001I move that we approve the agenda. >> Second. Bye. And if you get a chance to go on the website and check it out, you should because it's some good stuff. And shout out to um Gustavo Garcia and Chris Llewellyn who put some time in on getting this thing stood up. Can we go to the next slide? Shruck the musical. So I always try to end on something fun. Um, so, uh, last year there was a lot of concern in May whether we were going the future of the Talton High School's musical program was going to look like. Um, I reassured, uh, the community that we were going to continue to support the arts, including um, our theater program. And um we have a I don't want Jane Welch. I didn't want to mess up
002her name. So our new our new teacher Jane Welch did an outstanding job with the with the Shrek the Musical. And that guy on the right looks really familiar. He looks a little bit like one of our student reps that is not here right now. But um so we got to uh so last week there was Shrek the musical. Uh I went and saw opening night um and they did an outstanding job. The kids are so talented and uh it was a really a bright spot at the Talton High School community. And if you didn't get a chance to check it out, they're going to have another show, two shows this Saturday. There's a matinea I think at 2 and then another one at 7. So if you get a chance, go check it out.
003And then also would love to to go check out the the Tiger program as well. So just um sharing that. And then finally, just to bring this to a close, uh, looking ahead, um, today you're going to hear some budget updates and then we're going to continue to give you all budget updates. We're going to hear something from the state in the next couple of days. So, just be on the lookout for that. And then I know that there still um is some real uh concerns uh in the community around the presence of ICE. And I wanted um our school community and our families to know that we have a resource page that if you have any questions or concerns or want to know how the district uh could be of support for families that
004are impacted, we have resources available on our website. So that's it for my updates. >> Thank you so much. >> Board reports, >> Director Miles, waiting for my online colleagues. Um I don't have a ton. I went and saw Shrek. It is very fun and fantastic. Um and I got to participate um on the bond oversight committee. Um first meeting for that. Um I am amazed at the team that was put together. They are full of expertise and um really looking forward to um to to seeing that work there to get to watch the the work that's there. they've got a a fantastic plan and um looking forward to obviously skilling up being part of that and um and looking and being part of that work going forward. So that's it for me this week.
005>> Before I go, I will just double check our online board members. >> I bet it wasn't as fun as the financial oversight committee. There's director highness >> because that was fun. Um, thank you to all the people that participated in that. Um, that was great. And once again, I am out sick today. So, I'm uh joining in from from home. I apologize for not being there. Um, but um and um sick. I say sick again because that kept me from going to the uh OSBA um annual convention that uh I was scheduled to go for. Uh which really is a big bummer for me. But uh unfortunately I don't I don't want to get anybody sick. So I'd rather stay home and uh heal up. >> Dr. Weston. Hi, thank you so much. Um,
006I'm also under the weather. Um, so off camera, but uh, just wanted to say I really appreciate the work to uplift and show respect to indigenous communities. Thank you so much for that work. Um, and I also want to thank our community for really coming together to look out for our neighbors uh, with food help and donations to clothing closets. I know the one at Templeton's running a little bit short on um, some items. I also really appreciate the efforts to raise expectations and encourage high attendance uh that that's happening in our district. And as the state contemplates an even tighter budget than typical um because of the way Oregon mirrors our federal tax policy, um I hope we can continue to work together um take care of our communities and prioritize st student learning
007in our district. So, thank you. All right. And I will just end the the big thing that I would report on is the OSBA annual conference, which Director Miles did not say anything about, but really she led that show um with her team and it was incredible. Um and so we were able to attend sessions um around new and upcoming policy, Senate Bill 141, board governance, and then um the last day there was this round table that I had what 17 15 all these different um sort of it was like speed dating but for all the things you wanted to know um every like 20 minutes and so new board members, sanctuary status, um what's happening in DC, student reps on the board. So there was just a lot of information that was so rich,
008lots of robust conversation. Um so it was it's always a wonderful event. Um there were 500 plus school board members from across the state that were there. So it was a really incredible opportunity to um both sit with our sort of Washington County partners, but also kind of look at who else is here, who else is man, you know, we're all kind of dealing and managing the same things. Um but also there's a lot of perspectives in that room that are different. Um and so it was it's always just a really wonderful time. So thank you Director Miles for all of you all of what you do. Um the other piece which sort of ties into that is just continuing to give a little bit of feedback on the OD task force tack group that
009I'm part of relative to Senate Bill 141. And what was interesting is there was a session about that and had some OD folks there. Um and they are getting feedback and it's pretty much the same feedback from I think in every space that they're in which is we really as schools need to really be understanding what those local metrics are looking like what we are being asked to do. What of these will end up being another version of unfunded mandates how this really centers on actual student achievement and not just some more data points that really are unrelated to the well-being of our students. And so I think there was robust conversation and a lot of it. Um and I think that's not the only space they're hearing that in. So we're hoping that um
010on Friday of this week when we meet one more well we have three more meetings I think before the state board of education um meeting that we will maybe hear some shifts in some of their their thoughts on some of that work. Um I think that's it for me. Thank you. Um and we have no public comment. So we will go to our first report and discussion item which is our reports on our SIP presentations that we heard earlier during the work session. Um and so this is a time where each board member will have three to five minutes to just sort of give their hot takes, their big aha moments, their appreciations for what they heard from each principal and school that was represented tonight. Anyone dying to go first? >> Director. >> Yes.
