001Good evening everybody. I'd like to call to order this regular meeting of the Tiger 12 and School District Board of Directors for Monday, October 6th. And I can't believe September's over already. We'll start tonight with our approval of the agenda. Do we have any changes for our agenda tonight, Mr. Superintendent? >> There are no changes to the agenda. >> Okay. Our consent agenda tonight includes our HR report, our August 2025 general fund financial report, our PSO activities, and our resolution for Filipino American History Month. The chair would entertain a motion. >> I'll move to approve the agenda as presented. >> Second. >> It's been moved by Director West and seconded by Vice Chair Urban that we approve the consent agenda as presented. Excuse me. The agenda and consent agenda as presented. Is there any further
002discussion? Hearing none. All those in favor please say I. >> I. >> All those opposed. >> Motion carries unanimously. Thank you. We now move to the best part of the evening and that is our recognition and good news. Director Alex Pilaski I believe and because it's the beginning of the year and so much is happening, we're going to have two items of recognition and good news this evening. Sorry for the delay. So, um, we have a couple of new staff members we want to introduce you tonight. Starting with, uh, Melissa Goff. Is Melissa here? >> Well, let's >> I do not see Melissa here. >> Uh, Sean, you want to come up? So, uh, I'll go through the introduction. Melissa even though she's not here. So Melissa is a very accomplished and uh inspirational educational
003leader with more than two decades of experience guiding Oregon school districts and statewide education systems. She served as superintendent of excuse me for both greater Albany and Fouth public school districts leading equitydriven policy reviews strategic budgeting and community engagement initiatives. Most recently, Melissa served at at the statewide level as interim executive director of the Teacher Standards and Practices Commission and as education policy adviser to Governor Tina Cotek where she advanced educator development, equity, and system level improvement for Oregon students. So, Melissa has been hired as an assistant principal at Twity Middle School where she brings her expertise in instructional leadership, team building, and inclusive practices to support staff and students every day. And so, uh, sorry she's not with us tonight, but Melissa Goff is, uh, now part of the TTSD leadership team. With us
004today, and this will be a familiar face for you all, is Sean Christensen. Very happy to welcome Shawn as our new bond manager. Sean has partnered with TTSD for several years as a bond consultant, guiding and planning delivery of our 2016 bond program and successfully managing major school projects, including 20 middle schools rebuild. Cal Kalpuya Early Learning Center remodel on time and within budget. She has a strong background in construction management and owners representation. She brings deep expertise in budgeting, contract negotiation, and stakeholder engagement. Her long-standing knowledge of our district's facilities and community, coupled with her proven record of delivering complex capital projects will be instrumental as we continue advancing our bond commitments. She's already made a really, in my view, amazing strides just in the last few months uh in in our bond program.
005And all the progress or much of the progress that you see us making uh in in recent months is due to Sean's leadership in that area. Obviously, Kevin, a number of other people as well. So, uh please join me in welcoming Shawn to this critical leadership role supporting our students, staff, and community. [Applause] Thank you so much and welcome. You disappeared so fast I didn't get my mic on. Welcome to the role. I should say you've been doing the work. It's my turn. HR. I'm doing Keep going. I thought I was on good news on part two. Part two where it says August. >> Keep going. Don't worry about me. >> Okay. Well, now continue with recognition. Good. Lisa Burton, please provide some structure to our next item. Okay. Well, good evening, Chair Irvin or
006Chairme, Vice Chair Irvin, um board members, Dr. Udo, and our student representatives. Um so, this evening we are joined by our district culturally responsive coordinators and family partnership advocates and they're going to share information about um what's happening around Hispanic Heritage Month. um their community engagement that's happening this month, but as well as um what they're doing um with a grant they received to provide welcoming systems within the teach within our school district. And here you go. Hi, I'm Anoce, the family partnership advocate at Twatton High School and we did a listening session last week uh around uh English classes because families had expressed the need for this and uh this is uh the feedback that we got. Um, so they wanted more uh connection to the school and their community and also wanted to
007see that the classes continue because a few years back it got started but they only had one class and then it didn't continue and also wanted to make sure that we had levels for them um because there are people who are new speakers to the English language and also some that are more advanced and uh we agreed that we were going to do it Mondays. case and uh we are doing it from 6:00 to 7:00. We're providing child care and uh we have different staff from the TW from the district helping with this. We have some ELD teachers uh and also um some staff from Twitin Elementary and we're hoping to get more volunteers from around the district to help with this and uh we're hoping to celebrate in December. Right now I just came
008from there and we had about 35 people show up. During last week, which was our first uh listening session, we had about nine people. So, it's a really good turnout today. Um, and we're hoping to continue this. Uh, and we'll see where it goes. I did. Yes. >> All right. And hi, my name is Claudia Nes. I'm the culturally responsive coordinator at Twitin High School. Um and so some of the things that we've been working on at uh Twatin with the help of Tiger High School as well um is creating the welcoming systems workshop where basically we're taking this idea from Beaverton to have a welcoming center um and creating a system so that our students are just generally integrated into the population rather than having it be a separate system all on its own
009or a separate center all on its own. Um next slide. So the overall vision is to create an equitable welcoming system for all MLL students with sustainable linguistic support. Next slide. And some of the primary goals are um student integration. Again, kind of what I mentioned before, ensuring that our students are coming into the school and our families feel part of the system, as well as ensuring that there's an efficient way to um our students feeling like they are um given their classes, giving them courses, have time with their counselors, and um have an opportunity for family to meet um school staff members as well. And ultimately the goal is to ensure student success and so that our um longtime English learners are no longer longtime English learners that we have all of the students
010that are eligible for EL to be able to be enrolled and enrolled quickly. Um so basically this whole process um was started with the Latinx grant that our district was able to receive. Um and I was a part of the grant writing team which was really fun. Um I'm big nerd. Um, and so that was uh just a fun uh this was one of the ideas for that and that came from that. And a lot of those systems were already built and established at Tiger High School. And so we were able to bring in systems from different schools to hopefully create a pilot of the system at Twitter High School and expand on that for other schools. >> Uh my name is Matt Kingsley. I'm the culturally responsive coordinator at Tigert High School. And um
011just to give wanted to provide you a quick kind of glimpse of the first week of what the work looks like with our newcomer um MLE population. Um because this is their first introduction to our school system, a lot of the work happens in the first week. there is ongoing work as well but we want to put a lot of effort into uh you know putting on a good face and and welcoming these students in um starting with uh just registration you know how how students are received in the main office when they come in our doors and um moving on to uh assessment with our EL team um and then learning more about the student and their families and their backgrounds. We created uh an extensive background interview to get a lot of that
012information. Not just uh to provide academic background but also um learning needs and styles um every um basic needs everything that we can know um you know the better to provide better support. And then uh just setting them up for success with uh communication to school staff as well as families and then orientation uh to all the different pieces of school life. You know, picking up the laptop uh getting set up for lunch and buses. A lot goes into it. So there are a lot of key players in this. Our family partnership advocates play a huge role in welcoming the in the students and the families as well as you know front office staff, the registar, our culturally responsive coordinators um uh counseling department uh put in a lot of effort to evaluate transcripts from
