2025 Dec 8 Regular Meeting of the TTSD School Board

001Good evening everybody. I'd like to call to order this meeting of the Tiger to Walton School District Board of Directors. Welcome everybody and thank you to Vice Chair Irvin for taking my place while I was vacationing my brains out. Um we met earlier this evening in a work session to discuss our school continuous improvement plans and we'll have a board report on that later in this evening's agenda. Um so we will start with uh approval of the agenda. Do we have any changes to the agenda tonight? >> We do have one change to the agenda. We have um we had some late submissions in for the public comment. So those were added to the agenda after we originally sent the agenda out to the board. So they're reflected in the um Jade, I believe they're

002reflected in the most recent agenda that's been updated online. Yep. All right. So we're all squared away. >> Okay. So then our um agenda and consent agenda tonight consists of the human resources report and the second reads of the board policies and the updated agenda item as discussed. >> I move to approve the agenda as amended. >> Second. >> It's been moved by Vice Chair Irvin, seconded by Director Miles that we approve the agenda as amended. Is there any further discussion? Hearing none. All those in favor, please say I. I. >> I. All those opposed. Motion carries unanimously. Thank you. We'll now move on to my favorite part of the evening, our recognition and good news. We have tonight a double feature. Um so we'll start with Alex Pilowski and talking about company. Good evening

003everybody. Thank you. Uh, good evening board members and student representatives. Um, I'm joined tonight uh on my right by Anley Adams from the Tiger Chamber of Commerce and Crystal Allen who leads TTSD's career and technical education efforts. And from FOD and Company, we have President Michael Fury and Ellie Hughes who leads business development. Um, this building you see up on the screen. Uh we drive by it if you work at Hibbert every single day on 72nd Avenue. And for more than 75 years, Fod and Company has been fabricating steel structures for industry. They have huge lifts and drills and presses and sparks flying everywhere on the inside. And I'm sure Michael and Ellie could probably talk for hours about all the giant projects coming together inside those big walls. But tonight, we're here to talk

004about the bridges that Fton Company are building in this community, particularly at TTSD. Next slide. Uh these are the company's core values and they bear reviewing particularly some that I've highlighted in red and they'll help lend a little context to what you'll hear about later tonight and particularly long-term relationships and doing working as a team and always producing work that makes them proud. Next slide. Earlier this year, uh Fox's team volunteered for some work at our schools. During the summer, their volunteers did clean up at the Bridgeport Heritage Garden. They also did some major cleanup at at Dur Durham's garden during the summer. And since then, they've agreed to adopt the Durham garden. And Lisa Burton from our team helped coordinate that work. And there they are out given part of their day, a long

005part of their day to cleaning up our schools. Next slide, please. Here's [clears throat] a a few more photos of that Durham cleanup. Next slide, please. Thank you. Uh, in late August, I got an email from uh, Megan Dabo. She's the CEO at the Tiger Chamber. And it turns out that Mr. Fiori heard uh, Dr. Dosenatas speak at an event. He liked what he heard and he was interest and Mr. Fury was interested in creating some inter internships for three of our local TTSD students. These part-time paid internships in IT and finance could later lead to full-time employment. Of course, we were thrilled and over the past several weeks, FO's team has been working with Chris on an interview process and Chris, I wonder if you could give us short update about that process. >>

006Sure. Thank you. So I partnered with uh Ellie on developing a system and [clears throat] we identified or we put out this opportunity uh which came with a job description that very clearly out outlined the the ask and it was you know an opportunity for students to connect to the professional world and see their professional skills that they've been developing uh be valued and we solicited applications ations. We had to take those applications and, you know, lower them down to a number that was reasonable to be interviewed and ultimately selected six students for an IT internship and five students for uh an accounting finance internship. Uh, and those interviews will actually be happening this week. So, I'm excited to hear about the next steps. >> Next slide, please, Thor. And one more. So, this is

007actually not their motto. I forget what it is. >> I'll share it. >> Okay. [laughter] >> We fuel growth through service. >> Oh, he's saying we f we fuel growth through service. But I think this would be a pretty good motto for Fton Company because not only did they clean up some of our school gardens over the summer, not only did they find a way on their own vition to uh find internships for three of our students, but a few weeks ago, Marjorie Yamoto Green, who's executive director of the Foundation for Tiger 12 schools, she let me know that five employees had committed to providing extra resources over the holidays to 20 families from Creekide. They really do build bridges at FO. Next slide, please. This partnership with F and company is really breaking some

008new ground for us at TTSD and we believe serves as a model for other public private partnerships. As a thank you, uh we want to share with the Michael and Ellie and all their team this framed momento which celebrates their generous help and it's got some unique artwork from the kindergarteners at Mrs. tags uh kindergarten class at Durham Elementary. Along with uh those young people, I want I'd like to offer our heartfelt thanks to Fod and Company. With that, I'd like to invite Mr. Fury to say a few words. [clears throat] >> Thank you very much and thank you, Madam Chair and Dr. Superintendent and all for having us here. I'm going to share something you don't know about me. I cry very easily just like now. Um we're fortunate to work with a team

009of amazing people that fought. If I wasn't Italian, it you would know. I can't help it. This is how I was raised. We cry easily. Connecting to people is ultimately the core of what we do. Ellie, you've seen this happen multiple times. It's okay. It's it's fueling growth through service. Service to each other, service to our clients, service to our vendors, service to our supporters, service to the community, service to people we support. The food drive we're doing for Bethlehem House, the gifts that we're arranging for some of the students has allowed our team to serve and come together. And the closer the team focuses on what we can do, the stronger the team becomes. You know this, we live in work in competitive communities. The heart of our competition, the heart of our competitive

010success comes when our team can bind together for common goals. It's the hardest thing we do, but the most beautiful thing. If you ever see us on LinkedIn, and I have a small LinkedIn edition, I will admit that I love posting stuff. I never post about the bridges we're working on because the bridges will get built and the bridges will be put into the field. The buildings will be built and the buildings will be put in the field. I always post about the relationships, the people. [snorts] I wish that we were together. Uh, but it's just amazing and I value this relationship and what we're doing and I'm inspired that we're going to have some of your folks come in and get interviewed by some of our team as we were outlining that plan today.

011I'm just very thankful to be met with such reception. I'm thankful for the opportunity we had to meet at the Westside Economic Alliance event. I appreciate what the chamber has done to create these connections and Ellie, I am just so incredibly pleased with your development and what you've been able to do to bridge these connections. We're stealing that, too. It's a great line. Um, >> it's great. >> Yeah. Thank you all. Thank you. >> I just want to say thank you all for giving us opportunity to do this. Um, it's great to see go out in the shop and the office and see how excited all the guys and gals get to just give. I mean, I've never seen them be so eager to do something even more than build bridges, real ones. And um,

012it's truly just been such an amazing experience in the past couple months being able to serve you guys. So, thank you. >> Well, my family's going to be excited to find out that I've met a guy who's a bigger crier than I am. So appreciate that. >> I cannot help it. >> We're going to going to take some photos here in a minute, but uh before we do so, I just uh I'd like to invite all of you to join me in thanking F and Company for their leadership and for supporting our students. [applause] >> Do you want to go around and does anyone want to have anything they want to share? Thank you so much for being here and you know thank you for everything that you do for Tiger Twitin. Um it's it's

013such a refreshing thought to have, you know, business give up their time, give up their uh you know, their positions to be able to hire our students. And uh you know, we hope that, you know, because our goal is to graduate students ready for for a choice, right? Whether they go to college or whether they go uh into a trade or or whatever they're going to do, we graduate them with that choice. And I'm so glad that you're giving them that ability to to pick that choice with you. So, thank you. >> It's all investment. >> Thank you. >> So, I'm the crier on this team. So, I feel you. Alex knows this, too. Feel it deeply. I did read something recently that says people that cry really easily are like hyperprocessing information and all

014of the things and all of the feelings and all of all of the things. And so that's why then we feel emotions kind of deeply because we're processing everything really quickly. Um so that made me feel a bit better. But yes, um so I appreciate that and the heart around it. And um and I think to having worked with Chris um and kind of talking with some of his students over the years that he's working with um just the continued opportunities and relationships that we're building for these kids and to see how different partnerships can work and beyond just the real world experience which they do get which is really important but just again this is a community and for kids to see especially when it can feel really hard and right now it feels

015really hard for a lot of kids, but to feel like there are people that don't know them, that aren't in their maybe family or community circle that are here for them, that have their back, that are ready to kind of help them take those next big steps, but in ways that feel manageable and make them feel successful. Um, with the support of people on the ground at school, I think is really beautiful. Um, and hopefully this is sort of um maybe the beginning of other other businesses and we do have other ones in Tiger, but continuing that kind of that keep that snowball going, right? And that we really can wrap arms around so many of our students in different ways and our families and give them that CTE, that career experience, um, so that

016they, to what my colleague said, can kind of do what they choose to do after they graduate. they have all of those options and they've had a lot of those good connections, those good networking opportunities and skills. So, thank you. >> Very welcome. >> It's so wonderful to hear from uh organizations that the district has relationships with and to see that mutual um what is mutually beneficial. And so, you know, I I keep hearing from you that you're thanking us and um and you know, we're thanking you as well, not only for the service that you provide um with respect to district grounds, but then also, I mean, I don't want to repeat what my colleagues are saying, but also, you know, with that investment as you said in in students and providing them opportunities

017and then allowing them to shine, right? like what they are bringing to you as well and just you know this very holistic mutually um mutually beneficial service that you are providing to each other and so thank you for being one of those many opportunities and a great place for them to grow and shine and like and bring all the skills that they are learning and then learn more with you. So thank you so much. >> Thank you. I just wanted to say I was um I was pleasantly surprised just to to hear that when you um were addressing the work that you did that it was really people first and relationships first. That's something that's really important to us. It's important to me and my leadership and and um when we think about kids experiences

018here and our staff's experiences here. We want them we want to put humanity first and know that they are cared for. And so just to to hear that come from you as well. and um and know that we have a partner in bot. Uh that's something that we don't take for granted because really what we were trying to do is just build people and invest in people and if we do that with the community then we have something really special going on here. So I just want to say thank you for how you all show up and for being a partner and when I drive by pot uh every day on the way to work I just go hey we got friends right there. So I really appreciate that about you all. >> Thank you.

019I'll echo everything that's been said, but I'd also like to I'm I'm frankly I'm a little overwhelmed because we have partnerships with a lot of businesses in the community. We do some really cool things. You guys have a trifecta going. You're feeding kids. You're working to make sure the facilities are in better shape and you're helping them with career opportunities. I mean, that's more than any one business, I think, that I can think of in the community does for our our students. And so, it's it's a little overwhelming for me. Um, and I I really do um want to say thank you. And I know it's a mutual thing and and that makes me even happier. Um, but it is that sense of service. We're we're all in this for the service to kids and

020to have a business that's saying yes, we want to be part of that service to the community and to our kids is really extraordinarily touching and so thank you so much for everything. >> It's our pleasure. We spent a lot of time probably six months thinking about how we were going to it's a 75 year old company that's we think of it now as a 75 year old startup. It's been through a lot. The next 75 years is not going to look like the first 75 years and we need to adapt. We spent about six months thinking about what mission we wanted to to achieve, how we would define ourselves. [snorts] Horrible at this. Um, and that's what the idea of service, fueling the growth through service, because that's a message that resonates with all

021of the team members, all of the vendors, all of the suppliers, all of the customers, all of the engineers, all of the community members that we engage with. We're running ESL classes in the building to help so many of our uh team members that struggle with English. If we don't serve, we won't achieve it. It is It's mission critical. [snorts] >> We want to pay taxes for another 75 years. So, you're [laughter] welcome. >> Well, thank you. We're going to take a phone now. >> Okay, >> let's do it. Just Yep. It's right here. You just turn right around. We got this. This kind of seems like a weird system, but it actually >> You're fine. You're fine. >> We all know how to find space. Oh, got one more. Got one more. >> Okay.

