2025 April 7 Regular Meeting of the TTSD School Board

001Good evening everyone and welcome to this regular meeting of the Tiger Charleton School Board. I was trying to be so on task. Sorry for um I will call this meeting to order at still 6:30 p.m. And before we start, I do want to let folks know that we met earlier um this evening for an executive session as well as a work session. So, just to let you know about that. And are there any changes to the agenda? Yes, there are. I'd like to add um an action item for matters that were discussed during the executive session. All right. Would anyone like to make a motion to approve the agenda as amended? I would like to make a motion to approve the agenda as amended. A second. Motion was made by Vice Chair Himese and seconded

002by Director Zers. 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 with that, we will move into recognition and good news with Lisa Burton. Okay. Good evening, Chair Irvin, Vice Chair Himez, board members, and Dr. Uda. Um, thank you for having us this evening and I'm gonna actually pass it off to um, Ann Johnson, but we're here to celebrate our art literacy program, but especially um, our art literacy volunteers who volunteer um, throughout the whole year um, in our school. So, I'll I'll hand it over to Dan. Good now. Okay. Thank you for giving us time to celebrate the art literacy volunteers. I would like to introduce Cat Buchanan from CTF and

003Tanisha King from Alberta Ryder as two of the volunteers who had time to join us this evening. I did put a call out to all of our volunteers and there was some activities going on at the schools tonight so a few of them could not make it. Um over the past year we've been incorporating community input to make positive changes in the art literacy program as far as the program itself and then as far as the logo. So if we look at the next slide we will see that the new artlet logo has come out and there's the old one and there's the new one. Uh the old one had comments like creepy and needed an update. People wanted color. They wanted things that referenced art materials. And so that's been an exciting thing to

004to see a new logo come about. Next slide. I've incorporated some of the student artwork in this presentation this evening. And we've got a Picasso collage and a G's Bend quilt collage. and um Wen McMillan who's a local artist actually worked with cat to have the students learn about painting with pallet knives and so that's really exciting. So here's some student artwork as we go through the through the presentation. Next slide. We have an incredible group of parents who are dedicated to enriching our students lives through the visual arts with art history, hands-on creative experiences, and their commitment to providing Hollywood quality art materials is making a big impact on our students. They have an opportunity to explore creativity in exciting ways. And this is the list of our volunteers we have at each of

005the schools. I'm not going to read all the names. We'll we'll move on. Go ahead and to the next slide, please. We have a presentation about African-American photographers. That's the image on the left. And that was um Maddie at Alberta Writer. And this student studied an illustrator. And that's Jackson who's a fifth grader at Templeton in the center. And then Beatatric Milhazies who is a collage artist at Toualatin. And the student was a kindergartener, Joelle, with a collage project. So, those are fun. Next slide. Here we get to see a couple of our art lit leads in action. Brienne at Mary Woodward and Jessica at Byum leading the class. And they start out with a slideshow about different artists. And they learn about their artwork, about their process. And we like to incorporate some extra

006information in these most recent presentations that we'll be putting putting out as far as like including a world map on where the artist is from and fun facts about them. We've got an artist who likes to bake and we've got artists who like to hike or do different activities. So, it's fun to incorporate those things that students connect with the artist a little bit more closely than they may have in the past. Next slide. This is I was visiting CTF and Cat here is in the center of this picture. This is her group of volunteers and teachers who help make artlet happen at their school. And it takes a village. It takes the whole community to come together and bring this program into the schools. Next slide. At Toualatin, they studied Maro and they worked

007with the tissue paper that is bleeding tissue paper. You can buy the kind that doesn't. They bought the kind that does. And we have the African-American photographers again in the center. And then the Walk McMillan pallet knife paintings on the far side, which I think that the vibrant use of color was really fun in these projects. um getting the kids some hands-on with different materials that they might not have used or in the photography example that something that they could learn to use a tool that they may have access to at home, whether it's a cell phone or an iPad, they might have access to those things. So, those are fun projects. All right, next slide. Artlet Day. The kids love Artlet Day. And when Gustavo has a chance to go out into the schools

008and take pictures of the kids when they're doing art lit, their faces are just so excited and happy and they're like, "Oh, is it Artllet day?" Or they'll see the volunteers come into the classroom and they're like, "Is it Artlet today? Yay, we get to do Art Lit." And so they're really excited about it. And you, for example, the child on the right and she's just concentrating so hard on the project that she was working on. And then they hold that up to the volunteers like, "Oh, how is this? Do you like it? Am I doing a good job?" and they like that positive feedback, but they like getting in their hands on these really interesting materials. Next slide, please. The students at Durham studied a Renoir and they did chalk pastels with sugar water.

009That's the two images on either side. And then the center one, they were learning about local artist Lisa Congden and her positive messages. And the students were asked to create a couple of like mini posters and incorporate at least one positive message. And most of them put a positive message or kind words in all of their their sections. And I thought that the artwork was very positive and vibrant and colorful. It was a good message. Next slide. Making it work. So at each of the schools they run artlet in a way that works for their teachers, works for their staff, works for their students. So for example at CF Tiger they have a takeover day and all the students come through the cafeteria and they get an opportunity or to the gym sorry and they

010get an opportunity to do artlet in groups where other schools like Deer Creek in this example they're coming into the classroom. So what works for them based on the number of volunteers that they have um the amount of time that they have and then also a lot of times the teachers are really being supportive and helping by maybe helping with the presentation. Um so that way when they have the artlet portion they've got extra time to work on the projects and that's very positive for the students to have that extra time and then it's great to have the support of the staff at the school with making sure that art is important and that it's presented. Next slide, please. Sometimes art lit even happens outside. So, we can see at Deer Creek they were working

011on a Jackson Pollock project and then at Art Rutkin they were doing the um it was under public art and they were putting up the signs on the fence. Next slide, please. at Deer Creek. They were learning about Salvador Dolly and making these fun clocks that were melting and they were out of air dry clay. So again, getting a different type of material instead of things that might be available just in the classroom. They're getting elevated materials to make their art process interesting. Next slide, please. The students at Broom learned about Pacific Northwest natives and did a button blanket project. And then we have the Renois sugar water and chalk pastel project. And then at Alberta Writer, they did a clay project. Um they also did recently currently working on a fused glass project which

012is really super exciting to be able to use the kiln that's available and have the kids work on something completely different because a glass project I don't think it's been done in several years. So that's a really exciting thing to incorporate. Next slide please. And at Alberta Writer, they also did this fantastic mural as part of their artlet. They learned about a Pacific Northwest artist, Gwen Semile. And each grade, each class was given a canvas. They painted on it. One of Gwen Seymile's processes is to write names in her artwork. And so all the students got to write their name into the the um artwork. And it's available for everyone to see. And it's a really exciting, beautiful project. And then the last slide is just to thank you. So [Music] I am very thankful

013that for the extraordinary job that our volunteers are doing in the classrooms. We've got one to two artlet leads at each of the schools. They're recruiting volunteers to be in the classrooms or to be in the takeover days. and they're bringing a wide variety of mediums into the classroom for the students to get their hands on just really different types of art materials, whether it's print making or the clay or the glass or working with a pallet knife instead of a paintbrush. It's exciting to see these elevated projects that they would not normally get in the classroom environment. And then as a thank you, I had cute totes made up for the volunteers with the new Artlet logo. And you all get one too if you'd like. So that [Music] um I just again I'm

