04/21/2025 Regular Meeting of the TTSD School Board

001All right. Good evening everyone and welcome to this regular meeting of the Tiger Twilton School Board. I will call the meeting to order at 6:30 p.m. Are there any changes to the agenda? There are no changes. All right. Hearing that, I would entertain a motion to approve the agenda. I move that we approve the agenda as presented. Second. Motion was made by Vice Chair Heime and seconded by Director Miles. 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 just for those of you that tune in regularly, um we're doing things a little bit different this evening because for our recognition and good news, which normally comes right now, we are waiting for

002our special guest. So that's coming a little bit later in the program this evening. So that's sort of why things are a bit different than what you might be used to. Um and so because of that, we are going to go right into student reports. Surprise, surprise. Um so for leadership this or this coming last weeks, we've been finishing up posters, thanking our teachers. Um prom season is around the corner. Our theme is golden hour for this year. Um, prom is going to be at the NW events and environment on May 3rd at 700 p.m. 7 to 10. Um, and then for senior class, seniors are officially in the last seven weeks of school. So, me and Nathan will be gone in 7 weeks. Um, seniors last Tuesday received their caps and gown downs, making

003it the start of graduation season. Um, senior commitment posts have started coming out more and more. Um it's a very exciting next coming months for seniors and then we'll be having our senior assessment that is not affiliated with Tiger High School. Um which is our senior splash. It will start next week. So yeah. Oh um still at Target Oh well. Okay. Still at Target High School. Um on the this upcoming Thursday yearbook we have our final final yearbook deadline. So the entire 160 pages of the book is due by midnight. Um, and then the day before, Wednesday night, we have our multicultural night, which is from 5 to 8:00 PM in the commons. We invite the board, the superintendent, as well as the cabinet to that. Um, I would we highly recommend to bring cash

004because our vegan alliance groups will be selling things. Um, and then there will also be free food so served as well. Yes, I absolutely recommend going to our multicultural night. I specifically ask that you head to our Asia Student Union because we are selling Thai tea. So, if you want to buy 50 cups of that, that would be amazing for us. Um, I would very much enjoy that. Um, we might give you a discount price of, you know, a few dollars. But, um, other than that, I also want to talk about our upcoming play at Tiger High School, Alice in Wonderland. I am currently just a little low card soldier, but you know, I do a little splits and stuff like that. Um, it is coming in a couple weeks from uh May 8th, 9th,

005and 10th and May 15th, 16th, 17th. On the weekdays, it starts at 700 p.m. and on the weekends, it starts at 200 p.m. So, please, please, please come. Um, regarding sports, we have a ton this week. We have baseball, softball, lacrosse, tennis, track and field, golf, just a ton of stuff is happening this week. Um, and with that, a couple weeks ago, um, I just want to talk about one of my classes in Tracomio. We went to the Oregon Zoo um with all of our mentees. It's a if you guys don't know what Intercomio is, it's a little mentorship program with our um eighth graders of our school district and it was just so much fun. Um I got to see the baby elephant and it swinging its tiny trunk everywhere. Um I got to

006steal a bunch of elephant ears from everybody. It was delicious. Um and it's just such an amazing experience just to see all of our menties grow and have fun to just to get away from school a little bit. And it's a really busy week for Intercomio, too. Uh because we are now interviewing our next year's mentors, which is crazy to me because I was in that spot two years ago and now I'm the one choosing applicants. Literally so scary. But I'm just the experience about it is so amazing. I love all my peers and how much we collaborate and it's just been such a wonderful experience to have this community that I am like a part of and it's just it just feels so surreal that I will be gone next year and so I'm

007just I'm dealing with it and all my college stuff and all that other stuff but I'll make it through. I'll make it through and that is the end of my reports. Wonderful. Thank you students. I'm very excited about Alice and Wonderland. Um, yes. Can't wait for that. All right. So much going so much going on. So much going on. And now I'm passing it to you. Thank you. Yes. So, um, just want to give a quick bond update or really just encouragement for people to get out and vote. U, we have about 30 days until election day. Um, so with each day that goes, and I know that, um, it felt like the bond was really far away when we first started, but now it's it's close to here, right? And so with each day

008that passes is an opportunity for us to get out and tell our story about what it's like in the schools. um and the impact the bond could have uh you know for us what we really want to do is make sure that um when we're telling the story so that uh the community whether you're reading on on the um on the district website or what having a conversation with a peer they're able to have an accurate picture of what the bond will do and then from there they'll be able to make an informed decision. So, if we're doing our job right, and I think um our pack and um Alex and his team have done an outstanding job, we'll be able to get people to understand the impact of the bond um whether they vote

009for it or not. And so, the ballots go out on April 30th, and we really want people to uh to get out and vote. And if you know somebody who has questions about it, make sure that you're telling the story of what our schools are like and what goes on in our schools and how this bond will impact it. So, more to come there. um federal updates. So, I know that um there's we get a lot of questions about the withholding of federal funds um and what the impact can be in our schools. And so, um I want to just share a little bit about what what this could look like. Um we currently receive about $5.2 million in federal funds for things like Title One, special education, TSI, CSI, and this isn't counting our

010meal services. Um, so without the meal services, it represents about 2.9 or 2.9% of our funding, right? And we're in a time where we know that every every dollar counts. With our meal services, that adds another um in about $2.8 million, which would bring that total to 3.3% of our um annual general fund. So, a little bit more context, some some big chunks of that funding that we really rely on is our title one. That's $2.5 million. Um, IDEIDA, and Carol, correct me if I'm wrong. I think it's about 1.5 million for our IDEIDA. Um, so we know that uh this is going to have a big impact if those funds were withheld. And while we'd have a plan um for one year long term, the sustainability of that would be challenging. But I want

011to pause for a second and ask uh this group to consider the bigger picture that's at stake here. So we have um other federal funds that aren't tied directly to to prek12 that are at risk. So um CASA, that's child advocacy um program. It's fally funded and that's at risk. Head Start. And so, um, there's a huge ecosystem that is at risk here and is deeply concerning um because, uh, if our students aren't taken care of beyond preK12, it's going to have an impact in our schools and our goal is to make sure we're doing everything we can to advocate for our kids. So, um I know that our legislators are hard at work trying to make sure that they're getting through the long session. But I really want to um advocate for them too

012to be looking at ways that we could uh ensure that we're protecting our federal funding while also doing what the right thing is for kids. And I know there's a balance there and it's tricky, but we got to find a way. And so I'll continue to keep you up to date as things play out. Um, also, uh, in the long session, I want to talk about the cell phone policy update. So, um, there's a lot going on in the general session right now, but one that we've been paying close attention to is HB uh, 2251A. Um, that's the statewide proposal to do a bell-to bell ban of cell phones in schools during the school day. Um, and this is passed in the House and is currently awaiting action in the Senate. If passed, our I

013know a lot of people are curious on what our next steps would be. Um what we would do is await guidance from OD and then we would partner with um our friends at OSBA to make sure that we understand what the the guidelines are and then we would uh take that guidance from both parties and apply it to our district policy and then our cell phone committee will come um come in as well to develop uh procedures for implementation. And so we will make sure to keep people up to speed on that as I know it's something that people are awaiting. But that's I just want everyone to know what the steps are. So once it's passed, it's not the next day that we're going to have a policy in place. It might take a

014few weeks, but we'll have a whole summer to work on it. Although it shouldn't take us that long. So we'll keep you up to up to speed on that. All right. And then um finally, some things coming up this week. Multicultural night Wednesday. I'll be there. I know who who's coming with me. And then on the 2nd we have uh the Shining Stars night. And the Shining Stars is a community event um that is put on by the the Tiger Chamber of Commerce again on May 2nd. And I get the the honor of recognizing a handful of students who do outstanding work uh in the classroom and beyond. And so um I look forward to being able to recognize those kids. And I'm always grateful for opportunities to be able to to show off and

015showcase the outstanding work our kids are doing. and we're thankful for the partnership with the chamber on putting on this event. And then very last um but not least, I want to give a shout out to Pedro Marquez and this Walton High School META group for organizing the 25th annual Oregon Meta Conference that was last April 11th. Um there are over 300 participants from around the state and they eng engaged in uh several workshops and um there was a key speaker a keynote speaker Octav Octaviano Marenia I did not say that name right. Davidid I told you I'm under the weather a little bit. Cut me some slack. Give me uh so Ataviano Morencia much better a second time. All right. uh he had a really great keynote. Uh so uh again kudos to the

016Twin Motive Group for putting the this outstanding event together. It was great. And that's it for my reports. All right. Thank you so much. And board reports. Anyone want to go first? Um, I don't have much to say other than I wanted to do a public apology to the uh 1210 meta uh in Pedro Marquez because I had signed up to be a presenter at that um conference and I was unable to make it at the end. So I apologize for that. Um other than that everything continues to be hunky dory. Yeah, sure. All right, Crystal Kristen, Director Miles, not much. Um, I will just say that, and this has already been said, but May elections just typically have a really low voter voter turnout. Um, and I just want to emphasize that it's super

017important to vote. Um, regarding the bond, I have been really impressed by the information that has been put out by the district that has been not only super factual, but really accessible, really clear, um, for our voters. And if you haven't seen it, please look at what what the district has put put out to really show what, um, what bond dollars would pay for. Um, so please get out and vote. Director Weston, thank you. First, I would like to express appreciation for our state and district leadership supporting our diverse students. I'm still contemplating the material losses from potential federal cuts, things like extra academic supports for marginalized students and school meals. Now is the time to be strong and prepared in the face of challenges that may come. Please help your neighbors. Donate to the

018local food pantry. Volunteer if you can. On another note, I voted yes on the reduction in force knowing our budget situation continues to be challenging and with the trust that we will only cut what we have to and that the RIFF process will be followed as outlined in our contracts. As we all know, our responsibility as a board is not to comment on matters that involve administration activities. So what I'm not trying to do is micromanage, but we have a duty to discuss things as official findings. In line with that duty, I want to bring up a ruling by the state of Oregon Employment Relations Board. This is case number UP04123, Oregon School Employees Association, Chapter 51 versus Tiger Twitin School District, which found five violations by our district. In this matter, it is important

019to me that we meet the conditions outlined in order to reduce our liability and to treat our employees with respect and compassion. This is an example of poor labor relations and TTSD may consider supports to improve our operations in this area. Thank you. All right. I have a couple of things. First, I wanted to acknowledge the passing of Senator Erin Woods, who was part of our community here. Um, and he was an incredible senator and person and advocate. And I just wanted to read what our governor wrote, which was, "Aaron often said that growing up on the south side of Chicago, he never expected to be an elected official, but to me, he was an exact fit. His life was defined by care and service to his country, his community, and family. As a state

020senator, Aaron was thoughtful and principled. He fought for every veteran to have the dignity they deserve. He fought for every Oregonian to have the education or training they needed to shape the life they wanted, no matter their background. He fought for the future of kids just like the kid he was, who haven't yet imagined the kinds of things that they could achieve. So, I just really wanted to um just appreciate him and his service. And for those of us that got to meet him or know him or work with him, he was really an incredible person and he will be deeply missed and our um for sure our thoughts are with his family right now. um along the um advocacy pieces for the bond um and we'll we'll talk more about this later, but as

021board members separate from district employees, we are able to advocate um for the bond. And so I would just sort of give us a little push, a nudge, a charge um to really really be out there advocating for this. Um, every school now will have some or already has some specific signage or literature around what their school will be receiving through this bond project. And so I just want to I would hope that um and sort of call on all of us here to really push into that advocacy work for the bond in these next 30 days, give or take. um because it's it's really critical that that our facilities get this, our teachers get the the classrooms, the heating, the no mold, all of the things. Um so that's one piece. The other piece

022of the leg of the advocacy piece is that I will be in Salem on kind of to your point on Thursday um with OSBA doing some legislative advocacy. And so things like the cell phone bill, which we had talked about because we had said earlier in the year that we were going to come back after gathering some initial or more information, more conversations, but when we saw that this bill was making movement, we sort of paused on that part of the process to kind of see where this was going to go so that we weren't doing work that would ultimately be undone anyway. So that work hasn't been forgotten. We're just kind of waiting to see um sort of what the long session does with this and then we will continue as our superintendent said

023to kind of work with that work and create policy if needed. Um, and so while there I will also be talking about federal monies. Um, what are we going to be doing to both support our kiddos, which I think the really important piece here is um, while it would be difficult, we are not in a position to be sort of signing away um, who who we are as a district and what we believe in um, to get federal money and also we recognize that we need federal money to do some of the services. And so that is sort of the balance. And so I appreciate as a district the work to sort of understand that um we will have a lot of conversations, a lot of advocacy left to be done in order to both

024not sort of sell out um in a way to what some of the federal um certification recommendations might be in order to get that funding that we know that we need. Um and then fun thing, I get to go on a field trip with Tooli on Friday. um one of the sixth grade classes, they get to make ROVs for little underwater robots. And so we get to go to the pool and test out some some science um sort of hypotheses about how well they robe underwater. So um Brandy Hill is the teacher that's has a grant and is doing that. So I'm super excited and we'll report back on um the scientific findings we discover at that little field trip. Um and I think that is all I have. All right, just making sure. Um,

025all right. And so with that, we come to public comments. We want to see if Oh, yes. Do you have any um student reports that you guys So, sorry about being late. We did things a little out of order today. So, yeah. Um, the only update we have is that the juniors, class of 2026, is going on a field trip to the Poetry Slam Championship in Portland this Thursday. So, that'll be really great for them and for myself. That's it. Thank you. Where in Portland is that going to be at? It's going to be Oh, I can give I think it's at I can check and make sure to let you know. Thank you. Thank you. Yes. Yes, vice chair. I apologize. Um, speaking of student reps, not being late, but speaking of student reps,

026um, we are interviewing for student reps this Friday and, uh, we have a total of those applicants. So, um, and they're both from Tiger. So if um if you guys if you guys can uh encourage kids, folks, uh students to uh apply that way we can uh have more. Um when is the deadline extended by? So I can tell my pat. Yeah. So, we I think we need to kind of do something else so that we can um get that extended. I don't know what you all you all can make the decision to extend the deadline if you'd like. Yeah, that's the agenda today. Yeah, kind of late. We can we can add it next time. Yeah. Well, I make a motion to extend the agenda for the student representative applications. Yeah. Amend the agenda.

