% threshold uh we're obligated to um provide those uh options to our families. So currently uh in TTSD we have one option at the secondary level well uh through

098TTVA and that's for grades 9 through 12. So, we're also working to partner with other districts, for example, Hillsboro um school district for another option because they have a longstanding uh K through 12 um virtual um academy. And we're also looking at uh one other school district for a second option for our uh students in kindergarten through 8th grade. Uh and by doing so uh this will fulfill uh our obligation when we start to deny families um through uh the online denial process. Next slide. And now we're going to move into the recommendation for the 202627 school year. Next slide, please. So, some considerations we keep in mind when reviewing the transfer process are listed here. Um, were you going to go over the slide or am I? Okay, thanks. I forgot. Um having an

099equitable process is important has been a guide for our transfer guidelines for the past couple of school years. Uh impact on school programs. Some schools are at or near capacity. Some families apply for release to another school district or transfer to one of our high schools due to participation in sports. Those are just some examples. And then um current enrollment versus historical. We provided an enrollment capacity report for you to review. So you see those numbers. Um and then we also consider how other districts are managing transfers. Next slide please. So our recommendation for the 26 27 school years based on our current enrollment numbers and the consideration uh considerations we just covered. recommending um to release based on hardship and priorities criteria as we um managed last year uh while continuing open enrollment for

100incoming students. Next slide, please. And um now we're open to questions or comments. So your proposal is essentially the same that we used last year. So that worked well for staff and for parents and students. Um yeah, I would say that our hardship um requests were pretty low. Um I mean compared to um releases that we did for lottery, it was about the same. So kind of the same number of families requesting. Mhm. >> I also wanted to add this also gave us an opportunity particularly when we had some families who have never attended uh PTSD to have a conversation with those families to connect them back to our schools. And I recall this year having conversations for some of our families who were online and wanted to uh attend uh other online programs, but

101I was able to connect them with Jenny uh Dewolf and I know some uh some of the families have then enrolled in our program. So again, we've seen how just some of those conversations is uh information that our families don't yet have and connecting them back to our schools has been uh I would say a positive experience. >> I'm so pleased to hear it. Are there any questions or comments? All right, this is just a first read, so we'll be coming back for our second read and vote later. Thank you so very much. >> Thank you. >> Okay, we move now on to our action items. We have one action item tonight and that is a resolution 2526-16 um in support of the city of Tigert. So, if I could have councilwoman Moren Wolf and

102woman extraordinaire uh is it citizen stars. >> What do I wear tonight? Star citizen Karen Emerson, >> community volunteer for building a better tiger campaign, >> but also shining star of Tiger not that long ago. >> Well, yeah, I know they're all shining stars. It that's what happens when you've been a board member on TSB. You become a shining star in your community. Welcome both of you. >> Thank you. >> Do you want to go ahead and >> um good evening uh Chair Zme. Thank you for the introduction and uh it's so funny I keep wanting to say fellow board members I apologize um uh board members and of course Dr. Sudinatada. Um, thank you for this time um and your consideration of resolution 2526-16, which is a resolution of the Tiger Talton School District

103Board of Directors in support of the city of Tigard's facility needs to enhance seismic safety, public emergency response, and community resilience. And a lot of the kind of midsection, if you will, of the resolution focuses on our seismic needs, which is true. um our buildings which are scattered across the city um 40 to 50 years old would not withstand a major seismic um incident. Um but what I find that really um comes to mind is kind of the beginning and the end that we as the district and the city share a common responsibility to serve our community through safe, resilient and well-maintained public facilities. And when you look at the bottom where modernized and appropriately located F facilities will improve our coordination across the agencies including schools, first responders and emergency management. And then where

104investment in city facilities strengthen the overall resilience of our community and the safety of our student staff and families served by PTSD. And that really speaks to the heart of what this facility will mean. Yes, it will help us be um more seismic prepared, but it really allows for us to be more organized and more connected and one combined facility. Um fun fact for those of you that didn't know, um from the time these buildings were built, the city of Tiger has tripled in population. Um, one example of a challenge in the Tiger Police Department is we are very proud of the number of female police officers we have at Tiger PD and yet we don't even have the space to house them in a female locker room. Um, we don't have trauma-informed um rooms

105for our victims so they can go into a space after something has happened and and really walk through and have those interviews in a space that's appropriate for them. and really this opportunity to bring everyone together to work in a coordinated fashion and um and be their best when they're serving all of us as those first responders. So, with that, that clearly is my plug for your support. Uh but, uh Karen and I are uh more than happy to answer any questions you have about the facility bond. Well, >> I was going to make a motion unless someone has any questions. Well, I just want to say thank you for coming and presenting to us. I know this bond has been under discussion for quite some time. Um, so I'd like to make a motion

106to support um with a board resolution the May 2026 bond measure for a new combined police and public works facility. >> Director West, would could I ask a small favor of you? Um, could you read the proposed motion that's on the the form so that we get the legalities of it correct and also so that the person who has to read it back gets the wording right? I move that the board approves resolution 2526-16 supporting the city of Tigard's facility needs. >> Second. >> Thank you. It's been moved by Director West and seconded by Director Miles. The the board approve resolution 2526-16 supporting the city of Tigard's facilities needs. So, any further discussion? I would just like to say thank you because as you said, as a a strong city and a strong school district,

107you can't have one without the other. They are dependent upon each other. And so, thank you for doing this work for us. >> Okay, with that, all those in favor, please say I. >> I. I. I. >> All those opposed, please say nay. >> Motion carries unanimously. Thank you so very much. >> Thank you all so very much. And with that, we have come to the end of our agenda, and I will adjourn this meeting at 8:05