014offering my thanks to you and I'm thankful for the board for giving us time to recognize the ArtLive volunteers. Do you have any questions we can answer for you? I will just say quickly um I was an art lit volunteer way back in the day at Durham. Um and it was one of my favorite things ever. It is a lot of and I have sort of a I dappled in art history and and in that background. So it was super fun to kind of use some of that to see how the kids would infuse their own creativity with artists. And I know that in the last couple of years you guys have done an incredible job of really um sort of like revamping a lot of the projects, a lot of the artists, a lot

015of the representation of the artists. And so that was I know a huge undertaking. And so I know I have a whole box of because I have a 22-year-old all the way down to an 11-year-old. I have a whole box of all the art lit things because I can't possibly let them all go. Um, so they are magnificent and I know the kids love that time and so thank you for all of that time and energy um that you and kind of love that you put into that because those that's sometimes the only ex exposure um to art that some of these kiddos get. Do any of you have a favorite project that you've done? Um, I think that the McMillan uh acrylic with pallet knife project was very unique because I wasn't expecting to

016get to meet him in person and collaborate. Um, I don't want to say that we were able to prove him wrong, but he tried to discourage me from using pallet knives with K through5 students. Um, and I don't know if you've had an opportunity to go to the Tiger Library, but there's still um quite a few paintings up there and they're amazing. That's another thing kids love seeing that whether it's the district office or the library or, you know, city hall, different buildings, the capitol. It's really cool to have that around. Do you have a favorite project? You have a favorite project? Oh, nice. Okay. Um, so I'd say um I love doing any of the projects that are out of the norm and those so that it's not just construction paper, it's not markers

017or something that they already are using which is why right now we're doing the glass fusing. So just my thought was how many times does anyone get to work with glass even as adults. So, it's just a wonderful medium and something for them to uh try something new, I guess, and just be really creative and then an lets us get creative. So, that's wonderful. That's awesome. Thank you. I do encourage them to like I provide a lot of project ideas and then they'll say, "But I was thinking about Yep. Go ahead, do it. Knock it out of the park." And they do every single time. And year over year, I've had people tell me, "Wow, the projects this year were like way more than last year." And then the next year, "Wow, this year the

018projects were just a step up and and more elevated." And I think the one of the things I do is offer different workshops throughout the year that give our volunteers access to artists who come in and teach us about different materials. So I think that if the volunteers have access to something they haven't worked with before then they can take that back to the classroom with them and then share it with the students. And so now we've got just an whole open door of different opportunities. When you started doing that I thought that was so cool. And also a quick shout out to the foundation because they really help support um the artful for the foundation and their support. Absolutely. Vice Chair, uh, first of all, thank you so much for everything that you guys

019do and and volunteer. I know that as a classroom teacher, Art Lit was one of the things that I looked forward to the most. And it was because my, you know, my students, they were just so in awe of all of the projects and and everything. and and I do want to um echo the chair's sentiments of the way that the program has progressed uh has been you know revolutionary. I think it was uh when I first started as a classroom aid that I was like we need to get more representation and instead of just having this eurosentric um thinking of of having that be the only art that they that the kids are exposed to. And so as you guys have progressed, I think your curriculum has also um you know progressed with what

020our demographics are and and how they're changing. So I really do appreciate um that aspect of it. And then um just one of the one of my favorite projects that we did when when I was in the classroom was when uh we were doing the cyine chapel and we were talking about Michelangelo and um how he painted upside down, right? And so we had all the kids go under their desks and put the um the paper on, you know, on the bottom of their desk. And it's like just amazing. Luckily, nobody went blind, but um you know, it was it was one of the things that, you know, if I still remember, hopefully they still remember it, right? It's so it's great to have that experience and you guys are able to provide that for

021them. So, thank you so much. Thank you. I want to echo the thanks to the volunteers. This is a a program I don't know if people in the community know this is not a district program that volunteers help with. This is a volunteer-led program. Um and it has been successful for years and years. It's its longevity is is impressive to me. I remember when my daughter was in Tiger Talton school starting in 1990 something there was art lit then and it was much more as you were describing the the markers and paper and I always remember thinking the school has a kill. Wouldn't it be cool if the kids could use the kill and to hear that they're now doing that just fills my heart with joy. So thank you so much for your innovation.

022Thank you so much for your longevity. Thank you so much for your hard work and your dedication to our students because it's it's a wonderful book. All right. Thank you so much. I gotta make my comments. Oh, yeah. Oh, yeah. No, just thank you so much. It was it's great to see the the images of the students engaging in art and um so much in our school we focus on accountability and and academics but the thing that I I think is so important is giving our students the opportunity to understand the benefits of art and have exposure to art. Um everything from the cultural aspect that you all are bringing to live and creating relevance on to uh just students tapping into a different form of intelligence that they have that maybe they didn't know

023they have and also being able to um unlock their other forms of expression and curiosity. It's just great that that's still in our schools. Um, later on on my public comments, I'm going to talk about the importance of public schools. And this is one of those things that I think that people need to see is how important it is for our students that have the opportunity to just get their hands messy and create art. So, thank you so much. I wanted to do a quick shout out to our PSOS because for years our PSOS have supported art literacy with the fun funds that they need to purchase um their supplies. And so um they are also volunteers and many of them are part of the artlet um volunteer group and so just to shout out

024to them and thank them for for their donations every year. Sure. I'm wondering if uh did any of the students go through art lit and have any uh comments that you would like to say. Not to put you on the spot, but I will. Uh yeah, I have a lot of strong memories of it. uh you know at elementary school when I was at Bum, but uh more recently I uh through child development go down to Durham and uh on Fridays they have this thing where they have the three like specials classes come together and that's when they do their uh among other things it's when they've done their art lit and it's just great to see all the kids like and especially in that like big environment be able to like work on these

025different projects and they like different stations set up and just like everyone loves it. I also experienced art lit at Alberta Ryder um during my elementary school years and that was that had like a strong impact on me as well because we did it with like the buddy system kind of thing where it's like the fifth graders and like the younger kids. Um but I also have a younger brother who's a sixth grader now but he was at Alberta Ryder for the past like five years or so. Um and whenever he would come home with his little projects he was always really excited about it. So, um, just seeing that program, um, affect my younger sibling in a positive way was really impactful for me as well. I also experienced Artlet at Templeton. Um, I

026remember fifth grade, we had to like make a poster for the Broadway Rose Theater um, for the Cinderella thing and I won. Um, and that's kind of like a heartfelt memory that like I hold dear to my heart from elementary school. Um, I also have a younger brother and he's currently in fourth grade. Um, and he always comes home like that privately and he's like, "Oh my gosh, look what I'm in Moss and it just like always makes my day." So, thank you for all that you do. Oh gosh, it takes me back. I think Oh my gosh. I think one time we were making these birds on these walls and we painted them and everything. It was this clay bird and I made mine into um the Hello Kitty and I I thought it

027was so adorable and I think it's still at CFT. And I think one other time I had this super cute little butterfly that I made that I still have in my room and it's so cute. It's just there to remind me of nostalgia and everything. So, thank you so much for this program. I really, really enjoyed it. Thank you. Thank you. Unfortunately, I was not in this program. However, from hearing from my classmates here is it sounds like it was a great program for them and I'm sure you're making many little artists blooming. So, I'm sure that they think the world of you guys and what all you do. So, thank you so much for it. There are several art projects in my house. I can tell you that. Yes. Thank you so much. All