011Thank you. Can you guys hear me? Sorry. >> Yes. >> Okay. Thank you. Um I had the pleasure of sitting with Mezer Elementary and Jessica Swindle is the principal there. We talked about um their new reading curriculum that they are um you know undertaking currently. Uh she mentioned about uh their partnership with Portland State which we heard about the other day. Um a lot of their data process is handled through what they call core review meetings. And so they've got uh teachers in the room just uh looking over data and and um and they've got uh data sheets that are uh just focused on each grade level. So kindergarten or first grade, you know, things like that where they can make decisions based on on each individual student, but also at grade level. The thing
012that they're focusing with this new reading curriculum that they have is that phenemic awareness focus and um you know phonics routines, explicit vocabulary routines and um they're not doing as great on math but they're also working on that as well uh through small group instruction and increasing the math number sense as well as the algebraic thinking. of uh of students when it comes to their multilingual uh learners. They're uh ensuring that there's co-eing going um at all levels or at mostly all grade levels when it comes to learning how to write. And so that's how they're uh supporting their multilingual learners. One of the things that they're doing that um is not necessarily being done uh around uh everywhere else is uh progress monitoring for those multilingual uh learners. And so uh with that they've
013got several progress monitoring tools that they're that they're using. Uh they talked she talked about how ice um the presence of ice had been uh has been a distraction for a lot of our families. And so they're being very thoughtful on how they are engaging these families, whether it be um changing to online meetings or uh helping them uh with having access to food, having um our FPA as well as other community members doing uh porch drop offs. Uh she also talked about um a lot of the resources that we're offering as a district, helping them um you know access notary services for their family preparedness packets and then um re rehashing the importance of attendance. Uh so that um students who you know miss one day uh can usually fall behind real quick. And
014so so they're excuse me. So they they want to make sure that uh they they're keeping up with their with their attendance in terms of the ish plan. They're doing a great job uh with their imprint lessons. They're follow it up with intent versus impact and empowering neurodeiverse students to um to be leaders in in the school. And so it it was really great hearing about everything that they're doing. Um, you know, much appreciation for what they're doing with their with their students that are receiving special education services right now. They've they've got their highest or their their highest amount of students that are receiving special education services joining them at the kindergarten level. And so this is uh going to be a um challenging year. Especially aggravating is the fact that they've got two
015learning specialists currently. They should have three. So, they're in the process of recruiting another one, but um you know, Jessica was very um gracious in the fact that the district has rallied around them and provided multiple uh people for support in the school while they are missing that extra learning specialist. That's it for my report. >> That's fantastic. Thank you. Okay, I'll go ahead and go. Um, I had the pleasure with sitting with or of sitting with um, principal Jerry Nihil who has been the Mary Woodward principal for 14 years. Um, a lot of what we talked about is they are really working on the CLA implementation uh, this year, the um, language arts implementation. Um, and I got to sit in on the curriculum adoption committee last year for that. So, I had a
016lot of um, information about how that went and a lot of questions about how that was going just based on all the work that that committee did and all of what they were looking for in that um, in that selection. And then just really wondering how that all was going. Um what he was talking about as part of that is that there is a lot of continuity in that planning between schools which is great because there's also a lot of student mobility between schools. And so he felt like there's um some really good systemic planning between all of the elementary schools um especially in that roll out. And he also recognized that and he put it in this way, the spinning plate of the I Ready math adoption that they're still that they still got
017on their radar. So, they've got a lot going on as everybody does. Um he talked about they um they don't have a dedicated instructional coach this year. They share one with two other schools. Um and that's a little tough, but they are also able to coordinate with those two other schools during their inservice. So, inservices. So um so that allows that to happen even though that that loss of that dedicated person is is tough. Um I asked how you know what kind of professional development they are getting from Amplify which is the the maker the parent company of the CKLA um curriculum. And you know, he talked about the professional development that came with it, but really talked about how their own teachers are really creating the most relevant PD for for themselves and their
018their own teachers are are more responsive, more creative, more able to create in context. So he's finding that our own staff is is really providing the support that it that the staff needs and they are working actively to identify the gaps in the curriculum and filling those in. I mean this is a building year and really talked about that. I mean, as one would expect, um, the teachers are most excited about the the authenticity of the stories that kids are reading, the non-fiction and the cultural responsiveness of the curriculum. And he talked about that. I asked about what are the impactful strategies. They've got a lot of strategies that they are implementing. and he said the decodable readers um that strategy which was interesting because um as I sat at the table with folks who
019were looking at the different curricula that was really important last year in the on the committee I remember sitting with folks who were like you know we really like if there's not decodable activities if that does not exist that kind of thing like we don't want curriculum that doesn't have um that doesn't have that strategy that does not you know introduce decodable readers. Um they he talked about the specific strategies they have for multilingual learners. That was really important to them and tracking their progress as well as using a lot of disagregated data to really just get you know in some ways we talked about is this because of the curriculum adoption. Is there some way in which this is a baseline year? you know, I mean, there are some things in which, you know,
020he doesn't expect a lot of loss or any change, but this is a a baseline year for gathering a lot of how is this working? And um, of course, this will just be really a year-long process. We also talked about making connections with families, which has been difficult with some families not really feeling safe right now and um pulling back a little bit, but they do a lot of outreach and really try and connect with their families, which is so important to them. And of course um as as everybody is doing, they are making a lot of efforts to improve and support attendance. And it was really wonderful to see that data that is improving across the board. and um and that's what we talked about. It was really wonderful to sit with him. >>
021That's fantastic. Also, Director Weston, >> hi everyone. Um I had some user error probably in logging in. So, um I actually missed that part, but I think um I did get the invitation, so it must have been something with my setup. >> No worries. Um, all right. So, I will round it out with I was with Principal Tim Gross with CTF. Um, and it's interesting having everybody talk about um, elementary schools, the three of us, because I think the one of the common threads was the new um, curriculum, the CKLA. Um and a couple of things just around I think what was interesting is I would really echo that sentiment of while there is amplified um professional development available. Um he really reported also that between the literacy specialists the instructional coaches themselves they were
022really sort of building some of that. And so I think the approach is really interesting what CKLA does. Um, and I will be very brief in this, but really instead of just we're doing sounds and now we're doing blends and it's very just sort of in some ways black and white in what that objective or purpose is, this is really building true academic vocabulary. It's building context around language and those context clues. And so one of the things he mentioned is students are really reading a couple of levels like they are being read to but in class they are getting into texts that are one or two grade levels above where they are. Um and really helping kind of decode and break things down as a group. Um and so one of the examples was
023oh the second graders were learning about Hercules and Greek mythology and but they could really explain because they were getting the context. they could not have sat down and read that story themselves. But with all of this hour that's really devoted to that reading comprehension piece and that sort of contextual understanding of language, they were able to really talk about as little second graders this really cool thing that they might not typically get until fifth grade or even middle school. Um, and so that's kind of one of the hallmark differences um in this particular curriculum than what we were doing previously. And so I think what will be interesting is this time next year and even at the end of you know the next sort of formative testing piece like how are how are things
024going? Are we seeing those growth in areas around comprehension? Are we seeing the things that we would hope we would see? Are there still things that we maybe need to build in that weren't necessarily part of that original curriculum? So that was really exciting. And I think the other piece that's true is um we talked about sort of that that feeling of disequilibrium that students get or the productive struggle um and how that's really sort of giving some teachers that as well which is sort of a healthy good space to be but sort of we're learning this along with the kids. we have not taught this curriculum before and so how do we sort of do the things that we know how to do and so that kind of led into the discussion around those