027I make a motion to amend the agenda to include discussing amending the deadline for student representative applications. Love Robert's rules. But yes, and I would like to second that motion. All right. We have a motion to amend and a second. Any discussion on the motion? Hearing none, I'll move to a coral vote. All those in favor? When you have the date, we're going to extend it. Well, we we're we're extending the agenda. Sorry. Yep. All those in favor? I. Any opposed? All right. So, we will add an item which will be I would recommend we do it in action item D um so that we can get that voted on and decided this evening. Awesome. Thank you. Yes. All right. And with that, we will move to public comment. All right. I'm going to read

028the sort of um process for public comment real quick, and then I'll call up the first person. After being recognized by the board chair, you will identify yourself with your full name and zip code of residence. Public comments are shared with the board during the public comment portions of the meeting and are limited to three minutes, and there will be a timer on the screens. Your comment should be brief and concise. Please be aware that the time will start once you have provided your name and zip code. A group of visitors with a common purpose should designate one spokesperson for the group. You may also submit written public comment which will be read by the board and become part of the public record, including the meeting minutes, but it will not be read aloud at

029the meeting. Speakers may offer objective criticism of school operations and programs. The board will not hear comments regarding any individual district staff member nor any person connected with the school system. If the current public comment agenda items exceed 30 minutes, the period may be extended at the discretion of the chair. Board members will not respond to public comment. This is a time for members of the public to express their views. And finally, TTSD is no place for bias or hate. There will not be profanity or language that minimizes or causes harm to anyone else's identity per policy ACC. If such language is used, the speaker will forfeit the remainder of their time and be removed from the meeting. And with that, I will call up our first public speaker, Karen here. Okay. My name is

030Karen Hugart. My zip code is 97224. Can everybody hear me? Is this good? Yeah. Okay. Okay. I wanted to take a moment to share an update on the work of the Yes for Tiger 12ton schools campaign team and what we've been doing over the past five months. We've been working hard to raise funds and build momentum. We are incredibly grateful for the outpouring of support from local businesses and individuals who recognize the importance of investing in our school facilities and the future of our students. One of our big milestones so far has been gathering over 75 signatures for seven different voters pamphlet arguments. We are proud to have the endorsements of elected officials at both the state and local levels as well as business leaders, educators, parents, and community members from across Tiger and Twitton.

031We've also launched our campaign website, www.yesttiger2in.com, where people can learn more, get involved, or make a donation. Over the past few months, we've visited nearly every PSO in the district to share information about the bond and recruit volunteers. And now that we're within 30 days of the election, yard signs are officially going up across town. And if you'd like a sign for your home, please reach out to your school's PSO leaders or contact us directly at [email protected]. Looking ahead, we'll be sharing flyers and information at several neighborhood meetings and community events, including the Tiger Farmers Market to continue educating our local voters. We are also preparing mailers that will be sent out in the coming weeks. and we're ramping up a social media campaign that you can follow on our friends of TTSD schools Facebook

032and Instagram pages. Long range facility planning and the bond process are lasting investments in the future of Tiger and Twelton students. As a proud graduate of this district in 1996 and as a parent of two children currently learning in buildings transformed by the 2016 bond, I've seen firsthand the power powerful impact of this community support. Now we have the opportunity to build on that legacy, ensuring that every student in TTSD has access to safe, secure learning environments and the resources they need for years to come. Thank you to everyone who has stepped up so far. We couldn't do this without you. Thanks for the time. All right, thank you so much. Next is Emily Den. My name is Emily Den and my zip code is 97224. Tonight we ask that if you truly believe a

033riff is necessary to maintain a more robust Indian balance, please recommmit to the authenticity of profit process that is in alignment with the contract that was mutually agreed upon. On March 13th, we were assured by the superintendent that we would be making budget decisions that minimize impacts on classrooms and student learning. On the 7th, we found out we would be cutting 64 licensed staff, 14 and a half classified staff, and three administrators and managers. We have not seen any evidence of significant cuts away from direct student contact. We were told that we were reducing due to enrollment, but we are actually ballooning our class size much larger than they are now and in some cases as large as they have ever been. TTEA has a contract that alongside state laws and rules dictates how a

034rift happens. In my entire career, through many reductions, I have never seen a process with less transparency or more disregard for the contract. This has been entirely out of order, and it has created a sense of chaos and encouraging of individuals to wheel and deal with the district in a wild west approach due to a new offering of voluntary transfers. The order is clear. Identify reductions in voluntary transfers recalls. The throwing in of the use of the new term unassigned for veteran staff which is not in our contract and offering individually a new round of preferential movement has created a mess of uncertainty and mistrust in process and leadership. The messaging we hear is that there are lots of factors that affect how reductions take place. Multiple times we have heard that our frustration and

035uncertainty is due to the delay caused by necessary union verification. The district blamed this on the delay created from verification as opposed to the confusion created by TTSD going rogue. Friday, we were told by the superintendent, "We are committed to following the collective bargaining agreement, which provides a clear framework for the order of operations, including the application of authoritative rule. Authoritative rule is a term usually reserved for systems of tyranny." The message went on to say, "The collective bargaining agreement is a guiding document. Last I checked, it was a legally binding contract. Nothing in these communications encourages any relationship of trust or openness, respect for process, a sense of competency or transparency. I have been in TTSD since 1996. I was hired just after ballot measure 5, the most reductionary process organist faced. We cut

036entire swaths of the central office. We operated for years without a curriculum and instruction department. We had assistant directors to no one, not even the superintendent. If you want trust, please break down the true realities of cutting personnel after accounting for the meteoric condition of directors, assistant directors, managers, facilitators, and otherwise. Show where those cuts will happen even proportionately to classroom instruction before driving up class size and before cutting a disproportionate number of classroom teachers handpicked by subjective criteria that does not follow the contract. Thank you so much. Thank you. And last up we have Katie McKe. Let's try that again. Okay, that's what that red light was. I am so technically savvy. Uh my name is Katie Fonce McKe and my zip code is 97224. I am both a patron of the district and

037in my 37th year of teaching at Tiger High. I am a social science economist which means I understand the basic concept that all groups and all individuals make decisions on how to allocate the resources that are available to them and those decisions reflect the values of the group or the individual doing the allocation. In our case, the Tiger Twalent School District has decided to allocate the resources of available funds away from staffing classroom positions with the stated goal of using those resources to increase the district's reserves to 12%. This decision to move in this direction will have an enormous negative impact on children in our district and I would assert that this is an entirely unnecessary process. Re research shows that the Oregon Schoolboards Association advises districts our size should maintain reserves of between five

038and 8%. However, our district has decided to go above and beyond that recommendation and to work to build the reserves up to 12%. And have prioritized that goal as the most important use of the resources that are available even at the expense of staffing classroom positions. This decision reflects the values of the district, which is that the needs of the current students are less important than the go the choice to increase the district's reserves to half again the recommended amount. I want to reiterate that the reduction in force that was declared at the April 7th board meeting is entirely inappropriate because the district will be putting money into savings at the expense of the needs of the current students. Saving money is always a good goal. But let me offer an analogy as an argument

039in opposition. If I am a parent and I decide I need to increase my savings, which can be a good thing, and I further decide that the best way to build up my savings is to take the money that I would normally use to feed my children dinner each night, but instead I move that money into savings and thereby do not have the money to feed my children dinner, then I'm a very bad parent because my children will suffer for the sake of building up my savings. I realize this is an overly simple and pretty crude analogy, but sometimes simple is helpful in achieving understanding. Choosing to harm current students so that the district's reserves can be increased to half again what the OSBA recommends is not good policy and not a responsible decision. Thank

040you. Thank you so much. All right. And with that we will move to our first reports and discussion item which is first reads of board policies with director All right. So, we have a few policies um in which the committee reviewed a few weeks ago that I would like to go through and allow you to ask any questions. So the first one um is the AC non-discrimination and civil rights policy. And so this one had to be revised because of the lawsuit that had occurred that overturned the changes to title 9. And so there was some impacts to that to the civil rights. So what you see there is just the shifts in that footnotes that took that took out actually the identity factor from from that change. So that's one was a small but

041a major impact. Any questions on that one? Okay. along the same lines, sexual harassment, the GBN, JVA, the again another impact from that um lawsuit. So, reverting back to the versions from April 2024 before any of the November 2024 changes. So, we have to revert back. Any questions on that one? Okay, next one. BCB board officers. So there was an update to the verbiage around replacement officers and then their term. Was there any questions around that language? Okay. Is that um policy BCB? BCB. Um I had a question about that. Is um a board vote required for the board chair to speak on behalf of the board in that policy? Is a board say that again? Is a board vote required for the board chair to speak on behalf of the board. So I would

042have to look into the policy in detail. The only change that was done in this one is at the top around the term. But I would have to look into that and see whether a board vote is required unless someone on the board or chair it's not required. It's not required. Okay. And clearly in the policy it states that we the board appoints a spokesperson. So therefore we would be the ones to appoint the spokesperson which is usually the chair. So I don't understand the question is the um is the intent that the board chair anticipate or assume what the position of the full board would would have as their opinion. Yeah, that's what it says. It's the articulated by a single voice. I feel that the policy is a bit presumptuous. Okay. Thank you.