028right, with that we will move into student representative reports. Uh the biggest highlight since the last meeting is that 12ton girl 12ton girls basketball has won the 2025 OSAA state championship. Uh was a great game. Uh was a great game. They trailed by 19 at one point in the third quarter and ended the game on a 28-2 run to get their first ever state title. Um, in other sports news, uh, spring sports are starting to get underway. Both baseball and softball have started their season strong at five and one and six and two, respectively. Uh, it's also associate associate principal appreciation week this week. So, special thank you to Ms. Kiss, Miss Mayo, and Mr. Stanley. Uh, and we are approaching the time for IB exams. All test takers will attend a meeting Wednesday during

029both lunches. next Wednesday during both lunches to get the details on pre-arranged absence forms, uh, exact schedule, timing, all that kind of stuff. And then also at Twalatin, um, RSB has been planning a spikeball tournament in like collaboration with Tiger. Um, which will be on May 10th at Tiger High School at 11:00 a.m. Um, and then entries will be like you can pay to like enter into the competition or you can bring in cans. So, it's kind of like a canned donation as well. Um, and then prom is May 3rd at Crystal Ballroom and tickets started selling today. Um, and guest passes were released last week and those guest passes have to be done by next Friday. And then um we have grad night uh for senior like promotions. So the um like early bird

030kind of cost for grad night passed last week. So now it's an additional like $25 um for that cost. Um, and then along with like kind of senior news, um, a lot of seniors picked up their caps and gowns last week. So, bittersweet mo bit beater, oh my gosh, bittersweet moment from a senior, but it's okay. And then as well, ASB results um were released last Friday. So, that kind of determines the ASB for next year. And then um on some good news, we have uh we had the state thespian festival last uh week where we got first place in costume construction, first place for dramatic duo and then first place for playwriting. Um over here at Tiger in terms of sports, Tiger won nationals in Palm in Anaheim over the break and then we

031also got second in jazz and contemporary. Um, Tiger won all sports this past Friday during the Oregon Relays Down at Hayward Fields. Three school records were broken. And then, um, recently the paw print issue three has been published. It's called Voices. Um, I brought copies for all of you so that you guys can have one. And then final yearbook deadline is on April 24th. Tiger also went to the Thespian State Festival and we won in all three categories that we um, auditioned for or performed at. We won our tech competition, I believe, the fourth time in a row. We have won our makeup. So exciting. And then finally, we also won our one act for chapter select. So, I am so so so excited about it. I was a part of it. I played the

032waitress and I was able and so we are now planning to go to the international thespian festival to perform our one act and I'm so so so so excited. This was my first time at state and it was an amazing experience. They had a duck room and it was so much fun just buying these little ducks that we could pair up and find. I had my little own badge. It was so cute. And we watched some amazing performances. You're in town and Hades Town. Oh, so good, so funny, and so many people cried. So, it was an amazing experience and I am so glad I was able to enjoy it with my theater troop. They made it so much fun. They are like, this is what I like to say about theater. Theater sa uh

033theater didn't save my life. It was the people in it that did and they were just so amazing. They really made my day especially after competing in so many in regionals and all this. Just having this win was just it really it made me feel so welcomed and so loved and it was amazing experience. Love, love, love it. But continuing on, we also have a numerous amount of FBLA winners. Many won state as well, and it was amazing to see. So, so, so, so excited for them to go to nationals as well. And at Tiger High School, we have multicultural night coming along on April 23rd. So, please, please, please come. It is from 5 to 8:00 p.m. in the comments. ASU or our Asian Student Union is selling Tai Tea, so make sure to

034bring some extra cash. And there's always um some food left around. So please please please come. There's going to be some amazing performances. But that is all from Tiger. It's always so interesting to come after [Laughter] Nathan. Anyway, for Tiger Twin Virtual Academy, we have our annual contest where students can submit their designs to be chosen as our t-shirt of the year. The winner will get a free t-shirt of their design and $50 gift card. And we had our work session here in person, which was a great success. Many students got to communicate with their teachers for quarter 3 ending. I know I needed to. And of course, students got to socialize with their classmates since, you know, it's always the fun part of the work session. And that was it for our school. Thank

035you. Thank you so much. All right, moving on to superintendent report. Thank you. There's so much action going on and so much to celebrate. And it's already April and who's counting? 43. How did you know? I read Oh, I think I You might have read my report in advance. Spoiler alert. You might have read that. So, we got about 43 days left in the school year. And we have a lot of unfinished business in the school year. a lot of milestones left to be crossed and a lot of things to celebrate. Um just to name a few just to add on to what the students shared. Um we have everything from state testing starting in many of our elementary schools. Uh IB exams like Jamie mentioned are is right around the corner and our our

036seniors are pushing hard uh to stay locked in for gradu until graduation comes in June. So again, a lot coming um down the pike. And then also for um district at large, we still have that bond measure that's happening. Um and we're going to have folks voting on that in May. And um our district along with the pack, we are working hard to ensure that the public has all the information they need on um as they go to the ballots in May. You might start seeing a little bit of signage when you start going out to schools. And again, that's thanks to our pack um and director Palaskki working hard to make sure that people understand how the bond's going to impact their school if it was PA passed. And um Chair Irvin and I

037get take a little field trip on Wednesday to the Toalton Rotary and make sure that we are spreading as much information as possible so people are able to make an informed choice when again they go to the ballot box on in May. So there got that going on right now. Um also we have bargaining. So uh OSA uh we kicked off our our uh successor bargaining with them earlier uh last week and it went really well for our first session. We already had three um articles get that TA got a tenative agreement which is a really positive way to to kick things off and we're hopeful that we'll keep up that momentum. So we meet with them again in about a week and a half on April 16th and we're hoping to TA a few

038more. Um, so it feels like every week we get a new kind of federal update or mandate and we got a couple last week and I just want to speak to to one of them a little bit and this one is around uh the information that the Oregon Department of Education um shared regarding the US Department of Education's $2.5 million um I guess cancellation or rescending of the co era funding. This happened in March. Um, this was planned to happen maybe 10 months earlier than expected. And these funds uh pay for key statewide projects around literacy and improving literacy, math instruction, important professional development for our staff. And while the financial effects are probably going to be marginal for TTSD, the net impact is damaging to public school systems. Um, Oregon is really unique compared

039to several other school districts I've visited on the east coast and otherware elsewhere in the US and California even um in that uh many other states again picking on the east coast have a large private school system. They have a large parochial system but and um more optins to to charters. Uh Oregon is unique in that um our charters are primarily public and um no matter what your background is uh what your folks political affiliation is, what your socioeconomic status is, the vast majority of students go to public schools. And I think it's a testament to the good job that we've done and to a narrative that hasn't been told around public schools. And so what the challenge for us to do right now is to continue to tell that story. And one way that

040we can do it is through getting really intentional about our outcomes. Um and then also uh showing how beautiful of a thing public schools are like the pres presentation that you saw earlier about art lit. But I think uh we're in a in a time and a moment where being able to share that narrative to lawmakers and folks in Washington is imperative for us right now. Uh, so that's something that I'm going to commit to doing. So, I just wanted to throw that out there. I just wanted to really make a a case for public schools and all the great things we do for students, no matter where you come from. Um, so let's get back to a little bit more light-hearted stuff, which is the congratulations. I think our students said this well enough,