025instructional priorities and how they are not explicitly being um sort of showcased in a way this year he is seeing them embedded in their everyday practices. So, do they know that objective or that purpose or what are those engagement strategies that are being used, which are some of those instructional priorities? It's much more embedded into everything they're doing. And so, he's really making sure um that this year, you know, some of the the constructive feedback is not around the reading curriculum. really getting them used the teachers and the students used to that before, you know, and and really highlighting, wow, these are all these amazing strategies that you're using in your teaching while teaching this new thing you've never done before. So, I think that was really cool to see. Um, in terms of the
026culture climate piece, they have started something they they did their um one of their surveys around belonging. And so, the areas that were lowest were um students felt like the good behaviors weren't being noticed. um students didn't always treat each other well and students um sometimes were making it the the behaviors were making it hard to learn. And so it really felt like those were all sort of areas where there wasn't peer-to-peer collaboration um and interpersonal relationships. And so one of the things they did is instead of like we had at Durham, right, um like golden tickets or the toodles or um the gotchas, they released something now called Wildcat Way tokens. And so every teacher is given 10 tokens a month, but it can't be given to anyone in their class. And typically they're
027trying to give it to someone like part of a group. And so then that student and they only get 10 a month the teacher. So not only your teachers recognizing things are happening outside their classroom oftentimes that are collaborative between students. Then the sort of process is that student comes into the classroom and gets to kind of say I earned our class a token. So there's a collective piece. This is what I did to earn it. it's kind of celebrated and then they put it in a collective like piggy jar and then that class together all of those collaborative things that other people in the school are noticing are coming together to earn a prize for the classroom and I thought that was really wonderful um and that it and it is building that connection
028between students. Um and then finally they we talked a little bit around um each work and um how they are really kind of still working that predict monitor and reflect sort of the imprints restorative practices that intent and impact. And one of the things that he, you know, we talked a lot um a lot about too is in elementary school um it's rarely sort of nefarious when there is um something that happens that requires sort of that process. Um and so there is a lot of kind of talking things through. And he said rarely if ever do students have sort of like a second offense of that kind um because it was sort of done. They didn't know what that word meant. they didn't realize what it how that felt to somebody else. They'd heard
029it somewhere. Um and so they're really doing a lot of that reteing and kids are doing a lot of reporting. Um a funny anecdote, I'm sure it's fine to say this. Um is that he he did say it's funny because you know the older grades they kind of want to say like bad words sometimes and students will like never report those, right? But they will always report something that's bullying or hate speech. And so they sort of understand like this is the highest offense that you could possibly do and that's what I'm going to go tell a trusted adult about. Um and so but like let the swears go kind of a thing like that. So I thought that was interesting and that is kind of that whole like reframing reteing piece. So I think
030that's it for me. Um yeah and then we are it back after the winter break with our second round table. Um and so we'll have a new fresh set of schools to talk about. Um all right and with that we will move to the second report in discussion which is our financial update director C. Good evening directors as well as student reps and superintendent Seneta. Um I am here to present an update regarding the general fund both wrapping up last school year giving an update on the current school year and then a 2729 outlook related to the bianial budget. All right. As it relates to the general fund, we provided an update to the board in August regarding the 2425 general fund results. As you may recall, we started last year with a $1 million
031um missed target with our beginning fund balance and completed negotiations with TTEA for two years, which um led the district to start implementing some costsaving measures mid year. Fortunately, just due to the diligence of um district leaders in terms of postponing hiring and um reducing discretionary spending, we realized some expenditure savings in the amount of about $2 million. And then fortunately in the spring, we really started to receive um some good news. This was after the 2526 budget was put together. But we started to see some favorable trends related to specifically revenue, which you can see as a $2.7 million favorable variance. Throughout the year during the board reports, we noted that we saw favorable um results with investments. But specifically during the spring, again, those May and June months, we had good feedback regarding
032our Medicaid survey work. We also had a favorable 2425 state school fund reconciliation and also just because of grants had um higher than expected indirect rate charges. That means that um while we were originally forecasting to end the school year at our 8% fund balance of 13.9 million, we ended the 2425 year with a 17.6 million fund balance, which is approximately 10% of resources. So that takes us to 2526. Um I'd like to talk a little bit about just um themes you may have been hearing specifically as we hear about quality education model funding and the record-breaking um investment in K12 schools. As we moved from the 23-25 bianium to the 2527 bianium, we did indeed see a record investment at least in total dollars of the seat school fund and that was 11.36 billion.
033That was an 11% increase from the prior bienium. But as you may recall, um K12 funding out of the general fund has historically declined. So even though we're seeing higher total dollars as a percentage of the state budget, K12 funding has decreased. I'm going to give show a couple slides just to show the relationships of revenue compared to our other costs. So for example, the state school fund which is the largest revenue source for our district that um our 2425 allocation was 151.3 million and that was at a 10.2 billion statewide allocation. When we came into the 2526 year, we had that 11.4 $4 billion allocation I mentioned that was an additional $7 million in revenue. Um, however, when we go over and look at expenses, our total expenses and budget only increased by $1.6
034million. You can see that core pay, these are just salaries for our licensed classified administrator and manager staffs increased by about $300,000. You'll see that next line item though is PERS. PERS alone increased by about $2.9 million in the general fund coming in from the 2425 to 2526 school year. To offset that increase, um other pay and benefits decreased by $2.1 million. And then all other costs, including the fund balance designation, increased by about $700,000. I'm going to show this slide a couple different times as I talk about the 2729 bianium. So, as you remember, we had a 2526 general fund budget that with rollup costs indicated the district had to make about $10.6 million in reductions and that included 72 FTE. So that's why specifically when you look at such a small increase in
035core salaries, it's only $300,000 out of a $193 million budget. It's really small. That's why you also saw reductions in other payroll related benefits that correlated to staffing reductions. So that's just general fund 2526 big picture. But we had some other developments at the end of the legislative session at the state level which we needed to counterbalance. So when I met with the board in August, we had um some preliminary updates related to federal grants and state and local grants. That's the information on the left. We've since um on the federal side, the Department of Ed actually released those mini title grants. Um and we have a better outlook on funding. So for federal grants, we were about $145,000 short. Um most of those grants have been able to do internal working to absorb that.
036But specifically on the state and local grants, this is where we're seeing the most significant reductions. So preschool promise was essentially flatfunded and the student investment account and um high school success grants were both reduced by about half a million dollars total. We have our student success grants. were also reduced from 50 to 75% and then outdoor school was reduced by 20%. So coming into the school year um the general fund has basically been left to counterbalance those reductions unless the district wanted to do additional riffs in terms of the state and federal budget outlook. I'll start with the state budget. So, we've had um quite the development of events in the last five months. At the end of the long session, just as um I think the state was watching federal developments, they actually
037left about $473 million unallocated. Um, I can say from the education lens, we were really hoping to see increases in special ed funding, specifically through the high-cost disability grant, but legislators paused making any decisions just because they weren't sure what the federal outlook would look like. Um, in July, federal house resolution one reformed the federal tax code, and because of how the Oregon tax code is structured, it basically echoes what happens at a federal level. So, in June, we had a $473 million unallocated budget that very um quickly swung to be a $372 million budget shortfall. In response to that, Governor Cotch directed um state agencies to prepare budget reduction scenarios. This is a common exercise except for some reason we just started hearing more about it because most likely of um the changes that
038um HR1 caused. And so OD has spent the time to um specifically prepare several scenarios. Um one is the Oregon Department of Ed reduction. That's specifically that department's budget. They've also been asked to prepare scenarios addressing the state school fund because those are two different budget bills um and are treated separately although there is some intertwining. Um the state school fund specifically the department has been asked to propose 0.5% increments so half a percent and just if you were to look at our general purpose grant allocation that's about $758,000 for Tiger to Walatin if anything were to happen in terms of a state school fund reduction. So departments prepared their budget reduction scenarios and um have started to a submit them to the legislative fiscal office but then specifically today agencies were presenting their plans
039to the ways and means committee and on Wednesday we expect an updated revenue forecast. Um, admittedly, I'm not sure how much of that information relies on federal reporting and since we're coming off of the government shutdown, I'm I'll it'll be interesting to see how much o Oregon can actually speak to um the revenue forecast and how much will be just based off of either old or really fresh information from the feds. So, that's at least our state budget situation. So, we'll have an update of course after Wednesday. So the federal budget is something we have all heard a lot about. We specifically just came out of the um federal shutdown. This is related to the fiscal year 2026 budget which in federal terms it's the budget starting next July. So July 1st 20 or it