022[laughter] >> Thank you so much for being here. >> Yeah, we'll see you around soon and thanks again for being here. >> Okay. Um uh so the second part of uh recognition and good news um Dr. UN top that [laughter] I think you can no you can meet it. It's not a competition. Good evening everyone. I have the great pleasure of introducing um our social services and community schools manager um Colleen Makanishi who's going to share a little bit um about our family partnership advocates as part of our good news and recognition. >> Okay, thank you. Um, this that actually made me feel better cuz I'm I'm a secondhand crier and an easy crier as well. So, we'll see how this goes, too. [laughter] Um, yeah. So, today I'll be presenting on um our family

023partnership advocates um who are very near and dear to my heart. Um, and go ahead and go to the next slide. Uh, so I just wanted to start with a brief reminder overview of the FPA position. Um, so the FBA's, myself, our homeless liaison, social workers and counselors, and so many other people all work together uh to identify families and students uh who are in need and connect them with resources um throughout Washington County. Um and also our internal TTSD resources. Um and our FBAs are absolutely critical members of the equity, inclusion, and multilingual services department. Um and they support equity initiatives related to family engagement and student access to education. Um next slide. And so right now we have 13 FPAs. We're in the process of hiring uh rehiring two more um 15 FPA

024across 16 schools. Um and our focus for this year aligned with the district is multilingual learners of English. uh really doing a lot of outreach um towards those students and families as well as our Mckin Vento students um and then also developing welcome systems for students who are new to the country. Uh for student support services, this is a lot of basic needs related things that um people typically uh associate RFPA with. Uh so resource connection um and supporting after school programs. Uh and then they also support family engagement with language supports um for all of the different languages that we have in TTSD. Uh different information sessions for populations of students and families uh and outreach and communication. And then uh just like the previous partners, we have so many partnerships with local churches,

025businesses, and um our two cities. Um and then I also just wanted to um brief share that we're very grounded in board policy ACC and ACB um and what stated at the beginning of our current strategic plan uh which is in TTSD would provide equitable educational opportunities and a school experience that is validating, empowering and just for every student. Um, and I really think that our FPA embody this. Uh, next slide. Okay. So, as I collected information from the FPA, it was really challenging to choose what to highlight. Uh, and so I'm going to just do kind of a rapid fire, and this isn't everything either. Um, but I'm going to do kind of a rapid fire share out of things that are happening, uh, at each of the schools that the FBA are in.

026Um, and I'll just kind of touch on the ones that are highlighted in green today. Uh, so as you can see, uh, I have the names of the FPA on here. Um, Liz Baka and Nancy Peditor are two, uh, FPA who are shared. Um, so Liz supports both Alberta Ryder and Albert Rrooken. Uh, and Nancy supports Byum and Mary Woodward. And she's actually been supporting Hazelbrook while we are searching for a new FPA as well. So, um, they're doing really amazing work, um, across these four schools. Um, but at Alberta Writer, we have some new MLE focused empathy interviews happening. Um, and then Art Ratkin, Byum, and Mary Woodward are really focused on addressing food insecurity in their schools. Um, and I really want to lift like these so many of the schools that I'm

027about to share have really stepped up in their communities um, and have done things on their own for their school communities. And so that's been really amazing to see the community step up for our kids. Uh, next slide. Yeah. And so at Bridgeport um Susie uh with the help of the food pantry tool food pantry and volunteers uh they delivered food boxes for families who are scared to go out and buy groceries right now. Um unfortunately that is something that has been coming up a lot for our families. Um, at CTF they've done family information nights and listening sessions, um, from doing services students might receive at school of, basic needs, um, doing know your rights information for immigration resources. And then at Deer Creek, they have an annual gift card drive. Uh, and they

028actually get enough gift cards from the Deer Creek community to support families year round. Um, so that's really amazing thing put on by our by our FPA Daisy. Uh, next slide. And then at Durham, um, there's a lot going on there. Um and uh but one of the things that I wanted to highlight uh was that they just recently collaborated with Bridgeport and Toin High School uh to gather voices and create community between Spanish- speaking families um and our superintendent. Um I think that was a really great experience for our FPA also to be able to collaborate with you Dr. So thank you for that. Um and then at Mezer uh for the for when SNAP benefits we were not sure that they were going to come through. Um families really really stepped up at

029Mezer. Um and they collected so much food uh from their own food drive that they were able to feed 65 families with food and basic toiletries uh for their homes. And so, and I put some pictures in there of all the food that they collected. Um, next slide. And then similarly at Templeton, they also started a food drive and they have a backpack program. So, they have little rolling backpacks that they are sending home uh with families every Friday, I believe it is. Um, and this is a continuous thing that's going on. Um, and then Twolitin Elementary in partnership with Towitan High School, they're offering English classes for Toatin families. Um, and staff from both schools volunteered their their time to make this happen and teach the classes. Um, and I think that's actually happening

030right now as we speak. Uh, next slide. Okay, so going on to our middle school FPA. Um, at Fowler they have an annual winter well-being uh, gift card drive. Um, and that also supports families year round. Um, at Hazelbrook they just recently started up a backpack program again. Um, so we uh, while this position is vacant vacant um, they are still continuing it at Hazelbrook. Um, and I think that's just a testament to all of the staff who are there. uh stepping in while we are filling the FPA position. Um and then at Twality uh as as you may know uh FTA FTE for middle school FPA went from one to 75 FTE. Um and I just really wanted to highlight at Quality uh Blanca uh she's our newest FPA. um she worked so hard

031to provide Spanish interpretation support for the entirety of uh their family partnership days and one of those days was like a 12-hour day uh because that's what they like to do. [laughter] Um but I am just really amazed and proud about how she jumped in to support this community as someone so new. Um and this is like in October, so like two months after she started. Um yeah, really proud of her. Uh next slide. And then last we have our two high schools. Um both high schools are working on welcome systems for newcomers, uh including conducting interviews, uh with every single newcomer. Um and they're planning on continuing that throughout the year. Uh so doing check-ins, kind of having a case list. Um and then at Twitatin High, uh they just recently partnered with Pueblo

032Unidito, um which is a a local immigration um advocacy group, and they hosted a virtual detention presentation and a family preparedness workshop uh with a public notary there um to support families who may need uh documents notorized. Uh and then at Tiger High, we're also looking for an FPA for Tiger High. Um but and the the staff members there have also really stepped in to support the students um during that vacancy. Uh but one of the things I wanted to highlight was they took students to get who are eligible to get SNAP cards and benefits. Um, and that was a conversation between so many people about like, can can we get students this? So, like, are we allowed to? And so, I just really appreciate all of that effort um to support those high school

033students who need the most help. And that is my rapid fire. Oh, and here's here's some photos um from Tolitin High School um of all the things that were that were listed on there. A lot of really great things going on there. And yeah, I just I I really want to express that our family partnership advocates are so so so important to TTSD. and um I'm just here I wouldn't we wouldn't be able to do this work without them. Um and I am just like they're my people and I am just so proud to represent them here today. So thank you. >> We welcome any comments, questions from the board. >> I guess I'll go first again. Um, I just want to say thank you for, you know, helping lead the the advocates. Um, I

034think that all of the FPA's do an amazing job connecting with the families, getting them access to the things that they that they need that they might not have access to. So I really appreciate everything that they bring and that culturally responsive nature that they do it in is u something that is very needed for um for our families. I know you guys have probably heard this story before but um when when we came to the United States, one of our teachers was able to kind of come alongside us and um you know perform the job of what an FBA does now. But, you know, at the same time, she was our ESL teacher. And so, that that um advocating that she did for us, that welcoming us to the schools made all the difference.

035Uh also taught my mom how to, you know, advocate for us at in the school district. And um and that just like I said that you know when when I became a teacher I mirrored her teaching style just because I wanted to provide that same thing for my uh for my families. But um you know the the FBAs they go out there every day and they and they do that and we really appreciate them for that. So thank you so much. >> So I'll sort of not steal something that Dr. unsaid at a meeting last week, but a little bit which is this kind of seeing what our FPA program is doing is exactly what I think we were all hoping it would do and then some and really um you kind of have these

036wonderful important ideas of sort of how a program might work and the and then you need the right people in those positions and you need just so many different things and I feel like we have that and so the meeting last week where there's so much happening. And so, not only do you have a job and a position um and a responsibility that was hard two years ago for other reasons, it is exponentially getting harder. and the heart for that work is getting I mean it like you we saw it we see it every time we talk to an FBA person that is out there um in buildings working with families working with students seeing all of the things and so I just it's a lot like it's really heavy and so not only is

037it beautiful work and necessary work and we should be all so grateful that we have the people and the people kind of filling in when they're vacant positions. All these people wrapping around again for our community members, but also really acknowledging like they al like we want to wrap around them too because they're holding all of that in this space for all of these other people and I know that's a lot. So, thank you. >> Director Weston, did you have something? >> Thank you. Um yeah, I just wanted to express thanks. Our students can't learn without their basic needs met. And so this is um a really important program and and thank you for all the work that you're doing. >> What you listed up here is a ton and um and also not everything

038can be listed, right? So, so what you articulated is probably just some fraction of of what these folks are doing and what this program actually does. So, um you know, great appreciation for for this work and the community that's being built um which just again that can't be that can't be articulated in words. That is a that is a feeling and um that is an extension of that heart and that that that service and partnership orientation. So, thank you so much I'll echo all of those things, but I I do want to emphasize what Vice Chair Irvin said earlier, which is this is exactly what we wanted our FBAs to do when we first started the positions, but it is so much more and it is so much harder than we ever thought it would

039be. And so, I want to make sure that all of our FPAs know how much we appreciate them. And so if you could I mean I see none of them here today which is good because they work their tails off um doing much more important things than coming to a board meeting. But please, you know, let them know which minute on this tape to zip to so they can ignore the other stuff and and know how much we appreciate them and how incredibly important they are to our kids, to our communities. And when we were talking earlier about service, this is this is them in a nutshell, right? All of our FBAs are service inside out, upside down, and they're amazing people. >> And and I just wanted to share um first off, just thank

040you to all our of our FBAs. And um with our FBA, they have such a challenging job because there's no blueprint. there's no blueprint for how you show up in service to the community. Um, so everything that they do is based on this unique skill set that they developed over the years and part of that involves the work of learning our community and being part of our community, which so many are. Um, and being adaptive. Uh, just think about all the things that have hit us this year and how adaptive and how nimble they've been and how your department has been, family resource services. And so, um, that is something that we don't take for granted. That is something that is a true asset to our school community. And so, I just wanted to say

041thank you for showing up for our community in the way that you all do. >> Yeah. Thank you. And then our request is that I know that we have a tradition of taking pictures, but because they're not here, we ask that we don't do that because we're really celebrating them. Um, so thank you for your time. >> Thank you. Thank you so much. and thank you for speaking so well to everything that they're doing. And not even everything, but some of the things. Okay. Um we'll now move on to our student representative reports. It looks like we have Tiger High well represented tonight. Um so Edie, you want to go first? >> Yes. Um, for sports, these past couple weeks, girls basketball had their first tournament this past weekend, and from what I heard, varsity

042had two wins. Um, there's a boys basketball tournament coming up the weekend before Christmas break, and there's also a wrestling tournament at Mountainside that same weekend. Dance competition season is also starting. And this past weekend, we won second place in 6A palm at Rex Platinum Competition. And about two weeks ago, we won first at Reynolds competition. And Tigerettes, Callie Rutton, Izzy Reinhardt, and Amelia Topia auditioned this Sunday at Talton High School for the DDCA 6A all state dance team. And all three seniors were selected along with only 17 others out of the 58 people who auditioned. >> Um, last week our NHS held their winter their winter blood drive for the Red Cross. Um and the um NHS members help organize this event and anyone over 16 can donate. Each donation helps save up to

043three lives and also and donating also serves as volunteer hours. Um there's also one coming up next year. >> Sorry, sorry. Can you slow down just a little bit? I'm just having trouble following. >> Um and then yearbook. We got our critiques yearbook back from last school year. um which and we got a first place a first class award which is kind of like two two steps down from the national one and then our paw print which is our student uh lit mag is our deadline for that is next Friday. >> Thank you so much. Do we have any questions for our student reps? Okay, then we'll move on to our superintendent board communication. Dr. Superintendent. >> Good evening everybody. you know, with um so much going on in the district, it's hard to to

044choose like what are like if I have about three to four minutes, what are the things that we want to highlight in the board in the boardroom? And so, um what I try to do in my report is just kind of capture something that truly tells the story of our district and tells the story of PTSD. And so, um and also is, uh communicates, uh a sense of transparency and accountability as well. So for today I'm going to talk about um just four things and I want to actually start off with talking about a report card. So about two weeks ago um state released a district report card state report card showing how the state's doing. And each district has one and then it's drilled down into um you by school so schools can see

045how they're performing and it's and they um report card shows how we're doing on the basic seven metrics that were always I think it's seven that were always uh um measured on. So, uh, third grade reading, math, uh, attendance, graduation, ninth grade on track, uh, five-year completers, etc. And I'll show those in a second. And so, I want to just, um, show ours real quick. If you can go to the next slide. And so, typically what we do is a big press release. And because things were more or less steady in our district this year, uh, we didn't do the big press release. Um, but we do want to be accountable to the public and let everybody know first off that this this data is out there for people to review. You can go on

046to our website and find it when you click on the drop down of the about us and then report card. It's always updated. You'll always be able to find it. But, um, I just want to draw your attention to a few things at the district level. First off, we're staying pretty steady. Um, so, uh, with our regular attenders, English, um, language arts, third grade, uh, in and math, we're down a percent. So, again, not no need to sound the alarms. When we don't don't see any big growth or decline, we start looking at that number in the center, right? So, we already know that in our district attendance is a huge focus and that's based on these numbers that we already we knew before this report was even released, right? We also know that early

047literacy is important as well. So hopefully next year with all the strategies that we're using, professional development, we do have a new curriculum, um some targeted interventions, we're going to see that that number move, right? Um and then uh you can see that this graduation on the left hand side, that's from two years ago. So our our graduation rates from aren't typically released until um January or so. So that's from the year before I arrived. Um, so if we go into the next slide though, what I want to point out is what our schools see when they look at their data. And before we get too much into it, I want you to know that we do our quarterly data using um real time real time measurements using I Ready and various uh sitebased metrics.