041but I did want to show some pictures. Thor, we have at least a couple. Oh, here's our tiger right here. Um, congratulations to our Tiger Reds dance team who won the US Nationals um, in the Palm event. This is in Anaheim, California. And then they also finished second in jazz and uh, second in contemporary. So um, this is a big a big deal, a real big deal. And we're really proud of them. And then also our towin uh, dance team finished uh, first in state in the contemporary uh, event. and they also took, I believe, second in jazz as well. So, uh, our dance team was making a splash, um, both nationally and at the state level. And then also, do we have a picture of the girls basketball team up there? Nope. It's just

042me doing a plank, which is not quite as impressive. So, I did want to say congratulations to the um to the basketball team. I think Jamie Jamie captured it. Uh they were down 19 in the uh fourth quarter and I went to the game with my daughter and I start mumbling to myself during the game around what needs to happen if we're going to win and they were able to pull it off and those kids were just gritty. They didn't give up and they had moxy. So congratulations to coach Papus and the Dwaltin girls team. All right. And then um in the vein of uh athletics and athletic prowess, there is me visiting the Hazel Brook PE uh class. So, um, I walked into the PE class in Hazelbrook, uh, on Friday. I was with

043directors Zerse, and they had a they had kids getting after it. They had probably what, about 60 kids, uh, 60 kids all doing push-ups and planks. None of them were dogging it. They were all getting after it. And so, I had to join in to show them that I, you know, I could still knock out a few push-ups. So, again, look at that form. Um, I think I got about 10, 15 push-ups in. So, um, and it's always just fun to be able to get into schools and see the amazing work that's happening at at Hazelbrook. So, all right, let's talk, uh, and actually that's that's Oh, there's that picture. There you go. Congratulations to the Dualton team. So, that is it for my updates. Just a lot of positive things going on in schools

044right now. Thank you so much. Directors, want to go director? Since I'm gonna talk about Hazelbrook, it seems like appropriate. By the way, the uh PE teacher noted that uh our superintendent's form for both push-ups and planks was right on best in the room. So, we did all right hiring this guy. He can he can do a push-up. Um, but I did want to talk a little bit about uh going into Hazelbrook because, you know, last year we heard a lot about how problematic things were at Hazel Brook, how students didn't feel safe. And I wanted to let my fellow board members know what I saw there in a visit that lasted almost an hour. Um, I watched kids going through the hallway. They didn't know we were there. Um, and I counted how many

045times I saw a student touch another student. It was a grand total of five times in a passing time. And most of those were kids holding hands with their significant others or two friends joshing each other and poking each other. There was no aggression in the hallways at all. Um, I was a little unnerved by how quiet passing was. The kids were speaking to each other but softly like they were using their packs voices or something. It was amazing to watch. When we went into classrooms, we were in a social uh sciences class where students were working on projects involving various medieval components. Um, and all of the kids in the classroom, 2011, were on task. I thought there was one kid who was off task. I thought I I'd caught one. It turns out

046she was digging in her backpack to get out her pens so that she could be coloring in George the Dragon, George versus the Dragon for her puppet show that she was building. Um, I saw kids doing PE and they weren't goofing around. I mean, when my daughter was there some 20 odd years ago, there was some goofing around going on in that PE classroom. So, I think the the entire tone of the school was calm and kids were learning and kids were happy to be there and they were engaged with their schoolwork and it's exactly what we want to see happening in our schools. And I want to credit our um our principal Chris Harvey Boltz for the amazing job he's done in really helping to reshape the climate and culture of that school because

047it is impressive and I encourage any of you to go and visit if you have a chance. Thank you so much for taking any board members on tours of any schools. Yeah, that's so fun. Anyone want to go Crystal? Thank you for all the wonderful work and play update um unfolding in our schools. I have said before that it was possible that schools with a DEI programming could lose federal funding potentially for things like school meals. This is literally, as I said before, a bully making a demand or he's taking your lunch money. We now find ourselves with that possibility, with threats to Title One and school meals. I want nothing more than to take that proud stand. Our young people deserve better than threats, and this threatens local control, our very constitutional powers, and

048inability to speak freely about deeply held values. They say that pride goeth before fall, and this threat is pure arrogance. I can't rest easy, though. The Civil Rights Act of 1964 prohibited discrimination based on race, color, or national origin. Title One funding built on this effort by addressing inequality. Congress recognized that schools in high that students in high poverty schools need more supports to reach equitable outcomes, closing the gap for marginalized students. In working to fund this concept, in 1964, President Johnson said, "The Great Society rests on abundance and liberty for all. It demands an end to poverty and racial and racial injustice. In the classrooms of America, there your children's lives will be shaped. Our society will not be great until every young mind is set free to scan the farthest reaches of thought

049and imagination." That's what Title One does. As we move through this historic challenge, I want to thank the education advocates and the state and national leaders who are engaged with this issue. We must remain humble but brave. Also, thank you, Sure. Um I I know it's been a while since we've been here, but you know, I don't have much to say uh other than um actually um Ethan and I attended the KOSA um advocacy date for uh for uh educators of color and you know that was great. We got to meet with a lot of the state reps and advocate for um the current service level funding for our schools. And so, you know, that's something that um board member Shme also has um asked all the parents to go and advocate. So, I think

050it was our turn to go and and advocate at the legislature. So, that was that was great for um for us to be able to do that. And then uh one of the things that I did on Saturday was go to the foundation or go to prom I guess because it's the tire to the foundation prom. So uh that was also great. It brought me back to the 90s. Yes. So that's it. 1900s. Yes. Um it has been a while since we got together. Um over that time uh I went to the um the 12 high school spring choir concert which was lovely and uh the performance of the Crucible. um as you all were talking about the theater program and the thespian um competitions like we have a wonderful theater arts program both of

051our high schools and congratulations to all of you and and that performance was really wonderful. Um on April 2nd I visited the preschool at Kuya and um Christina Curts gave me a great tour. I got to see the plan from beginning to end that they have on the wall there. Um, I got to visit classroom. I classrooms. I got to learn about um the families that are served there and hang out with kids eating snack. They taught me about bees. Um, they gave me this great t-shirt that said that I was going to kindergarten at TTSD, which I wore tonight, which I loved. And um, uh, if you know about me, early childhood was my, um, start in my educational career. So, I could have stayed there all day. I did not. But it was

052really uh it was really wonderful to see that program in action and hang out with the littles. Um I also just got back late last night from the National School Boards Association con concert. There was not a lot of singing um conference. Um I got to present there. I presented on um the intersection of uh school board behaviors and characteristics and transformational leadership and superintendent. That's not the important part. Um but I got to learn a lot about what boards are doing with respect to strategic planning. Um learn about social media and young minds. Um I went to a session on how not to get sued. I went to a session on good governance. Um and I also just want to say with respect to things at a higher level at the federal level people

053all over the country are are concerned and no matter where we are all coming from ideologically and politically I didn't meet anyone who was not um who did not realize and recognize and were all in it with us um the importance of public education. wasn't a single person from any state that that we could not have talked to at this table about the importance of public education and um so in that way it was really wonderful to have colleagues all over the country. I will be brief um and I'll pass them out in a moment but we do have two birthdays because if I don't say at the beginning I'll forget. So Jamie, April 4th and Director Laura Kins, April 5th. You're also birthday neighbors, so I will pass out your cakes in just a