013other countries. Um it's just a big team effort and so part of this goal was just to coordinate that. As Claudia said, we're doing a lot of it, but we want to uh bring it all into a cohesive banner to roll out. Uh, next slide. And so, um, there are a lot of ongoing supports. I think a big part of the work that we have yet to do is to talk about student supports, uh, for example, peer mentoring programs, um, based on academics or social support, and then a lot of support around um, families. Um, we want to have uh at least quarterly meetings and um and really partner with our families to learn about their needs and help uh help them get set up for success for their children. And I'm going to pass
014it for a last info. Uh hi, I'm Noelia Chawake. from the uh family partnership at Tiger High School. And I just wanted to highlight some of the upcoming family engagement that we will be having at Tiger High. Um we're starting off with our uh Hispanic or Latino family meeting that will be taking place tomorrow. We will be starting online, eventually transitioning to in-person meeting while also uh allowing for parents to join uh virtually as well. um it's more just so we the our admin administrative um team can further connect with the families and we can answer as many questions as possible. We are also um planning and it's been a ongoing uh goal of ours to start our uh Emily uh meetings particular for our um families to understand what it means to have an
015Emily uh student and what it means to go through the entire system and for them to understand how they can further support their students at home. And uh Twitton High School, we are hosting a potluck to celebrate our Hispanic Heritage Month and families are really excited for that. So we hope to get a really good turnout and staff are also welcome. >> And the last slides, couple slides are just showing how um our students in our district are really celebrating Hispanic Latino Heritage Month um throughout the year. Here are some pictures of things that have happened um uh at Twitin High School and also at Tiger High School with our Meta group going to a conference. And then on the next slide, I wanted to highlight um some of our teachers who were just doing
016a really wonderful job of um highlighting uh Hispanic Heritage Month. So, Briana Gil is one of our art teachers and she is highlighting, spotlighting a different Hispanic Latino artists every class in her IB visual class. And starting off with Pedro Linares Lopez. Um, and then also Vanessa Hoffman, our Spanish teacher. Um, she's doing a bracket style song competition basically where with the help of Monica Ramen's um, ELD class, students were were able to pick out their favorite songs. Um students then learn about the genre, learn about the artist, and then vote which is like the best song. And then also um Anukica, I don't remember how to pronounce her her last name, but I believe it's Shawnfeld. Anukica Shafeld, visual arts teacher, um with 134 students at Swallatin High School, created a group mural, which
017was one of the first images that you saw that said Sweno. Um based on um uh Pedro Linares Lopez folk art of the Alriz, which are basically mythical creatures. Um and it's a 16 foot by 4 foot um uh uh image that says Sueno. Um, and I really wanted to highlight the students chose it because not only did they want them, not only do we want them to dream, but also the Alriquez were um, a creation by Pedro Linares from a dream as well. And then the next slide shows an overview of just some of the things that are happening at Swallatin High School and what it looks like right now for this month. And hopefully with the next upcoming heritage months, different decorations and different heritage groups will be um highlighted during that time.
018And I believe that's it. >> Any questions? >> I'll let the board go first. I'll just I mean the notes that I wrote down um really just like the the thought and the care and the time that I think you all and the district and um a lot of folks are doing to deepening those connections not just between students and school but families and school and really having that sort of umbrella of care. So, we sort of grew up with like the whole child approach, but I really feel like we are kind of leaning into this whole family approach. And it's really wonderful to see how that plays out. It's wonderful to talk to families, to students, to teachers, to you all to kind of see how that affects and impacts our students and our
019families because it is that partnership piece. Um, and then I just wanted to say that for Matt, it was really neat to see the breakdown of that first week because I think number one, we don't know what we don't know. And doing a I mean, it's complicated and complex to do that if it's in your native language. Um, or if all the like you sort of are used to this type of school system. So to kind of have that lens and see how we are regardless of what the differences may be kind of walking that family through that whole process so that they can feel supported, they can feel that success from the beginning is really cool. So I just appreciated you sort of showing us that because that's not something that I've seen before.
020So I appreciate that. Thank you. persona. Persona. Okay. Okay. Look at Look at yourself. Wow. Okay. See personal. Okay. for yellow. So much as [Music] much. Would other board members like to say anything? >> Director Miles, >> I don't want to say everything that um Vice Chair Irvin said. Um but I too noticed the um the extension to community and to families. I feel like the iterations that we've gone through for support over decades were like direct student support and then the recognition that um that students need, you know, basic supplies and food and then families need to be brought in. And now like the the recognition is that like families need to form communities. And I just saw so many notes up there that like are really wraparound all the way to helping families
021form communities. I I think I saw some notes up there where that like um like cross community or crossgrade formation of community with students as well. And I just loved all of that too and then that whole thing about the the the week beforehand and like that first day of school that very end and all of the supports built in that week beforehand. So thank you. And the one of the first things I noticed was like system efficiency too and that that piece that like it's just so dialed in and so um just really appreciate obviously the time and the care as everybody has said put into this and that's just got to feel really good for those students and families and such support. So thank you for presentation and the work you do. >>
022I also um want to add on to the other remarks that were already given. really appreciate all the work and I think um you know most of our community is made up of immigrants whether they're just got here or been here for generations just like the Hispanic community comes from many countries and um some some families have been here for generations or were here um originally and others more recently. So it's beautiful to see the community celebrated and um all of its diversity and um for all of our families. So thank you And I would just like to echo all of that, but also to say I remember back in the old days um that we tried really hard to get families involved early on. And if we got 10 years ago, if we'd gotten
023nine families to show up, we would have been over the moon happy. And now to be like, well, we only had nine, but this time we had 30. It's a real testament to how far you all have moved the needle in this community to make the kids and the families feel truly included and that's a huge huge thing to have succeeded in doing and so thank you very much >> and I just uh not much has been said that I can add to because uh uh all the notes that I had taken down David and everybody everybody has shared. But a couple of things I did want to say is that in our district uh one thing I've been really trying to emphasize is access experience um and outcomes for kids. And throughout this presentation,
024I think this just brings to life the amount of access that we're giving to kids and families that's enhancing the experiences. And um what it really does is creating community and um no matter where we come from, we could always find a home if we find a true community in where we are. And and so I just want to thank you for building that for folks. And Naveen, I'll go on some home visits with you if you want. We can knock on some doors and make it make it happen. >> Let's do it. >> Yeah. So in any case, thank you very much for all you do. I appreciate it. Okay, we'll now move on to our student representative reports. Who wants to go first? Een meen miny mo? Sarah, you want to go? >>