043All right. Um, next policy is the suspective sexual conduct with students and reporting requirements and it's adding the verbiage regarding student conduct. And when it applies, there was some addition of like a student who may be volunteering or a student who may be working for the district as part of the group. So, there were some updates in the language to include certain groups. Any questions on that? Okay, the next one is GCA standards for um the competent and ethical performance of Oregon educator. And the due to House Bill 4160 changed the definition of a student. And that is where I believe it went from 3 months to up to a year that that person is considered a student for anything that would be a misconduct. Okay. Any questions on that? All right. And then we

044have policy GCBD GDBD sick time and there was changes in the Oregon law regarding leave and those changes are um and then changes is in SB515. um changes regarding what conditions qualify for leave um through the Oregon Family Leave Act and that's the shift that occurred in that particular policy. Okay. All right. Next one, artificial intelligence. So, this was a new one and optional and as we as you already know, we already have some policies around artificial intelligence. But if you take a look at policy IKF, there was one piece that came up from the group that um once we had already ended the meeting and so it was asked to be brought before the board this addition and it has to do with furpa and confidentiality. So if you look under that section, it

045states that all laws regarding student record, confidentiality, privacy, and student enter internet will be followed at all times. District staff are prohibited from sharing personally identifiable information with any generative artificial intelligence application and it ends there. But one of the aspects that wants to get added and that's there in green that has not been approved by TTSD IT department. There are some programs that um are being utilized that has artificial intelligence and that like a name or something of that nature may be utilized. And so our IT department folks that work closely with us wanted to make sure that that did not interfere with programming that is already in use around you know students use of um artificial intelligence and I would imagine some of that would be around like assist of technology so specific

046okay perfect that's any questions so with that we're adding that caveat that the IT department could actually approve a form of um AI or A1 to um uh then that if it's approved then we can use it. So there are some tools that the IT department approves for the district for use and only those things could there be some utilization of that information. But if it's not something that's district approve the sharing of personally identifiable information cannot be done. What would be the vetting process for that? Great question. I'm looking over at our IT director. our we have a process that's been in place for um probably a decade or more about the approval of new digital apps. So we have blended the same process to artificial intelligence apps and that is the vendor needs

047to sign a data confidentiality agreement and so they we agree that they are not going to sell or give our information of our students to any other vendor and so that's the process that we go through. I'm not sure the nuance here. There are some places where the vendor will not sign the agreement. Many places and there are some assisted technology tools that upon agreement with the parent that they're okay with it then their child can use the app. So hopefully that answers your question. Yeah, it I'm just wondering if um so that's already written into a policy that we use internally then. Is that correct? The procedure is in place. Yes. Okay. Okay. just want to make sure that we're protecting, you know, the students. And so I know that you guys are, but

048I'm just want to make sure that um we have some kind of policy already in place or procedure to to be able to add to it. All right. There is another policy as well regarding the responsible use of technology that also goes into the approval of apps that are used and how data is being secured. Okay. Awesome. Thank you. All right. Any other questions along those lines? Okay. The next one is J ECA, admission of resident student. And there's just an update to that one where they take alternative certificate out and replace it with certificate of attendance. Okay. So, some minor changes there. And then last but not least, JF pregnant and parenting students. So again, because of the overturning of that lawsuit and the changes um having to revert back to title 9 from

049prior to the November 2024, there is impacts to JA JF and we have to just revert back to our original language and that's it. Wonderful. Any final questions? All right. Thank you. Thank you so much. And we will move to our next reports and discussion item which is the K12 technology scope and sequence with director. Good evening board chair Iran and Vice Chair Heinus and members of the board. Um I am here tonight with um Josh Dublin and uh Don Ingramstrom unfortunately had a family matter and could not join us this evening. Um we are here this evening. Thank you Thor. Um to talk a little bit about the technology committee's work this school year. Um we started in person with a couple of meetings and then with budget cuts we moved to a very

050eclectic version of collaboration and lots of phone calls and Google meets. Um but the we had two go next slide please. We had two goals for the committee. The first of those was to develop a scope and sequence um of student technology skills. Thanks to the um community members and passing our bond from 2017. We have an amazing onetoone program. Um that program came into place with a um kind of packaged with a redefining learning where we set some expectations and goals around with that implementation. And so we've come a very far way. Um, one of the things that we have noticed with the change in our um, uh, our world in the last 10 years where we went to CDL and then came back from CDL, we went through a lot of different love

051and hate relationships with technology um, namely virtual meetings and virtual classrooms. So, I think there was a little slide and a little backlash along that those lines and appropriately so with screen time and such. So, it's an opportunity for us to kind of reset the understanding of the use of technology in the classroom, especially as we go out for another bond and we look to improve um students skills and access and use of the skills um like artificial intelligence and some of the other um tools that they're going to need to be successful in college and career. So one of the two goals was the scope and sequence to make sure that in every student not irregardless of what class that they choose whether it's an engineering class in high school or not um they

052all have a foundational set of technology skills. So the skills in this framework is for all students. Um we will be finishing up this school year with looking at the classroom technology standards. Um so the devices that they have access to in the classrooms once we have finalized what those skills are that the student should learn by level. Next slide. So the committee was made up of 27 members. Um this is just a visual depiction of um who was on the committee. Uh the intent was to make sure that we had classroom teachers at the table. Um it's very challenging as uh uh classroom teacher to leave that class and to attend after school or evening meetings or to as we had to shift from in-person meeting. Um, but it was really helpful to gain

053the perspective in the classrooms working with these devices and with our students and the curriculum. We also really wanted to make sure we had some district administrators or school administrators involved. Um, ELD, special education, um, um, equity department, and we had a few parents on the committee as well. Next slide, please. in your packet. If you got into the depths of the document, this is just an overview of how the document is compiled. Google Docs has introduced something called tabs. And so on the left hand side, there's a hierarchy of how the document's laid out. Um that first tab, the first item was just a summary kind of looking at how the progression from kindergarten through 12th grade in seven different areas. Um we build on skills across those. Um, and then the first layer

054down by topic level was a a guide for teachers to see what those skills are and some introductory ideas of how that might present itself in the classroom. One of the things we wanted to do is this is not all new. It is really just refining the work that we're doing to make sure that all students have an equitable access to gaining these skills throughout their their career here with us. Um and so many of those um skills are something that teachers are already doing. The final layer is actually a uh turned out to be a planning guide as we got some feedback. Wasn't exactly how it started, but that was some great feedback from some teachers um to have a visual of what it looked like one page by grade level for the school

055year. So, as a class or as a cohort of teachers sit down with their peers, they can talk through where these skills might appear naturally in the curriculum and in their teaching. So, those are the three um from the document in case you need a little bit of understanding of how it was structured, but we're really going to go high level and just talk about what the what the guide looks like. Next slide, please. Thank you. Yeah. So, all through the process, we gathered um lots of input from our committee members and from teachers asking them what are our students really good at and what do they need to know. Next slide, please. Um our elementary teachers uh said that um they're interested in their students having the opportunity to practice their typing skills as

056well as using accessibility features such as speech to text. And for students that have uh or for students that have difficulty writing. Uh one teacher said elementary students need more support for technology ingenuity. Next slide please. At the middle school level uh teachers reported that students are having trouble with basic text skills like using email properly, logging into iPads and computers and finding assignments and feedback in Canvas. Um and Yep. And at the high school level that's great. Thank you. At the high school level, teachers said that students need more support with skills like writing emails, typing, formatting documents, translating content, and doing effective online searches. One teacher said, "Students should understand how to use search terms and refine your research. Students tend to try one word uh wording one time and then give up."

057Next slide, please. So these are our seven focus areas um that our committee identified um as a framework for the skills that we want our students to develop proficiency in by the end of high school. And this is just kind of the overview of the document that you have. Um next slide, please. Thank you. So under each key focus area, the committee identified several skills that the students uh need to work on at each level that are going to build on the u proficiencies from the previous group. So for example, in digital literacy and responsibility. The students will learn to navigate the digital world responsibly by developing healthy screen habits, protecting their privacy, and understanding their digital footprint. Then over time they build their skills to engage uh safely, respectfully and positively in online spaces

058and collaborative environments. Um the cell phone use group ear that met earlier this year um wanted some education built in around um responsible phone use and we've done that in this area um and we've built that here and applied it to just devices in general. Next slide please. For technical proficiencies and productivity tools, starting with basic navigation and care for their devices, the students progress to efficiently using productivity tools like Google Docs and Slides, managing uh digital workspaces from Seessaw down in kindergarten all the way through high school and Canvas, and troubleshooting common tech issues all on their own. Next one, please. Um, students build digital communication and collaboration skills over time, from using apps for simple digital interactions to engaging in professional project-based teamwork. As they grow, they learn to co-author documents, participate in

059digital discussions, and practice appropriate communication in academic and professional settings. Next slide, please. All right, I'll take the last few here. So um this one was taught I was researching critical thinking or information literacy and um the idea would be is to age appropriately age appropriately introduce access to the internet with some guidance to teachers at the very young ages um in grades three through five make sure that they're incorporating um evaluating sources. So again, very guided lessons, but looking at some online resources, whether it be about birds or whatever the research project might be at that grade level, and then talking about its credibility. Um, moving into middle school, access to um, database use and blending nicely with some of the standards that are already in place in ELA or social studies, the citation

060skills that are needed for kids age appropriately to learn. And then as many of our skills as we hit the high school, refining the skills are up through middle school. We build a few more once we get into high school, but we're really applying those skills at high school and and using them in real world situations and practicing writing real emails with not the whole subject, you know, not the whole message in the subject and things like that. So, um trying to make sure that students are also looking for bias that's in the information um and ethical use which overlaps and dovtales with use of AI in the classroom and in response to assignments. Next slide, please. problem solving, coding, and computational thinking. Um, this one is probably going to be one of the areas

061of stretch for all of our classrooms. I think we've got this pretty well um identified in some of our elective areas, but not all kids take electives or the electives that um may introduce um coding. So, there are things that um our young kids really can participate in, whether it's analytical thinking or guided play um using code applications like Scratch. There's an hour of code that happens in December. So, it could be at least at the very bare minimum making sure that all students have access to something like that and they understand some of that uh that thinking. Um and then as they get into secondary school um starting to learn a little bit about um artificial intelligence, what it is, the pros and cons of it, and then as they get into high school,

062applying uh the data analysis and using those AI tools for academic gain. Next slide, please. media and digital creativity. Um, beginning with just simple things like taking pictures and recording their own voice in the younger grades, editing those images as they get a little bit older. Um, getting into podcasting and and making those graphic design their own um multimedia storytelling, a variety of way to demonstrate proficiency and not just uh writing a an essay. And then as we get into high school, again, applying those skills um into some of the clubs or some of the activities that the students may be participating in. But I'd love to see that also in some language arts classes and some science classes and some of the other core classes. And so we'll be working towards that. And then

063lastly, but not leastly, um accessibility and excl and inclusive technology. We had lots of conversation about whether this should be embedded into the work. And yes, it should be, but I think initially just to make sure that we're paying due um uh attention to it. Really making sure even at a young age that students understand what some of the accessibility tools are. Um the read aloud for an ebook for a student that's just beginning to to read um can be very appropriate and um helpful in helpful in reading the text to speech uh using it in the the middle grade. So if you may not know have your typing down but if you can speak what you're thinking um or the speech to text I think that should read then you can actually help with

064your writing. Um, so there's a variety of different levels and I think accessibility often is thought of for students with um a special education need, but really accessibil accessible technology and inclusive technology is for all of our students whether they also may not have English as their first language and they're learning English. There's a variety of tools that it's age appropriate. There's a place where those students should know how to access those tools so they can advocate for themselves. So wanting to make sure we've got that platform so as they get into high school they engage in inclusive digital practices. Next slide please. So we took the feedback from the committee. We created this document and then we took it out to some of our stakeholders folks that were not on the committee and we

065got some feedback from them. Next slide please. And we are continuing to do that. You all being one of the stakeholder groups. Um, some of the things that we heard was just trying to figure out how to put this into action. Um, oftentimes we take uh lots of committee time and we brainstorm and come up with wonderful documents. We put a bow on it. We set it aside, but it's not necessarily actionable. What we really want to do is make sure that we put this out in front of our classroom teachers and we look at what is totally something that we're already doing. what are the things that we're already we've already achieved by and large in all classrooms and let's celebrate those things and then the things that are not quite there. So say

066middle school students learning how to log into their device on their own and they actually know their password which right now is not an expectation but agreeably developmentally we all agree they can do this. So there'll be a a a progression of steps to try to get them to that point so that by the time we get into high school for instance students are managing their own accounts and they're doing two factor and they're just preparing themselves for that world beyond. Next slide please. So next steps um we'll pilot the the work from the committee um with the planning guide out into some classrooms that haven't seen it yet to get some fresh and un n un n un n un n un n un n un n un n un n un n un

067non-biased perspective. um communication to all staff and to continue to get some of that feedback yet this spring with the hopes of full implementation of the framework and the planning guide in the fall. So hopefully as teachers come back in the fall as they sit with their um colleagues, they'll have this on the forefront as they do some of their planning. And then lastly in May um we'll be reviewing the classroom technology standards. So, student devices, displays, Apple TVs, um document cameras, things like that with successful passing of a bond and some funds to support any of those major changes um implementing beginning in the fall. Next slide, please. Do you have any questions for us? Go ahead, vice chair. Thank you. Um this is great. Thank you. Thank you so much for that. Um

068I I really echo what you said about you know creating a great document and then just you know kind of putting it away. So with this is the intentionality then that uh TTSD will continue to be a onetoone uh device for students. Yes. And there's conversation about the pros and cons of some of the onetoone devices, mainly what goes home and what doesn't go home and the value of sending it home. Originally, we started out with wanting to make sure we were not increasing a digital divide. And so, um, trying to keep that in mind, but we have no plans nor intentions of shifting from a one-toone program. Um it's just a matter of how how we what tools we put out there. So for example, there's some um tools that are available now that

069would allow teachers to lock down the students iPads that are in class. Um something like that didn't exist before. So there's this conversation of having let's have a cart so we can put them away versus how do I manage the devices that are in front of me. Those are the little nuances that we're getting to. Okay. Um, and then I see that there was um parents and teachers on the um committee, but I don't see or maybe I maybe I'm not seeing it, but were there any students on the committee? We tried. We got two folks last year, two students um and we had um two attend one meeting, one attend half of a meeting, and that was the last we saw them. So, we certainly did not capture their attention. Um, so this year

070we tried again and were not successful. The other thing that we found was going around to some of the clubs and getting the students input there and in the classroom was also a different dynamic that was a little bit more comfortable for the students. So not good or bad, but it just it was difficult to get students to come after school. And so we've gone to some club meetings and to some classrooms um teachers and used different rouses to get into the classroom to talk about one thing and then ask them some other questions about how they're using their devices. So it's been a little bit less direct than typical. I'm worried about the the rigor or the functionality of the um what did you call this? The um the tool the tool the framework.