054moment. So happy birthday. Happy birthday. Um, it has been a minute. So I also attended '90s prom. Then the funniest part was I saw like four different people. Feel like Laura was one of them that like I was like, "Hi." and she was like, "I don't cuz I was in full get up with like ponytails and butterfly clips and like over like the whole thing." And so nobody was like, "This is not our stuffy board chair." Um, and so it took him a minute, but it was really fun. It was a wonderful event and it was just another time for people to come together um and really talk about the in when we we all are in community and so all these different pockets and groups of people need to come together to continue to

055support our students and there have always been gaps. There's always been not enough funding. All these things continue to be true and how do we continue showing up generationally for each other, for our students, um for our teachers and all of that. Um before I also forget I feel like and I'm going to ask audience member here didn't last year because I Nathan said that we won Tiger won an award in makeup correct now wasn't that a class that we added re like last year we added costume design and makeup and yeah you can come up because I feel like that's a very cool arc of that story if that was a program that we added last year. Sorry I'm ad hawking. Um, yeah. Oh, and I'm loud. Sorry. Um, we did add that. Unfortunately,

056I was reduced and so I w we were not even though we had 70 people signed up. Yeah. Yeah, you do that. Um, we had 70 kids sign up for it as first choice. Okay. But it but um the student in um question Mariah Fulgar Leon um we worked outside of that. So, she used Night of the Living Dead as her project and um I hope to come back and with the kids and talk more about that because it was it was in black and you saw it was in black and white grayscale and if you came to see it, it was like watching a black and white film except live. Awesome. I was curious about that. Thank you. Um, okay. So, that was a question on my list of things that I had. Um,

057foundation event. Yes. Um, we are and directors are we'll kind of come back every few weeks and talk about all the updates legislatively um that are continuing to happen and it's a very fast pace. It's things are moving really quickly in terms of bills that are coming through, places that we've done testimony for for certain bills. Um, so we'll continue to update folks on that. And then finally, I went to um the innovative schools summit um that was in Orlando and it was really wonderful. Um, and one of the things, and it kind of ties in a lot to our guests this earlier this evening with the art lit, um, which is really just this idea, um, of all these different ways that we can be in community and have kids in ways that they

058connect. Um, and so one of our people, our speakers kind of talked about how, you know, he had gone as a student a whole day and no one ever said his name. um or a whole day and never had this way to express different ways of what he may have been feeling. And so in his right so he had these educators that made a difference because they gave those pathways and those inroads whether it was through art or sports um or whatever it was to figure out um he said you know sometimes he would be punished um because people didn't know how like we didn't know how to deal with our anger and our frustration and our fears as students. And so the educators that gave those those those opportunities and those openings for having

059ways to kind of work through that, one of those being art, um music, sports were ways that really were life-saving. And then finally, our last speaker um just said the most important thing we can give a child, and this was to educators in the room, um a child as an educator is their dignity. And so I think what we are seeing over and over again, whether it's through art, whether it's through all the programs that are doing well, the teachers that are doing really innovative things, the the directors um that are helping leaders and teach leaders and grow leaders is that we are really trying to to do that. I see that in action is that we are as educators um giving children their dignity. So wanted to end on that and I'm last. So

060that's all. Okay, next up, um, we have no public comment. There was one written comment that's been entered into record. So, yeah, we didn't have any I don't think sign up in time. Okay. Oh, we'll talk to you after. Yeah. Um, so our first is the first read for the integrated planning for 2527 with Dr. McCall. Good evening, board chair Irving, board members, and superintendent um Udo Senator. So I have with me tonight our Jessica C our CFO and we're going to share with you uh a preview of the integrated application which will uh be submitted. So let's get started. Next [Music] slide. So as you can see the um the purpose tonight is really two parts. Uh what we're going to share with you is just a preview of the guidance in our planning

061process as well as sharing with you some of the how it aligns with our strategic plan and then um share some common themes as well as um the outlines for next steps. Next slide. So just to give you a little background uh on this process of uh integrated planning, it um has come about with our uh guidance from OD which is the Oregon Department of Education. And really what it is, it's an effort for us to integrate some of our funding sources so that we as a district can continue with our um planning across all of our levels in our departments for the goal of um meeting the needs of all of our students. Next slide. And every um really four years, but for the next two years, what this planning does is address um

062in the application the needs assessment. It also covers equity advanced well-rounded education. Um, we have to include how we engage in our community as well as how we're really strengthening our systems and building capacity to serve all of our students. And new this year is early literacy inventory because uh we have an early literacy grant. And then uh we do a plan summary. And then we also included in that uh application is our integrated planning and budget template that really outlines all of our outcomes and our strategies. Next slide. And so here you can see that uh there are nine programs and what this the programs align perfectly with our common goals. This alignment allows us as a district to bring together our various initiatives across our schools, our departments and um unified under a

063strategic vision. So rather than treating each program separately, the integrated guidance gives us a framework that um includes how we utilize our fund and how we uh create strategies that are student centered. And so um the application we're developing will eventually be what we call a integrated plan. Next slide. And of course, our plan aligns with our strategic goals. Well, we know that uh it involves student uh achievement. It's how we prepare our students for the future and as well as safety, culture, and climate so that every student in TTSD feels uh safe, valued, and respected. And we know that um talent uh it is our goal that we not only hire but we retain uh quality educators for the purpose of serving all of our students. And of course we strive for the equity

064is at the center. And what that means is providing support and opportunities that meet the needs of each and every one of our students especially those who are on the margin and um we always keep this in mind during the planning process. Next slide. So uh the integrated application requires us to follow uh these required steps uh and putting together our plan to meet our needs. Uh what you see is that in every plan not just TTSD but at every school district in Oregon you we need to use uh equity lens. We and TTSD, we have been utilizing equity lens as it relates to how we show up and how we conduct our meetings, the protocols we use. And we are uh proud that we engage our community in this process, not just once, but

065multiple times over the course of the year. And uh we're also required to do an comprehensive needs assessment assessment. and we've been doing that all along. And then also uh how does this impact um have on our vocal students? So it's critical that we engage our students and not only uh survey them but also take the time to listen to their needs and get input. And it also requires that we review our previous plan and that we have input from our equity department or uh EAC as well as uh reviewing what is called the quality education model reports that come out uh every even year so that we're focused on best practices in education. Next slide. And as I mentioned um part of the uh process is uh using tools and this is just an

066example of one of our tools that our um director Dr. Zenia has created that we think about our first thoughts when we're engaging in community with our constituents and that's the first thing that come into our mind but also to go deeper is that when we listen and learn it forms a second thought. We are engaging our constituents uh through roundt discussion, focal group interviews as well as surveys. Next slide. So just a little bit about our community engagement. Uh this has been ongoing uh this year starting in September. We engaged in community conversations uh with our superintendent and our families and it also included students uh staff and community as well as recently having community budget meetings um starting back in February and we just finished our last one on the 19th. Uh as

067well as uh gaining input from other sources as I mentioned and again uh making sure that we provide opportunities for transportation, child care, and translation. And next slide. So, I know um many of you were able to join us for our community budget workg groups, but um just a summary of how we spent early winter. um our February 12th meeting. You know, this is in um community members, parents, staff, volunteers are in welcome to learn about the district, learn about how we make budgeting decisions, gain a better understanding of our student profile and how we differentiate services to meet student need. So, our first session started with an orientation to the state school fund as well as just the district's budget and how we utilize funding. and we provided a brief overview of our um