025It's okay. Okay, so let me move this. Um, we have mental or hold on, let me find where I am. We have mental illness awareness week observed October 6th to 12th, 2025. World Mental Health Day observed October 10th, 2025. Health Education Week observed October 20th to 24th, 2025. Uh, Red Ribbon Week observed October 23rd to 31st, 2025. National Substance Use Prevention Month observed all of October. Filipino American Heritage Month observed all of October. Um, oh my gosh, sorry. Culture week takes place October 27th to 31st. Um, homecoming takes place October 18th, 2025 at Talton High School. We have our homecoming assembly October 14th. Um, oh hello. Today is National Coaches Day. So, thank you to all of our Tiger coaches. And then also our homecoming week for Tiger is also next week. Our assembly parade
026and our varsity football games Oregon City will be on Friday the 17th. And then our dance will be taking place on the 18th from 7 to 10 p.m. in the Tiger High School comments. >> Thank you very much. I can't believe we're already getting into homecoming. It always comes so fast. One thing I'd like to ask you guys if you don't mind and you can, you know, punt it over to your alter ego since they're not here tonight, but at the end of the month when you've had all of the celebrations for the month, I would love to hear some reports on what those celebrations look like. Thank you so much. Does anybody else have any questions for our fabulous student reps? All right. Now, we will move on to superintendent board communications. >> Thank
027you, >> Mr. So, I I always enjoy sharing u some up upbeat um material on our on my board report, but this week I have some somber news. Um at this time, I want to take a moment to recognize the loss of Lisa White. Um she was a learning specialist, a learning specialist assistant at Alberta Ryder Elementary School. And Lisa passed away Friday night following complications during surgery. Lisa was a dedicated staff member, educator of kids, and a friend. She'll be sorely missed, and our thoughts are with the AR team and Lisa's family. Let's observe a few moments of silence in her memory. Thank you. Okay. Um to begin my my report, I'd like to uh talk about OSAS scores. So they were released last week. Um Director Paloski shared with you a summary of
028our data. Also, there were some nice writeups in the Oregonian and OBB about the 2425 OSAS results for the state. Um and there's some grows and some groans right or grows uh for our district. And I want to start by sharing some of the positive. So, um, statewide math, English, and science is up for the first time since the pandemic. Um, passing rates, uh, uh, remain lower than pre- pandemic, but we're inching our way back. So, that's something to, to be celebrated. Um, TTSD consistently outperforms state average across all three subject areas. Our Hispanic and Latino students showed improvement in language arts proficiency. Um this trend aligns with school district's efforts to improve um literacy including targeted supports for early literacy and our multilingual learners. So those are our celebrations but there's also some pain
029points and I want to be really transparent about those. So um this year we saw some achievement the achievement gap expand between our historically underserved students of color and their counterparts across the board. Math continues to be an area of concern with relatively low numbers of proficiency, especially with our targeted focal groups or their historical disparities. Our commitment to um our students who have historically been underserved uh is not just to improve um but we also want to make sure that um we're being transparent and accountable in public about um our efforts whether they're uh great outcomes or whether they're lacking outcomes. That's something that we're definitely committed to. Um so what are we doing about this? because it's one thing just to note it in public and it's another thing to actually be taking
030action. So, I do want to let you know that we have stated uh that supporting um the areas of the subject areas of math and literacy are important to us as well as our MLES. Um and we're going to remain committed to to this through our SIP plans and we know our principles are working very hard to boost achievement. Um, we are also working with the teacher development group to help with our our math achievement. Um, we're focusing on the 10 indicators. Um, that's around everything from third grade on on track reading to uh middle school achievement to ninth grade on track on time graduation. Um, and so uh we are remaining committed at staying focused on improving outcomes. So yes, there was some things that we feel like we can celebrate, but also there's
031some areas where we need to continue to focus. So I wanted to show you one thing that we're really focusing on to improve outcomes and is getting really intentional about our data. So Thor, do you happen to have the data report to pull up? If I shared it with you right now, you'd be able to pull it up in no time. Should be in your inbox. right now. So, um in the spring and in the summer, the uh our data team led by Paul Verstrait worked really hard at organizing the um the types of data that we're collecting and also developing a um a calendar or a schedule for when it will be released. So everything from a uh everything from our engagement data like our upbeat survey to um one-time data around our OSAS
032or our graduation rates to our formative uh assessments like I Ready for instance all gets released at a different time and so we need to be really intentional about when that's going to be released so we can use it one to check the vitality of our um of our of how we're doing, how we're performing both from an engagement standpoint and from whether that's attendance again or um community and culture data or if it's a snapshot to how we're performing and then in real time be able to make adjustments and also report to you all. So this is what that um that data looks like. So you can see right here we have our national and state testing and you have the release release dates of that and the OSAS just came out. So you
033can see that's marked as September sometime between September 18th and October 6th. And then um our district perception uh surveys again that's kind of some engagement data around Oregon student health surveys, climate and culture surveys and then our district assessments. And this is a variety of assessments that we use to monitor our progress throughout the course of the school year. Some of it's targeted towards a specific uh age group or a specific demographic and then of course district engagement data which I already discussed um a moment ago. And so we'll use this to inform how we look at data with our district leadership team at cabinet but also how we um inter uh interact with data at the school level first at our leadership meetings and then um our principles use this for their 100%
034teams and their 20% teams. And then finally, we'll use this data to inform how we present to the board throughout the year. We just want to make sure that everybody uh that's involved with the district can have a really good pulse on how we're performing. So, and the next step also is to um ensure that we're staying up up to speed on how we interact with the data as a as a leadership team um and at the district level or at the the school level as well. So, we want to continue to make sure we're getting training on how to use data as decision- making tool or how to interpret data or how to ask the bigger question when it comes to data that helps us um again make the right instructional moves to support
035our students. So, that's something I want to share with you. And then, um last two things, uh October is uh principal recognition month. Um it's a time when we were recognized uh principles across our country but especially here in TTSD and I was a principal for for nine years and I know from my own experiences how challenging the job is but also how rewarding it is. Um I often hear next to working directly with students in instruct in an instructional capacity. Our principles are who we rely on to really leverage change in our schools and they have really big jobs whether you're at the elementary, middle or high. They're all a little bit different and they all show up a little bit differently, but we're just really um proud of how all of our principles
036show up for our kids. So again, happy um principal appreciation month. And then um finally, well, two things again. Sorry, they had three things. Now I have two things. So um coming up this week, we have our annual classified inservice at Palton High School. We currently have about 750 classified staff members. trainings range from security and safety uh trainings to uh cultural competency trainings. And I even hear that Jade Woodford might be leading some a training on on circuit fitness. No, she doesn't want to talk about that, but so Jade will be um uh really helping out with that as well. And then um fortunately, I'll be also able to give a talk during lunchtime. So, I always value time that I get to spend with every uh service group, including um our classified staff.