048So none of this is a surprise, but this is what we see at the state level. If someone's thinking about coming to our school district as a staff member or as a family, this is the thing they're normally going to look at, not our I Ready database. And so this is Mezer Elementary. Um Mezer is one of our largest and most complex title schools that we have. It's also a two-way immersion school. So, um what you'll see in this is that uh overall um the especially with the uh English language arts and the and the mathematics even though they're at 50 and 42% and we know we want that number to do to be better there's actually some significant growth the four and 5% which is an indicator that we're trending in the right direction.

049So, if I'm um a staff member there or the principal, I'm going to say, "Okay, it looks like we're getting multiple indicators that are showing that we're having growth." And then as a team, what they do is look at what's working. And then they double down on what's working. Maybe it's the way that they're approaching their instruction. They do an outstanding job with or literacy instruction. They do an outstanding job meeting students where they are and they have a great program going on there. And then with science equally, they'll say, well, what happened with science and what could we do to improve that as well. So there's always going to be things to celebrate and we definitely have those with English language arts and math at Mezer. And then some areas where we know we

050need to focus on growth and what we can get better at. And then also I want to show the range in our district. So go to the next slide, please. All right. So this is Art Rucken. Um so Art Rucken is a higher SCES school. it's had a lot less students. It had about 120 students last year. Uh and so you can see their numbers in general um are higher than a more complex title one school and English language arts and mathematics. Um they exceed the state in a lot of metrics. So it means they're getting most things right even if it's a 1% or two% decrease. Now the thing that we really want to pay pay attention to with Art Rucken is science. that went up by 20% in science. So if we're doing

051cross collaboration with uh between schools, we might go to Jamie and say, "What's the secret sauce in science?" Now, there's always going to be a regression to the mean, and so they're not going to sustain a 20% increase every year, but something happened. U maybe it was um some magic that the co that the kids in that cohort uh something they ate that day for breakfast, but they did something right. So to that end, we would go with them and go to them and say, "Okay, what what kind of strategies are using?" And this is where you get collaboration between schools. So these are ways that we take um data and don't necessarily say, "Oh, we're doing good or we're doing bad or this school's outperforming this school in this area." Even though I know

052that sometimes our principles can be competitive, it's a way that we're taking the data and trying to do some sense making on how we can get better. So, just want to know that that's available and um I encourage you to look into it if you have time. And these are things that we also cover when we do our workshops around um uh quarterly when we we share with you um how we're progressing as a district. And that's it for that. Okay. I have a couple I know that was basically four minutes in of itself, so I'll I'll transition quickly. This should have been a reports and discussion. Um, I want to talk about elevating the voices of our students and our family members and our parents and community members. So, over the last couple of

053weeks, we've made a concern. And you can shut this or move this down. Oh, that was the picture. That's not the best picture. Let's go to the other one. Oh, man. Okay. Well, let's just shut the pictures down then. Um so uh the last couple of weeks we've been focusing on um elevating student voice and getting the voice and input of our community and our f and our families. And my first year here I we took this approach where we said, "Hey, there's a new superintendent here. We're going to do community listening sessions. We want to get your voice." And we noticed in taking that approach, we got a pretty homogeneous group that showed up, right? And um our diverse communities were really missing in those settings. And so we're taking a different approach this

054year where um we want to hear from our more diverse families. And so instead of saying come where come to this this meeting at this time in this place, we're actually going to our FPA and saying where are families congregating? Where are they meeting? And we want to meet them there. We don't want to intrude on their time. We just want to be a presence. And if it it uh opportunity presents itself to ask some questions, we'll do that. So, um we uh me and Alex the other day went to to uh Durham and there is a group of our Latino families that play Loaria. So, we got to play Loaria and then we got to just ask some questions about like what's going right and what we need to get what we need to

055do better in the school district. And we had a really rich conversation. Um, we know that there's been an increased concern around the the ICE activities and the detainments happening. So, we use that as an opportunity to to meet with our PSOS. I know a couple of our board members attended that meeting as well. And it was really encouraging to see our community come together and hear the voice and concerns and ways that we can help support each other. And then just today, we started um uh a campaign or I don't know if it's even a campaign, it's just a process that we standardly do when we listen to student voice. So, we went to Creek Side today and heard from some students. That was the picture that you saw. Thor, you don't need to

056put that picture back up. And the picture was supposed to be me dominating at Loaria. That was the the real picture, but let's put it another time. Um, so, nonetheless, uh, there it is. Or at least having some fun at Laria. Thanks, Lord. So um but it's really important for us to get voice from our students, from our staff, from our community, from our parents because uh when we go into the bond and boundary and strategic planning meeting, that voice matters and we want to make sure that we're being good representatives of those that we serve. So, I just wanted to to share with you all that that's something that's really important to us and we're going to continue to focus on raising uh getting student voice um and and uh community voice. And then

057I'll wrap up real quick. Just want to say that uh you know, one of our main focuses is our FOSAI is um supporting our MLAs. And we look at it as a continuum of uh service whether some a student is a newcomer and just arrived and needs intensive language supports or whether they're um a heritage speaker or in our dual language program our two-way immersion program or whether they're um in high school and getting a syllabi literacy and in a um in a IB program. We want to make sure that we are uh meeting students where they are, but also that we have a very unique vision that's evolving on how we're going to support our multilingual learners. And so we're partnering with Dual Language New Mexico. Um they will be here um tomorrow actually

058to work with our our building leaders and our district leaders on how we can um update our vision and reimagine what dual language uh education looks like for not um just this year next year but for the long term in TTSD. So we're really excited for that partnership with them. I've worked with them in other districts and I love that they come with um best practices. They come with uh a lot of experience but they want to know what our story is so that they can help us manifest what our what our vision will be for supporting our our um dual language learners. So our multilingual learners. Um so that's happening tomorrow. And then um just going to wrap up by sharing that we're we're um looking for a replacement for Dr. McCall. Um the

059assistant superintendent position clo the closed uh last week. We had about 50 applicants. Um yeah, that was a lot of reading for me. I spent a lot of time reading on Saturday. So um and then we have drilled it down to our top 10 to 12. And so um those interviews are happening. They're um video interviews and then we should have a position um the position nailed and the person hired an announcement in mid January. So things are really moving along with that as well. And then I want to wrap up by um uh sharing a video from our campaign around us telling our own story. So I don't think you'll need Kleenex for this, but you might. Right. Um uh so this is our third installment of us just showing what's going on in

060TTSD and trying to capture how every student counts. >> People come in all shapes and sizes. Disability is just one part of the human experience. They're just part of the community. Community is made up of different kinds of people. >> Tiger Twileatin is known to have a strong special education program. [music] And what makes us so special is not so much that we have a prescribed program that students go into. It's the people. >> We do use evidence-based [music] practices, but it's really when you bring people together, families, teachers, [music] special education staff, and assistants who believe that what they do matters and they believe [music] that all students belong, really powerful things happen. [screaming] >> Inclusion isn't just about [music] putting our kids in the Jed setting. It's about building opportunities for them to

061[music] participate in meaningful ways that are meaningful for them. And for each kid, it will look different. Each child [music] has a individualized team that comes together to program for them. A critical part of all of that is trust. Parents [music] trust us to take care of their children. Both in understanding what their values and goals are for their child and then also making [music] sure their child's safe. >> They instill a sense of safety. It has allowed [music] Braden as a nonverbal autistic child to be able to communicate and type and talk and read. [music] That I think is the most important part because it's not about me and it's it's not about the teachers here. It's about Braden growing and flourishing [music] and being part of this world. We started [music] selling popcorn

062to work on life skills, to work on budgeting, to work on how to run a business and how to have a job. But [music] I think overall the biggest takeaway is that they are a part of our community. They're a part of our school. They're a part of the school community and they feel like they belong. >> Thank you. >> Inclusion is a [music] belief system and it's a mindset. You have to work with your community and respond and represent your community. And that I think is what makes special education so amazing. >> And that is it for my report. >> Thank you so much. And thank you Carol for the narration. >> That was a lovely video. Um, all right. Uh, board communication. Who would like to go first? Or does anybody have anything

063to share? >> I should I guess I should start with uh, Director Weston, I don't see you online. Are you there? >> There you are. You are. Would you like to go first, director? >> Sure. Thank you. Um, I hope you all had a lovely Thanksgiving, a time to come together to be thankful, a time for family, to celebrate a bountiful harvest, and to honor the hospitality freely given by indigenous communities to European newcomers. And for a moment, communities ate at the same table. What does it mean today to be part of the United States of America? Is it a flavor, a sound, a color? Some would characterize the indigenous peoples of the Americas as somehow foreign to the United States of America. Criminal, less than, the cause of your thin wallet, your cousin's addiction,

064your neighbors unemployment, your child's academic struggle. Well, I will not pretend that ripping apart the fabric of our community will lead to solving our problems. I will continue to support smaller classes, a robust economy, less reliance on educational technology in schools, more support for teachers, and nuanced problem solving. I think about those who continued the tradition of dreaming of America, sought out a new home, and then put down deep roots. Consider a college freshman surprising her parents and younger brothers for Thanksgiving, but then instead surprising them with a call from a detention center. Joyful naturalization ceremonies ending in tears. A firefighter pulled off the fire line. Guns drawn around a local Dutch brothers staffed by teens. And now a local family, a coach who teaches our kids soccer. One of our students missing a parent.

065Join me in supporting a family that belongs together. Thank you. >> Thank you, >> Director Himeus. Um, I don't have much to say other than I want to apologize in advance because I wasn't able to make it to the uh, SIP round and so I won't be able to share uh, in that report but I wanted to say that I was at a work meeting which is why I'm still in a tie or else I wouldn't be. But [laughter] u, but yeah, so I just wanted to make sure that that got in my report. I don't have much. Um the only thing that I'm thinking a lot about right now is um Senate Bill 141, the [laughter] the accountability bill um that is going to impact our district uh a lot, all districts around the

066state. I know that we're going to hear a lot more about this from our staff um and everybody as time goes on. Um, just thinking about how we as a board are really going to have to um, learn a lot about uh, quarterly monitoring and interim assessments and what it means to have coaching and intensive coaching and and all of that. All of these things that we're all going to have to be really familiar with. Um I am really thankful to um be in a district where we get frequent, comprehensive and thorough education on what our district is doing, how we are monitoring what all of those things mean and then transparency to the community about those kinds of things. And so, um, as we go forward, these big changes, um, to accountability in the

067state, just want to start saying that and putting that out there because this is something boards everywhere are thinking about and districts everywhere are thinking about and um, and just something that's been on my mind. So, I'm sure we'll be hearing a lot more about this as we move forward because lots of stuff is happening in that realm. >> Definitely. I have a couple of things and one of them is um because I've been part of that task force for this educational accountability act. Um so it goes to the state board on the 11th. Um and what I will say is and there is a lot in there as Director Miles kind of alluded to. Um there there's a lot um with local metrics, with optional things, with required things, all of the things. Um

068and I think at the beginning there was some current concern that the the group would be primarily performative. So we're going to bring school leaders, administrators in a room and like but really this is just what we're doing. Um and while there are some still really big questions um there I think because of the conversations with KOSA some of the superintendent um sort of hivemind meetings in a way with this group the orca group there has been some movement in a positive direction um and so a couple of those and I will be really fast um they really are focusing on academic growth instead of um like a finite endpoint so they're going to be looking at uh growth both um they are taking instead of um they're using career and workforce readiness um to

069be the composite total of CTE participants and career and technical education concentrators. Um and so that was a big concern when we're looking at the CTE program. Um there's some things when you're looking at educational service district programs which I won't get into here. um the multilingual proficiency now will mean the number of students earning the seal of biiteracy or or multi-iteracy. So that was a change um and then some changes around the post-secary readiness which really focuses um some work around our high schools and broadening that the scope of what that means. So again while we still feel like um we wish there could be a pause button and have a few more months to kind of roll this out and really look at it. I do feel like there h and a lot

070of people in the meetings felt like there were in good faith some changes happening based on what they were hearing which I think was really positive. I think the next hurdle which I think I am roped into being on this task force again um is actually how do we do this because that's the other piece right that always comes with what are the programs so there's a lot around the interim um assessments and smaller districts that have programs but not on the approved list and so how are we expanding that list and so a lot of those pieces but really what does it mean if you make seven but not eight of those you know the metrics and if you just need to make seven, then who's really going to go for eight? So, there's