040affects excuse me our grant allocations beginning July 1st 2026. Um to end the shutdown, there was a continuing resolution which funds the Department of Ed and all of those related programs through January 30th, 2026. And another condition of um ending the shutdown was that all department of ed staff who are affected by the second rift were reinstated to work. So um those staff specifically support state education agencies which then affect our flow through of funds. And so those um approximately 460 staff member managed $79 billion of funding. I wanted to share this slide because this is what um the current scenarios are out there in terms of federal grants and just an update from August. You can see that the Senate proposal on the right is the most bipartisan and maintains the most semblance of
041traditional federal funding. That is most to our district. Clearly, it's the most favorable. But as you can see, all grants except for title one and are flatfunded. Title one would increase by $50 million, which equivalate um which is the equivalent to oneif of 1%. and idea fares a little bit better at onethird of 1%. So with rollup costs was basically um reduced funding for us or we would be in a deficit position in those grants for 2627. So um yeah so we will continue to monitor grant developments and our directors are already looking at scenarios for those programs. So now we're going to talk about PERS and I'll be referring to that slide I shared earlier. So um I just wanted to talk about how PERS works. It is the pension plan for state employees
042and it provides a monthly benefit to retirees. Um specifically retirees have a pension benefit that's calculated based off of their years of service their benefit rate. So tier one and tier two employees have a higher benefit rate than tier three. And then those employees final average salaries. Those benefits are funded by two things. Primarily employer contributions and then investment earnings. So those employer contributions are invested. Um typically that fund grows and that can help offset the cost of employer contributions. So, um, to put it another way, employer contributions are calculated based off of actuarial valuations. And what it's looking at is an employer's um, retirement commitment to its retirees. And that again is based off of payroll growth and if a district has a side account. Side accounts um work well when a district either
043borrows money or takes cash savings and gives it to PERS with the expectation that PERS can invest those funds at a rate that beats the growth of the actuarial valuation and the debt that the employer is paying. So um we're going to talk quite a bit about employer rates which is that contribution portion. So this is the slide I shared earlier and I just want to um clarify or be clear that this is only general fund but as we saw we saw about a 2.8 million increase in PERS from one year to the other and that specifically is tied to employer rates. So um there was some legislation in the long session because all school districts were seeing pretty high increases in employer rates based off of some missed investment performance in the prior bianium
044plus just really high payroll growth. So a rate change of 2% for tier 1 and tier 2 employees and a 1.6% 6% increase in rate um caused the general fund to spend about $3 million more in a single year. This is what we're at least looking at for the 2729 rates. So, we'll be getting our advisory rates in December, but preliminary reports at the PERS meetings indicated that there really wouldn't be an increase in rates for school districts based off of actuarial calculations and investment performances. When you hear that though, that applies to the original rates that districts were provided, which um were eventually relieved through um legislation. So what you'll see is at the far left is our current rates of 25.65 for tier 1, tier 2 and 22.47% for OPSERP. The loss of
045rate relief um is going to increase rates by 1.68%. And then the district is one of those districts that does have a side account and currently we're getting a rate credit of 2.37%. that is going to expire just because we're at the end of the approximate 20 years of that side account benefit. So that means that our tier one tier 2 rates at a minimum will be 29.7% ops will be 26.52%. Those are total rate increases of 4.05%. So if you take a look at the expected total rate increase and you look at um what we came into this year that $3 million was only because of a 2% increase at tier one tier two. So that change going into the 27 28 school year could very well be double. And um just for demonstrative
046purposes um this might look familiar because I showed this last year when we were looking at our pre um at our rates prior to getting rate relief through the legislature. So again we have our revised rates compared to our estimated rates. Right now we have $12 million in wages that are eligible for PERS. at the our current rates, we're paying $23.7 million total and with those new rates in two years of payroll stayed exactly the same. Um, which just given that we have steps and other components of negotiations, that's unlikely. But should if that 102 million were to remain exactly the same, we would be looking at $27.9 million um for our employer rate, which is an additional $4 million in a single year. So um yeah, it's a um you know, school districts flock
047together in terms of the PERS employer rate. The only thing that a school district can do to differentiate itself is to create a side account. Um so and again sorry I had some animation there. So that just brings us to um not only planning for 2627 but really the long game is looking at the 2729 um legislative session. So sadly this um slide is mostly the same from what I shared last year. um you know where there's recent reports that for the first time Oregon's been able to fund schools at the quality education model but um how that has actually happened is kind of subject to debate. We continue to grapple with some unfunded unfunded mandates from prior um legislative sessions that includes unemployment for classified workers, unemployment potentially for striking workers and paid family
048medical leave. And like I mentioned before, we really wanted to try to do something to help offset high-cost special education, but just there wasn't any room at the end of the session to address that. We continue to face inflationary factors for most goods and services. And um to Vice Chair Urban's point, we're also looking at implementing Senate Bill 141. And um there may be further mandates that end up costing districts that um you know I know are tied to that increased funding, but there's a lot of layers to how that actually plays out. So I just I know I referenced the 2729 session. We're just going to continue to advocate for schools and um provide transparency related to our financial situation. And we'll have community budget work groups again this spring. And um again just
049starting conversations early. We really all school districts are really relying on the legislature to do something with PERS. I know we faced significant reform when we passed the student success act. But um just again the PERS feels like sometimes that one thing we have very little control over. So with that that is um sums up the presentation. and I'd be happy to answer any questions if there are any >> questions, comments. >> I just really appreciate all the information that you give us throughout the year and all the preparation that we have for the conversations that we need to have throughout the year and um and whatever information that is really timely for us to know. So, thank you. giving a moment. So I would it's like I have questions but it's the questions that
050we all don't know the answers to yet. So um so I will not ask those. Um, a couple of things that you kind of reminded me in your slides, which by the way to absolutely, um, plus one everything that Director Miles said. I mean, really, and I think we've said this the last couple like since you've been here, it is so helpful. And I mean it's incredibly valuable to have these consistent sort of updates in the in the format that you have that's really going especially in these last couple years where there's been wild things happening but just to have that consistent sort of understanding of what's going on and all the moving pieces because this isn't you know public education is not where you like set a corporation's budget and it kind of stays
051fixed. I mean, there are so many moving parts um and variables that I appreciate all of those uh timely updates. And um you know, one thing that that reminded me, one of your slides was um I did get an update that there are a ton of hearings happening this week in Salem. So outdoor school is one of them. um the accountability imple implementation update, the tax reforms, the reduction options for the department of ed um were all sort of happen are happening today and tomorrow. And so I think as we kind of get projections and those hearings happen because one of the things that was talked about um during the it might have been the I don't know which meeting it was but um they are potentially looking at Oregon in the past has uncoupled
052from the federal tax code and so one of the things that would be interesting you know depending on how all that plays out and I'm sure we won't is what that would look like then to kind of divorce ourselves from from that for a time being. Um because to your point, when it is directly tied to the federal tax code, things get really wonky really fast. Um so all that to say, this is incredible work and it's hard when you're trying to put I'm sure things are different today than they were when you made the slideshow probably earlier today. Um, so I really appreciate all the time and work that you and and your team put into putting these together because it's I think it's incredibly valuable to us and to the community to kind
053of see it's not just like a random endgame at the budget committee hearings at the end of the year. Like we we have that whole transparent process throughout which I think is really invaluable. Going to give one more moment for colleagues. All right. Thank you so much. >> Thank you. All right. And next we have first reading of some board policies with director All right. Good evening, board, student representatives, and everyone in attendance. Um, we have a few policies um that are been submitted to the board tonight for first readings. And so, the first one is going to take some discussion. This is one that's being brought back um because we need to make a decision on the bracketed language. Um so we are looking for the board to provide some recommendation on that language.