068find strategic plan. On the 26th, our instructional core leadership team um dove deep into um our tiered systems of support and specifically broke out groups um into four groups to um go over one of our initiatives. And those um at those roundts, people got to ask questions again, get clarification. Um it was really I got to sit with Laura talking about literacy initiatives and um then so they learned about a topic became subject matter experts and then went back to their original table to get to round robin and share the overview and lots of dialogue and discussion which was really exciting. On March 6th, we met at Byum Elementary and um introduced a new topic which we really haven't spoken about a lot at this level, which is our operations and auxiliary services. Um, you

069know, we um manage millions of square footage and um those departments got to discuss the technical specifications that their departments have grown into to help support as well as just how those departments support modern learning. And then on March 19th, we went back and reviewed questions that we had been collecting throughout the our time together. we got to kind of clarify opportunity or just clarify certain pieces that people wanted more information about. Dr. McCall talked about the integrated guidance and um we also did a budget prioritization activity. So, it was um a whirlwind of activity and it was exciting to hear people come and um ask good questions and really lean in to the budget process. So, next slide. So yeah, as I just mentioned, um we dove deep in terms of financials, um facilities

070as well as our instructional um approach and we also had an opportunity to provide information about the upcoming bond election um coming up in May and had a lot of opportunity for feedback and reflection. Yeah, I'm always impressed when we do an activity like that or it's you know by prioritizing our budget it illuminates how uh complex our budget process is. So thank you for leading us in that activity. Next slide. So we also presented um just um survey summary uh that we sent out in March. also shared it with all of you in your board packet uh where we engaged our families, our students, our staff and asking them qu uh uh some questions as it relates to the topics of our strategic goals and plans. And it was really interesting in that our

071students for the uh most part said that they agree that um teachers help them develop essential skills uh um for the future as well as highlighting the need for uh some more uh stronger academic support and individualized instruction. as well as um some of the highlights were many of our uh respondents felt that TT TTSD schools provide a welcoming and inclusive environment. However, there were some concerns that were raised about physical and emotional safety um particularly as it relates to uh maybe peer behavior and also highlighting that families recognize the importance of attendance and feel that it's important that um that their student attend school and get the education that they need. Next slide. Again, these were the key themes that we heard around academic skills, um, district priorities and college and career readiness. And,

072uh, just also wanted to call out that our, uh, instructional core team did a presentation at one of our second, uh, community meetings. that really highlight specifically some of the things that we heard in our themes around uh family engagement uh instructional prek to 12 literacy. Those were just some of the highlights in that presentation. Next slide. And using um data data tells a story but it doesn't tell the whole story. So uh while we review our midyear um academic data, it's so so critical that we are looking at what is our constituents mainly our students and our staff are saying and using that in our planning so that we can continue to highlight um the need to prioritize um our key uh indicators such as third grade reading, fifth grade and eighth grade reading,

073uh fifth and eighth grade math as well as ninth grade on track. So those were just um these are the things that we include in our uh application planning. And then again, like I said, some of the uh priorities for the 2527 uh school year is prek to 12 literacy, addressing the needs of our multilingual learners, uh 9th grade uh success in graduation success as well as staff development and um retention. Next slide. All right. So when we come back to you later this month, we'll have more details about our 2527 application. This is a snapshot of how we are currently spending allocated expenses among this um different initiatives. So specifically that integrated guidance portfolio I referred to at our work session um brings about $15.7 million of resources into the school district and the

074student investment account is the largest with approximately 11.1 million in allocated expenditures. You can see on the left we have our five main components. high school success, student investment account, early learning, um, early intervention and indicator systems, as well as I always mess this one up. Continuous school improvement and targeted school improvement. Yay. Okay, so those are those. And then that smaller pie chart shows specifically um, when the student success act was passed and districts needed to write their um, goals and they could kind of categorize them in major sub areas. And so you can see how we use our um grant to reduce class size, provide ongoing community engagement, and invest in student health and safety. So um just to next slide, please kind of show you what we're working with. These are our

075allocations comparing our 2425 award amounts with our 2526 allocations. things are still subject to change based off of the final legislatively adopted budget, but you can see um with the exception of high school success, we are in a reduced funding mode. Um and so specifically when you have payroll leveraged into those grants um that is just part of the blending and braiding um this the work that we do. So, um, again, that's just a snapshot with where we sit currently. Some of those items could change if funding was allocated in a way, um, that was higher than what's in the governor's recommended budget. Next slide. So, pictures are worth a thousand words, they say. And so, this is just an examples of uh, how our funds are used. And you see here um an elementary

076classroom um focused on everyday engaging students, our youngest learners uh and teachers delivering high quality education as well as the product of high school success uh and graduation. Uh examples of community engagement as well as individual learning opportunities with students. Uh and this is just a a snapshot of our what we do with the funds that uh director C just mentioned. And next slide. So what happens next? So this again we will be back um on April the 21st uh to present our uh final draft for uh board approval and then we are to submit um to Oregon Department of Education our application that is due April the 30th and again continuous ongoing engagement and monitoring of that uh integrated uh programs guide. And last next is any questions or comments, questions, comment. Oh, thank

077you for all the good work. Thank you very much for doing this. I just want to call out if anybody didn't notice on that funding update slide that the um early literacy and the uh student investment account, not only are they not increasing with inflation, they are less than they were last year. And even the high school success where we got some increase, it's a whopping 1% increase doesn't even come close to covering inflation. So, uh, I love all of those funding streams. Um, it is once again disappointing they aren't going up to cover our expenses. The idea of a can of a standard service level being met by the state of Oregon is [Music] Yeah, this is a big application. I This is a big body of work to put together. So, thank you

078to you, all the team that's really continued to gather all this information, the data, where we're going, um, all of those areas. I know that's a lot. Um, and I think to Director Zid's point, it does, you know, and we've had these conversations in our sort of OSBA land, which is it's great to have these pots, but sometimes the people legislating those pots are kind of doing the same stealing from Peter to pay Paul, like they're just sort of moving things around, so you're not actually getting this increase in actual funding. and then you see these little decreases um but then increasing somewhere else so you kind of forget that no they just took it away from there. So there's just a lot um of work and so I appreciate all this update and and

079thank you for bringing that forward. Oh um while we get ready for our next reports and discussion items, I'm going to pass up cakes which I didn't do because I didn't do it at the time. So that's a learning moment for me. Um, so Alex, just wait two seconds before you start. Okay. All right. Carry on. So, I also was at the 12 High School spring choir concert, and you meet the most interesting people there. That was great. [Laughter] Um well uh good evening Chair Irvin, Vice Chair Himemes, board members and always appreciated student representatives. Back on December 9th when the board approved a bond resolution, May 20th seemed like a long time away, but here we are. We're 23 days from ballots being mailed out, just 43 days from election day. Uh May 20th,

080we've done a lot of work to prepare for this moment in time. Uh it's very intense but as you know the implications for our students are huge and our communications team is really excited to be involved in this work. We've had some great partners uh externally in right public affairs and internally across a lot of departments notably Darren Bernard and and Kevin Monte. I also want to recognize uh members of our communications team uh Emma Gomez, Lisa Burton, and the notably Gustavo Garcia, whose remarkable photography you can see on the the uh screen above you and on one of the handouts you have here. Uh really captures, as you can see, a sense of joy that's uh hard to come by. Uh and I really appreciate how we're able to use that in the information