037And so, um if you all are available, you're welcome to drop by. It's things kick off at 8:30 and we'll go all the way to 4:30 if you if you all want to pop by. Now, for the real finally, earlier this year, we showed up I showed you a touching story about two of our multilingual learners with English. We have another video for you, one which you'll find that be upbeat and fun. It's about a long-standing community garden at Mary Woodward Elementary School. This was also filmed in partnership with Hamoko Films and and the communications team with the extra special thanks to Gustavo Garcia. So enjoy. That's it for my remarks. >> I'm a parent here at Mary Woodward. This year I have a kindergartenner son and a second grade daughter. We came here about
038two years ago from the east coast and we used the garden to kind of get into the Mary Woodward community. >> Our Mary Woodward garden is unique just because it's probably one of the longest lasting gardens that we've had in the district. I think well over 25 years. We continue to find new ways to connect our students with learning in the garden. Whether it's first graders planting tops and bottoms or second graders planting a pumpkin patch, the kindergarteners plant our Jack and the Beantock. It can tie into their curriculum, but it can also be a reason to get fresh air or walk away from some screen time. [Music] >> It's just really interesting to see the kids come alive and put what they've learned in school into practice. We had some third graders out the
039other day and they helped us figure out how much compost we needed of the garden bed that we were working in. >> They had to work as a team and measure it out. And it made what they were learning in class realistic. >> This point, this leaf right here or like any plant absorbs stuff and turns it into oxygen for us. If there were no plants on Earth, nothing would even exist >> except the sky and clouds. Right. >> And water. >> The impact of our Mary Woodward Garden has been, I have to say, a communitywide impact because of what we provide, not only for our students, but we also then are able to donate the bounty from the garden to families that need it. It is just a a win-win all the way around
040as far as what our garden provides for learning for kids and what we do connecting it to the community. >> The goal is to share it with other schools. Next year I'm starting the garden at Art Rucken and taking a lot of the learnings that I've had with Joe and use Mary Woodward as a really established teaching garden to help support the district. >> Go, go, go. >> Oh, that was big. >> I picked the garlic. It is another opportunity for this school community to grow together as a family, sustaining and creating a school culture that values the garden. I hope that children experience awe and wonder in nature and in doing so we are building the next stewards to care for our planet. [Music] That is very cool. Plus, it's about a garden. How
041can you go wrong? >> Um, >> board communication. Anybody have anything they want to share? Director Weston. Thank you. Yesterday, our federal government made time for us, in spite of all the challenges across the whole country, just to focus in on Oregon. Even with a budget shutdown, hurricane season, and international conflicts competing for attention, Oregon got some extra loving attention. King George said it best. Oceans rise, empires fall. We have seen each other through it all. And when push comes to shove, I will send a fully armed battalion to remind you of my love. But that's not the situation we find ourselves in. We can share our views and stand up for our families and our neighbors. We can argue a bit around the dinner table or in the street. We can look inward and
042be critical of ourselves even if we ask others to be accountable. And then we can move forward together. So, now that we know what kind of attention our federal government has offered us, let's make it clear that we can take care of ourselves and one another. Let's look out for each other because we care about our kids and our shared futures. >> Thank you. Other board members comments, anything? Um, I don't really have much to say other than like, you know, appreciation for uh, you know, the guidance that, uh, the district put out for staff about, um, you know, freedom of speech and about, um, being able to advocate, but also at the same time, you know, acknowledging that freedom of speech only goes so far, right? if there's disruption based on our policies, there's
043disruption in our um in the education of our students that u you know there there could be different consequences, right? And so I I appreciate that because it goes to the idea of we do have um students have freedom of speech as staff. We have freedom of speech, right? we can advocate for the things that we want to advocate to a certain um extent. And you know, after we if if we go off the rails, then other things other consequences might happen. But if we're if we're truly keeping students at the center, then we're we're going to be able to advocate in in a way that uh doesn't, you know, send things off off the rails. Um, you know, I I appreciate your comments. You know, you're advocating for for what uh for what you
044feel is right and and I appreciate that. Um, and also we we should be role models for our students that they can advocate as well, right? So, thank you. Thank you for that. And one of those things is that I invite you to advocate for funding for our schools because there's there's a cliff that is coming and um you know you you wrote that in our board report. There's there's a a big cliff right now. The uh with what the federal government is cutting there that's going to be repercussions to their state budget. And if our state budget goes, you know, short of money, then that means less money for us, right? And there's no way that we're gonna we're gonna make it make up that money. So the other the only way that we
045can do it is by making cuts to our educational system. And you know, as you so eloquently put it in our uh report. And so I just want to make sure that while you have that to put that out there now because we do need to advocate and any chance that you get to go to the legislature or to talk to somebody, let them know that there is a funding cliff and it's coming and we need to prepare ourselves for it. Thank you. >> I don't have a ton either. Um we had a policy committee meeting last week, I guess, which is always good work. Um I did get to go to one of the OSBA uh regional um road shows, which is a legislative um You went to ours, right? Okay. I did not
046get to go to ours, but I did get to go to another one. Um so I'll let you you're going to talk about ours. Okay. I'll let you talk about that message, but um just as Director Heimus said, um we've we've got some serious issues coming um related to federal funding. Um and that will be good for all of us to pay attention to um obviously and for the community to know about as those things move our way. Um, and then, um, I just want to say, this is not planned remarks, but I really appreciated that spreadsheet that we looked at just a moment ago about like when to anticipate, um, data that comes. I think one of the most important things that we can do as a board is really have a sense of
047data literacy. Like what is the district measuring and um because as we look at um our strategic plan and how we monitor um the strategic plan especially as the district goes into you know the next strategic planning like what what are those points that that we are looking at and monitoring. Anyway, that kind of thing is just super exciting to me. So, thank you for showing us that and the work that goes um behind the scenes in looking at all that because that's a lot of work. And that's all I have to do. >> Now, we know who the data wonk in the group is. >> So, um yes, I went to the OSBA road show last Tuesday and um as we all saw in our board report um but I wanted to make sure
048that the community knows this. We have a grim financial picture for all Oregon schools. Um, Oregon's tax code is tied to the federal tax code. So, it means that the tax breaks at the federal level will mean that Oregon will collect approximately $888 billion less, excuse me, million dollars less. Next bianium um we will have cuts in federal we the cuts we've already had in federal funding for SNAP and Medicaid will cost Oregon about a billion dollars that is a B for next bianium and then that'll go up to about 5.7 the following bianium and could be 8.4 for the following ba after that. Um, in addition, SNAP benefits being cut means that we have fewer kiddos on free and reduced lunch who qualify for free and reduced lunch. And that means that our district
049um funding for lunches will go down. So, at a time when more kids will need feeding, we will have less money to feed them. Similarly, as the number of students who are on Medicaid go down, the number of students for whom we can bill Medicaid related services for IEP related services that will go down as well. So there's a double impact. It impacts the state budget and that it directly impacts our district budget. The bottom line from OSBA is that we are being advised that school funding from the state next bianium will be at best flat to what we got last bianium this bianium and it could in fact be a cuts budget next bianium. So when director he talks about a cliff it's coming and it's coming fast. It's not going to be in
050two years. It's going to be this year um and probably later in the year and and after we cut last year and we cut the year before, we have nothing else that we can cut that isn't going to dramatically hurt kids and their educations. And it's going to be bad for kids. It's going to be bad for teachers. It's going to be bad for staff. going to be bad for board members. Um, and it makes me incredibly sad and angry that once again we're in this position. It feels like we're always in this position. But I just wanted to make sure that everybody in our community knows that when we start talking about how bad the finances are, it's not just that we're making it up. We've been told by the forces in the state.