054So if you open up board policy BHD board member stipens and reimbursement you can see the highlighted portion there. Um and there needs to be made a decision between the two sentences uh that are being offered up as possible um changes to this board policy. So the amount of the stipen is limited to the amount included in the budget or the stipen amount will be approved by resolution of the board. We need to make a decision on those two. So we're looking for recommendations. all weigh in here. A couple of things about this policy. Um, so there's been a lot of talk um between a lot of people and the Oregon Government Ethics Commission about um the ethical dilemma that adopting this policy uh contains. And there's been a lot of back and forth. It
055is okay for us to adopt this policy. Um, in doing so, we all need to declare a potential conflict of interest when we adopt the policy. As you all know, a potential conflict of interest does not prevent us from talking about or voting on the policy. Also, voting on this policy does not mean that we automatically take the stipen. just means that the district has a policy that any current or future board could take the stipen. It does not obligate us to do so. Um and so the discussion here would be about does the policy say that it would be that the amount of money would be put in the budget or would the stipen amount be adopted by resolution which would be individual resolutions because we could not adopt a resolution for the whole
056board. It would have to be individual because at the point at which the board goes to determine what amount goes to each person then we have an actual conflict of interest. However, we can all vote on that. So, if it's in the budget, if it's in the budget, we all will have to declare, if we choose to take the stipen, any board who takes the stipen would have to declare an actual conflict of interest, but then can vote on the budget. If the resolution is taken, and another district did this, Portland Public Schools did it, and they did it by resolution, then they each have to have a separate resolution, and everybody but the board member votes on that resolution. That's complicated and again nothing obligates us to take the policy having the policy does
057not obligate us to take it. It does not mean that we but that's the process that we have to follow. So in choosing this language it just chooses what process we would choose to follow or put in the policy that would be followed. >> Clear as you said that better as than I would have. Yeah. So, I also talked with the OSBA policy person on this because and this came up in one of the the sessions this specifically and to Director Miles's point, it will just lay dormant. So, whichever way we choose, we're not putting in a dollar amount. We're not saying we're going to enact it or invoke it. Um, again, we can adopt it and nothing will happen with it. Um, but it will be there again for present or or future boards.
058Then in the past we have tak we haven't done this because we have kind of decided that especially in financial um kind of how we are financially um as a district and world kind of um we weren't going to opt to do that. Um so even if we adopted that that wouldn't mean that we have to do that. So, um, my sense would be the resolution way. Would you have the other way? I would. So, for me, I think the budget way is the easier easier way to do it because then you're just building it into the budget and then you don't have to do individual resolutions. You just put it in the budget and then and then you just vote on the budget. I mean, there's no one right way to do it. Also,
059if we talk about it tonight, we're just coming to consensus and we >> we're not voting. Yeah, >> we're not voting on that. >> And I think my piece was worrying about getting to the budget piece with the potential conflict of interest in there if we had to like that piece just got me a little bit. I think what we would have to do though if we did it by resolution we would have to do the resolution like the if we did it by budget then we're just doing it once >> versus by >> if we did it by resolution then we're doing a resolution and then asking for it to be put in the budget after that then I mean if we I mean if we do it by budget then it's just like
060there's the expectation that be built in the budget and then we're just voting on the budget. >> Think so. But doesn't that look like if we're doing it in the budget, isn't that then a standing item? And it looks like we're taking the stipen. >> We would be taking the stipen if it was in the budget. We would not put it in the budget if we weren't going to take it. So we could adopt the policy saying that if this were to become an active policy that would be the process that we would take, >> right? >> We are we aren't determining that as the bud like if if we choose it's built into the budget. We adopt the policy but we are not doing any we are not sort of invoking that policy. We
061are not during this budget season or next going to be building that into the budget. That would only happen if we opted to take a stipen. >> Right? We would not build it into the budget if we did not intend to take it. >> Yeah. >> Right. In that year. >> Yes. >> Yeah. >> And doing it by resolution means that um each year we would have to do a new resolution or >> Okay. >> And each year we'd have to declare each budget season. So either way, we'd have to do something yearly >> or annually. >> Yes. >> Um >> I I I guess I just don't understand. Um like to me it seems like if we do the resolution way, right? Then we're we would declare that we would take a stipend and
062then it would get built into the budget. But if we say that it's going to be built into the budget and each year we're going to have to declare a conflict of interest because it's built in per policy even if we're not taking >> we will have to declare a conflict of interest no matter what. >> Okay? >> And we won't need to do resolutions if we're not taking >> right >> stipens. we would that would only come either one of those would come into play >> right >> once we opted for a statement >> and I will say I should have said this in the beginning I'm not an attorney I can't provide legal advice which is something I say like 12 times a day if we end up having questions on this that
063become legal in nature we should seek an attorney's advice >> director west >> um so I believe some districts have done it where they've declared a potential not a conflict of interest but a potential conflict of interest and then some of them did it where they voted for each director and the and pertaining to that director. You can rec everyone that person can recuse themselves. They can vote for that stipend then they vote for the other director. That director recuses themselves and they kind of go in a circle. But I don't think you would have to do it annually. I think you would vote to have a stipend index it to inflation for example or have a formula and then it's part of your budget and then you would vote on your budget. Perhaps that
064would have a potential conflict of interest as well um declared but I don't I'm actually skeptical that you'd vote on it annually. So you would vote on it. You would if you're going to build it into the budget, the budget is vote on voted on annually. So in every year that you we're going to build it into the budget because you vote on the budget annually, you would have to vote on it. So agreed. I just don't think you'd vote like in a circle to add it annually. You'd just have it in the budget and vote on the budget. It's only if we do the resolution. >> So if we do the resolution as as you were describing where everybody abstains, you know, where everybody else is voting on somebody else's resolution, then you're still
065having to declare a conflict when you vote on the budget, right? Because it's in the budget. But if you just work it into the budget, then you declare the conflict and you're voting on the budget. But you have to do that annually because you're you're either putting it in the budget if you you put it in the budget annually. >> Then every year >> and then every year >> you would have that potential conflict of interest. >> It's the actual >> I mean yeah after that yes every year you have an actual conflict of interest. The only time you have a potential conflict of interest is right now when we're voting on the policy because you don't have to vote on the policy annually. But every year, every year that you put it in the
066budget, you would have an actual conflict of interest is my non-legal understanding. Again, not attorney. >> What about like um for example, a city council or state legislature? Are they declaring an actual conflict of interest? >> Um, I have about any other governmental agency. >> I think that I think that this probably requires us to consult somebody else. Nate, >> that for you? >> Yeah. >> So, am I hearing that we're going to >> abstain from moving forward and hold this off until consultation can be made? Yeah. >> Okay, >> that's a good idea >> and we will move forward in that direction. >> And can we make clear that we're currently not taking any stipens especially given our budgetary constraints? >> Yeah, because we Yes. And we haven't adopted that policy. So we but