071a lot of pieces around that with how it will work and then the actual financial burden that that will cause on districts that we are still really pushing for more information about, but I do feel like that's there's been some headway, which was good. Um and then last week um we uh chair Zmade and I went to or participated in a meeting with district folks, FPAs and then a lot of our PSOs, PSAs, um presidents um and really to talk about how do we support our families? how do what can we help put in place and help PSOS um kind of think outside the box in terms of um having families feel safe when there is an increased ICE presence. And so it was incredible to hear really all the things that were already starting

072to happen and the conversations at every school that were already taking place, people ready like we have a list of people that want to volunteer. When are we ready to go? Um what's the plan? What can we do? what when should we ask if we can do it or should we just do it? So, there was a lot of really incredible and powerful conversations happening and I think um and we were just talking about this really if you weren't able to come to that meeting and you're a PSO person um definitely reach out and we you know we're going to be networking a lot of those folks together to kind of build this this net of um support and safety for all of our students and families. And so I would encourage you to reach

073out um and see if you're already doing something, what are you doing because we love to know that. And then if you aren't doing something but want to, let's figure that out. And that's why I have >> Yeah, that was an amazing meeting. It it opened my eyes to just how much support there is in the community. I knew there was a lot there's a lot a lot more even than I had thought. Um, I wanted to um mention also the um regarding the Senate Bill 141, the legislative accountability um that I attended uh the OSBA did a legislative accountability webinar last week that was really informative. Um, Cassie Madina from OD was on to talk about what it looks like for board members, what what to expect. And so any of us, any of

074you, my fellow board members who didn't have a chance to do that. It should be recorded on the OSBA website, you should be able to see it. I highly recommend it. I was um really pleased to see that the OD uh person was in fact taking feedback from the board members who were in the webinar about what do you think of this metric and what do you think of that metric and when the metric was like not so popular she was like okay maybe we need to revisit this. So I I am cautiously optimistic that there is still room for for um feedback to be taken seriously. Um, and then finally, I wanted to mention I've been in various meetings um to prepare for our Washington County Legislative Summit, which will be January 7th at

075the Northwest Regional ESD. So, please I want to make sure all board members have that on your calendar. Um, super important that we we show up there. Um, it looks like we've got a really good turnout of state legislators who will be there. So, it's going to be a great opportunity for us to talk about um the accountability and how to make that work, but also, I don't know, maybe school funding might be something we want to talk to them about, too. January 7th, and it'll be at the Northwest Regional ESD. So, watch your email, but put a put a placeholder on your calendar, please. Um, so yeah, busy times. Okay. Um, then I think we're ready to move to public comment. We have three people signed up for public comment tonight, but I wanted

076to make sure board members know that you've got a packet of written uh testimony that was submitted. There's also some that will be online and I believe attached to the board packet. Is that correct? So, u make sure you've read all of those as well. Um our three uh speakers tonight will start with Derek Lawson and then on deck will be Pearla Murphy. So if you could come on up to the front and let me find the instructions that I need to read. Okay. So um you will speakers will have three minutes. Um so please be brief and concise. Um, you may speak on a topic not on the published agenda. However, the board at its discretion may require the be submitted in writing. We reserve the right to refer the matter to administration for

077action or study. Um, speakers may offer objective criticism of direct district operations or programs, but the board will not hear complaints concerning specific district personnel. Um, and of course, um, any any public comment that is derogatory, um, that does not fit within the guidelines of our policy ACC, I will gave you out and ask you to please stop talking now. So, um, please take it seriously. If I have to do that, please don't make me have to do that. All right. So, uh, when you start your speaking, please give your name, your zip code, and then the timer will start. Um once you have said those two magic topics. All right. So go ahead. Thank you so much. >> Good evening. Buenes no. My [clears throat] name is Pa Murphy. My zip code is 97078.

078I am the assistant director for Arcoi school and I have had the privilege of serving at Koiti Spanish immersion school for nearly its entire history. I joined in 2011 when we were just a small school with a big vision to open doors for students through highquality bilingual education. Over the past 13 and now 14 years, I've watched this vision come to life. I've seen students grow confident and capable in two languages. I've seen families and staff, especially me, find a place where their culture and voices matter. Our goal in opening a new campus in Tiger is simple. To make this life-changing educational model accessible to more students. This isn't growth for growth's sake. It's responding to real community demand. It's expanding opportunities for families who want bilingual immersion. It's giving children who already live in

079Tiger and the surrounding areas the chance to thrive in the environment we've spent more than a decade building. I have seen firsthand how transformative our program is. I've seen students who enter timid or struggling or unsure of themselves leave confident, multilingual, and ready to take on the world. I am so proud of what we do and I believe deeply that our community deserves more access to it. Tonight, I respectfully ask you to allow us to bring Arues to Tiger. Please approve our expansion so more students could benefit from the bilingual inclusive high achieving program our families believe in. Thank you for your time. >> Thank you so much. Our next public comment is by Pearlla Murphy and that means Luis Sayoa. You are on deck. [clears throat] >> You're on deck. Yeah. Uh, good evening.

080Uh, thank you for the opportunity to address you. My name is Derek Lawson. I live in 97223. I've got two children that I raise here in Tiger. Um, you know, I'll just echo the con the commentary that was already given. Just to specifically address what it was that was discussed here. I think when the the board initially declined the application from the school, there were concerns with the uh certain financial obligations them being able to meet them. That was raised as a concern. Personally, I can't speak to that as I don't have any familiarity with the school's financial condition, but I would say that there are parents that are committed to the success of the school uh financial as well as otherwise. Um we all engage in fundraising efforts on behalf of the school to

081make sure that they um do have funding throughout the year. Um, and I know that the school also partners and then of course the state also gives 85% of their funding. I believe so. I'm certain that there's some manner of underwriting to make sure that the school could in fact operate and meet their financial obligations. So I would ask the board to revisit that. Uh, one of the other concerns was that there are potential conflicts with existing TTSD uh, programs. Uh to my knowledge, and I know it's been referenced here twice this evening, that there is some bilingual education at the elementary school level here, but my research leads me to believe that there's only two schools where that's done. Um my daughter did attend Charles F. Tiger initially before transferring to AROES. Um and

082I can tell you that the process of an intra district transfer within CTSD is itself an ownorous process. The it's um not pleasant. So, uh, if anybody actually did want to take advantage of that, they would have difficulty in doing so. I I did. So, um, you know, I would say that this really is truly something that could be brought into the community and that could fill the gap that is presently existing. Uh, and then the last piece would just be an apparent lack of public support within uh, TTSD or, you know, within the borders here uh, for for the school, right? Um, and I would say that I I don't I do not speak on behalf of the city of Tiger, but I volunteer for the city and I've been on several committees for

083the city. Um, including rewriting the city's charter in 2023, um, transportation issues and then also on the budget committee. So, I encounter a wide cross reference of uh of people or a cross-section of citizens of Tiger. And when I do tell them that my daughter attends OTCO, I can say that pretty much invariably the response that I do get is that is outstanding. You know, I really wish that something like that was available within uh TTSD or within Tiger Twalatin School District. So, I would say that most people don't know that you you do offer that, right? If if indeed it is something that you guys are proud of, it's not advertised very well and it would be difficult to find. So, with my remaining uh 15 seconds here, I would say uh please reconsider

084the application that has been put forth. Uh we would like to see the school expand. Um and um I live and raise my children in this community and I know that there is a need for it. So, thank you very much. >> Thank you. Perfect timing. Right. And our last speaker, Luis Samayoa. Is that correct? >> Y correct. My name is Luis Samoya. I am the student success coach, student counselor. Uh my zip code is 97206. Um first of all, I want to say thank you. I I thought I'd come up here and just share a little bit of my story and how it relates to Aquitis. Uh when I was a kid, my mom and my dad um they worked a lot. Um, so for me I didn't get really see them a whole

085lot. So school was my place of safety. It was a place where I felt where I could connect with a lot of students and connect with a lot of teachers who made me feel important about who I was. It was difficult because my parents also didn't understand really what it meant to be a student and also a successful student. They tried their best and I'm forever grateful for it. Um, since joining Atoes, I've become for the first time in my life, I felt like I wasn't someone on the outside, that I'm not an outsider. Um, and sorry, I might start crying. And for me, that's really important for students who look like me and that come from backgrounds like me. We didn't have teachers who also spoke Spanish, had tortillas, um, and had all these

086cultural dishes. Aquades is more than just a school. It's a place where students that look like me and sound like me can feel like they're also represented. And just by judging by the panel here, um you know, it also shows me that TTSD also is a big supporter of um inclusivity and that's really important for someone who is chasing dreams every day. Um, and I definitely believe that with the partnership of TTSD, we can also impact the lives not just of students of various backgrounds and cultures, but also fill the void that a lot of us are missing um, when we're not at school. And this is someone who comes from Portland and at that time there wasn't a lot of people [clears throat] who look or spoke the same languages as me. um has

087become a very very important place for me and as much as I I believe I've made an impact on these kids, it's actually made an impact more on myself. Um, it's a very special community and I believe that with the support of TTSD, we can not only um support the inclusivity and diversity, but also bring more of that magic that what I've heard and seen tonight um into your school district. And I would kindly ask that we reconsider the application because we can collaborate and make these days special for all of our students. Thank you so much. >> Thank you. Um that concludes the public comment section of our meeting. So we'll now move into our reports and discussion. Um our first item is uh our reports on our SIP presentations. And uh Directorus, don't

088worry. Our superintendent covered for you. So he's going to um give a pre give give the the synopsis in your place. Um but uh appreciate your your need to be elsewhere. [laughter] We all have a lot of [snorts] uh draws on our time. Okay. So, we had um prior to the board meeting, we had a work session where uh we heard about the continuous improvement plans from five of our schools. Templeton Elementary, Twi Middle, Deer Creek Elementary, Durham Middle School, and Art Rutkin Elementary. So, our board members and superintendent sat in on those groups and we're now going to give reports in the three minute range um of what you heard, things that you connected with, aha moments you had, um things that you'd like the rest of the board to know about what you

089heard. So, who wants to go first? [laughter] >> Me. I'll go first. Okay. those go. >> Uh, all right. I will be brief, but I'll pack it full of all kinds of cool things. Um, I was at the Tality table, Tality Middle School with Principal Cosmala. Um, and a couple of just things I would want to highlight. Um, because she really walked through, um, this is her fourth year at Toality and so kind of like what her process was knowing that there needed to be some big changes and also how do you do that when you're coming in new? Um and so and then sort of where we have been, where we are, and where we're going. And so one of the things that she's talked about that she's been saying for since she's come

090in, um but really drilling down on it this year is this idea that all teachers are language teachers. So kind of looking at if you're looking at state report cards, there are areas that are that need a lot of work. And she had a lot of transparency and this is there are some areas where we really we got to get to work. Um and so while last year or two years ago there was this big push on ory and student talk and then it kind of moved into um sort of this year and then the end of last year. What are those opportunities to respond really helping teachers get these strategies for how do we um provide more access points to language? So it could be many checks for understanding. It could be helping kids

091not opt out. So, not just waiting for the kids that always want to raise their hand or answer, but really in a and and she said as a caveat, you have to you have to provide and create and build a trusting classroom because you're asking kids to take risks. Um, and so kind of building on that. So, this year folding in a writing focus and really helping teachers understand like the language purpose in everything that they are doing. And so she has seen when she gets to talk with kids and as a parent I kind of got to wear that hat too because I have a a kiddo at Twality. Um so it's not just you're learning so some vocabulary words or you're writing a sentence but you are writing a sentence. It was you

092know gladiator times and you have a a word bank of 10 words and you need to use eight of these 10 words which means you have to know what they mean to have them make sense in a sentence and you know take on this character and so you're really building in another class who's doing Gilgamesh, right? So, not only this really kind of intense or highlevel text, but here are all the other ways that we're talking about social studies and geography and here's all the other ways that we're talking about what would life there be like and then you know so you're really it's it's really inter like weaving in all of these other disciplines. Um but again focusing on that writing and that purpose of language that was sort of like the language arts

093piece. um math. This is their second year of this teacher development group program and last year it was folks that wanted to do it could do it and this year everybody's doing it. Um and so this again is really more oftentimes in class if you think about math you're doing a lot of your like private individual work. So what this is really teaching teachers how to do is how do we have more public work? How are we walking around and seeing how other kids are solving math problems? what you might have questions about. Um, again, less opting out of opportunities. Um, and also more gameplay. So, one example was a teacher brings his um D&D dice um and and every little table rolls them and creates a multiplication bingo from those dice. So, really making

094it um functional and fun and getting a lot of that sort of repetitive practice. Um, and then in terms of sort of the culture, climate, and each piece, um, they've made huge progress in terms of behavior. Um, so that was something that she was really proud of. Um, especially when you're drilling down into specific student groups and really seeing how teachers are are really taking to heart a lot of the training, a lot of the PD, and a lot of the understanding around um, like what she was talking about with microaggressions or micro assaults. Um and then finally they do something um unique at their school where the affinity groups are embedded into the school day. Um and so they have this time um during the day where they may have le and it's not