051And since I don't want to end on a down note, I do want to say um thank you to all of our amazing principles for all the work they do on this in this in this uh district. Uh it really is a tough job and I have great admiration for them and they deserve all the recognition and love and support that we can give them. >> And so with that, if nobody has any further comments, >> can I add one thing about the budget? So just for some additional context in case we have people listening or for the people that are in the audience um yes to all those things that uh chair shared about um the next bianium uh we also um are waiting to hear from OD to see if there's going to
052be any in your in your state or uh inyear reductions. So reductions this year, um there is some speculation on Friday that there's a potential that we could have some reductions and we're waiting um until we have that news which should be released early this week. To what extent they are, we don't know. And and one thing that um this board knows about me and the my leadership team knows about me is I um try my best to avoid engaging in speculation if I don't know just because I'd rather um deliver very accurate information one time. And so we're hoping to be able to share uh the most updated account of what we can anticipate in terms of reduction with the greater school community as soon as possible. But for now, we'll just have to
053hang tight. But when um we find out, you'll be the first to know, as well as our staff and school community. Thank you. >> Thank you for that. Okay. Um we'll move on to public comment. I understand there is nobody signed up for public comment tonight. Okay. Then we will move straight into reports and discussion. And we start tonight with our board self-evaluation tool. And if you look on page 16 of our board packet, um you'll find the cover sheet. We're going to do the self-ealuation using a different tool this year. And uh well, I suggest we use a different tool this year. And so that is what you see um uh descri titled the board of education self assessment 2526 in the board packet. The idea is this is a um it seems like
054a long document at first. There are 18 questions in four areas and right off the bat everybody's going to go, "Oh my gosh, we have to answer 18 questions." But most of them are just a quick one, two, three answer. Do we meet it or we don't meet it or we exceed it? And so the idea is that we can evalu evaluate ourselves both as a board and an individual fairly quickly using this tool. Um so the four areas that the questions relate to are characteristics of an effective board. So how well do we individually and as a board uphold our working agreements? How well do we balance the need to make decisions with the need to consult with stakeholders? Right? um how well do we recognize the authoritative other bodies like the legislature with
055the need to guard against our local interest as a local board. So I think that they're pretty basic to what we need to be doing as a board and so it feels like a pretty clean way to evaluate ourselves. And then the um the third part has two questions that are uh lengthier answers. What are the strengths you see on the board? What are the weaknesses you see on the board? Um, give you some time to get into the meat of things. And then part four is just the board goals that we've already agreed upon and how do we rate ourselves on those both as a board and individually. One, two, three, one, two, three. So that's the tool that I'm proposing we could use um to evaluate ourselves this year. The idea is that
056we would be doing this, we would obviously vote um on this to make sure that this is the tool we want to use, but um we would do this probably at our winter retreat, go over it, get a how are we doing so far if that appeals to people. And then since we are doing both um both uh board goals and individual goals, the second part uh that second link on the supplementary materials is our board individual goals. And there I the idea was we would each sketch out three to five goals for ourselves. And so the document provided you with samples, right? And so I had filled in mine because I got it ahead of time. So, I wrote my first five. Um, but then the idea is that each of you were given
057some examples of what a goal could be and we asked you to write up your goals. So, I was hoping we could do a quick whip around people could share what they've come up with and then we can kind of steal each other's ideas before we vote on this at the final what our actual individual board goals are individual goals are going to be. So, I'll go first. So, my individual goals, participate effectively on board in district committees. Number two, support TTSD's advocacy in the legislature. Three, visit one or more TTSD schools or TTSD related events per month. Four, participate in local elected official meetings in Washington County and share information about TTSD. And five, learn more about AROI, budgeting and finances in PTSD. So, if somebody else would like to just whip around and
058come up with your first couple of thoughts >> and and the they don't need to have an entire fleshed out maybe just even some ideas that you're working on focus on this year. >> Yeah. And the idea is that as everybody says something, we can scribble down. I like the sound of that one. So for me, I wrote um advocate at the county, state, and federal level in support and uh of TTSD's legislative interest. I will attend the KOSA advocacy day at the legislature. I will attend the NSBA advocacy day in Washington DC and I will sign up for testimony on bills that help further our educational and budgetary goals. Goal number two is I will attend a King City Twitan and Tiger City Council meeting. And then goal number three is to continue to
059serve on the OSBA legislative committee and continue to work on uh work with our TTSD rep on the um legislative committee. >> Thank you. Those sound great. And just a question before I go over mine, will we have the opportunity to talk about the the board assessment just for absolutely a moment? Okay. Yeah. So, here are >> I just want to get all the data out on the table first. >> Okay, great. I came up with four. Uh increase visibility at schools and programs. >> Keep current with federal funding actions and monitor these when receiving budget updates to go along with that. Help make thoughtful and informed decisions if and when the board needs to due to additional funding changes. ensure that the district's educational equity advisory committee partners with us on at least a
060couple of policies this year and fully learn my role on the bond oversight committee and help ensure transparent feedback, communication, and alignment with voter intent. I like it. >> Um, so I had one very similar um actually we have some overlaps. Um, I did have one relative to I can't pull up my document on my computer for some reason. Um but I do want to continue serving um for another term as OSBA and then uh lies between similar to directors around um particularly the legislative policy work that we're doing there and the board and the community to kind of keep updates on that. Um I had a goal relative to working with our um other elected officials in Tiger Talton, King City, Durham, all of those surrounding areas as well as um making some connections.