067correct. Yes. For clarity, we have not adopted that policy in the past. We haven't been doing that in the past since legislative said that we could. and we have opted not to ever take sip for this TTSC board. >> Thank you. >> And for the purpose of clarity, that is to to determine what happens in the case of whether you do a resolution or an adoption on the board policy. Okay. All right. So, we'll go ahead and move forward to our next policy, which is IIA instructional materials. Are there any questions around this one? There was changes in the new provisions under um Senate Bill 1098 that um asked for some shifts in the policy. Are there any questions on this one? All right. Hearing and seeing none, those are all the policies that we
068have for this evening. Thank you for your time. >> Thank you so much. And with that, we will move to our first action item, which is OSBA election. >> Thank you so much for that. Um, vice chair, let me grab uh my resolution here. Um so it's at that uh time of the year that uh OSBA is having its um elections for board members and we have been current or asked to um nominate here or to vote on the nominees that uh were presented in in the ballot. We are being asked to vote on let's see one two three no two board seats or uh positions and then three uh legislative policy committee positions um two or the two board um of director positions are uh currently running unimposed. Uh, position 16 is for our
069very own Tristan Irvin. Uh, position 20 is Nancy Thomas. And then in the Legislative Policy Committee, we've got position 15, that's a contested position. So, we've got uh TJ Johnson and Melissa Potter. Legislative Policy Committee position 16 is running unopposed. Becky uh Timchuk, I believe. Sorry for that. And then position 20 is our very own Crystal Weston. So, um we've uh we basically as a board get the chance to now uh put forth our uh or vote on who are who we're going to vote into those positions. Do we have any questions? And if we don't, I am um ready to propose a motion. >> And there is updated motion language that was sent and Director Miles will be abstaining from these votes because she is an employee of OSBA. So, I'll just put that
070out there. So we can entertain the first motion and then do that one and then the second. >> So because um like I mentioned some of the positions are being unopposed, we'll do this in two motions like you said uh vice chair. So uh I move that the Tiger Twitton School Board of Directors support Tristan Irvin for the OSBA board of directors position 16. Nancy Thomas for the OSBA board of directors position number 20. Becky Timchuk for OSBA Legislative Policy Committee position 16. And Crystal Weston for the OSBA legislative policy committee position number 20 as presented. >> I'll second. Okay, >> all those Well, we have a motion made by I'm like doing both jobs. Um, motion made by uh Director Himemes, seconded by myself. Is there any discussion on the motion? >> Just have
071a procedural question. I'm wondering if we should uh potentially abstain. If you abstain then >> I don't think there's any conflict of interest. >> Okay. Just that was more my question. Sorry. >> So with that and I'm because there's only three of us and I want to make sure that it's captured. Um I'll do a roll call. So um Director Himemes. >> Yes. Director Weston. >> Yes. Sorry, I couldn't find the mute button. >> That's okay. And I am a yes. So, that motion carries. >> And really quickly, um >> I should just say for the record that I am staying so that J >> Oh, yeah. And one abstension. And then I will say that Melissa Potter, so this is we haven't started the motion yet for number two, but she has already been
072serving with OSBA as an LPC member. um she has been really involved with um some of the this the county legislative road show stuff that she has really been um an active member in terms of sort of her district, her area um and really wants to continue elevating the voices of our students in Washington County. Um and so she really is hoping um that she will be able to continue serving in that capacity. Um so that is my plug for her. Um so in the second motion you would choose and their information was all on the websites um that were provided in the packet. So, um, in this case, someone will choose to either support and you will fill in the blank Melissa Potter or TJ Johnson. >> Yes. Thank you so much. Uh, vice
073chair. I will also like to um say that I would support Melissa Potter. Don't know if there's any other discussion, but if there isn't any other discussion, then I would like to make a motion to uh move that the Tiger Twitan School District Board of Directors support Melissa Potter for OSBA legislative policy committee position number 15. >> I'll second. Motion is made by Director Heime and seconded by Director Weston. Is there any additional discussion on the motion? Hearing none, I'll move to individual votes. >> Director Himemes, >> yes. >> Director Weston, >> yes. >> Director Miles, I abstain. >> And I am a yes. All right. Thank you so much, Director. Hi Mace. >> You got it. >> And we will get that ballot in. All right. We are on to our next action item
074which is the comprehensive substance use and intervention plan with director kinch and team. Good evening board. I'm here with Dr. stave to share with you the substance use prevention intervention plan. If you remember last month when we shared with division 22, we were not in compliance with this section. And just to remind us that the positive of the good news is that we were are doing most of the things that you would see inside of a plan. Um we just hadn't compiled it all into a comprehensive plan and we haven't had you approve it. And that is a requirement is to have you approve it once or whenever we change it. Um so that was one area we weren't in compliance. And then the second one to highlight is um we are required to train
075100% of staff members on prevention and intervention of substance use. And we train our key staff but now we will be training all staff. Um so I would like to introduce Dr. Dave who is our um mental health and wellness coordinator and she is going to share the plan. I want to highlight also that it's a collaborative effort it between student services and teaching and learning but she's taken the lead to bring everything together. It would help if I turn it on. Okay. So um oh next slide please. So the goal today is just to kind of review all the components of our substance use prevention plan and um and then gain board approval. So next slide please. So the when we talk about substance use prevention, I think I want to start by grounding
076us in the fact that good substance use prevention is actually a lot broader than talking about just substance use. So prevention has a lot of layers. Uh and we do so many things in PTSD to um work on those prevention efforts. So it starts with a you know safe supportive school community um with building strong partnerships with our staff, our family members and most importantly our students. Uh and to and then in addition to that strong community, we're teaching healthy habits, social emotional skills, responsible and informed decision- making. Um, and all of those things kind of go into the comprehensive approach to substance use prevention in addition to the pieces around health and substance use prevention education specifically. Next slide. So, I wanted to start by kind of capturing a little bit of the the
077data around what substance use looks like in our district and um some of the other related factors. So our we our students our sixth, eighth, and 11th graders complete the student health survey every two years. And last year's survey showed that um across those all age ranges, 13% uh of our students were reported any lifetime use of alcohol. Uh 5.7% reported any lifetime marijuana use. And then um 1.4% 4% of our sixth graders reported any vapor tobacco use, whereas our eighth and 11th graders reported um 8.2% reported that they used that. And those those data points are just split out because they were the questions are asked differently at those age levels. So all of those I mean any use is more use than we would like to see amongst our student population, but all
078of those numbers are lower than the state average uh which is really positive. Next slide. So, in addition, I think it's really important to highlight some of the kind of broader mental health indicators. We hear our educators talk a lot about how our students have high mental health needs, but seeing it in data format, I think, is is pretty powerful. Um, so 10% 10.6% of our students reported that they felt worried or stressed more than half of their days. And 18% 18.1% reported that they felt worried or stressed nearly every day. So that means almost a third of our students are reporting stress the majority of the time. Uh which is pretty substantial. And 24.9% reported feeling sad or hopeless nearly every day for two two or more weeks. So, when we think about the
079weight of what our kids are dealing with every day and how that might feed into substance use, um it I think this helps us kind of really see what our kids are dealing with when they're coming into our school buildings. On a positive side though, 64% of our kids are reporting that they're happy to attend school and 71% are reporting that they have a trusted adult at school. And then a high percentage of those kids that reported a tr that they have a trusted adult also reported that they would go to that person for help if they needed it. So what that tells us is that although our kids are coming in with a lot of a lot of struggle and a lot of um heavy stuff that they're carrying, they're the majority of them