071There you go. Framework. Yes. Um, you know, this morning at my my job, my real job, um, I was, um, we were talking about technology and the director of technology was like, you know, we got to teach these kids how to do MFAs, right? And like my kids have been doing MFAs since like they were five. So they're always like, "Dad, what's the code? What's the code? Give me the code." like because that's that's what they do. They know how to do that. And if they're putting on a game and they have to log in, they they need to do a two what is it? Two two-actor authentication. Yes. And this lady was acting like it was brand new to them and and it's not. So I'm just wondering like where like if you guys

072maybe are are you seeing this? Is this something that podcasting is that like interesting anymore? No, I always put you guys on the spot. Sorry. Sorry. Um I like that question though. Do any of you have anything set up with two-factor authentication? Yes. Um on like all of my personal accounts I do cuz like my dad's like you should do it and I'm like okay cool. Like I'll do it. It's kind of a pain in the butt, but like it keeps everything safe, so I'm like, why not? I might use that as a quote later if I may. I think there I totally agree. There's a discrepancy between what we do at school and what we do at home. And I think that's part of that gap we're trying to avoid so that by the

073time our seniors graduate, their school account, they're treating like their personal accounts. And that's where we have uh we've got a little bit of a a curve there to to try to climb. And then how does this fit into what our you know our programs that we have like our dual language program or um I noticed that you had some EL teachers that uh were on the committee. Did we have any dual language uh teachers that were on the committee? We didn't have any twe teachers per se. I don't believe that may not be true. We might have had one. Um, some of the ideas that came around from the committee was actually hosting things like our classified inservice days and having some of our classified staff that work in the tweet classroom or work

074side by side with students that are multil- language learners. Um, and some of the tools that they were just sharing amongst themselves. That's great. especially at elementary school, at middle and high school, the kids should know those school skills, should have those skills. And I think that's part of what we do it well in some areas, but I don't think we do it consistently across the board for all students. And so trying to make sure that even our tweet teachers are very aware of these same skills as they're teaching our kids in multiple languages. And I think that's just the the gap that we're trying to clean up while we build that solid foundation before we we launch even further. Yeah, I'm I'm just worried about this slide that says high school teacher survey results

075and it's got ELELLL students should be taught how to translate things on Canva. I mean, you know, anyway, duly noted. Dr. Mson, thank you. So, um I see that this was a um a well thoughtout process. Um looks like it went through all the steps and it's very thorough. Um my my only um so I feel like it's really well done. Um I do have a little bit of a different perspective on um the one toone devices. Um I think others really appreciate those but I'm skeptical about onetoone especially for early elementary school frankly for all of elementary school but particularly early elementary school and um I feel like the process might have started with the assumption of it being onetoone um as a a guiding principle um without thinking do we want onetoone for

076um for kindergarteners for first graders for second graders um and I think that you Children learn to speak and then they learn to read and write and they don't necessarily have to learn to type. You know, they can use a pencil and that could be considered age appropriate for like a second grader. A pencil I feel is age appropriate. Um, and a screen may not be. Um, and I think sometimes that tangible element is is useful and um, you know, having a little bit of frustration sometimes it's a good thing. Um, if if I see my when my kids were a little bit older and tried to do dictating their writing, I felt that that was cause for concern because I want them to know how to write with a pencil, with a computer, and

077if they're taking those shortcuts, I'm concerned they're not learning those skills. Um, so I do feel like it's a really um comprehensive and well done process. Um but um personally I I would um consider not having one to one devices at the um especially younger ages um which would and I do support our bond. I think we have a lot of really important things in there. Um, but I think um it's something we could consider. Um, and I know it's a very small amount of our budget, but um, but just considering um, redeploying those dollars, maybe we have uh, fancier computers for high school kids, but um, not necessarily um, not because of the amount of money it costs for the younger kids, but question um, a skepticism around um, the developmental probiot. Thank you.

078I just have two things. So sort of with my teacher hat on and just sort of what I've seen in classrooms um I think relative to the onetoone piece I think what's also part of that is the scaffolding of it. So while every kiddo has a device in kinder it looks they're not on it very much but they're getting that introduction to it maybe a certain skill or they'll do it for one little project and then in first grade it's going to look a little bit different. So the usage of which we might see in middle school or even upper elementary is vastly different than the use of that but at least it has that equitable piece where everybody has access to that device which I think then kind of to vice chair your point.

079So, you know, there are a lot of kiddos that have the access and know MFA and know how to what the Duo is and now I need my code and but there's a lot of kiddos and adults, frankly, that don't and so sort of still making sure that some of those pieces are are brought into the conversation at the school level is good so that everybody is getting that sort of baseline. And I think the other thing too that I've noticed in my own sort of teaching world is I forget that we have kids that are really savvy with technology and that does not translate to computers. So it's in some ways a very outdated technology and so when you're like move the mouse and they're like what like what's the mouse again or like

080what is what are the control functions and um how do I copy and paste? So I think there is that sort of there's like digital literacy and then there's just sort of like the basics of like computer literacy and we forget that the kids that can do coding on a laptop or on a tablet I guess would be more parallel um and all of these really fancy things still don't really they haven't necessarily gotten the skills and the training in those basic like typing and and computer functions. And so that's something that sort of I've had to shift my own like teaching practice for because I made assumptions around how well they could handle technology and realizing that this was sort of like an older one. Um, so I appreciate that your framework has a

081lot of those pieces in there. So it's you're kind of taking out the assumptions and while they are very tech-savvy, this is also like a very different sort of skill set. So I appreciate that it kind of honors both of those. One one thing I appreciate about this work that you're doing is that um the digital divide is one of the reasons that um I know this district and a lot of other school districts were exploring one. And when I say one to one, it's you know it it varies but it's the idea that there's at least one one um device available for every kid. And um what I'm seeing like the big picture that I'm taking away from this is that we're continuing to evolve and understand how to serve kids technology needs and

082technology moves so fast that it can be easy to to slip behind. So I really appreciate you um one soliciting input not only from all the stakeholders that you that you um worked with but also from the board as well the community. There's a lot of voices, but it's really important work to make sure that um our students are getting the best of everything. And also, it's hard to um this with 11,000 students, there's 11,000 different experiences that kids are having at home. Some are coming in doing uh MFA since the since like 200 and and 15 apparently. And um some like me are like, "Wait now, why why is it asking me for my phone number every single time and then I have to go to Google?" And so there's a big there's a

083big range, right? And I just appreciate that we're trying to meet the needs of every student and it's not easy. Um but we really uh just appreciate the work that you're doing it. Thank you so much. Right. Thank you. Thank you. All right. And we'll move to our final reports and discussion item, which is the invest update. So, uh, thank you. And, um, what we're going to do right now is revisit a topic that we discussed earlier in the fall. Um for some time now we've been exploring the um what was formerly paytoplay or referred to as paytoplay and um for those who are new to the conversation that is the notion of um charging a fee for students to participate in athletics. Um and the goal for that was to remove barriers for students

084who um so that they can be engaged. uh we did a lot of work and work sessions to assess what the impact of and the effectiveness of of uh removing paytoplay was and while there was some benefits for the most part um we didn't see a big a big impact um there's several reasons for this some are because a lot of um the sports that we have are cut sports that you often need to be part of a club which do charge fees to to um to uh participate in, which then um makes it really challenging for students who don't participate in those club sports to to um get access to those to those teams um and a variety a host of other events or other um reasons. And so in our last uh our

085last uh workshop, we decided we're going to explore um different options for what uh the new paytoplay can look like. And there's one thing that we want to call it which is invest to play. Um, we want to develop a hybrid where families and could and and other um patrons could pay um if they'd like and there would be a suggested fee. Um, and uh, also we wanted to make sure that we were not creating a barrier for families who did or students who did want to have access to these um, activities. And so we wanted to make an accessible option for them to be able to to um participate without feeling the burden uh the financial burden of having to participate. So there's um several different options that we're exploring. One is uh having

086a graphic user interface which helps our students um easily access and um our families really to easily access these fees or the uh they can easily access the fees but also and opt out of the fees, right? And then also um creating a culture around uh understanding that payment is an option but also it's not a big deal if you don't pay, right? Um, so one thing with that, uh, director C is going to do before we get into what it could look like is, um, talk about the the the reason behind this. And a lot of it is financial. There's a lot of, um, funding that we're leaving on the table that we believe um, families are are ready and willing to to contribute. And so, I'll let her walk through the financials and

087then we'll talk a little bit more about what the next steps are. Thank you. Could we have the next slide? So, um this is sharing information that we reviewed in the fall um when we met with athletic directors and students to discuss um like historical fees associated with athletics and specifically 2018-19 was the last year in which we charged and collected fees for three seasons. You might recall 1920 is the year we started to stay home in March and so partial winter um fees weren't collected, some were refunded and then the entire spring um athletic season there weren't any sports and so therefore students weren't paying fees. So, um, back in 2018-19, maximum receipts at the time were $276,000 and that, um, covered 1917 high school athletes between Tiger and Toualatin. However, if you look

088at the average collection per athlete, it's about $144.15. And we might be able to toggle between the next two slides, but um historically what we'll see is that even with a tiered fee structure, we either had students participating in several sports or actually what I see is families running up to the family fee cap of that $700. And I say that because of those 1917 students when we surveyed um the payment status, we had 29 student athletes request no fee and then we had 280 students request the $100 reduced fee, which accounts to about 16% of total student athletes. So, um, you know, when we met with our athletic directors in the fall, they've cited that since we've returned to school and normal operations, we've really just seen athletic costs escalate, part of that is

089tied to transportation. But there's also been officiating changes and certain sports that now require more referees to be present. And so, especially in a year where we're looking at trying to balance the budget and looking at a 7% ending fund um proposed for 2526, um we're just trying to work with partners and we'd like to revisit the um invest to play or high school athletic fee structure. Um so, I guess if we could go to the next slide again, Thor, thank you so much. So, again, this was just back when we last collected fees. who you would charge $225 for one sport, 350 if you were a two sport athlete, and 475 if you participated in all three seasons. There was that $700 fee cap. And then if um students were free or reduced meals,

090they could qualify for no fee. And then again, there was also a reduced fee um if that was requested for other extenduating circumstances. Can we go to the next slide, please, Thor? Thank you. So, here's the things that are under consideration right now with our um uh invest plan. One, it's something that we're looking at reinstituting. So, I just want to be clear with the board that this is the pathway that we're we'd like to to um forge ahead with. Um we want to make sure that this is seamless and easy for families and u to access. So, I've been working with director Bernard and director C. And some things that we're looking at is uh what is the payment plan going to look like? Um how does someone get a partial waiver? Let's say

091that you have multiple um students um paying. So, what does it look like to get a partial waiver versus a full waiver? And how do we make that seamless? So, before we can get there, one thing we need to find is the appropriate software. Um, we could, and I wish I had some graphics to show you, but we're not quite there yet. Um, we could use um our current um registration programming that helps us um identif or helps us uh collect fees. We could also um we're looking at other types of softwares that has a graphic user interface that has a drop-down menu. And that dropown menu could potentially have a 100% and that would be maybe maybe about $150 right to um 50% and 75 25% or wave the fee. And the thing that

092we've been having trouble with is finding uh a GUI that has the other like or or um or a suggested donation and another in terms of invest. So, that's something we're still trying to find. When we get it right, we'll show the board what that looks like. Uh, is there anything you want to add, Director Bernard? Is I know we talked about this a couple of occasions. Okay. So, those are the things that we're we're exploring. And then again, the goal is to make sure that it's it's accessible to families. I'm a parent of a 12-year-old who does a couple of act activities and I know it's just so much easier when I'm able to maybe register them and pay on the spot for cross country or for track or whatever they're doing versus sending

093them with a check where it may or may not get get um uh to the registar right and then also as a parent like I might want to donate a little bit extra and this is one thing that we're um trying to set up. go ahead to the last slide is to create like a donation uh page that says invest to pay to play. And um with that you would be able whether you're a parent who wants to um sponsor another student or you're a community member who wants to give to um athletics or other extracurriculars, you would be able to invest this in account of your choice. So those are things that we're also working on as well. Sure. Urban I so folks that have been with us for the last couple years, we