095just I think when sometimes we think about affinity groups it's often a club type setting. And so this is structured time during the school day which means there are lessons on identity. They have speakers come in. They will take field trips. Um so it is a really um robust time for these groups which she said has been really incredible and they actually have a need for more FTE to kind of build out these groups because there's such a huge um need for them. Um and then finally along with that, one of the things that came out of that was um on the form where you have to make reports if you experienced or witnessed a um a microaggression or or an actual aggression or assault or micro assault. Um the students had a lot of

096opinions about what needed to be changed on that form. Um, for example, one of them was, and they did a lot of workshops on this with students, but and I'll close with this, which was, um, they said, "You make us write out what happened, and now we're being ret-raumatized by having to sit there and write out the whole thing that happened or the whole thing that I saw, and I and we get why, but is there a way to do that where we don't have to do that?" Um, and so they did. And so they had lots of iterations of the new form, and it was changed based on that feedback. And so students are really happy that number one their voices were listened to. Um and it's a much um safer um and thoughtful

097form for when kiddos need to report something. I got to sit um with Principal Hedges from Durham and I will say that um she had a beautiful presentation on the TV with um so many pics of engaged students and joyful teachers and classrooms. And of course it was wonderful to look at those and there is a real focus on community and culture in um in that school this year. And um and the four points that we really hit were literacy, attendance, PBIS, and equity. And so under each of those um we talked about the CKLA, the literacy adoption. And um really wondering, you know, how that was going, what that looked like. And she mentioned that their favorite part of that is that, you know, it's really rich in themes, the readaloud part, and the

098connections across subjects like like music was really integrated. they were able to do that. They found that they are needing to supplement um because they don't feel it's as well aligned with the science of reading as they thought it might be. So they are using a program called uh UFly. They're the only school that's doing that right now. Um but you know it's the first year of that adoption so everybody's sort of feeling that those growing pains. you know, like any year, first year of adoption, you know, it's just a lot of gears trying to move and the second year is everybody's had that first year of exposure. So, um, so that's what they're feeling right now. And then, uh, to support MLE students, they're doing co-eing, um, which was very exciting. they've done this

099for a long time in K1 that's growing into grades three four and then we talked about me going to visit that like she was very excited for me to just see that because I was like okay what does that look like in your class classroom she was just like all right you just have to come and see it I can't even describe so [laughter] so that'll be a plan at some point [snorts] when we talked about attendance um we talked about what that looks like in tier one tier two and tier three and you know there were she had descriptions of you know in tier one they announced uh attendance weights for all grades. They post that by the entrance. There's incentives. In tier 2, they send postcards from the staff. And then in tier

100three, they have some families that they really indul individually support. But most impressive is that she is working on getting her type 10 certification so that she can personally pick up students and drive them to school when she can. And so [laughter] like um so she was talking about like I will wear a driver's hat and driver's gloves so that I can like go get them um when she needs to. There are just a few students that would need to be supported in that way. um for uh PBIS she noted that right now they only have 5% of students in tier 2 which is much lower than expected and um and that is because they have really worked to strengthen tier one supports and they feel like they really hit that relationships climate and culture

101um piece through schoolwide systems which you know she shared a ton of so much community has been built and um and just with that community culture climate really being a focus. Um you know, she noted that like all of that waxes and wins and and but they have so few students in that and then and then very few students in tier three as well, but like so few students in tier 2 that that she really attributes to that. And then of course this is not part of PBIS but like really supporting staff with um coffee carts and you know room service and snacks to staff and just really trying to build that wraparound community and making staff feel loved as well. Um in the equity part um they have their no place for hate group

102for students. They have a book exchange between families to build their communities and exch exchange traditions and their love of literacy. What does that look like at home? And then for students on IEPs that can't access field trips that their class may be taking and to ensure equity of access to taking field trips, they arrange field trips for those students monthly um that may be different than trips that the rest of their class takes. They've taken trips to the Knesogga Swim Center and they have uh they took a trip to a farm and of course they had pictures of that which was so wonderful and they have more plans and um and I guess the Knosoga Swim Center loved their group so much they offered them a monthly trip with a like deeply discounted rate

103or something and so they're going to try to go back and then I always ask the principles like what are you most excited about? That's my last question I asked them. And she said that um that the monthly trips for those students was was what she was most excited about because they they bring so much joy to so many students and to the teachers that support those students as well. But that's just a source of joy for the school. So it was wonderful to sit with her. >> Director Weston, you want to go next? >> Yeah, thank you so much. Um I had the pleasure of um chatting with Principal Petri over at Alberta Ryder Elementary. Um we spoke about um a co-eing model for English language development. Um some significant progress on implementation of

104the new math and reading curriculum and also adding more time um to work on curriculum for teachers. Um and we also spoke about um internal communication and communication with students themselves about their learning and progress. Um also some courageous conversations about um what our test scores are and what they mean. Um we spoke about kind of looking at the data different ways by um student income, different backgrounds um to try and tease apart um things that explain the test results and um and therefore keep understanding how to make improvements. Um, we also talked about climate and culture and a lot of great work happening around attendance um and strengthening um tier one um improvements and and I did have some technical issues towards the end but um I really appreciated the time and um and

105insights. So, thank you so much. Superintendent, would you like to do your duty to fill in for >> Most most definitely. Thank you very much. >> He's gonna owe you. >> Yeah, he does. Um, so I had the opportunity to sit in with Principal Corey Waffle out of Deer Creek. Uh, we had a small group, so it was a really good kind of intimate conversation about uh how things are going at Deer Creek, what's working, some initiatives that they're working on, things to celebrate, some areas that they really want to continue to grow at and focus on as well. um in the very beginning when we focused on uh school community climate and culture, she highlighted um the importance of elevating our multilingual learners. Um, and because the school is a TSI CSI school, it's

106a TSI school, meaning that it was identified as a targeted um targeted school for improvement through the state, which means they got a little bit of dollars and the targeted area was for supporting our MLES and our uh students receiving special services. And they used their TSI funding to to really focus on writing supports. and they arrived at that through doing an analysis of their data, working in their PLC's and saying this is an area um where we can leverage um leverage outcomes and instructions because it's what our students need and also she was really co uh really aware of um not having as much supports in terms of an instructional coach and so that's how they they made the decision to focus on those areas. Um they're also focusing on their easth process and

107um this is their second year of having their school be a no place for hate and but also um in addition to doing that finding areas to celebrate uh diversity and um an inclusive community and being really intentional about that as well. um they have something called a a cultural climate committee that they also have that looks at data on um student sense of belonging and incidents of hate and bias as well. She mentioned that overall um pro problem behaviors have been lower than district averages and that's probably attributed to some of the supports that the targeted supports that they have and creating um creating a sense of belonging for students and inclusion but also um proactive PBIS systems that they have as well. She said that the PBIS groups are running in higher frequency

108than they used to and they try to make them fun. So they have things like the lunch bunch where they can focus on teaching um PBIS strategies but not making it seem so so um formalized. Um again they're trying to do a lot of work to to celebrate diversity in the schools. So they have heritage um heritage month and also just inclusion activities that they're doing throughout the year. They're really working on getting families to um get into schools and by doing that they can um build bridges and and make connections. And something that I failed to mention early on is that they're dealing with a significant shift in their student body demographic because they were one of the three schools that were impacted by the um boundary uh change next last year. So their

109student population has gone down significantly because so many kids have gone to Art Rucken, but it's actually less of a homogeneous school and more of a diverse school student population. So that's something that they've um that they uh have noticed in their school population as well. Okay. Um shifting to academic outcomes, um they had some pretty good success with their TSI dollars. so much that um they don't get the money next year because they got out of um the TSI distinction, which is kind of a double-edged sword because one of the reasons that they were potentially able to to elevate student outcomes is because of those resources. But with those no longer being available, as a district, we need to work with our instructional team to make sure that we can um supplement those resources.

110Um, I'm going to kind of speed up here a little bit and just hit some of my um, connections and um, curiosities and clarifications. One thing that they really focus on in Deer Creek is they have a variety of of activities that are focused on improving attendance. They have an attendance mentor team um that uh, looks at strategies, data and implementation of uh, promoting positive attendance. Uh but they also if you go into Deer Creek and I try to get in there several times a year, every student is greeted by name when you walk by them. Um there'll never be a time when a student walks by and there's not an engagement with an adult. So um students are welcome. The principal sits out front and greets kids and says goodbye to kids every day

111and it's a it's a very inclusive school. So to that end um they're one of the schools and I failed to mention this during my uh uh report. They're one of the schools that their attendance or the district attendance is 66% for regular attenders is 1% under the state average. Deer Creek is at about 75%. So they're doing really good work around attendance. And that was my point of connection is they're doing all this work around inclusion and as a result they're seeing kids come to school and then when you see kids come to school you see um you see outcomes in academic areas and so they're doing a really good work out there. And so that was it. Derby. >> Thank you. And I uh sat with Rory Moore from Templeton Elementary. Um he

112was quick to remind me that Templeton was the only elementary school that hit the five and 8% goals last year in both five and eight. Um and so he's really working on building on that momentum. Um their attendance has also been really good. They were up 8% over last year. um that makes them a 17% increase over the last three years. So really doing some great work there. Um their I Ready growth is also very strong 118 to 133% growth over the year for their students. Um lots of really good things going on. Um he's really focused in on high leverage instructional moves. Um he's got some things he calls uh his tights with the staff of things that they're all going to do. And communication is one one that I found really interesting was

113they have goal folders for every single student and every quarter the teacher will sit down with a student and say, "Okay, so here's your goal for this quarter." Um, and that way the student is able to sort of take ownership of their education and it's having a really positive impact on students knowing what they need to do and being incentivized to do it and and that self-discovery of, oh, I can be in charge of my own education, right? I can make things happen for myself really powerful. Um, and they're seeing that make a difference for kids. They uh, a lot of stuff to cover. I don't want to go into everything, but the other thing I would found really interesting um was in the professional development realm. Um Rory puts together a schedule of professional

114development for the year and is very transparent with his teachers. Here's what we're going to do on this day. Teachers have the opportunity to push back a little bit and say, "Well, hang on. What if we did it this way?" There's a a team that goes over it to make sure that the professional development really is what the teachers need at the time they need it. And so that means when the PD happens, the teachers are invested in it. And um the so for example, something like the uh teacher evaluation tool that is a district-wide tool at Templeton, they've taken it and they've made it very specific to Templeton, not changing the goals, but what does this particular a for in this category, what does that look like at Templeton? And so the principal can

115say when I come into your room to do an evaluation, I'm looking for these things. So for you to be getting a four as a teacher, these are the things I'm going to see. So the teachers know exactly what is expected of them and they have buy in about it. And that means that the staff is really on board, knows what to do. And in a teacher who maybe doesn't is able to say, well, hang on a second. I need help with that. And there's a very strong sense of camaraderie. Nobody's being singled out for, you didn't do that, right? It's more a matter of how can we all work together? How can we learn from each other? What are our best practices? Um, and like director uh Miles at the end, I always want

116to know what's what are you most proud of? And he he uh principal Morris said that they have a great school with teachers who own their work and are true professionals. And I thought that was just a really wonderful thing to be able to say about your staff. um to have that faith in them. So that is the SIP report for Templeton. Once again, it is a fire hose of information. It's really hard to pick out the the few things and I really appreciate hearing from all the different schools um through the eyes of our board members. All right, our second report and discussion item is our student basic needs update and that is Dr. Unigan. Welcome back. >> Good evening everyone. I um have Colleen here with us again to talk a little bit

117more about um our equity infrastructure related to basic needs. Um our department is focused on serving the whole child and one of the most comp uh important components is basic needs. So um Colleen will share a little bit more about that. And then Thor, do we have the presentation up for that? It's connected to the this it's the same slide deck as the good news and recognition. >> Yeah. Sweet. Thank you. Um yeah, so I I shared a little bit about um what our FPA are doing um broadly, but I have uh some more specific data here uh for you in this basic needs report. Um next slide. Uh so this is the family resource center. It's right behind this building. Um and this is really the hub of the basic needs infrastructure in TTSD.