061And this is a new goal for me with board members um in surrounding districts um to share strategies, to share data, to see what else is going on um in our neighboring communities. Um and also I had a very similar one um to the bond oversight and continuing to um sort of track, follow, and be transparent around our bond projects. >> Yep. >> Thank you, Chair Zmeade. Um, mine are to continue to engage with diverse community members to understand their priorities and hopes for TTSD, including by attending TTSD events and community events. The next one is to continue to support improvements to educational outcomes, especially math, music, and science. Um, the third one is to continue to support strong foundations for success such as smaller class sizes and a longer school year. and to make
062that all possible. The last one is to contribute to legislative advocacy efforts for prioritization and support for education in Oregon. >> It's amazing how it all comes back down to money every time, doesn't it? >> Well, I think those are great goals. And so what I was thinking we could do at this point is because I realize everyone doesn't have the document in front of them is but if everybody can write up their goals, submit them to Jade, and then she can put them together for a a a reading and and a voting on um in the future. And if you've heard something that you like better than what you had for one of your goals, feel free to adapt. I'm thinking I'm going to swipe that one about um building relationships with board members
063from neighboring communities, too, because That's another really useful one. And as I'm looking at my they duplicate. Okay, so that's our individual goals. Is everybody cool with the with how they go and feels like they've got a pretty good handle on their individual goals? Okay, so now let's circle back to the board uh document uh evaluation tool. Had to think about what that word was. Um you had some questions about it. Director Moss, >> I did. So um just I'll go through my questions by number. So on number seven uh it says how well did you and the board monitor the performance of the superintendent and the overall management. Are we talking about how well did the superintendent manage TTSD or are we evaluating management because as we know we don't evaluate management. >> I'm
064assuming it is the performance of the superintendent in general and specifically in regard to management of the district. >> Okay. But I I I see your point and perhaps we need to reward that. >> Um then on let's see number 13 it says advocate for resources and create the policy framework necessary for student success. I wasn't sure what a policy framework was. So in terms of policy framework, we're think it's a little wordy. I think just um we know that we have boards uh the board representation on our policy committee. >> Okay. >> So we think more of like um policy development instead of framework. >> Okay. >> Thanks. Um and then the last one. So we've got in within um the section about where are we where am I the um there were ones
065that oh in 16 and 18 I know we are rating ourselves and rating the board on all of these and there are some that I'm not sure that are full they're they're more full board things and I don't know how well we can rate ourselves on them like number 16 is ensure that all TTSD board policies are accurate and upto-date. I'm not sure that we can individually rate ourselves on that. And 18 is conduct due diligence and maintain transparency as we work through bond projects and spend bond dollars. Like I don't know how well each of us can rate ourselves on that too. So I'm just, you know, as I'm looking through these, I'm I'm not sure how we individually rate ourselves on things that are full board. Can >> can I chime in on
066that one? >> Yeah, of course. part of the so the development of this um was really trying to set up the conversation for our retreat >> and so some of these are kind of and like not applicable to the individual raider as much as it is a conversation piece on how the board's doing on being engaged in those two areas. >> Okay. Yeah, >> I do think there is however still a personal piece to the due diligence regarding the bond that is um asking questions and being informed on what is has been happening and if something doesn't seem to add up as an individual board member speaking up asking the bond oversight committee or superintendent for more information. So I I think that one had can have an independent component. The the policy part I
067agree that's that's very much an we do that all together and and since there is actually another one that talks about about more policy I think maybe which one was it? Uh you you pulled it out earlier and now I can't find it of course. Um 13. If we made 13 something more like advocate for resources and create and uphold policies that are necessary for student success, maybe we don't need a second one about board policy. It's just the the piece with the board policies being up to date is we were we had talked about doing a a board desk um policy update and so that was where this one came from. But I can maybe it's just a did you contribute and pay attention during the process. >> Sure. >> Yeah. And that was
068just yeah as I you know I just seeking clarity. So thanks >> there there were several of those other ones where I either I'm going way too deep like I just need to because I was looking at the when I was reading through them how well did you and the board adopt responsible budgets through the process. So I have to think about rating myself in the process versus rating the board. So there are a lot of those where it's like I didn't necessarily like myself adopt the budget, but how was how am I rating myself in that process? And so I had to like double check a couple of how I would like I guess the point is I want to make sure we're all using the same we're calibrating those the same way so
069that we're thinking about how I'm reading myself versus the board. The myself part is like unified. That makes sense. If nothing else, you can maybe view it as this is that we go home and we read the board packet and we do the studying and we ask the questions, send off the emails. That's what we do as individuals. And then when we come to the board meeting, we do the work as a group and that's what we do as a board. And so that's that component of it. And maybe that's the the breakdown of it is how well did you do your homework? Did you show up for class and take the test? Well, and to Vice Chair Urban's point, I think that if we can all calibrate around the understanding that when we're reading
070these, they're written for full board work. And if we're reading these and rating ourselves, the calibration is I'm reading this as if I'm rating myself, how did I contribute to that full board work? How did I contribute? Not that any of these are individually my job, but how did I contribute to that full board accomplishment? Exactly. Other comments, concerns, questions on these. So, I have some notes. We'll we'll uh make some changes and we'll bring this back for I guess it'll be a second read. We won't put it in consent. We'll have it as an active second read. Yeah. >> I do think it's probably too long in its current form for the board retreat. So, we might need to prioritize parts of it unless that's all we do. I just think it might be
071better to go deeper than a lot of things very shallow. But I'll defer to our board chair. >> What parts do you would you um look at removing to to condense it? >> Director Wesson, if there's I just want to get your input if there's anything that stood out to you. Nothing's sticking out to me. There's four pages and it's sure just going to be like what do you think of number one? >> Yeah, I'm not disputing. I just was wondering if there was something that stood out as like really important that should be there and something that um shouldn't. That's all. >> I think maybe some of them are thematically similar and could be combined. >> Okay. Thank you. >> Take a stab at that. Thank you. >> Okay. If nobody has anything else,
072we will move on then to our um report and discussion item B, which is our GSOA certificate of excellence. >> By the way, this is the one that I inadvertently thought was on recognition and good news because it is recognition and good news. >> It absolutely is. >> So good that I'm going to go sit up here with director C. I always love the opportunity to brag about our staff. So, here's one of those moments. So, um, early this summer, uh, the Government Finance Office Association of the United States and Canada, GFOA, notified TTSD that our annual comprehensive financial report for fiscal year ending in June 30th, 2024, received a certificate of achievement for excellence in financial reporting. This this certificate awarded to Chief Financial Officer Jessica C. and controller Sarah Morazbida represents the highest