080are seeing school as a safe place, right? And I think that really highlights the importance of intervention at the school level and uh the the efforts that we put into this prevention work. Next slide. So the plan itself um has several sections and you know one of which it just highlights of the roles and responsibilities of various staff members uh in the plan and I I mostly want to highlight that that this work really spans across all the district. It spans across departments. We have um you know district level folks working on you know ensuring that we're rolling out curriculum well and our programming. Our teachers are are you know working at the classroom level and also referring students that they see need um have a need to our counselors and our social workers. Um
081and our counselors and social workers are providing that intervention and support. So really we're we're working on this prevention at all levels. Next slide. In terms of uh what instruction looks like, our substance use prevention curriculum falls within our health um our comprehensive health curriculum and it, you know, aligns with state standards. It covers um you know emphasizes decision making, prevention, um peer pressure, highlights the the effects of substances. Um but then it also goes into some of those prevention pieces around mental health prevention, coping strategies, um how are we how are we really uh addressing the underlying cause driving causes of substance use. And then uh last year we started implementing the um uh OD's fentinel and opioid um supplemental lessons. And I just wanted to highlight that our teaching and learning folks took
082those lessons and got them implemented and in our classrooms so quickly once we received them from the state. They did a really phenomenal job of of doing that and rolling that out. Next slide. And then in addition, we're doing um a lot of SEAL work in our classrooms. All the layers of embedded um lessons and and social emotional skills that we're doing across the district. Um all of that is upstream prevention for substance use. And we are our schools are, you know, doing substance use prevention assemblies, community events. um the amazing work that our partners with um Tiger Turns the Tide and Cholatin Together are doing with our students. Uh there's a there's so many layers of substance use prevention happening beyond um what's happening in the classroom. And then in addition to that, we
083have all the layers of social emotional prevention that are happening, our affinity groups, um you know, clubs, family partnership nights, and so so really, you know, when we're thinking about substance use prevention, I mostly want to highlight that it's it's happening across the board. Um, next slide. The next section of the plan really just um highlights the district policies, how they align with the ORS. Um our district um uh discipline framework outlines the substance use policies, uh the violation responses and referral procedures. And our primary uh response process for um substance use violations at school is our teen intervene program, which I can talk about next slide. The teen intervene pro um program it is provided um it's an evidence-based program that uh is used by the majority of the districts in Washington County and
084uh Washington County provides the kind of ongoing PD for our um uh staff that are leading that program. It's provided currently by our school social workers and um is a screening brief intervention and referral to treatment model. Um so they're you know meeting with students over a series of sessions and talking through what their use looks like, what are some of their triggers, what are some of those underlying mental health needs and then getting them um connected to care. One of the things that I I think is really great about this program is that it often results in some sort of connection to additional care. So, we find that students end up um either continuing to work with our social workers for ongoing mental health um skill buildinging sessions or they get referred to uh
085you know care in the community or or treatment if if needed. So it it ends up being a really nice connection point where we actually are identifying students that had needs that we may not have identified otherwise. Next slide. And then in addition to the substance use specific intervention, we are doing um a variety of different things to support student social and emotional um health and well-being. So we have our counselors who are providing kind of the brief social emotional support um crisis support as needed and connect connecting students to additional care when they're coming to them with need. And our social workers are in addition to teen intervene are providing mental health skill building where they're really you know working on helping students build coping strategies build it build healthy mechanisms for managing stress
086so that they're not turning to substances. Uh and then in addition there when we have kids that have higher levels of need, they're being referred to community mental health providers, community treatment providers, um etc. We also have really great partnerships with our school-based health centers and the behavioral health and substance use um um providers that work there. And so that has been a really really helpful referral uh referral route for us when we have kids that have immediate needs. In addition to that, we have some community providers that we um either are in we have some that are inhouse that are working with students in our buildings and then we have others that we just partner with and and connect students with um when they have additional needs. Next slide. So the staff training component
087um that Carol mentioned, we uh have been doing ongoing staff training for those that are you know providing the teen intervene curriculum um for our educators who are uh delivering the health substance use prevention curriculums. Uh we also do the you know annual preventative trainings um on related topics like sub like suicide prevention, mandatory reporting, boundaries. All of those things are pieces of substance use prevention. Uh but what we have missed is that um just general overview of substance use prevention and the review of this plan. So, so we will be implementing that this year once this plan is approved and um that will happen uh during staff meetings and then next year we will also be incorporating it into our annual um classified staff trainings. In addition to that, we also um each building
088does have Nlloxxone on site and our nurses provide the training um for that administration to uh the the key staff who need to be trained. Next slide. So the the ne kind of final component of our plan is around um communication and engagement. And so this is really an iterative process. This work prevention work has to be an we have it has to involve ongoing feedback. And so we are kind of continually getting feedback from the staff who are implementing programs, from students who are receiving um intervention, from community members, uh our connection with local agencies, and that continues to inform what we're doing. Um and then in addition, we will um be sharing out this plan to all staff via, you know, staff communication um and newsletters and um and and with family and
089uh newsletters as well. And then the final piece of this is that the the board approval is required for the plan and then after that um it is just reviewed annually. It's the requirement. Next one. Any questions, questions or comments? >> Um, I just wanted to comment. Um, I was interested to hear the part about skill building and the behavioral health model. Um it's come to my attention recently that those um modes of intervention are somewhat overused in Oregon uh sometimes detrimentally. Um, and I hope to see uh things like social norms um and cognitive behavioral models uh potentially um included as a focused area. Um and less reliance on a behavioral health model. Um and I just also want to remind our students, of course, the vast majority of our young people have healthy
090lifestyles and avoid substances. And so, um, this work is really important, but also, um, our young people are generally doing a fantastic job. And, um, and I want to point that that excellence out, um, so that they know, um, because they're the vast majority of them are doing a great job. I want to say thank you for bringing us such a comprehensive plan on how we're going to uh correct what um some of our shortcomings were. So, I appreciate um I appreciate you bringing this to us and the the intentionality behind it. Thank you. >> Yeah. So I'll echo um what director Haime said and I think uh it reminded me of when we were um and director Kinch you were part of that when we were looking at new health and sexual education curriculum