118Um, and we do serve families who come to the resource center in person. Um, it is it's more rare now, I think, than it was um, when it first began. Um, because most of our services are provided after an FPA has connected with the family. Um, and we really hope that the families make a connection at their school because that is close, especially for our toolin families, like because that is where they're going to be at. um and it's more accessible for them. Uh next slide. Um there's a lot going on here, but I just wanted to share um our report from last year. Uh and just to give kind of a comparison um before I share some data from this first quarter. Um, as you can see, like our top spending was uh for

119utility assistance for families. Uh, we spent over $11,000 um of our funds for that. Um, and we are seeing very similar trends now um for our families. And then the pictures are just showing uh the resource fairs that we put on. Uh, and then Elena Elwin and and Jenny Butos, those were my family partnership advocates there, uh, at the at the family resource center. Um, Jenny's now at Twitin Elementary. Um, and Elena has moved on, so I miss them so much, but they did so much work uh, last year. >> Uh, next slide. Uh, so our funding comes primarily from grants. Uh so we received the social services grant from the city of Tigard. Uh this is $10,000 is the most we've ever received. Uh so we're so grateful um for the city of Tiger

120for um granting us that this year. Uh and we also received $4,000 to support our families in Talatin from the outside agency's grant. Uh super grateful to be receiving that year after year um from the city of Talatin. And then we also get I don't I didn't wasn't able to pull numbers from this year, but last year we received $2,500 in monetary donations from the community. Uh this is often just people who knock on our door and they're like, "Here, I want this to go to Food for Families um and hand us a check." And so I'm so grateful for our amazing PTSD community. Uh next slide. Uh so I know attendance uh is a huge focus right now as well and so uh I just wanted to make the connection uh before I went

121into all the data um about I found this report on the top reasons why children miss school in Oregon. Um it is I just looked at it again. It's a little bit old now but um I I need to find a more recent report but [laughter] but I believe that this is still accurate. um that chronic health issues, food, clothing, environmental factors like students having lice or no clean clothes or transportation. These are really important factors for children missing school. Um and so according to Maslo's as we someone shared earlier um if students don't have their basic needs met they're not going to be able to learn um and perform in school. And so that's why uh the work that we're doing is so important here. Next slide. So uh I'm going by school quarter

122and not like fiscal quarter. Um so for the first quarter from August 11th to November 7th uh in August 11th is when our FPA's come back uh from the summer. uh these well I guess I'll start with this data is provided by our FPA through uh they each have a data tracking form um and I believe these numbers are incredibly low um and are not a complete picture of how many families are actually served because rather than tracking what they're doing they're actually doing the work uh and so but even so um seeing the high numbers I highlighted uh clothing resources and hygiene um this is numbers that FBA FBA's report that they made contact with a family about or a family contacted them. Um, and so our highest needs that families are having conversations

123about are clothing, food, and rent and utility assistance. Um, and unfortunately a lot of uh resources in the community for rent and utility assistance are gone now. uh they were a lot of programs were federally funded and they completely lost funding. Um and so this is a really a big strain that we're seeing for our families. And next slide. And so to address these needs, uh this is a small picture of what we use our grant funds for. Um and so one of those is space age gift cards. Uh, so if families share with an FPA like, "Hey, I can't get my kid to school because I don't have gas." Um, we can provide them a space age gift card. Um, and then we provide grocery gift cards. Many of those come from donations from

124our gift card drives that happen. Um, but we do have we have had to supplement um, in the past year because we've run out. Um the need is a lot higher than when I started in 2023. Uh and then laundry gift cards, making sure kids have clean clothes. Um and this year so far, we've already spent $6,000 in utility assistance. This is a huge huge need for our families. Um and we we do only contribute $250 maximum for families. Uh, but if we could pay their full utility bill, I wish we could. Um, but this is only a fraction of the amount that they owe sometimes. And then for furniture assistance, um families who are moving into their first apartment um from a shelter or they're fleeing domestic violence, um we can provide them a

125trip to community warehouse where families go with an FPA and for $150 they can pick out as much furniture as they want. Um, so there's mattresses, couches, um, dressers, like a bunch of kitchen utensils. And so this is a huge resource for our families. Um, and if you ever have any extra furniture, you should donate to Community Warehouse because they are really amazing. Uh, next slide. And then for family engagement, um this is the like less fun and joyous family engagement. Um but uh one of the biggest uh one of the biggest things that or that FPA are reaching out to families about are school supplies. Um, and we're so grateful for all of the organizations who donate at the beginning of the year uh to our students. Um, and FPA's do a lot of

126that facilitation of getting the school supplies to the families. Um, but other high numbers are academic support. So that's attending 20% meetings, attending um meetings with families, uh and then connection between other school staff and home. Uh so a lot of times the FPA's are the trusted individual at the school and so they are able to make that connection between teacher and parent or um administrator and parent and be that trusted individual there. Uh, next slide. And then we at the family resource center and throughout the district, we support all children in 0 to 18 in the TTSD boundary. Um, and so we serve uh our early learning community ages 0 to four. Um, and I think this is an extremely low number um for our uh early learning families. However, the most solid number

127is our referrals to Northwest Children's Outreach. Um, that is a an organization that's within Rolling Hills Church and they provide baby clothes or more than baby clothes. They provide clothes, diapers, wipes, toys, hygiene kits, so many things um for uh organiza like other organizations in the community. And so this year we've had 173 referrals for families to Northwest Children's Outreach. Um, and we specifically use this service for baby uh 0 to four items, baby clothes. Um, and uh, this is a huge endeavor. Um, it takes it's it's a very simple process, but it takes a lot of time to input all of the information from the family, like sizes of things, what size diapers do you need, what else do you need? Um, and then we have to go pick up all of the bags

128from Northwest Children's Outreach every Wednesday. Um, and I'm so grateful for our volunteer, Lynette Elwin, um, for supporting this. She goes for us almost every single Wednesday. Um, and then she also checks all of the bags to make sure that everything that the family requested is in there. Um, and then supplements from our supply. Uh, I did this a couple of times at the beginning of the year when she wasn't available. And it is so much work. Um, and so yeah, I'm I'm really proud of the support that we provide for our um, younger kids in the district. Uh, next slide. Um, and then last we have our caring closet. Uh, that is maintained by Kim Thoren, who is our caring closet coordinator. She's so amazing. Um, and I really wanted to highlight our top

129two schools that have uh that of clients that she's seen this year. So, Templeton has she's seen 83 students from Templeton and 86 students from Tiger High. Um, but other schools have really high numbers as well. And so this is also a really good indicator of what needs are popping up in our community. Um, and this is 870 students total that have been served by the caring closet. Um, and that also translate to four 456 appointments. So every single student and family has the opportunity to come to the carrying closet and they basically shop. So they have a list. You can get four shirts, two pairs of jeans, a jacket, all these other things. And the students get to go and pick out what they want from the carrying closet. Um it's a really really

130cool place. So, but 456 appointments in the first quarter or first quarter is crazy. Um, but yeah, Kim does such a great job of organizing and um it's also supported by a lot of really amazing volunteers. Um, and oh yeah, one more slide. Um yeah, and I just wanted to bring it back uh to the strategic plan um and specifically focusing on our priority populations. Um and then even more specifically our multilingual learners of English um and uh of all of the stats that I just shared, 51% of those students are multilingual learners. Um and so these uh services that we provide are critical for um their success and thank you. >> Thank you. And we welcome questions, comments. And I just want to squeeze in there a a major point of gratitude for Colleen

131and her work in managing and supporting and facilitating a lot of this. Um we talked about visions of our FBAs and then also the vision of Colleen's role um we had imagined what that would look like but her skill set her um passion and her just organizational skills as you can see here um is a a major benefit um that I think our students families and staff are benefiting from. So, thank you, Colleen. >> So, thank you very much. Um, it's always a little eye openening to see the numbers just how many kids, how many families. I mean, you think about 870 students. That's eight or nine% of our student population has been served by the Caring Closet. That's that's significant. Um, I I would hope that everybody who's watching this um says, "hm, I

132wonder if I have any furniture lying around my house that I don't need. Hm, I wonder if I've got any clothes that my kids have outgrown that are still in decent shape or a pair of jeans that I bought that my son refused to wear and so they're perfectly new and could donate them because clearly the need is very, very high. Um, and I'm very grateful for you for fulfilling that need." Anybody else want to say anything specific? >> Yeah, I would just echo all of that and really I know it takes a huge team um to at school sites, at the resource center, your dedication and work um to make all of this possible for our families. And I I think you're right. This is these numbers are all we know they're low. Um,

133and so we know there's a huge need and we keep seeing and what I think is again, it's not like it's a good problem, but I think it's incredible that we're solving the problem, which is we're finding new needs and then figuring out ways to solve them for our families. Um, or partner with them on possible solutions. Um, and so it's not sort of like this is what the resource center does. Like I remember working with Katherine West years ago and it was you know half of these resources were the things that either we thought families needed or that were accessible and so to see whether it's community partnerships like we heard earlier or donations or NCO or all these other things really partnering um is really incredible and just to continue to say okay

134like now we know that this is a need. how are we going to partner with our communities to to fill it and support the students or support the family? Um, so I think I think that's really incredible and thank you for all your work. >> I'm sorry that I missed a lot of your presentation, but we get to talk often and you know that we're really grateful for your services. >> Can I just clarify one thing? I know that we talked about the when we talked about the numbers being low. It's not that it's not needed. It's just like it's under reportported because of the workload. I just want to make sure that was clear. >> Yes. Okay. Yep. And that's what I was meaning which is we know there's a lot more people being

135>> Yes. Okay. >> Thank you. >> Thank [clears throat] you very much. >> Okay. That concludes our reports and discussion section of the agenda. We'll now move into our action items and we'll start with our second read of policy BHD. Director Reed, come on down. All right. Good evening everyone, board members, superintendent and student representatives. Uh this evening we are taking a look at board policy BHD once again. Um as a second reads, you wanted the opportunity to talk about it. Um and so I have it here this evening presented in the format in which uh we had put out for feedback to um our our um our attorney around like what we should do. So here's the recommended language that has been added to this or selected amongst the two. So if you look

136at the second sentence, the amount of the stipen is limited to the amount included in the budget. So that is what the recommendation um of the team um was to go forward with. In addition, if you go down to the second paragraph, it says that um a last sentence we needed to add back that was part of the original policy that got missed that had to do with reimbursements. So that last sentence in the second paragraph, reimbursements include but not limited to transportation, meals, lodging, and miscellaneous expenses was an adback. So those are the two changes that are being brought forth in this policy. And now I'm going to turn it over to board chair um to lead the discussion around what next steps will be. >> Thank you. Yeah, I feel a little like

137I'm behind the wheel on this one. um since I missed the meeting where we had the first read of it, but I'm sort of feeling like we haven't I haven't heard a rich conversation from the board about whether or not the board wants to add stipens. Um, I I heard like maybe a board in the future might want to and so we should have the language in place, but I was wondering if with all of the concerns I heard about adding it to the budget and then do we have a vote where we have to uh identify a potential conflict of interest or an actual conflict. If we don't need if we don't want to do stipens for ourselves or in the foreseeable future, then maybe we don't need to adopt new language at all.

138we have a policy that is perfectly legal by OSBA standards right now if we don't want to do this type of thing. But I'm also um open to the idea that maybe we want to set this up so that a future board could do it. So I just wanted to make sure we'd had an opportunity to have that conversation in public before we do any changes to this document since it is a board voting to potentially pay itself in the future. Director Weston, I see your hand up. >> Thank you so much. Um, yeah, I wanted to weigh in on that. I think the budget is tight right now, but that at some point this board and other boards throughout Oregon should have stipens because it's an important role and I think it makes it

139more accessible um to a more diverse that of of representation if it is a paid position. um my and I I've I appreciate you bringing up the um the idea that we haven't had a robust discussion because I was starting to wonder if there had been some kind of quorum violation um since we hadn't spoken about it. Um so thanks for bringing it up. Um, and I think that one thing that we could consider would be to have an independent commission which would avoid a conflict of interest altogether. >> That's the violation. I couldn't hear what she said. The violation was >> I said we could potentially look at having an independent commission. Sorry, I might be some sound issue. But what was that about the quorum violation? >> I don't know. >> Yeah, sorry.

140We had a distraction in the boardroom and we couldn't hear when you said I think you said quorum violation, but just it was unclear in the boardroom. Director Weston. >> Okay. Um, so I said that if we had an independent commission, it could avoid a conflict of interest. >> Thank you. So, Chair Zers, just to address your point, um, so we don't currently have a policy that would that is legal enough to address stipens at all. We we've got Okay. So, and just and we did talk about this last time, but just for our clarification and for the public's clarification also, this policy does not bind us in any way or obligate us to take stipens. In fact, just by virtue of having the policy, we are not taking stipens. It allows this board or

141any future board to take stipens, but does not initiate stipens. So, and the purpose of the the idea the purpose of the stipens um which did not come from us, right? This is a this is a law that passed. the the purpose behind that, the idea behind that was that um was that it would actually be more accessible um to run for the board for folks that maybe needed to pay for babysitting or or other expenses that were associated with being on a board. And so, not that not to say that it would preclude anybody from taking the stipen that wanted to, but the point of it initially was to make it more accessible to serve on a board. Um, so that was the original thought behind it. Um, and so just to put it

142out there because I don't think that was part of our discussion last time, but but just by virtue of having the policy, we don't start it. And and so but if we had the policy, then any future board could also then have it. And the discussion that we had last time was do we do it by resolution or do we do it by the budget? And then this so this one is by doing it we had a conversation about that last time. This version that has been looked at by legal counsel suggests that we do it through the budget process which then goes through a whole we have to declare a conflict of interest but then we can talk about it and vote on it. So then we have language in place for any future

143board to then just do it. As far as I mean this is the way that it would be done. There would be no other to Director Weston's point, there would be no other way to do it. There's no other there wouldn't be a way to have a commission or any other way to do it. This would be the way to do it. This is the mechanism by which a board could take a stipend. So this would be the only way to do that. So then am I correct in my assumption that if we decided we did not want to take a stipen then we would simply have a budget that had that item at zero and then every board member could vote for that budget because there's clearly no conflict of interest potential or real.