081we're giving to to uh our constituents. You put the next slide, please, Thor. So um this this just the highlights of what we're talking about as part of thisformational campaign um repair, secure and prepare and uh you'll see this again and again and again. Uh really key themes for us. Uh next slide please Thor. Um as you know um all around us the current economic climate we're we're seeing a lot of turmoil a lot of chaos and uh when that happens uh that uncertainty uh can translate. So what we're emphasizing is our community's longtime support of schools and that this bond is an opportunity for local control. Uh next slide please. Um in a bond campaign uh there's there's always this balance point between negative messaging and working to create positive outcomes. So we're trying

082to strike that balance by being really frank about the challenges that we face as well as looking ahead for the opportunities that this bond uh has implications for our students. And we're going to go uh pretty quickly through the next few. Uh Thor, just some examples. We have some definite challenges across the district and we need to uh we need to be frank about those. They're they're very real and people need to know what they are. Next slide, please. Next. uh Fowler which as you know is uh the biggest project within this bond uh at roughly a third of the cost is related to Fowler and the replacement there. Next slide please. And uh we I was happy to see Hi Tori. Uh uh from you one of our uh theater programs and the the

083lighting issue at at both Tiger and Charlton high schools is a very serious one. The one would be addressed if this bond gets passed. Next slide please. And then of course, you know, looking ahead, what what's what are the possibilities? Uh if you go to the next couple of slides, these are just a couple of uh Thor, go ahead, show the next one, please. Uh you know, what could a a brand new uh middle school look like? These aren't meant to be actual representations of what Fowler could be. But we did ask architectural firm to just show us, you know, that natural light, the big open space, the opportunity for our students to uh uh learn in a in a modern environment, how important that is. And next slide, Thor. This is just, you know,

084what could an athletic field look like at a at a rebuilt middle school? And if you go to next slide, please Thor. Thank you. So, u starting uh next week, actually later this week, we're going to start to see some this is some interior signage you'll be seeing at our schools. Uh uh that'll be on uh easels that as you walk into the school, you'll be able to see this. We also have some handouts that show precisely what are the implications for that school so that those uh parents will see what what this could mean if the bond passes there. Uh next slide, please store. And these are exterior uh signs. They're 4x8s that in many cases will be mounted on plywood. At other sites, they're going to be mounted on on the uh fencing

085there that again show what are the implications schoolside by schoolside if the bond were to pass. Um also uh uh in the handouts you have uh I want to note that uh one of them is uh just a map this this one pager with uh side by side uh what are the uh potential projects at each school site and then uh the fold out this this is uh uh going to be going out to all 36,000 plus uh um registered voting households within our district uh starting next week. This is the first of three mailers that we're going to have. Um the others are going to go out April 25th and May 9th. Um and with that, I'd like to invite any questions that you may have. Any questions? Yes. Just a couple of comments

086just to keep emphasizing this. A I think this is all really beautiful. Thank you for continuing to put stuff together that's really important and really simple and concise for folks to understand who are going to be voting on this. Um I think the questions that that I hear just in general about bonds in general that keep coming up are how much is this going to cost me? It's going to cost me a ton of money. And so I think like the when I look at stuff like how easy is the information to find? Like where where do you see it immediately? And it's it's right here and it's everywhere you you put it. And and it's not it's not the huge amount of money that that it may seem like because when you see the

087total that that you know is being asked for, it's like how much is going to come back on me. It's not the huge amount of money that it sounds like. Um that would be you know it says right here that translates to about $25 per month for the median homeowner and that's really easy to find in here. So that's really important for folks to know. I think the second thing is when folks hear the words um matching grant from the state, they think it means matches entirely. Like I mean that's that's what I have heard that misconception before. That is not the case. State matching grant is is a is a great source of money but it does not mean that it matches entirely. What is ours? It's 8.28 million. Yeah. So that does not

088match what we would put into it. It is a source of of money, but it does not match what what ours is. And I think the third thing that is really important for folks to know, and it says it in here, is the local control thing. This is not run by the state. It's not run by anybody else. This is all TTSD controlled funding. And there is a clearly laid out plan for it that is really responsibly built. And um because that's the other question I hear just about bonds in general. Who runs this? You know, like who's in control of this? Where does this go? Um, so thank you for putting this all together because I always looked through the lens of, okay, if these are the big questions, how do I find this?

089If I'm just looking at this and it's all really right there. So, thanks. I would just add to also sort of being intimately involved in in all of this as well. I think um this is excellent information and to your point, you know, answering whether it's there are questions about well what my property value is different than assessed value and so that was one big thing. So, we don't have to worry about that piece because people thought that would actually mean a whole lot more um than it would, but it's assessed value. Um, I also think it's really important to understand that all of these things, whether we have kids currently in elementary or middle or a high school or no kids at all or kids coming up, these are also cornerstones of our community.

090And so again, when we come back to like the the message at the foundation event was we may not be right now meeting or you know servicing some of these buildings or these whatever it happens to be. But we are part of this community and growing our students and having the opportunity to give them um spaces where they can learn, spaces where there is that natural light, spaces where um there is room for teachers to spread out and do the things that they want to do, whatever those pieces are, and they're secure. All all the things um is really important. And this was not this was something that's been years. I think this is another piece um that long range facilities planning. There's a bond oversight committee. There's all kinds of people behind the background

091in this whole process for years. Directors and I have been part of that that have been going through and sight by sight and um project by project and bringing in community. So this isn't something where it's like I think we should have a bond in May and then like we are throwing together what we think would be cool. Um, it really is years of of data and surveying and talking with staff, teachers, parents, community members, students, all of the things to really make sure that we are getting this right. Um, because it is for all of our students, all of our community. And that also means we need people to vote. And off your um, elections are not great. Um, so it is May 20th, the last day. And I'm looking at my seniors over

092here. Um, to tell your friends if they have not registered to vote yet or if you were listening, it is April 29th is the deadline to register to vote to be able to vote in the May 20th election. And I double checked that online. Um, and so this is an opportunity for our 18-year-olds to have a say in their current um, even if they're just leaving, but kind of their their community right now, which is really cool. Um, so I would just urge our our student reps to kind of do their get out the vote piece. Um, and then everybody else just make sure they are showing up. Thank you. I would just chime in that um staff is not allowed to say vote for this. Schoolboard members are. You'll notice in the documentation it's

093entirelyformational. There's no um persuasion attempted in any way, shape, or form. We are well within the legal um parameters of how we do this. But um as a board member, please vote for this. Don't just vote. Vote for this. Thank you. Thank you for adding that last part, Director Zers. Um one thing that we can do informationally as a district is encourage people to vote and we we do so at every opportunity. Uh typically voter turnout turnout in a May election uh in this district is at about 22%. So uh if we're able to get a higher voter turnout uh we would have a higher uh uh chance of success in this election. So thank you for for your work uh in that uh in that regard. Thank you. All right. Thank you so much.