073form of recognition for excellence in the state and local government financial reporting. To earn this distinction, a district must publish a report that is not only accurate and transparent, but also clearly written, well organized, and compliant with both with both generally accepted accounting principles and all applicable legal requirements. TTSD has achieved this honor 37 consecutive years. a remarkable record that speaks to the district's deep commitment to financial integrity and accountability. And I want to personally recognize Jessica C for her exceptional leadership and stewardship of our budget during very challenging financial times. In her first year as CFO, she stepped in immediately navigating significant reductions while also thinking systemically about our organization's long-term health. what she's accomplished in such a short period of time makes her, in my view, one of the best CFOs in our
074state. So, I also want to acknowledge Sarah Morasba, who has served as our controller for many years. Sarah's deep knowledge of district finance and her reliability in executing complex financial tasks are invaluable assets to TTSD. This recognition is a testament to their professionalism, dedication, and teamwork, and it reflects the strengths of our entire entire financial department. We are truly grateful for their continued service. You want to share anything? >> Um, just incredibly proud of the team and um as well as the district stakeholders. It's an organizational commitment to steward public funds um accurately and it's just you know there's um 13 districts in Oregon which received this designation. It's exciting to continue the legacy of 37 years. I was holding my breath most of the year um you know just because of all of the
075hard work that's happened um up until now. So thank you. It really is an amazing thing to get this award once. Um to get it twice in your two years is pretty good, too. But to get it 37 years in a row speaks wonders for this district and the systems we have in place to do the right thing to be transparent to our community and to present the numbers in a way that the average lay person can actually understand them. I'm I remember this every time I look at the the the the the caffer that it's a document that an English major can read and understand what's going on in the district and I really appreciate that and I I love that this award recognizes that effort that you've put into it. So, thank you
076so much. Fellow board members want to add, >> did you say that only 13 other districts in Oregon out of 197 districts? 13 total. Yeah, that's amazing. Um, congratulations to you and the staff and the fact that 37 years in a row this district has gotten that, that means there's been like this seamless transition between folks. Um, I have always always in my 2.25 to five years on the board. Um I I have consistently appreciated the work. I think I've said this to you before, but by the time we get to budget season, you provide us such amazing updates and information all throughout the year that by the time we get to actual budget season, I have very few questions because the information that you provide us is so comprehensive and so clear um that
077it it is not surprising that you and your staff are congratulated for the excellent work that you do. So, thank you. Yeah, just echoing what everybody else has said, you know, congratulations and thank you so much for everything that you do for our students. >> Plus one everything else. There you go. Thank you so much. Welld deserved. Continue on the good work. Get back to work. It's going to be a busy year for you. We'll now move into our action items and we start tonight with our ARCO Iris charter application and that is assistant superintendent Lisa McCall. Where are you? There you are. She was hiding behind Directors. I couldn't see her. Hey, good evening board chair uh and board directors. So this session of the agenda is really an opportunity for the board to
078uh review and um discuss among themselves to make a vote for uh the charter application of our co-es and um have a conversation and then make a decision around to whether to approve or deny the application proposed. >> Thank you. My fellow board members like to start off the conversation. >> Director Miles, do you want to start with your nonparticipation? >> I will just say that I cannot that I'm I'm not going to participate in the conversation or the vote tonight. Um I have worked with the charter school in another district for many years. So I'm going to recuse myself from the conversation vote. >> Do we know Director Weston. >> So, first I want to thank Dr. McCall for her thorough analysis. Really appreciate the time that went into it. Um, I'm going to
079go ahead and share my thoughts and then um we'll be happy to hear um what everyone else is uh thinking is. So, my thoughts around um community support. I felt that there was insufficient information on the public support um element because the agenda item announcing the public hearing was added the day before the public hearing. So um I'm just feeling inconclusive about that item. Although I know Dr. McCall um did a great analysis with the information she did have the potential for adverse impacts. I hear the concerns brought by the analysis by the district and I understand the potential concern for any charter school to end up with enrollment that doesn't reflect the rest of the district that could contribute to additional segregation in the district. However, I'm skeptical that this would be more than
080the existing discrepancies from the existing charter school already approved within TTSD or compared to existing two-way immersion programming. any charter school with opt-in enrollment would have this same issue. So, I can't imagine the criteria was written so as for the criteria to never be met. As someone descended from immigrants and with a mixed race background, this analysis fell flat for me for other reasons. Our district has waiting list for two-way for our two-way immersion program, which means we have additional demands for instruction in languages other than English. My maternal grandparents spoke only Spanish. My mom is one of those rare people who's perfectly bilingual. And without opportunities in elementary school, I ended up with fluent Spanish that has some very iffy grammar or as we like to say, it's maso menos. Without access to bilingual
081education, my kids are now one quarter cho and with only a little bit of high school Spanish ability. Younger generations are sometimes immigrants, but are also often second or third generation or even one of those families who is in a place that suddenly became America. The fastest growing population of young people are mixed race like I am and present in many colors. This growing population has ties to many cultures at once and maintaining linkages to these heritages becomes difficult and complex. opportunities to learn languages are important for these students. I can't see the logic in TTSD having some Spanish and that not being an equity issue, but offering programming with even more Spanish instruction suddenly becoming an equity problem. Without meeting demand for bilingual instruction, I fear we are contributing to erasing the cultural heritage
082of our students, which weighs more heavily for me than concerns about those who choose not to participate in language immersion. In the end, our identities are more than what an education gives us access to, and heritage need not be performative, including from language, but I still support having that access. I also have thoughts about financial stability, and for this item, I agree that more financial information is ideal. And overall, I have concerns. Concerns that are not part of considering the criteria to approve or deny this charter school. Our public schools in Oregon are underfunded. And without revenue reforms, I see little progress in delivering what our young people really deserve. Our schools are doing great work. But as we continue to cut programming by necessity, I'm finding it harder to accept that this is the
083best Oregon can do. A new charter school in TTSD could make these challenges harder to meet for our overall school district. Um and on the basis of the criteria, I um concur with the overall analysis um to deny the application based on the financials. >> Yeah. I I mean I I would also echo the the sentiment that you know the financials being that are not um what we would hope for. um the debt obligation that uh would be incurred with the adding a second location to the um already uh financially tight um budget that they that they are uh having and as well as um the lack of public support from a broad range of of members not just u already existing parents. parents within their schools. Um I think that you know it they