094have been struggling with how to bring this back in a way that feels I'll speak on my own behalf. Um that feels comfortable with because we took it away for a really thoughtful reason and then the data also showed that it didn't really fix the problem. there were other barriers at play. And so I think we've been struggling with how do we kind of bring it back when it also feels okay and still gives that sort of sense of um you know anyone being able to participate and so I love the invest and I think it works like that word feels reciprocal. we're investing in like students enable in enabling them to pay whatever they can or invest in them and if they need that fee waved and families can invest in their student to

095play. So, I feel like there that goes both ways. And um I know previously um when this was first kind of being talked about several years ago, the old system was I think pretty cumbersome in terms of like you needed at one point still like a paper sort of waiver and and all of that piece and it felt a little um I think it it just it was a more difficult um process both sort of emotionally and just sort of um logistically in order to get those waiverss. So, I love the drop down idea. I love kind of that one-stop being able to do all the things like you mentioned. Um, and I think this is a thoughtful approach because we have heard from families um that have said like if if we can, we

096will. If we can't, we can't. And this sort of gives that option for both. Um, so I really appreciate the wording invest. I really appreciate the work that I know Susan, you have done, Jessica, you've done um to kind of get all of these pieces and sort of questions that continue to keep coming up for us at least as a board around how do we do this in a way that still feels good and supportive of students. So, I really I really like this idea and the work and also for that donation page like you said, would it be possible? So, when you said other extracurriculars, so then it could be like this is for marching band, this is for Right. So, I love that it's a much more holistic sort of funding um investment

097part there, too. That's all. Dr. Wesson, thank you. So, um so looking at the slides for the last couple of years, I see the revenue is marked as zero. Um but I know that there is fundraising that happens, for example, for high school sports. Um, and so I'm not sure how to square that because I know that people are being asked for money, that they're paying money, and that um, there's dynamics around that. Um, and one thing I want to bring up is privacy, because we're talking about these waiverss and the need for privacy and sensitivity, but when you're fundraising money, I'm not even sure how private that ends up being. Um, sometimes the fundraisers are done together as a group and um, people might know who brought in more money and who brought in

098less money and that can create its own dynamic. And so I think um, the idea that the revenue is zero and that um, there's privacy now is maybe not quite right and something to also consider. Um, and I know it's not official revenue, so maybe that's kind of the thinking, but um, but we are having um, people are paying money right now. And, um, and there, um, and there are dynamics over who brings in more and who brings in less right now. And so I think um if if officially asking for that money makes it be private and fair so that everyone pays um the same amount or there's some official consideration and privacy is protected. I think that makes a lot more sense because if you get rid of the system sometimes things fill

099in unofficially and it might not be what was what's intended. Yeah. Thank you. And um to clarify, we were specifically pulling what would have been the old fee revenue, but that was um comments we received from I believe students and athletic directors that it did cause just a shift and there's a lot of effort going into fundraising. Um yeah, thank you. And anyone feel free to add to this? Um, I know that the a lot of the fundraising like I know that um my friends who have kids who are doing athletics give away have no problem giving away my phone number and so I get a lot of requests for funding at the beginning of each season. And I believe that funding goes to I want to say some extras like travel to um special

100tournaments, maybe some gear and some other and some other things. And the um financial uh that the financials that invest to play would support is the fees that the school districts currently paying around having a officiating at the games which are required by OSAA. Um administrative fees etc. Um travel um for like transportation from our buses and things like that is where that that funding would go. Dr. miss I was just looking at the the numbers of athletes and it looks like you know we see about 100 fewer athletes now than in 201819 but theoretically we also have fewer students but I think my point is that we haven't seen a huge uptick in athletes even with the elimination of paytoplay so I don't know if that's the number of of students that we would

101expect to be participating you know in extracurricular activities anyway or if there are some other systemic barriers that we would address in some other way. Um, but that was surprising to me that it didn't just jump, you know, way up with the with the elimination of this. Um, I also just want to echo that I really appreciate the idea that folks can sponsor an athlete. I think I really do think that that people that can do so, they they will, right? I mean, I've seen that there are other programs that do that that are like, okay, you know, pay for yourself and can you also, you know, help fund XYZ or help sponsor somebody else. And I think that's a great opportunity to be supportive of of other students that that need that support and

102of the whole program. And um so I appreciate the inclusion of that. I think that will I think I think folks will be inspired to do that and I think that people want to help. Thank you, Director Miles. Thank you. So, so our our next steps are one to determine the fee structure. That's important to us. And then identify the system that we'll use and make it really well known. And then finally, the last thing I want you to know is that we don't want to turn away any kids. So, no kid should be prevented from participating in anything because of a financial hardship. We'll make sure of that. Wonderful. Thank you so much. Thank you. All right. And now for the best part of the evening, our recognition and good news. So I will

103bring up Lisa Burton and our honored guest Ryan and Emily Den. And anyone else Okay. So, I have the honor of just introducing everybody this evening, but we are here to honor um Ryan Lombberg, who um has, I think since 2019 been creating art to share with our community. So, and I've let Emily Dan, quality middle school teacher, um share her story. And with us this evening is also Kate Manellis, um um president of the Foundation for Retired Schools. Pass it off to you, Emily. All right, round two this evening. um probably noticed my uh demeanor is a little more relaxed and more the reason that I want to be here to speak with you. Uh and in full disclosure, I think we duped Ryan a little bit about why she's here. Um she came

104to uh do a little presentation herself. Um but we're here to recognize you and your efforts. And so, uh, we have a couple slides and, um, I'm going to, for the most part share the words of others, including Ryan, because I think that that is the best, uh, perspective for where this started and what it's all about. Uh, so Ryan in her words said, "The very first painting I did that focused on social impact was in August of 2020 before I started 8th grade. This painting was influenced by the isolation I felt during the pandemic. the deaths of Bana Taylor and George Floyd and the insurmountable number of mental health issues portrayed on social media both locally and nationally. And so she painted this for our then uh principal Andrew Curl. Uh and that is

105what started uh this adventure. Um next slide, please. I painted it for my principal, but it caught the attention of my sixth grade teacher, Miss Den. She let me know if I had the time. She'd love similarly themed paintings for her classroom. Uh she was so enthusiastic when I gave her the six canvases I feel hit next that'll that I kept painting. I painted a total of nine paintings for Miss Den that year. So really I started painting to do my part to help. It seemed our country spirit was disintegrating and I tried to paint the world as I saw it to bring awareness and acceptance. I wanted to create a space where students felt safe and included. I thought maybe this would encourage children to become more compassionate towards each other but also influence

106kindness in adults they will later become. Uh next please. Uh those were the next three uh in the series that completed the nine that year. Uh those canvases hang in my classroom uh the original um and a little more to come. Uh next slide. Uh Ryan was recognized uh by Coin 6 News uh in a news story about uh the canvases and uh the desire to uh spread this message uh beyond uh the space. For me, it was a incredible opportunity in a brand new building uh to bring in student art, student work, and be able to uh created really just a welcoming environment for students. Uh next slide. And so, uh, when people saw the canvases, they were, uh, really excited about them and, uh, inquiring about being able to, uh, share those messages

107in their classrooms. And so, uh, this idea was, uh, hatched to sell prints. And uh the idea was the um money that was raised would go to Packed with Pride, which had just started up uh in TTSD um to serve our families during the pandemic. Uh next slide, please. And a little further along along, Ryan uh committed to raising $10,000 for Packed with Pride uh as part of this project, which uh seemed um really uh daunting and maybe a little unrealistic. Uh and she also continued painting and uh added uh more messages uh in the series. And uh we we did we sold prints uh hundreds of them in TTSD. Um but they stretch far beyond that at this point. Uh next slide. Uh go [Music] ahead. My name is Ryan Lumber. I am a

108sophomore at Valley Catholic High School and I love to do art about inclusion and [Music] acceptance. I try to gear it mostly towards school settings so that schools can have it and showing that like all people are welcome in this building. All people have a place no matter who you are, what background you come from. These messages help me feel more accepted because they tell me that whatever I feel or like um they just just tell me that it's okay to be who I am and not like what society tells me to be. [Music] It makes me feel encouraged and happy to know that like when you look at those messages sometime you feel like someone wrote those just for you, you know, and it kind of makes you happy because it makes you think

109that someone's always watching out for you. What I'm going through and what other people are going through. It's on these messages and you people will understand what you're going through when they see those messages. Whenever I look at the posters, they make me like feel included and that I know I'm safe here. There's this swing girl um in my grade. She was like being really excluded from other people and so me and my friends played with her and like hang out. All the artwork has like been making us feel more inclusive and like helping others. It just really inspired us. It's not about making people believe what you believe, but it's about listening to what other people believe and respecting what they believe. Even if your beliefs differ, you're still able to find respect for

110the other person. So my art now is more geared towards, I guess, having people be able to listen to each other and respect each other within their beliefs, even if they differ. Part of the idea is to reach a broad audience with a lot of different messages. So when students come in and see mental health as fundamental or love as love or that we value neurodeiversity in this space that there is a sense of belonging when you enter and gives us the foundation and the building blocks that we can build on to create a stronger more supportive community for all of our students. is more than the artwork is she is there Ryan you are there it's like it's your essence there it's like for me again everything is about legacy the only difference between

111the kids here and the kids in other schools like private schools is the pride to belong and thanks to you they have that pride I want every student to feel like they belong because in a school children are very impressionable and people People are learning and growing. And I think if we can make all of the our students feel safe and like they can grow into who they want to be and grow into their truth, we will help create more open-minded and compassionate students, but also adults that they will later become. Next slide. Uh through this project, Ryan has uh had some uh pretty incredible opportunities. She was invited to Washington DC as a personal guest of Randy Weine Garden uh for the teach conference and uh while there uh also presented one of her

112uh prints uh to Miguel Cardona uh the secretary of education. Um, and Randy uh called out Ryan's work in her uh keynote address at the conference uh and recognized uh the importance of those messages uh in classrooms everywhere. Uh next slide. Uh in 2024, uh Ryan finished her goal and raised $10,000 for Packed with Pride, uh and submitted the uh second donation to fulfill that. Uh her work now hangs in homes, offices, schools in at least 15 states uh including every school in TTSD uh federal judicial buildings, hospitals, state congressional offices and in the personal office of Miguel Cardona uh amongst uh many other places. So uh next slide. Uh Ben Bowman who uh was a board member uh when Ryan started the project uh said about her work, "Ryan exemplifies an extraordinary blend of

113kindness, dedication, and vision in every project she undertakes, leaving a profound profound positive impact on both her peers and mentors. Her initiative to create artwork that promotes inclusion and acceptance is a powerful testament to her commitment to a meaningful change in her community. Even more impressive, for the past four years, Ryan has donated the proceeds from this project to her local food bank packed with pride, surpassing her impressive goal of raising $10,000. Her ambition to see our artwork in classrooms nationwide reflects her deep belief that every child deserves a safe, welcoming space to learn and grow, a belief she champions passionately through her art. Next slide. Uh so we want we wanted to take the opportunity to thank you uh for sharing your incredible message and uh as you are preparing to graduate and uh

114move on to college uh just to recognize and honor the legacy of what you have left for the Tiger Talton School District and the messages that will stay uh indefinitely. So thank you. Thank you. Did you? Yeah. My turn. Your turn. Okay. Thank you guys so much. This means so much to me. I was not expecting this at all. Um I wrote some stuff on my phone so that I would remember everything I want to say and not um leave anything out. In December of 2024, Miss Den brought a group of a group of students involved in service learning and community engagement to my high school. I was a little nervous about speaking to a large group, but these girls were all awesome. I spoke to them about my own experiences with this, as well

115as how I've used my art to foster inclusion and change. They were curious, questioning, and interested. They understood we are all connected and bound by our moral obligations to our communities, our world, and each other. I painted one last canvas for Miss Den's classroom for two reasons. The first is that Miss Den has been my greatest advocate. I left PTSD after 8th grade and she still stays in touch, encourages my growth and development and wants me to be involved with her students. I used to be one of them and I am grateful. The second is to honor the girls who came to Valley Catholic with such an openness to meet me and listen to part of my life story. This painting is a reminder to myself and to them that nothing is more important important