144And then if there was at some point in the future a board that wanted to have stipens, they would include a dollar amount that would cover the board members who had indicated an interest in having a stipen. Is that >> I believe so. Yes. Now again, not attorney can't give legal advice. I say that seven times a day, but I believe so. Right. If there's nothing that is given to the board, right? If there's nothing the board members are taking, then that's not a conflict in that year. Again, maybe an our attorney would need to weigh in on that or maybe they did, but I can't imagine that that would be a conflict if we're not paying ourselves in that year. So, >> okay, not legal advice. Not legal advice. [laughter] >> That is also

145my understanding as well. Director Weston, >> also not legal advice, but I'm wondering if voting on a budget that didn't include a stipend, because it would still have the potential of a stipend, like if you vote to not give yourself money, I think that's still something. A contract of interest has to include a u a monetary gain because of your position or or avoidance of a detriment. So if there if the budget item were zero, there would by definition be no gain. Is that what you were going to say? Sorry. >> Well, I was going to say you until you decide that you want to do a stipen. That is the only time you're going to have to vote. If you decide that next year there isn't going to be a stipen, then it's just

146not going to be a part of the budget. It just doesn't get voted on. You don't need to add a zero amount. It's whenever it's decided that members of the board want to take a stipen, then you would include it in the budget and then it'll be voted when you have to vote into the budget, the the entire budget. So, that is the only time you'll need to be concerned with that. >> Yeah. I you know I think that uh when we asked Director Len to hash it out with the attorney you know we uh were sure that she would come back to us with a policy that wouldn't um throw a wrench into anything that we're doing. Uh for that I would like to move and uh move that the board approve the additional

147the addition of board policy BHD as presented. Second. >> It's been moved by Director Himeus, seconded by Director Miles that we approve the addition of board policy BHD as presented. Is there any further discussion? >> Hearing none. All those in favor, please say I. >> I. >> All those opposed, please say nay. Motion carries unanimously. Thank you very much. Uh thank you very much for the additional leg work on uh answering all of those more technical questions. I appreciate the the leg work there. Okay, our next action item is our arco Iris appeal. Uh Dr. Lisa McCall and company welcome. Can you do it on the bud? Can you do it when you approve the budget? >> Yeah. Um, one second. Uh, I think that's that this is important. So, we might need to make

148an amendment to the last mo to the last action item. >> Let's just take a brief two-minute recess. So one thing that we failed to address is that um this is where we were last meeting is that by taking action because of the implications involved in it. Um in taking action right now you should have declared a potential conflict of interest. >> A theoretical one >> a theoretical conflict of interest is what should have happened if just in terms of like OG uh in ethics. And so, um, I think what we need to do, and correct me if I'm wrong, is take action, potentially take action again. >> What's Robert's rules on this? I'm sorry, I forgot that part. >> Check Robert's rules. >> Yeah. >> So, that's what OSBA says is that, okay, on

149the when you vote on the policy, you declare, we all declare a potential conflict of interest to adopt the policy. We talked about that last time, >> but I forgot [laughter] to remind us this time. I apologize. So, we need to either resend that action and do it again. >> Okay. I've never had >> the vote to resend the action. >> Okay, then I think we need a motion to resend the vote. >> Does that sound right to you all? This is like I've seen it done a couple of times. >> Let me dive. I'll make a motion to resend the motion to approve. >> Give us one more minute, Director Weston. We are all in uncharted territory here, so we're googling >> all the exact same thing. >> Yeah, I think you can resend.

150I think you just resend it. >> You just resend it. So, you already have one. You already have one motion to resend. Second. >> So I have a motion to resend. Do I have a second? >> Second. >> It's been moved by Director West and seconded by Director Hus that we resend our previous vote. Is there any discussion? Hearing none. All those in favor, please say I. >> I. I. >> I. >> All those opposed, please say nay. >> Motion carries unanimously. Okay, >> now we do a roll call vote and then we all declare. >> Okay, so now >> I should have done a vote. I thought I needed to do a roll call vote anyway. >> See, this is what happens when you don't do a board meeting for a couple of weeks.

151You forget everything. All right, >> so now should I make the motion again? >> So now I need >> So now I move that the board approve the addition of board policy BHD as percented. >> Second. It's been moved by Director Hime, seconded by Director Miles that we approve the addition of board policy BHD as presented. I will be taking a roll call vote this time. We'll start uh left to right. Director Hi, Miss >> I would like to declare that I have a potential um what was that? Potential conflict of interest, but I vote yes. >> All right. Uh, vice chair, I'm declaring [laughter] a potential conflict of interest and I vote yes. >> Director Miles, >> I declare a potential conflict of interest and vote yes. >> Director Weston, >> I declare a

152potential conflict conflict of interest and I vote yes. >> And I also declare a potential conflict of interest and I vote yes. So, we have a unanimous yes vote and a unanimous potential conflict of interest. That's one of the stranger votes we've ever done. All right, the the motion passes unanimously. Now, we can move on to our next action item. I do apologize for the delay. It's important to get these things right. It is important. >> Carry on. Okay. >> Good evening, uh, board members, uh, superintendent and student rep. Tonight, the board will vote on the resubmitted charter school application appeal from Aco Spanish Emerion School. And that is following the uh criteria on the Oregon revised statutes which um 338 section which is the evaluation process and criteria for appeals. And so to support

153the review and evaluation, ARCO staff will give a brief presentation highlighting key revisions and updates to their application. Following by uh uh board members will have uh time to ask questions. So at this time, I'd like to invite our ARCO staff uh starting with uh our director, Jesus um or D. Yes. Okay. Thank you so much and good evening everyone. Um, dear Tay Toaten School District board of directors, we're here to appeal the denial of her charter application and to kindly request full reconsideration based on the facts that we bring forward today. Let's start with slide number four, please. Um, that thank you so much. So, we asked the board to look at what state law um mentions and to evaluate our proposal under those requirements. So, um Oregon state law 338055 is clear. When

154evaluating a charter application, boards can only consider the criteria that state law specifically lists nothing extra and in good faith. And I'm going to use that statement in good faith in a couple of my slides. Um, next slide, please. So, for me personally, I'd like to start by defining what good faith means for me. For me, good faith means engaging in a way that is fair, that is transparent, that is grounded in in a partnership that puts students first. I heard tonight um TTSD leadership mention statements such as relationships first, humanity first, people first. Next slide, please. Our intent tonight with our appeal, it's exactly the same. Humanity first, people first, students first. And it's grounded in that good faith that is also mentioned in state law. We have strengthened our proposal and we continue

155to demonstrate our willingness to collaborate as it is tonight. Next slide, please. So, in good faith, we listened to every point that the in the board's findings. We responded constructively. We enhanced and clarified our one-way commercial, our community support, and financials to address all of your questions. Next slide, please. >> [clears throat] >> So in good faith tonight, let's start by clarifying each of these one by one. And I'm going to start with our one-way immersion program. [clears throat] This was seen by the board as duplicative and as competition. Alcois is not the same as TTSD's two-way immersion program. Our program is oneway immersion and it's 8020%. So, it's completely different by design. We are different than TTSD's 9010, which starts that way in the lower grades and it moves up to 50/50 in the

156upper grades. Our program also includes a cultural experience for students. State law is clear. OIS 338.055 does not allow competition as a factor in charter approval decisions. Next slide, please. In good faith, we also clarified our financial plan. Our model is built on Oregon's state per student funding, also known as ADMW, not only grants. And that includes um um I'm sorry, and our financial plan also include our revised forecast, contingency plan, and reserve policy. More importantly than all that, more importantly than projections, forecasts, our 16-year record of strong enrollment, strong partnerships, and finances clearly and realistically reinforces our capacity to open a second school. We fully meet the financial requirements and RS 338.055. [clears throat] A note here on facilities. Next slide, please. A note here on facilities. In good faith, I want to briefly

157clarify that was an additional question that we received. How our facility financing works. Charter schools use tax exempt bonds to purchase and renovate buildings. Those bonds are secured only by the school, not the district, not the state. There's no financial risk to TTSD. The bunk the bond covers 100% of building associated costs and investors choose schools like Arcoites because of our strong track record those 16 years of experience that I just mentioned before. Next slide please. Community support. [clears throat] So lastly and in good faith we have provided documentation of community support. As mentioned previously when we came and presented we have 160 supporters that provided signatures. We have 47 more families that we that we supplied um expressing interest without a location without a specific location. That's super important. That's very very strong. We

158had additional speakers tonight. We had a speaker uh the first time that we presented and we had personal letters sent to the board with very few time to produce this. uh we received notification two weeks ago that was Thanksgiving break and we had one more week right so with with that very very uh limited timeline we were able to provide these things without a facility in place so there's strong advocacy from the community but I'm going to go back to state law state law is clear community support is not quantifiable there's no quantity there and more importantly not limited to the residents of the district charter schools by state law are open to all Oregon families and support must be considered statewide. Those are the three things and those that is what the state law

159mentions as well. Next slide, please. In closing, we have acted in good faith throughout this process from our initial application to this strengthened appeal. Now, we respectfully we kindly ask the board to review our proposal in that same good spirit that is in the law. We believe that this is an opportunity for partnership and for expanding high quality Spanish immersion learning opportunities for TTSD families and all families in Oregon. Next slide, please. I leave you with this next steps. Thank you so much for your time. >> Your opportunity for questions. >> Do board members have any questions? Yeah. I just want to say, and I've said this before, um I will not be participating in discussion or in any vote because I need to recuse myself. I've worked at this charter school in Beaverton for

160many years, so I think it's appropriate to recuse myself. >> Thank you. I appreciate your transparency. >> Do other board members have any questions? >> I just Do you have a question? Because I have some comments. >> Okay, cool. Thank you. So, thank you for being here. Um, and and thank you again for your presentation and for um your interest in in standing up a charter school here in in our school district boundaries. Um, I'm really happy that you mentioned full faith because one thing that's been important to us or good faith rather, one thing that's been important to us throughout this process is are we in good faith executing all the things that we're required to execute? And um, we've I believe we've done that. We've uh done a uh fulfilled a good faith

161evaluation that's copied in your board packet that itemizes all the areas that were required to assess when it comes to um when it comes to evaluating uh and making a recommendation on um the viability of a charter school within district boundary. So, we've done that. Um there's three areas that we did address that um that that uh raised concerns. Um and one of them was around uh the financial plan. We've seen no substantial changes in revisions to this uh financial plan from the previous uh application. Um we while there was uh a number of uh comments for support under our review, we saw that the majority of the the names that are that commented in the position in the petition were those that already had affiliations with ARCOIS through um and many that were not

162in school in TTSD boundaries. And so that was something that we took into consideration. Another thing that we took into consideration was are there current TTSD families um that uh were requesting um for a charter school for a one-way immersion program and we did not see a substantial amount. I think it was and and correct me if I'm wrong but it was you would know this because we talked about I think it was less than five. >> Yeah. >> Or so. Um, and so we take that along with the fact that we do provide a two-way immersion program. And the difference between a one-way and a two two-way that the primary difference is um the one way is a mostly native English speaking program and there's a demand in a place for that and then

163a two-way is a mix of native um her native and heritage speakers and um with a broad range of having having um um access or having previous access to that to the language. Right? So, um we're really proud of having a mixed two-way program. Um I think it allows us to bring a broad cross- set of cultures together in one space to to co-learn um languages and become bilingual together. And that's something that we're incredibly proud of in TTSD. So, I do want to say that we do offer a robust and accessible dual language program of study. Um earlier it was mentioned that not all families have accessibility and I'm going to concede that there might be issues with awareness that we need to work on because we want to make sure that every student

164or every family knows that there's these programs available. When I checked um during the last presentation from from Marco um I asked both of our principles from our elementary programs and they said that the weight list was somewhere around five uh families in the summertime with most of those families getting access to the program after a short period of time during the summer. Some choosing to opt out. So that weight list is somewhere between one and two and sometimes zero depending on which school it was. So, it is accessible though it's not 100% accessible. There um has been on most years there's a family or two that get left out and we just want to own that as well. This is uh good faith full transparency on accessibility for our programs. Um so those are