084you know just based on um on the laws they um like says here they they application does meet the the laws but I I can't um the law requirements. Sorry, that's what I meant to say. I just can't um you know, in good faith as as a steward of the financial uh responsibility entrusted in me uh by being elected in good faith, uh say that um this would be a good addition to toss. >> I'm a I'm a long processor. Um So I think this is hard. I really appreciate and um like connect with a lot of director Weston what you said director Mace um and it's hard because it is that balance of wanting all the opportunities and then what to director's point what we are sort of responsible for in terms of um
085fiduciary responsibility um and stewardship of our community. Um, and so I think so I can I think on the analysis piece and I did have one question but I forgot it clarifying question but um but I do think one thing that was interesting is I love that there is so much support. It just didn't seem like support for new people here. And so I love that it's a thriving program at its current location in campus. Um, and had a lot of support from there, but it was sort of I wasn't getting the shift from there was a need necessarily for that that community support here for new folks that would be new to here with that program. Um, so that's sort of where I'm where I'm landing and and the things that I'm thinking about
086are again the the stewardship kind of for our financial concerns. Um, and then again that that community support piece. Those are first thoughts. I was hoping um for clarification because you mentioned that we had large waiting lists for our tweet program and based on my conversations with one of the principles, I don't know that we do have a large waiting list and I was hoping maybe staff could help me. >> I have text messages into those principles to determine if we have weight lists. Um, >> what I heard from one was that it was like three or four cases. >> I heard one or two that was earlier in the year. So, I don't know what our what our weight list looks like and I want to make sure I deliver accurate information to this
087group. >> Fair enough. I also as we're discussing this I want to make sure we stay grounded in our role as a board to evaluate the applications the applicant's proposal based on the nine criteria that are listed in the OS and not to deviate from that because of what we feel. I feel like I'm channeling my inner director Miles here. Um but we really need to stay to those criteria because that's what the law says we must do. and what the executive summary was based in which is helpful. >> Right. Anybody else have any last concerns? Want to respond to something that somebody else had said? So I believe that Arco Iris's application meets six of the nine criteria, but I have concerns about three areas. Section B, the financial stability. Arco has a long
088history in Beaverton running a financially stable school, but in their application to expand into TTSD, their financial stability is far from clear. Because TTSD has no spare buildings, ARCO would have to find and rent a facility. Our existing charter school pays about $240,000 a year in rent and is a smaller number of students. ARCO would need a bigger facility and their stated source of funding for this is a one-time grant of $800,000. Assuming that they find a facility with say 300,000 annual rent, um the grant would see them through roughly two two and a half years and then ARCO would have to seek out new grants to pay their rent. And in my long tenure on the board, I have seen how unreliable it is to depend on grants for funding and particularly for recurring
089costs. Grants tend to be for something that is new and shiny and not paying the rent. So I have serious concerns about the funding mod. Second, section F, which asks if the value of the charter school is outweighed by an adverse impact on the quality of education of students residing in the district. I feel that ARCORIS has not provided the board with a clear explanation of how their plan differs from TTSD's current immersion programs. And to the families and to the students at TTSD, the two programs probably appear remarkably similar. And this lack of a discernable difference coupled with the potential for disrupting TTSD programs and schools through loss of enrollment is another concern. But my final and most significant concern about the application lies in section A, the demonstrated sustainable support for the public
090charter school by teachers, parents, students, and other community members. The administration at ARCO provided the board with a spreadsheet containing 116 signatures, but the vast majority of those signers, over a hundred of the 116, are currently parents or staff at ORCO. only four signers identified as current TTSD parents who would be interested in attending an ARCO school. Other than the one TTSD resident, also a current ARCO parent in Beaverton, who spoke at our last board meeting, I have not heard from a single TTSD parent, staff member, or community member asking for this charter. But perhaps the most important thing to me is the lack of Not a single TTS student has come and expressed support for approving this charter. And as a school board, we listen to our students and we value the educational needs
091of our students above all else. So while I respect ARCORIC's support in its current community, I don't see the significant support for it in this community. And so I cannot support this application. And I just want to jump in real quick. I did hear back from the principal at Mezer, Jessica Swindle. Currently, there is no waiting list for their degree program. We're waiting to hear back from um from Dr. Mills over at Bridgeport. >> Is there any further discussion? Um, I would like to point out that the the uh motion is on the piece of paper in front of you, not on the screen in front of you. >> If I could, I'd like to make a motion. Um, I move that the TTSD school board of directors deny the article charter school application in
092alignment with OS 338.055 055 and TTSC policy lbe >> second. It's been moved by director, seconded by vice chair urban that we deny the arcois charter school application in alignment with OS 338055 and TTSD policy LB. Is there any further discussion on the motion? hearing none. All those in favor, please say I. >> I. I. >> I. >> All those opposed, please say nay. All those abstaining, I abstain. The motion passes four votes to zero. Okay. And with that, we move on to the appointment of bond oversight committee members. Thank you so much, Dr. McCall. Thanks for the chance to speak to you again. One of the great advantages that uh TTSD enjoys in addition to our dedicated staff is some really amazing volunteers. And I think that was really um exemplified by a couple
093of the individuals you saw in that video earlier. Joe Norin, who was identified as garden coordinator. It sounds like a an official uh work title, but she's a volunteer. She's a former she's a retired teacher and she and her husband spend countless hours volunteering. And one of the people you saw a lot in that video was Mary Lena, who's here tonight. Did you raise your hand, Mary Lena? >> Oh, yeah. You missed that. She missed it because she was at a PSO meeting and she volunteered on our bond. And uh so um also with us tonight in in in the audience are u Chris Bottoms. Would you raise your hand, please? And Mike Leaper is here. And Mike's wearing his official gear. He's a huge uh Tiger High athletic supporter. So among these uh candidates
094um we uh we were really impressed those of us on the interview committee with the depth and breadth of experience they have. Uh many of them uh directly in the construction field. uh some of them uh with a broad experience in business and one of the greatest recommendations of all a lot of parents here really caring people and uh so uh without further ado I'll uh uh let you uh take a look at this and uh we're recommending these names of those we interviewed in addition to director miles glad to answer any questions as well. Does anybody have any questions? >> I don't have any questions, but I would like to propose a motion. Okay. I move that the Tiger Title School District board of directors appoint the following individuals to the bond oversight committee
095for the 2025 bond. Kristen Miles. Um, Richard Steinbridge, sorry. >> Steinberg. Steinberg. Okay. Uh, Marielena, Gulichi, Kerry, Chris Bottoms, Amelia Moore, Damon Henry, Michael Leaper, Cole Whitehurst, Katie Button. >> Second. It's been moved by Director Himeus, seconded by Vice Chair Irvin, that the Tiger Twalon Schoolers board of directors appoint the named nine individuals to the bond oversight committee for the 2025 bond. Is there 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. And with that, we are at the end of our agenda. And so, gavvel in hand at 8:02, I will adjourn this meeting of the Tiger Dwaltton School District Board of Directors. Thank you everybody and have a good evening.