116than working together. We need to make it comfortable for each other to take risks. It is essential to speak up and speak out because there will be someone who benefits from your willingness and courage to do so. It is my greatest pleasure to present my 13th and final painting to Miss Den for her classroom. She is the greatest middle school teacher and devouted and devoted champion for fostering innovators. I cannot thank Miss Den and the TTSD school district enough for supporting me on this journey. I promise that I will never stop fighting for you and your students because you are shaping the future for all of us. Thank you. [Applause] Um so Ryan has in this classroom we believe uh we are better together series excited to find a home for it. Did you want

117to? Yeah. Um I'll just say on behalf of the foundation for Tiger to Alton Schools who does um uh sort of oversee and operate packed with pride uh that we are just so grateful for your commitment. Uh I have a child your age and an any commitment of any length is difficult. Um you know a weekend commitment is hard and so a five-year commitment is really extraordinary. Um, I know that it could not have been easy and um, we're just we're just so grateful for your support for our program. So, thank you very much. Thank you so much. Thank you guys so much. All right, board comments. Dr. Weston. So, I remember hearing about this when it first happened um, as a Toality family and thinking like, wow, this is amazing. Um, and it really

118came out of this particular time and this particular struggle that we were um going through together um and making sure people felt seen and included. Um and then um as the need for resources during the pandemic uh became more acute um I really appreciate that um stepping up to help um fill not just people's hearts but um but also provide those resources and um and it feels like we're looking back on that time um but at the same time it's so applicable right now um making sure that people feel um accepted and loved and um and that the community um looks out for each other. And so here we are asking people to step up again and asking the community to look out for each other again. Um, and to see this um, legacy and

119how far it's gone is really um, really special right now really means a lot. And I think it's um, a beautiful example for everyone um, to be thinking about as we enter um, what might be some very difficult times for our community um, for for resources and also uh, from the point of view of acceptance. So, thank you. Thank you so much, Vice Chair. Thank you, Ryan, for everything that you have done for Pack with Pride and for the community overall. Um, Miss Dan for inspiring you to keep going and u well the foundation, you know, thank you for everything that you do. But, um, just wanted to share, you know, when when you originally had the the prints for sale to bought some and I was able to hang them now in in my

120new office. So, I'm one of those people that have your prints and I didn't know that you actually have canvases. You should sell those, too. Those would be those would go for a lot. So, thank you. Thank you so much. Director Miles, you're going to college next year. Where are you going? I'm going to UFO Honors College. Thank you. What are you going to study? I'm going to study I'm going to go on the pre-law track and my plan is to go into immigration law. Amazing. Um, thank you for what you do and for um I first of all, I love the fact that every single one of our schools has um has your work in it, but the thing that stood out to me the most from those videos was how other students said

121that your messages made them feel safe. Like that that word really stood out to me. Um, and because safety is such an important thing to feel when we walk into our buildings and when students walk into school because they can learn when they feel safe and um, and what a great contribution that you make to the lives of others that you that your messages make people feel safe. So um, so thank you for all of that. Best of luck to you next year. I mean, you've got such a great future ahead, but thank you for contributing to um, a very worthy cause and to um, to the lives of others. Thank you so much. and thank you for sharing. Thank you so much. Thank you. And uh as a as a side note, Ryan is

122gonna continue to uh share her message with Tali students. uh she's going to next month be back in this space and uh share a similar uh so I run the Twaldi care alliance uh with Lisa Sweeney and we took our students on a field trip and one of the stops was at Valley Catholic where they got to talk to Ryan um and that was so meaningful that she's going to come in and meet with uh all of our elective morning meetings and our affinity groups and talk to our students about kind of using their passion for um ways to channel that uh into into supporting themselves and others. So, we're looking forward to continuing that message. And Ryan, I just wanted to compliment you. What you've done is a true community service. And um one

123thing from the video that stood out to me which really encapsulated what you're doing is it's more than artwork. Um what you've done is about it's about community. It's about um belonging and it's about inspiration and you give a lot of hope to people. So, thank you so much for all you've done. And as a Eugene native and Triple Duck, I can give you the the good food spots to go to. You got to hit up Size Pizza on Alder and you got to hit up Burrito Boy. Those are the two staples. Okay, I definitely will. Thank you so much. Um and I'll just end really briefly. I of course echo what everyone has said. Um, and I think well, first of all, are you going to make prints of the like I think all

124of us that have some of the set want like the whole set now. So, will those be available for or is it just for Miss Den? Okay. Oh, no. I didn't know that. Don't worry. It could have been a could have been a favorite teacher exclusive. So, um Well, that's awesome because I I was like, well, I want the 13th one now um to complete the set. Um, and for somebody that was sort of at the the very beginnings of Pack with Pride, I am not on the board at that time. I kind of watched this from the other side of this whole process. And it was really incredible the just the very beginnings of of watching this sort of come to life and then build the steam and then getting the emails and you

125start seeing them different places and really just the um the thoughtfulness of of sort of your work around it and um and really that takes a lot it takes a lot of time and you talked about the taking risks piece and I think you know for you there there was a lot of risks that you took in um in making that art and opening yourself up and there's a vulnerab vulnerability there and I think that's where those students say that it makes them feel safe and it feels like this community is because you've sort of shared that vulnerability with them and I think that's really evident and in seeing how the kids respond to that. So I'm super excited to see what you keep doing um and we'll for sure be ordering that 13th print.

126Um, so thank you so much and thank you Emily for really helping advocate and championing this project with her. Um, that's amazing. And I'm guessing picture. Yes. All right. So come on this way. Oh yeah. Yeah. All right. And yes. Oh, so Amber isn't here, but it is her birthday, so I will give um someone that will deliver her her bunt to her. Um, but her birthday is on the 25th. So, I I forgot to do that earlier because I didn't see her here, but I will be passing around the the little mini bunks for everybody. But, happy birthday, Amber Fields. Um, and then with that, I will move on to our first action item, which is the report on the 2527 integrated programs with Dr. Mel. [Music] Hey, good evening, board chair Irving, uh

127board members, uh student reps. So tonight is part two of our um presentation on our integrated programs application for the next bianium. And so here with me tonight I have director uh Dr. Zenia an director of equity inclusion and title three administrator as well as director Jessica C who is our CFO. Next slide. So tonight again, like I said, it's um an updated on our uh application for integrated programs, which will eventually become our integrated guidance. And so we're here to uh seek board approval prior to submitting to the Oregon Department of Education. Next slide. So as you see here is really a timeline over about seven years. um the process of planning and implementation for our integrated programs where you have four years of planning, two years to execute the plan and the cycle

128continues. And we're here tonight um to get again approval for our application uh that will be submitted um by April the 30th. Next slide. Just wanted to uh acknowledge that this process isn't done in a vacuum meaning that we have a team of folks who have contributed to this the application process. Um this year um we also will be presenting with our Mitch charter school. So I wanted to acknowledge the folks who uh contribute to this and um thank them for their uh hard work and dedication. Next slide. So part of our um application is really how do we support the work that we do in TTSD and that means our programs that are in our uh plan cover our continuous uh continuous improvement planning early literacy high school success and the purpose of centering

129support for kindergarten readiness uh postsecary success especially for our focal student groups. Next slide. And I wanted to share a little bit about um our focal student groups. As um you've seen in in our previous integrated plans, you have a broad range um engagement plan that um uh many parts of our district uh leadership has supported, including some of the engagement that our superintendent um Dr. Udo had um facilitated earlier on in the year, but we also had more targeted um uh in uh engagement and needs assessment. Um as you've noted in multiple presentations um about our progress as a district, um the student groups that we have not been serving very well yet has been our multilingual learners of English. And so um we did a very comprehensive um uh uh systems health check

130related to those pieces. And as such the three um highlights that came out were family um partnership and and empowered voice. How are families in um uh involved in decision-m but also informed of services and rights um of uh their students? And then um core instruction as well as program services. And so these are the areas um that were highlighted and um continue to lead some of our focal work as a district and instructional core. Our next slide. So in the uh board packet that you received it is really a comprehensive of uh that includes seven sections uh starting with the needs assessment uh summary and then uh it includes equity advance for all specifically our focus students as um Dr. John mentioned as well as what wellrounded education for all students and uh information

131on how we engage our community and the evidence that um that we captured in that engagement which included surveys. It included feedback uh early in the fall. We had community conversations this winter and then up until now we also had four uh engagement uh sessions around our budgeting process. And it also um it includes identifying uh strategies to strengthen our systems and also to build capacity so that we can not only um make progress and and get the outcomes that we want but also so that we can sustain it. as well as this year and the integrated planning process includes early literacy particularly a focus on our prek to three. As we know third grade is a pivotal uh year and we're we want students to be reading and comprehending by age uh by third

132grade. And then lastly, the sess the there's a section in the budget and shows how it'll it'll align to uh resources and uh it's individual funding streams. Next slide. As with everything that we do, we again align it to our strategic uh plan and goals where we know that that's inclusive of student achievement as well as safety, culture and climate and talent. And then equity is something that we always strive for for all of our learners and uh and scholars in uh TTSD. Next slide. And here you see um uh our focus goals that uh is that is in our school's continuous improvement plans and board uh you had an opportunity uh to hear from our leaders who presented their plans earlier uh in the school year again where our focus is on uh literacy

133and math particularly in grades three, fifth and eight as well as uh focusing on nth grade on track credit attainment and um again social emotional that our students feel that when we speak to them and when we uh survey them that they have a trusted adult um who they can uh rely on. Next slide. So there are uh in our plan is six major priorities that that will be driving and continue to drive our work. Again, preK to um 12 literacy, multi-ingual learner support, nth grade success in graduation, culture and climate, and targeted uh investments for focal students. Here's just an example of how um including the work we're focusing on our integrated EL uh that's inclusive of some co-eing professional development that's really focused on our tier one, tier 2 and tier three instructions.

134Uh and this is again for all of our learners in uh TTSD. Now, next slide is uh director seed. Could we move up to slide 12? Thank you so much. So, um last two weeks ago, I got to share preliminary estimates for three of the larger programs, specifically early literacy, high school success, and the student investment account. There was actually five programs. they um didn't give totals for CSI, TSI, or the early indicator and intervention system. But when we look at the total application, we're looking at $16.2 million among those five strands. And that's includes 106.8 FTE or approximately 8% of total staff at Tiger Toatin. So um some of the key ways we are investing among the different programs is with our English learner teachers and assistants as well as some two-way immersion teachers

135at the secondary level for literacy. We're really focusing on K3 investments including K3 teachers. Um the provision of a kinder jumpstart program for our incoming kindergart kindergarteners as well as um including literacy specialists. Next slide. For ninth grade success and graduation, we're doing um a lot making a lot of different investments. Specifically, we have our nth grade success and squad programming. We have student support with um counselor and an assistant principal or dean at Creekide. And then having um expanding career and technical education options at our two high schools. And then again, just um continuing to invest in learning specialists and assistants. I know the board got to um have a report I believe it was in January and February covering all of the work we're doing with our um students who are served by

136learning specialists and assistants. And then we've further made investments with deans and assistant principles and family partnership advocates. Next slide please. So thank you. Um if you love Excel, you are able to review our budget application. This um aligns the five different strands of the various grants with our specific outcome and strategies and our budget activities. And that includes the total of FTE allocated to each line. And again, that is will be available on our website before we submit our final application. And that includes a two-year estimate. So it will take us through the total application period through June 30th 2027. All right. Next. So uh how our state understands and measures success uh that includes uh high school success CTE participation as well as attendance rates, early literacy proficiency. Um, OD what they do

137is they uh have a performance framework that our work along with other uh districts in our state is reviewed through a panel that includes a mixture of outcome measures, programmatic and financial reporting and opportunity for local uh optional metrics that districts can include in their application. and um districts uh performance is used to monitor and evaluate uh process progress for implementation under the uh integrated guidance. Next slide. So um for our longitudinal growth targets uh traditionally uh OD will co-develop these uh LPGTs but due to the new um the u two bills in our legislature HB200 20009 and uh SB 141 uh OD will be uh they won't be co-developing the um with us the LPGTS uh for next year. Instead, we will be using our existing targets that was de co-developed in 2023. Next

138slide. So how we understand success in PTSD is measured through improved early literacy, stronger outcomes for our uh focal students, better graduation rates, and enhanced belonging for students and families again. So when our students leave TTSD, they are ready for college or career. And while they're here, they have a sense of belonging and they feel uh valued and heard. Next slide. So, some of the key strategies to help us uh achieve our outcomes is by um making sure our all of our our materials are culturally responsive, engaging early literacy support early on starting in prek. uh strengthening our integrated ELD. Next slide. And then focused on family and multilingual engagement, focused on ninth grade on track intervention, social emotional learning, as well as restorative practices, um and expanding network in all of our schools. Next