091and it was sort of like well it starts in kindergarten but it doesn't because you're looking at boundaries and healthy relationships and what does that look like in kindergarten um like way downstream and then you sort of build on those skills and so this really reminded me of that same thing. So to your point like yeah we're not doing substance abuse and prevention or intervention in elementary school necessarily but we are and that those sort of um those stop gaps with behavioral health with that sense of belonging with how are we managing feelings because if that many of our kiddos are still like that's a very real very prevalent um state for a lot of our students is feeling stressed then you have high cortisol level like there's all those other things that kind of
092play into that. So, I think it's really important to um that in this plan is kind of built in to have all of those downstream, nope, upstream prevention things so those kids understand when I'm in high school and I'm feeling this way, here are those other things that I can do instead of X, Y, or Z. Um, and that's maybe why we're seeing, you know, a less than what the state kind of reports in terms of substance abuse or use. Um, and I really think it's I just wanted to call out that that many students and I don't have the slide up but right now felt that school was a safe place. And I think despite to your point despite feeling stressed or sad or hopeless, they also and we're seeing chronic absentee love levels
093coming down and we're seeing like I think there's so much relational stuff happening within our district between families and students and teachers. Um we're we're seeing that in all these other places which I think is just important to call out. Um and I also just wanted to call out one other piece which was the on it wasn't in the slideshow but the kind of flowchart of all of the interventions. What it also shows is that we have this web of care. So, it's not just when this thing happens, you go to like this person and it's sort of dealt with in this little silo, but really we're bringing in um if we they need behavioral support, health support, if they need family support, if they need acade like all those other pieces um those are
094all components in that flowchart, which I think um is a huge service to all of our students. Um, and I know that took a lot of work to put all that together, and I appreciate the care and um, and thoughtful nature in which you created that plan. So, thank you. >> All right. Thank you so much. >> Oh. Huh. Oh, yeah. That's right. This is not a reports and discussion. I know it's good to like chat in the media. >> Uh, yes. I would entertain a motion. I move to approve the Tiger Towitan School District substance use prevention and intervention plan. >> Second. >> Motion is made by Director Miles and seconded by Director Himeace. Is there any discussion on the motion? >> Hearing none, I'll move to coral vote. All those in favor, please
095say I. >> I. >> Any opposed? >> Dr. Mr. Weston, did you I didn't I just didn't hear your >> I'm actually thinking um >> I'm going to I'm going to abstain. I'm just not sure about this. >> So there's no >> So it's a no. >> I mean if you'd rather have it be a no. I think I can abstain if I'm if I don't feel that I have enough um information. >> Okay. Any abstensions? >> Sorry, I am attempting to abstain. I am abstaining. >> All right. Yeah. One absention and I am a yes vote. So, three yeses and one obsession. All right. Thank you so much. And next we have Director C with resolution 252609. Good evening again. Um we are on page 82 of the board packet for um people following
096along. Uh the city of Tiger approached the school district um to present a proposal to the board to consider authorizing extending the city of Tiger's tax exe exemption for qualifying properties automatically. The explanatory memo um provided an overview that the city of Tiger was the second municipality in the Portland metro area to adopt a affordable or nonprofit affordable housing tax exemption program in 1996. Since doing so, every application for an eligible pro project also comes to the school board for a separate approval. You might recall we did one probably in November of last year. um specifically working with developers, having kind of a coordinated effort can help reduce some of the uncertainty and um administrative work related with these exemptions. And overall, the district has approved, I believe, nearly every exemption that it's been approached
097with. So therefore, um, you know, just looking to some of our neighbors, including Beaverton and Hillsboro school districts, the city of Tyford requested that the board consider authorizing them to extend um, exemptions for qualifying properties. And so therefore, 252609 would um, grant such authority if approved. And I would just add um and you said this that we have historically always um passed these exemptions and in a time when um there is an affordable housing crisis um any ways that we can sort of partner um with the bigger community um to to help that um and also knowing you know our neighboring districts are doing the same thing. I think this is a good thing to be doing. >> And if you saw me um typing, you know, we have, I believe, three current projects which
098are receiving exemptions. And that equates for all um taxes, including our permanent rate, local option, and bond. It's about $212,000 total that's exempted. I move to approve resolution 2526-09 to authorize the city of Tiger to extend tax exemptions for qualifying properties. >> Second. >> Motion's made by Director Miles and seconded by Director Haime. Is there any discussion on the motion? >> Hearing none, I'll move to a coral vote. All those in favor, please say I. >> I. I >> I >> any opposed? Motion carries. All right. And we have come to our final action item of the evening which is around the bond project managers contract. Good evening. Um, tonight we're bringing forth uh project managers contracts. As I've noted a couple times in board updates, um, that we've been going through a process to
099get our construction management firms hired to do our projects for the bonds. We just recently wrapped that process up, kind of review overview of the process. We had four current TTSD members that u reviewed 10 we got we had 10 proposals that proposed on the RFP. Nine of which we actually scored. One was rejected because it did not meet the requirements of the RFP. Um, we had four current TTSD employees uh do that evaluation as well as um one member of our uh bond oversight committee, one member from our our um architectural firm and one um previous TTSD uh previous director of bonds bond and operations. They went through the initial um process of screening the proposals and uh and identified five top scoring firms to bring into interview. Those firms were uh HMK company,
100Cornerstone Management Group, Waha Group, Gamut Project Solutions, and Turner and Towns and Hairy. Um because of some scheduling conflicts during the interviews, two of our uh scores had to drop off. So left five that did the the interview scoring. Uh and the three the three highest firms on on that after that process with some reference checks came down to HMK company, cornerstone management group and the WHA group. Uh then the committee reviewed all of the individual project managers that were proposed during that process to identify which would be the best fit for the particular projects and came up with Winnah group was selected to be project manager uh number on project number one which is Fowler Middle School. uh cornerstone management group was selected for project managers role two through four which are the two
101cohorts of elementaryaries are two and three and then four is playground uh the playground projects and multiple miscellaneous projects and then role number five was HMK's company was selected for role number five which was FFN um projects throughout the throughout the bond across the course of the bond um we have been in negotiations and completed negot negotiations with the with Cornerstone Management Group and Wahar Group. Uh and so we're bringing those uh forward tonight for approval. Negotiations with HMK Company are still still moving forward and we're anticipating we'll have those done and completed to for the December 8th uh board meeting. Uh so tonight um we're bringing forth to to uh get approval for the contract award to Winnhog group and Cornerstone Management Group for construction management services for project managers role one through four
102in an amount not to exceed 3,728,298 broken down with Winnahoga Group receiving 1,33,874 and Cornerstone Management Group 2,6 694,424 and there's the supplementary and scoring matrixes. All of that are included in the board packet. If you have any any questions on that, I'd be happy to to answer those. >> Any questions? I had one, but now I can't think of it. So, we're going to let that one go. Need motions. I move to award a contract to Wahog Group for construction management services for 2025 bond capital projects in the amount of $1,33,874. I move to award a contract to Cornerstone Management Group for construction management services for 2025 bond capital projects in the amount of 2,694,424. >> Second. Motion is made by Director Miles and seconded by Director Weston. Is there any discussion on the
103motion? >> Hearing none, I'll move to a coral vote. All those in favor, please say I. I. I. I >> any opposed? Motion carries. Thank you so much. And with that, we are at the end of our meeting, and I will adjourn this meeting at 8:31 p.m.