165the three uh areas that we saw in our good faith evaluation of this program. Um and this isn't an indictment on the program. It's just an assessment on if it fits the criteria um for us. And so, um, with that being said, our position, um, as district leadership has not changed on our recommendation for, uh, under our review of ARCO Iris and our recommendation at this moment would be that, um, we we, uh, don't recommend that an approval of ARCO Iris, but the board, this is a board choice to to accept or not accept the recommendation. you all have um we put all the information out there that Arco Iris Iris shared with us. Um and then um we also want to share that we went above and beyond by providing them a platform to

166share their case and we really appreciate it being able to go back and forth and and asking questions and every time we asked you all a question you all um were able to respond. So we we appreciate that in this process as well. >> Okay. Are there any questions or comments? >> Um, I'm trying to think of how to uh address the presentation. Um I found it rather off-putting that um and condescending actually uh that uh how it was delivered uh because I don't think any of us here tried to do anything that was not in good faith of uh looking at uh the requirements. Uh, one of the things that we said was that we were denying it due to the financial implications that was explained to us by district leadership. Um, also knowing

167what I know about dual language and about um, two-way immersion programs are vastly more uh, vastly yeah more beneficial to students who have an L1 already and you're layering on top their L2 and uh, they're far far better than a one-way immersion program. So, I don't think that would even be a competition if we're looking at it academically. Um, so I I I guess I I guess I would I I don't know what um I don't know what uh if I have a question or not, but rather just more more of a comment than anything. Chair, did you have anything? >> I would like to just echo a few of the things that my colleague said. I find the idea of of talking about good faith. Um, when you say that 47 more families signed

168up, but when we looked at those names, it was not 47 families. It was about 40 families. There were a lot of duplications where both parents assigned it independently. So when we talk about being transparent and in full good faith, it's a little hard to take a lecture from you when I can see you've done the exact same thing to that you're accusing us of of not doing you've done yourself. So um that bothers me. Um, the other thing that I'm confused by is in your initial report you said you wanted to rent a building and then in your financial explanation for how you fixed that you talk about bonding to buy a building. You can't bond to rent a building. So, could you please explain how does bonding solve your rental problem? >> Good

169evening. My name is David Roberts and I'm the financial adviser to the school. Um, I'm a financial adviser working with charter schools throughout the western United States. I've completed over 60 transactions and seen a variety of different finance plans. The majority of schools out there, they there's two major ways that schools besides getting an angel investor, um, the two major ways that schools nowadays, charter schools are building their buildings, they do they will do a developer lease where a developer will come in, build a building, renovate a building, then lease it back to the school. that hasn't been actively done much in Oregon. There are a few um but that is done throughout throughout the nation on how they finance schools. Other ways is that charter schools can then issue tax exempt bonds and to

170buy a building. So if there was a mis misunderstanding, we apologize, but the school has the wherewithal to issue bonds to buy the building. U most likely here in Oregon, buying and building a new building has been prohibitive just because of the the land and construction costs. And so they'd most likely buy an existing building, renovate that building. U we've gone through the financial analysis. I've compared this to what other schools out there are doing. So from I don't know what um I'm not trying to throw arrows. I'm just trying to understand when you say it's not viable. Uh we've been through the financials. We've compared this with what others charter schools and other areas are doing and they're very consistent. So from a financial perspective, uh we do think this is viable. U from

171what our experience has been and kind of seeing how we've gone through the process of looking at what the likely revenues are coming in based upon some realistic enrollment projections. Um what those revenues would be from both the local source. Um the state the state funding is is obviously the lion share being 90 plus% of that revenue and then there are some grants and federal monies that come in and then the lion share of the expenses do lie in like teachers and benefits and then the the facilities costs but looking at all of those this is a viable option for the school to pro proceed forward. Uh we've gone to the point we've even actually um the existing ARCO investor who is uh owns the the bonds on the original building. We've reached out to

172them saying hey in theory if the school would move forward would you have interest in this and they said yes we love the leadership we love their management. Um they've done a fantastic job on money their their finances and so we do believe that there is a strong market to buy these bonds. So if there was a misunderstanding, we apologize. But yes, the school would plan to uh purchase a building by and issue these bonds to to finance that facility. And in our experience, the financials are there to support the financing. >> Thank you, Director Weston. You have a question. >> Thank you. Yes. Um, I have a question about how such a school and I apologize if this is is um is within the packet as well, but um I have a question about

173how that would work in the school if you have older elementary or middle school students who um who also have the um who don't already have Spanish language um in their existing education, how would it um start? Is there is there how would that taper kind of over time or is it not necessary to have um existing Spanish language skills? >> Point of clarification. Uh Director Weston, are you asking ARCO Udis how the the approach for um a one-way immersion program >> or is that directed towards TTSD? I'm asking Arco Edies about um >> Thank you. >> you know, if they have, for example, they're opening a fifth grade, say in the initial school, um do you would you bring in students that don't already speak Spanish or kind of how that would work? >>

174Thank you. >> Um the program is normally a gradual uh program. We understand that the ideal situation would be to enroll students in the lower grades which is the case how we started the school in the first place. So that would be um the way that we would plan it for right we have to understand that there might be certain changes but ideally you build a program with kinder first kinder first second it's how I described it our program is uh 80 to 20% which means it's a different program than the ones that are offered in tigerity school district it stays the same all the way throughout um fifth grade there might be some nuances or some changes maybe going to a 7030 30 depending on the math program that we use. At the moment

175we use a math program. There are many that are there that are uh translated into Spanish. So there needs a little bit of English included when we are teaching math. Uh but it stays pretty consistent 8020 7030 all the way to fifth grade. Once it goes into a middle school the majority of oneway immersion programs go into a 50/50 and that's the that's the uh the model that we would follow that we would follow as well. >> Thank you. Um I think >> unless there's any further questions is take motion. >> Okay. If there are no other questions or comments, I would entertain a motion. >> Um I'll go ahead and make a motion. U the board has asked to review the resubmitted proposal and deliver it using Oh, wait. Yeah. using the sanctuary uh

176statutory criteria outlined in OS 338.0553 and TTSD policy LBE- AR. Following deliberation, the board uh should take action to uh deny the resubmitted charter school proposal. >> Second. It's been moved by Director Heimes and seconded by Vice Chair Irvin that the board has reviewed this resubmitted proposal and deliberated using the statutory criteria outlined in OS and TTSD policy LBER and that following deliberation the board motions to deny the resubmitted charter school proposal. Is there any further questions, comments? Hearing none, I think perhaps we should do this by a roll call vote. >> Director Highus, >> I. >> Vice Chair Irvin, >> I. >> Director Weston, >> no. >> Director Miles, >> abstain. And I, Chair Zerse, am a yay. By my calculations, that means the vote is three yeses, one no, and one abstension. The

177motion carries. Thank you all very much. It is 9:00. I want to just check in with the rest of the board. Um, do we need to take a five minute recess or are people okay with continuing on? Okay, we will continue on and hopefully we can finish up in 25 minutes. Otherwise, I will be coming back to ask for a vote to extend the meeting. So we will now move on to our next action item which is our board approval of the 2025 bond project managers contract and that is director Montg. Good evening. >> Good evening. [clears throat] Um so tonight I'm bringing to you the third of three uh project manager contract for approval. Um, as I went over last board meeting, uh, we went through a project management RFP to get, uh, proposals

178for project management. We had, um, seven folks that did that scoring. Um, one previous TTSD employee, one 2016 bond oversight committee member that did scoring, for four, um, individuals that are currently with PTSD. and um excuse me, one one architect um from the architectural firm that did that scoring. And at that time we we um came to three three project managers um companies to do that. Cornerstone management company was awarded uh two of the projects or actually three of the project. Went company was awarded one of the projects. Those are the two that the board approved last time, last board meeting. And the third one was awarded to HMK for FFN. Uh so that's the the contract that we're asking for approval for tonight. And that amount is uh an amount not to exceed 864,697.

179uh it it spans a period of 54 months where the other two proposals will only span a period of 36 months because FFNA covers all goes throughout all of the projects throughout the uh course of the bond. So um that's the request for the project management um contract tonight. >> Are there any questions? >> Uh no questions. I'd like to uh recommend or move to award a contract to HMQ HMK company for construction managing services for 2025 bond capital projects in the amount of $864,697. >> Second. It's been moved by director Heimus, seconded by director Miles that we award a contract to HMK company for construction management services for 2025 bond capital projects in the amount of $864,697. Is there any further discussion? Hearing none. All those in favor, please say I. >> I. I.

180>> All those opposed, please say nay. Motion carries unanimously. Thank you so much. Now move to our next action item which is a resolution granting exemption from competitive bidding. We have three of these in a row. So we have three of them. I have a feeling it's the same song three times, three varieties. >> Yes. >> With a refrain in between. Are you going to do some tap dancing, too? >> Uh so tonight we're we're bringing three resolutions for exemption from competitive bidding under RS um 279C 335. Um, it allows districts to uh do exemptions from competitive bidding, the typical competitive bidding pro process by allowing a qualification plus bid as opposed to just a straight bid price. This is allowed if if the district can demonstrate that it does not uh interfere with competitive

181bidding or and that it will give a substantial potentially give a substantial cost savings to the district. So the findings of fact on all three of these resolution requests have found that that that in fact is the case. Um we use this competitive or this qualification plus bid price multiple times through the 2016 bond with with great success and it gives us good cost savings because the contractors that are there, they qualify prior to proposing just a flat price. So they know the project. uh we don't end up getting hit with a lot of change orders that we typically see under a uh just a flat bid, low bid price competitive procurement process. So we have um the request on the first one is resolution 2526-10 which adopts those findings of facts in relation to

182the Tiger High and Twolitan High restroom complexes that that we're proposing to build uh next summer. Uh so that's the that's the initial ask on that. We did hold a a meeting for um a public hearing on the afternoon of November 25th for all three of the prop proposals that will be coming forth to you tonight. No one attended either of them. So we had no objections to to the process uh under all of those. So, um, the request is that we, uh, that the board approves resolution 2526-10 in the finding of facts for, um, for exemption from competitive bidding for the high school restroom project. >> Are there any questions? >> I would just like to say I'm a huge fan of this process. When I saw what happened when we had the the

183bond that passed 2006,7 >> Oh, yes. um and we did not have this process. We ended up with some significant problems in some of the bills. When we were able to do this process in the two 2016 bond, we um had a much more successful build season. So, I like this process a lot. >> Did you say six? [laughter] >> For sure did. For sure did. And we all >> come on. It can't be too late. It's not too late. >> I know. Uh, I move to approve resolution 2526-10 adopting findings of fact granting exemption from competitive bidding for Tiger High and Towalton High restroom project by means of qualifications plus a bid and authorizing selection by request for proposals. >> Second. It's been moved by Vice Chair Urban and seconded by Director Himemes that

184we approve resolution 2526-10 adopting findings of fact granting exemption from competitive building for Tiger High and TW High restroom project by means of qualifications plus a bid and authorizing selection by request for proposals. Is there any further discussion hearing? None. All those in favor, please say I. >> I. All those opposed, please say nay. Motion carries unanimously. Number two on the docket is a request for approval of resolution 2526-11 for exemption of from competitive bidding for 20 uh 2026 HVAC equipment replacement project. That project will happen at CFT Alberta Ryder Mezer Twitton Elementary and Tiger High School to replace 25 HBAC units. Um again November 25th we had a public hearing which no one attended and we believe the finding of facts the findings and facts still um are the same for for this one

185as well that it will provide a a better result for the district. I move to approve resolution 2526-11 adopting findings of fact granting exemption from competitive bidding for the 2026 HVAC equipment replacement project by means of qualifications plus a bid and authorizing selection by request for proposals. >> Second. It's been moved by Director Heman, seconded by Director Miles, that we approve resolution 2526-11, adopting findings of fact, granting exemption from competitive bidding for the 2026 HVAC equipment replacement project by means of qualifications plus a bid and authorizing selection by request for proposals. 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. And finally, >> and finally, um, the request is to approve resolution 2526-12 for an exemption

186from competitive bidding from for the Deer Creek Elementary Security and Infrastructure Upgrade project. Um, again, same thing. On November 25th, we had a public hearing that no one no attendees attended, and the findings of fact support the the bid plus qualification process as opposed to the the regular uh competitive bidding procurement process. I move to approve resolution 2526-12 adopting findings of fact granting exemption from competitive bidding for Deer Creek Elementary Security and Infrastructure by means of qualifications plus a bid and authorizing selection by request for proposals. >> Second. It's been moved by Vice Chair Urban, seconded by Director Heymans that we approve resolution 2526-12 adopting findings of fact granting exemption from competitive bidding for Deer Creek Elementary Security and Infrastructure by means of qualifications plus a bid and authorizing selection by request for proposals. Is

187there any further discussion? Hearing none, all those in favor, please say I. >> I. I. >> All those opposed. >> Motion carries unanimously. Thank you so very much. >> Thank you. go build things. And with that [laughter] and with that at 9:15 p.m. I declare this meeting adjourned. Thank you all. Everybody have a good evening.