139slide. And la next slide. So as you see here, what happens next? So we're here presenting to you for board approval to submit our application and upon approval uh we will submit it to OD and then there is an intake process and then uh OD plan and the budget review and then along the way um we will continue to use our LPGTS from 2023 and finally uh grant agreements. it's sent out to districts and then we'll we'll be back here uh to do a presentation after it becomes an integrated plan. Next slide. So any questions or comments for our team? I will just say and I think I said this last time when it was in first read this is a huge amount of work and um I mean the fact that it's like a

140four-year planning and then two year like that just the cycle itself is really a big undertaking and so I appreciate um the work that you have done the transparency in which you have brought together the data that we have seen from earlier in the year really making sure that that as part of this integrated plan specifically with our MLE students um and and really making those focus groups um a priority. And so I I love and again I think our whole AROI and how we are really seeing like where we are putting whether it's grant dollars or budget dollars where we are putting our money to ensure that we are doing the things that we are wanting to do that you're being asked to do um or that we need to do. So, I really

141appreciate the work that that you all have done and um the rest of the team. So, thank you. I'll just echo that. Um the grant application was in our packet so I read it and um it's uh it's it's amazing to me how much you know OD wants to know or everything that we're going to do and how much that this district is already doing that you know they they want to know the plans for but this district is already doing so much of that and um not to say that there's not a huge lift already you know that's next and that there is to be done but I appreciate the systems that are already in space to continue to to scaffold and build that work. Um, which just indicates years and years worth of

142building those systems and identifying things that that still need work and and the the care and consideration that has gone into identifying and building those systems. So, thank you for everything that you've done and the entire team that's behind that. So did I did I hear you guys correctly that uh OD will no longer co-develop the longitudinal I can't say that word um yes there you go thank you uh with us that we're going to be developing that on our own ones that were developed back in 2023 and not the the next two years. Uh okay, we had already started that we met with OD prior to the announcement that came out last week. So that's just in response and in an effort to to reduce um the uh workload on on districts. That's why

143they made that decision. They're they're basically rolling up the same the same metrics. And so those are around attendance, literacy, um, middle school success, nth grade on track. I'm not sure if middle school success is one, but nth grade on track and graduate on time completion. Okay. Okay. I just I was like, how are we going to be held accountable then for and one thing that I was going to say is this this is the um gold standard for accountability in my book that um we already have state accountability measures but then you layer in the work that the directors just shared um everything around our targeted support of our focal groups to our community engagement um our own systems terms of uh of progress monitoring. I mean, this is what accountability should look like

144at the state level. Okay, awesome. And then um we've been doing this for a couple of years now, right? So um have we seen like um just data from previous years? Yeah, earlier. Um, so I think twice this year we've brought the data around nth grade on track. Yeah. Okay. Once a year on on on track, graduation and then we've done our literacy data as well and um provided attendance data at least once this year. So all of that is to meet the the metrics that were outlined previously. Right. Correct. But it's something that we would have brought to you anyway. Sure. Okay. Thank you. And we'll be back too to continue to give you an update on our data as well as in our community conversations and engagement where we also presented that same

145data. Well, uh again, all for transparency and I really appreciate all the work on this. Um it does make me wonder um if there was anything adjusted to try and sort of ring more outcomes out of the investment. Um and I recognize that sometimes we're putting an effort to at least get what we've had without seeing additional state resources. Um, and I recognize the state has increased their investment in Oregon schools, but that inflation has eaten that investment up. And so, um, I'm not, um, I want to recognize those investments, but also acknowledge that our district is putting in the effort with the same flatline of resources. And so, um, there's only so much we can see, um, improve, but I still want to see it and hear anything you were able to look at.

146So, sorry. Was there anything adjusted from previously that you all feel like might um make a little difference in our um outcomes? Yeah. So, I know that over the last three to four years, we've been targeting um instructional practices for um our multilingual learners of English. And I think one of the things that um we've adjusted um in the instructional core um plan is um with that comprehensive um systems health check. One of the things that we were able to find was um the the we what we recognized was when we talk about serving our multilingual learners of English, it cannot happen in um uh a segment of ELD services, it needs to be an integrated opportunity for students to practice um and engage in languagerich classrooms and instruction in all of our classrooms. And

147so when we um as a as an instructional core um group, we've now um also um facilitated um those um that uh focus in instruction with our um administrators as well um as being able to um uh really focus on change ideas related to um students um progress in their lang language development as well as their academic progress. So now we are building out that um uh ongoing uh infrastructure for checking in. Um the other part um is we haven't had a robust multilingual service um uh services. We've had you know instruction based on ratios of students and services versus um like I said a robust um target in intervention supports. we have an increase um of our uh multilingual learners of English over the last few years. And so not having those infrastructures of

148support for our students with interrupted education as well as um our recent arrivals and newcomers also contribute to those outcomes that we're seeing. So, those are the adjustments that we're making as building infrastructure and with the grant proposals that we've gotten over um for student success, we're able to not only use current funding, but also those grant fundings that we got to be able to reinforce those systems. Thank you. All right. If there's no more questions, I would entertain a motion. Thank you. I move that the Tiger 12ton school board of directors approve the integrated application as presented. Second. Motion was made by Vice Chair Hime and seconded by Director Miles. 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.

149Any opposed? Motion carries. Thank you. All right, we will move to our next item which is the approval of language arts K5 curriculum adoption with Director Kins and team No one wants to sit in front. [Laughter] Good evening. Good evening, Board Chair Urban, um Vice Chair Hus, um board members, and Dr. Udos Sonidet, as well as student reps. Um tonight, we're very pleased, uh to bring to you a recommendation from the Spanish and English K5 language arts adoption committee. Um, what I'd like to do is have the committee members who are here tonight presenting um, introduce themselves first as well as their roles. Oh, next slide, please. Uh, I'm Daniel Seard. I am the preK3 literacy TOSA and preK instructional coach. My name is Pam Herrell and I am the too for the two-way immersion

150program K12. I am Tiffany Harry Shen, a fifth grade teacher at Deer Creek. I am Jenny Valvino, a third grade sweet teacher at Bridgeport. Okay. I'm Sher Gash, instructional coach at Alberta Ryder. I'm Alex Sutton, second grade teacher at Templeton. Stephanie Weeden, instructional coach at Durham. Mona Khalil, instructional coach at Mary Woodward. Next slide, please. So, uh, this slide shows over 50 educators that were on our committee and, um, all the roles that they serve in. So, we had many classroom teachers. You can see all the way from kindergarten through fifth grade. Every single one of our elementary buildings were represented on this committee with multiple um, members. We had TWE teachers, literacy specialists, um instructional coaches, ELG teachers, TAG representation, literacy to literacy specialists and tosses or literacy tosses, excuse me, learning specialists, administrators,

151community members. So, we had parents on the committee as well as director Miles. Next slide, please. So, as you know, when we come before you to talk about an adoption, we always talk through the adoption process. And you've probably got these, you know, tattooed on the back of your hand or something. But um our adoption process actually began 2 years ago when the elementary teachers came together and repprioritized language arts standards for um both our English and Spanish cohorts. Um it they had were long overdue and had never been vertically aligned before that. And so we were able to create um a series of standards that uh were much more uh aligned to our goals. Um teachers have been using those standards this year and the process of using new standards with old curriculum has

152made them anxious for a new curriculum. So this year we've had a engaged in data review with this team, research review. We have created a TTSD best practices document for K5 literacy. Um a curriculum evaluation rubric. Next slide please. We have also vetted potential resources that has included online review of those resources out of district site visits to where these curriculara were being used so we could see them in practice in the classroom. Publisher presentations. We uh sent samples and collected feedback. It was open to all elementary teachers in the whole district. Uh brought that all together [Music] and tried to um put that all together and were successful and came to a final recommend the committee came to a final recommendation of materials. Those material materials have been on display at Hibard for our

153parents and caregivers and community. Um, we also had a presentation this last week for parents and caregivers that was held online. And now we're coming to you for to present our recommendation. Oh, I have the next next slide, please. As I mentioned, we created a K5 language arts best practices document. This has some outtakes if you uh it is on the website and it we had four categories. For example, we felt that um lang quality language arts instruction is characterized by an environment that is inclusive and culturally affirming in supporting students language and literacy development. We also listed well there are more things about environment. If you look at the full doc it's also linked in the title there. Um there's content that's differentiated and has the seven pillars of reading was essential to us.

154instructional practices just developing all the literacy skills for our students and as assessment practices look using an assetbased approach. Okay. So next oh next slide please. Um our next kind of step in the process was taking all that front-loaded work and creating a tool by which we could compare score and find a way to look through all the curriculums that we were considering. So thinking about our best practices, surveying the participants in the um both that were on the committee and the teachers at large, we had to come up with a way that we could compare all of the curricula that we were going to look at. So this slide shows the priorities that we came up with with kind of indicators under each of those. So alignment to the Oregon Early Literacy Framework, um

155teachers ability to use the materials easily and for them to include things that were really engaging for students. Um the components of instructional design that we had identified as our our highest priorities and then also the dual language component. So making sure that this program was authentically a Spanish language arts curriculum and an English language arts curriculum, not a translated English language arts curriculum, but one that really understood both where there was positive transfer and there were differences that we needed to take into account as we were looking at the program. Next slide, please. Um, and then there were two kind of primary criteria that before we would even consider a program, they needed to meet both of these things. And that was that they were um on the list that Oregon identified as um

156adopted instructional materials and that also they offered both an English language arts curriculum and an aligned Spanish language arts curriculum. And that was important for a couple of reasons. one because we wanted folks at twee schools to be able to plan across those two programs. So by having themes and concepts that were aligned throughout the year, those schools could leverage both sides of the of the literacy curriculum together. Um, also we wanted to make sure that as the kids in the twe program go up into the higher grades where teachers are going back and forth between English and Spanish that they didn't teachers didn't have to do a lot of manipulating these two programs. The two programs were able to kind of integrate smoothly together and that kids weren't missing anything as they were going

157back and forth between English and Spanish. Um, and so on the next slide, Mona will talk about the programs that met those criteria. So, we started off with these five programs. Um, and we narrowed that down. Our goal was to narrow it down to two. Um, but after we voted, um, it was really close and we ended up with three different programs. Um, so next slide, please. So, we narrowed it down to Amplify, um, Benchmark and HMH. Um, and after we decided, um, and voted, we planned some visits that included observations of multiple classroom teaching, both ELA and SLA, at a variety of grade levels, as well as debriefs with administrators, specialists, and teachers. Next slide, please. So on this slide you'll see the uh tool the evaluation tool um that was um sort of

158um shortened for our publisher presentations. Uh so we knew exactly what we were listening for as the three main publishers um who were um chosen presented and then before we did any voting um we had a really indepth um discussion protocol where we broke up into small groups and um led by a facilitator and everyone in the small group shared the strengths of each program as well as questions or concerns. concerns they had because none of these programs were perfect and whatever we adopted we knew we might um have some supplementing to do um because we have a really rigorous expectation in our district for teaching reading. So finally um um we started voting the final ranked choice voting there was zero points given for um the lowest choice each member submitted and then one

159point for their second choice and two points for their third choice. Next slide please. Oh sorry first choice. So, um, we were we remained flexible because we weren't sure if one u one of these publishers was going to come out on top, but actually two had the most points and they were fairly close. One was a clear winner, but we were definitely able to throw out one of the choices. And then it was very exciting when we came to round two voting. So, that last um graphic on the bottom for round two, that was live and everybody voted again just between the two and we watched the blue get bigger, bigger, bigger. It was um it it was very exciting. Uh Roy Moore, he was narrating that part. Next slide, please. Okay. So, why did

160we choose um core knowledge language arts known as CKLA? Um it was the only program that was fully aligned to the science of reading. It has a strong foundational component and a strong knowledge building component which are both really essential for kids to learn how to read. If you don't have either strand, you're not going to be able to read. You can't comprehend without being able to decode. and you can't compre and you and you can't comprehend if you don't know what you're reading about. And um CKLA does a really intentional job with high quality rigorous texts and builds them upon each other um year after year. So the knowledge continues to build on um next slide please. So echoing what my coworker just said. So in Camino's instruction is grounded in the science of

161reading and writing which they also have systematic scope and sequence blending and segmenting dictation which would be victing connected text applying skills to writing. It also builds social linguistic competence which means it helps students understand the social social context they should be using language in Spanish and English metal linguistic awareness the structure of language in English and Spanish and being able to transfer those skills. mix of authentic transadapted and original text. Transadapted means that it's translated with purpose, not just translate all the way through and explicit by literacy connections to CKLA version two. Next slide, please. Um, a special thing about CKLA is that it is a knowledge building curriculum. Um and as I said before, I guess um it builds upon uh grade grade level by grade level and throughout the grade level. So

162um things that you've learned previously in second grade, you will revisit again and be exposed to it later on. This also helps with um vocabulary is repeated throughout the grade levels and um throughout the year in different readings. Um CKLA uses a contentrich curriculum that it boosts reading scores by um daily read alouds reading complex text. Um oral language is embedded and writing that is connected to the text. So the writing instruction is really um integrated in and it was one of the only curriculums that we looked at that actually had a usable writing component. And so students are writing about what they are learning about and not about something random which is not actually helping kids learn how to write. Next slide please. The other nice thing about CLA um is that it has

163the two strands. So it has the knowledge strand and then the skill strand for for K2. They're separate. And so with the K2 part of the skill strand, Amplify includes comprehensive researchbased instruction and funological awareness, phmic awareness, phonics, print concepts, the alphabetic principle, um, grammar, writing mechanics, comprehension, spelling, and other critical foundational literacy skills. And it also provides explicit systematic skills instruction. So very important in the younger grades. um it focuses on encoding and um like Alex said um writing connected to reading and so it's not separate it's not it's really they're writing in response to the reading that's happening. It contains decodable stories on a variety of topics. The Amplify CLA readers are 100% decodable which means they include only words with letter sound correspondences that have been explicitly taught. The readers are colorful

164fiction and non-fiction chapter like books that kids love. Um they also stay engaged with lots of different variety of print um resources which include the decodables and read aloud big books um in the younger grades. And it's a they also have available audio enhanced ebooks, student activity books, and um digital sound library with recordings, animated videos, and even songs that go along with what they're the phonics and that they're learning. And and those many of those components continue in grades three through five. The difference is that once students are in third grade, they are starting to decode more automatically and it begins to merge the skills and the knowledge together versus having it separate. Um, you'll see an increase in complex text. The text is very rigorous and it will it'll encourage the students to

165read independently or in groups. There's also support in third grade for supplemental um skills in case you do have students reaching third grade who need additional support um before they reach those rigorous texts. Next slide. What teachers are saying um teachers are really excited about this curriculum. Uh the readalouds and activities look like they're really that they will really build upon content knowledge. The topics are feel fresh, engaging, and aligned to what our students care about. Teachers love that it's grounded in the science of reading with clear oral routines and strong connections between grammar, writing, and morphology. From handwriting in K1 to novel studies in 35, it promises both rigor and relevance, plus solid tools to track growth. We're ready for the shift and are eager to dive in. Next slide, please. Go ahead. Okay,

166this is a video of me in my classroom. I um I had to be out a lot to go to all of these meetings. And so um my students were wondering where I was and I was very clear with them what I was doing and the purpose of me having se to come and um help pick out a reading curriculum. And they knew that it was something that I was passionate about. Um so throughout the process, I've been talking to them about different curriculums and they clearly had a favorite and it was this one. And so they wanted to know when I came back after we picked if which one they chose. So you will see me explaining to them what we chose. Oh play. There it is. Okay. Good morning. So thank you Kenny.

167Um I I missed you guys the last two days cuz I didn't remember where I was at the pro. Wait, who was I was telling you a second. Yes. Watching a new reading program. I was watching a new reading program and then yesterday what was I doing? Um the figuring what book we could agree on. Yes. That the teachers agreed on. So are you guys right in here which one we got? Yeah. Um we got the one that is teaching about the content. So, learning about history and science and things like that. So, the one that you picked, the one that I thought we should get. Yes. Do you guys want to hear one of some of the things that you're going to learn about? Okay. I I like the ancient the ancient stuff. Okay.

168So, well, that's good because it's still in there. They changed the topics a little bit, but I think you're still going to be excited. So, um timeless tales, classic stories. So, then the next one is animal classification. So, fins, feathers, and fur. Um, rhythm and rhyme poetry. The rise and fall of ancient Rome. Oh, yay. Sol the solar system. So, astronomy. Do you guys know what song astronomy is? It's about space. Um, yeah. Native American cultures and regions. Yay. Um, and then you get to do a novel study. Do you know what a novel is? Oh, yeah. Where you get to read a whole no a whole book. And there's two different choices. So, I don't know which one. Either Charlott Web or Stella Diaz. And then there's another choice. It's either about the human

169body or light and sound. There you go. And then the last one is about jazz. So, about music. I mean, I kind of like all Well, you might find that you like jazz. Will you get the books? You'll get books about all of these things. Yeah. So, the last slide is just questions you might have for us. Questions? I mean, now we have to adopt it because those kids, right? My goodness. Um, the one quick thing I'll say is I loved the writing component because again kind of shifting for like my own teaching piece. I that's always the one that's sort of like fit it in when you can or it's all about literacy, but they kind of forget about the written component. And so as a teacher, you're trying to get it always in

170there. And so having that scaffolded approach throughout the curriculum and then having that daily both reading and writing component I I mean is so needed. And so that was really exciting to see as well as the um like authentic kind of translation piece between Spanish and English. Amazing work. It's a lot. I've done adop curriculum adoptions and it's it's a crazy process. So congratulations Yeah, congratulations to uh for adopting the curriculum. I'm wondering on the um actual I guess the 64 or how many people were on the group? 54 responses. So out of the 54 responses, do you guys know how many of those teachers were letters trained? going through. Most of them were were letter str. I think we're in the process of Okay. Okay. I was just wondering how they if they were

171actually in agreement that uh the curriculum was um guided by the science of reading. Oh, I didn't I wasn't there for that first day because but I do know looking at the agenda that part in the adoption meeting the first day was also building background and making sure that we were all on the same page in terms of the pillars of literacy and we did ask not formally but how many of us were letters trained. Okay. Uh in terms of the phmic segmentation, are we using any other um curriculum to supplement what is in this u curriculum like such as Hagerty? Yes, we are using Michael Hagert's phmic awareness. Okay. So that will stay even if we adopt this curriculum. It is my um it's my very informed guess that we estimation that we will

172keep it. Um we do know um that in one of our upcoming meetings we'll talk about those supplemental programs and like where this program may need supplement supple supplementing and phmic awareness with my girl Michael Hegger's program has been very successful. So I'm assuming that we will want to keep it. Okay. And um I would assume that the um what is the CQLA in Spanish? um camos. Uh on that one with the blending and the and the segmenting, it's not by letters but by syllables. Okay, just making sure. And then um in term Sorry. Oh, okay. Last one. Oh my gosh. Okay, fine. Um uh in terms of the bridging lessons that will uh that we know that are part of the uh dual language by literacy framework um are are those also included or

173will they be developed at a later date? the publisher has already created the biiteracy connections um metal linguistic awareness also in that um and so we will start with the resources that they have already created and then adapt it as we need to I guess I'm cut off so thank you just make sure we have time for everybody any other questions you could be on the curriculum adoption yes or that director Miles Um yeah, I got to be part of this. I I only got to be part of about half of it. Um this is the sec second um curriculum adoption committee I've been on and wow, this team did a great amazing process. Um these folks worked so hard. They were so thoughtful. At one point, additional time was needed. Everybody just jumped into

174that. Um this was such a thorough process. There were so many avenues for vetting and measuring against priorities. Um I heard so much uh the the conversations I was part of were just full of many levels of expertise. Um, I was so appreciative of um the many folks that were in the room from um and and I mean you saw the chart um how many um uh layers of the district were represented and um and so all those students are represented and um and I was just thrilled to be part of that to the extent that I was able to be. So thank you for letting me be part of that. That was such great work by this team and and all of the 50 60 people who were on that team. Do you want

175to make the motion while you're at it or I looked at it and see? Go ahead. Yeah. Um I've really enjoyed being part of the curriculum adoption team previously and I can see that um it looks like a really a great process again this time and it um I see that you all are um excited about the curriculum which I really appreciate um and you all um bring a lot of expertise to the process. So, thank you for um for all your good work and um I look forward to seeing this rolled out. So, thank you. I would consider a motion. I move that the board approve the purchase of a seven-year adoption of 2025, it says it twice, 2025 amplify CKLA and Caminos as language arts pro and language arts program K5. Second. Motion

176was made by Director Miles and seconded by Vice Chair Hime. Is there any discussion on the motion? Hearing none, I'll move to a coral vote. All those in favor, please say I. I. Any opposed? Motion carries. Now you can tell your kids. It's official. Thank you so much. All right. And we'll move to our next action item, the audit services. Um, request for information with Director C. All right. Good evening. Included in the board packet was a summary memo of the business office's recent request for information for an auditor. um board policy DIE audit requires the um school district to solicit an auditor every five years. So we included a summary. We sent proposal or RFI requests out to six qualified firms. We were lucky enough in today's audit environment to receive three proposals and

177based off of a review of the information requested, we're making the recommendation to engage Clear Trail CPA. Are there any questions about the process or I do not any questions? No. Okay. I move that uh I move for the superintendent or designate to negotiate contract terms and conditions with clear trail CPAs for the audit of the financial statements and agreed upon procedures and financial statements for the ASB funds. Second. Motion is made by Vice Chair Himeson and seconded by Director Miles. Is there any discussion on the motion? Hearing none, I'll move to a curl vote. All those in favor, please say I. I. I. Any opposed? Motion carries. Thank you. All right. And then our last and added action item is uh deciding a new deadline for the student rep applications. So what are we

178extending it to? Well, let's we have we need to discuss when we want the deadline to be, right? Our next board meeting is May 5th and the one after that is May 19th. So the deadline for applications, so you want to announce on the 19th now. So the deadline you could have it as May 9th the deadline for applications and that gives you guys a week to interview. Pausing May 12th would be interviews if we had the deadline on May 9th potentially. I have to work all that week. You may need to also change the person who's on the committee if you want to do it just that week. Do you think a oneweek extension would be Yeah. enough time so we can actually I was going to say the 25th or do you want

179to have the extension go till the 2nd and then the week of the 5th could be interviews? That that's what I was thinking. Yeah. And then you could still we don't have to wait till after the May 5th meeting. I mean, we still would, but we don't have to start the whole thing after the Would that work, Director Miles? So, what are we saying? What if you had the the interviews the week of the 5th instead of the week of the 12th? So, that would give them all of next week. Or if you wanted to, you can push it out until the week of the 12th. I want to make things more complicated. So, would that give us more time to do interviews? Is that what we're saying? Like, yeah. So, the applications would be

180due May 2nd. Okay. And then the week of the fifth could be interviews. I mean, in theory, you'd have two weeks to do interviews, but since you're gone, and then you could we could still do the recommendations to the board on the 19th. So, we'd have like the week of the 5th, which of course is that better for you and the week of the 12th. What does one week of the 12th look like for you again? Work. Work. Okay. Um, I am I have lots of conflicts both of those weeks. So, I wonder if maybe somebody else should do this because I don't want my conflicts to interrupt like the vast majority of those evenings since they are on the evenings. So, um I would be happy to serve on it again. Um, oftentimes people

181do it for two years. Um, and I was only um involved last year. So, yeah, that just we kind of reet it every year. if you want to do that. Would that be okay? I apologize. That's okay. I'm sorry. Um Okay. So, we will have Director Weston be the other committee person. We will now have So, this will be part of the motion just for those taking notes. Uh so, do you want to have applications then still due Friday the second? and then and then do interviews potentially the week of the 5th. Okay. And then announcements will be made on the May 19th board meeting. The only thing is given that we did have some applicants already for Tiger High School, I believe it was, um I'd be comfortable just having that be our representatives

182because they made it by the original deadline and it would just seem unfair to extend. Um I think they should I think it should still go through the interview process. Um so I mean that I I and I I see your thinking around that. I think um can I I guess that's it. Oh, I was just going to say um I see what you're saying. However, because it is an interview process, extending the deadline will not create any um unfair advantage to people. They're still going to have the same interview no matter what. They just applied within that one, but we extended the deadline so it won't matter. They're still have the same opportunity to interview as um as the rest. Are you extending the deadline for all schools or just to Walton? Well, NTVA

183side. Yeah, it would be forever. I think it should be. Okay. Just opening it up until Thank you. Yeah. kind of like we do with candidates, you know. Yeah. Okay. So, someone can Yeah. Miles, go ahead. Yeah. Director Weston made second. I move that Director Weston be on the panel to interview students for the student board rep position and that we extend the uh application deadline to May 2nd and have interviews the week of May 5th. Second Motion was wonderfully made by Director Miles and seconded by Vice Chair. Is there any discussion on the motion? Yes, I wonderfully second that motion too. Thank you. Um any further discussion on the motion? Hearing that, I'll move to a coral vote. All those in favor, please say I. I. I. Any opposed? Motion carries. And with that

184I will adjourn.