094And with that, we'll move to our first action item, which is the reduction in force declaration with Marrio. Thank you very much. Um, this year we've been really transparent about our posh the possible um reduction of forest given that we have a deficit for the 2527 bienium. And just a quick summary, we've talked about this in several board meetings. We talked about it in our work session as well. But um the reasons for this is because of declining enrollment, increased operational costs and insufficient state school fund. And this has led to expenditures outpacing our revenues. Uh we spent down our reserves by almost 20 million since 2021. And um this is a practice that we can no longer sustain or afford. And so we're facing a $12 million deficit uh over two years. And that

095is uh 10.7 million that we need a frontload uh for the 2526 school year if we're going to systemically make sure that we meet our ending fund balance by the 20 uh 627 school year. Sorry, I might have got those years mixed up. Um, and I I want to show you um still a quick summary of what the a possible reduction in force would look like. So um we're looking at about total of 9.1 million in staffing, right? Um before I get into too much of this, I just want to make a couple more comments about how we arrive here and the impetus for us going looking at a reduction in force. So, um I'm really confident that we can reverse this trend of us going into to funds, but we're going to have to

096be really intentional. Um and it's going to take some discipline and for us doing um for us uh going we're turning to um ratios that are balanced for how many students that we have. And that's one example of how we derive the numbers that you see in front of you that you're gonna we're going to talk about in a second. Um, and I think we can do this and reverse this course and still provide stellar programming for students. And um, I think we can do this uh, in a way that will reverse things and eventually start replenishing our ending fund balance within the next few years. That's the endgame. And I think we're on we're on pace to do this. Um, and I just want to give uh recognition to our school leaders and our

097district leaders for really rolling up their sleeves and doing the hard work to get these numbers up here in a place where I think we can make this thing happen and still continue to provide uh quality outcome or quality educational experiences for our kids. So, um, we need the board to consider a reduction in force and here's the considerations we're looking for in the staff. Right? So it's uh from our licensed staff it's 64 staff total 7.6 million is what that comes out to. You'll see a breakdown between instructional and non-instructional staff. The reason again that we arrived at that instructional staff or the way we arrived there is through um adjusting our ratios to match our the number of students that we have. So, we were staffing our classrooms above above ratio, meaning we're

098having more um classroom staff than we had students budgeted for per our our um ratio. Um and uh also looking at our non-instructional staff, remember um when we had those ESSER funds, this is a statewide issue. We all added a lot of essential staff to re-engage students with learning, stop learning loss, um to get kids back in school, um and to attend the social emotional needs that kids have. And unfortunately, those dollars weren't permanent. So, that funding isn't sustainable. So, we're gradually scaling back to match what we can afford. Um and then uh if we go over to the classified, there's some programmatic changes that we've made that have resulted in about 14 and a half classified um staff that will adjust. It's a net change of 11. Sometimes we pull some from one area

099and add to another area to back bill. And then in terms of administrators is a reduction of three um with an addition of one for negative two. Um keep in mind that uh last year when we went through this process we um started with uh administrative uh reductions and maintained many of those administrative reductions and so now that those numbers look disproportion because we're focusing on right sizing that ratio and then some additional reductions that we're looking to do next slide please Thor is uh looking at 15% reductions across our discretionary fund discretionary funding in our schools and programs and that will give us another $365,000. Um looking at support services that gives us uh another almost million dollars uh mental health and some some contracts uh will get us um to the finish line

100when it comes to our budget. Again, the total is going to be at a $10.7 million reduction for the 2526 school year. Uh the reason this is different I've said this last board meeting is um in the past we've reduced and then um we've gone to our ending fund balance to do some adback. So we might reduce by 50 positions and potentially add back 34 in the past. Now when we make reductions we we need to keep with those reductions for the next year. And again, this is something that um our district leaders uh have leaned into and that we've prepped our um administrators with and then also our associations. And so we all understand what the charge is and we're all aligned on it. And so if you go to the next slide, uh

101director Reid um shared this earlier in their work session, we just want to be really clear. Uh the reason we're coming to you now and asking for you to take action uh is because it gives us enough time to have important and critical communication and also do our due diligence in terms of identifying staff as layoffs are one part of a risk rift process. But remember um a recall is also part of of a riff process as well. U but we um per contract need at least 60 calendar days uh to perform this task. And so if this is approved today, then that'll give us that buffer that we need to um to complete this uh this process by June. And then with classified, the window is a little shorter. It's 30 is 30 days.

102So by um again approving this today or taking action on this today, if approved, then um we would also have enough time to ensure that we're honoring both uh uh contracts. And so I just give this to uh turn it over to the chair to for discussion and to take a motion. So I said this during the work session and and I'll resay it briefly here which is the first part is um I just want to recognize how much work and hard work and hard as in like emotionally hard work this whole process is for so many people. Um, and really understanding also that, you know, we talked about earlier there's been a lot of transparency throughout the year of really understanding this is where we're headed, this is what we're looking at, this is

103what we're going to be doing. Um, a lot of communication around like none of this is a surprise and it doesn't mean that any of it is good or um what anybody is wanting to do. we've said this I feel like the last three years is like these conversations um and it's and it is where we are and I appreciate um also the trajectory of you know I don't even think ripping a band-aid off is the right analogy but really doing the the bulk of this now so that we can now get on a different course so we are not continually like in this awful cycle this loop of like bad and then like some good comes back and then we're now bad again and then like some good It's that's really difficult I think

104for and having been a teacher that's been rift and then recall like all of that is really really hard. Um, and so most of us as who've been teachers have experienced that. And so really being able to say like, okay, this is what we're doing and we know this is a plan moving forward and there aren't whether they're kind of good or bad surprises. This is sort of the focus. And our district has done a ton of work this year and this is more for community folks at really looking and deep diving into every program and what are those the how the it's impacting students and their learning and their engagement and all of these things. So that we know if we are making some reductions in certain programs. Those were really it doesn't mean

105that they're good or anybody's first choice, but they are under the sort of um there it's with all the data backing up we can make a little bit of a reduction here and still know that we have the services to serve our kids um or this is what we need to do in a short term so that we can get on track and be better in a long term. And so, um, I just I know this is hard and there's nothing there's no motion that anyone wants to make less than than one of these. Um, and I also really appreciate the thoughtful work that the cabinet has done, all the district administrators, the leadership, um, principles to really kind of come together and the associations, all of us having these conversations that are 0% fun

106and also necessary. um and really understanding this is the why behind it so that we can move forward and hopefully find sort of like a diff different path forward as well. Director Weston, yeah, I wanted to ask um what is the impact of these riffs on our um curriculum and programs? I know there was some work to align curriculum between different schools uh that are at the same level. So wondering kind of what what we're looking at along those lines. So overall what we're going to have is less non-classroom instructional supports some of which um helps to um provide supports in our classroom or align um curriculum help to roll out curriculum adoptions. um that work is going to um there's will be some district supports for that but not as robust and we're going

107to have to rely on um school administration or redistribute those responsibilities throughout um our district. So overall there's going to be less less people who can provide services to students whether that's in the classroom or out. But we also still remain committed to ensuring that we meet um requirements and fulfill plans related to aligning curriculum as well. So nobody wants to do this. We've done it way too many times. Um, however, due to economic circumstances, the target school district board of directors hereby authorizes school district administration to conduct a reduction in force for administrative, licensed, and classified personnel for the 202526 school year. The board further authorizes the administration to provide written notice to all staff members impacted by these reductions. Second. A reluctant motion was made by Director Zers and a reluctant second was

108made by Vice Chair Hymace. Any discussion on the motion? Director Weston. So, I just want to say um this is really difficult. Um but I also appreciate the reminder about the timelines. It's hard enough for our community to have riffs, but it's important for our process to be orderly and respectful. And I also want to thank all of our staff um licensed and classified for their important work. I know some people out there are losing their jobs and it's going to be really hard for our community um for our young people that have those teachers and staff as part of their community. Um, so I just want to thank um those working in our school systems for their contributions. Nothing that you've done has been wasted um in your service to our our educational system.

109I just want to say thank you and I hope um everyone gets through this as as best they can. Thank you so much. I'd also like to acknowledge that in addition to the fact that people are going to lose their jobs, which is going to be awful, the staff we have left will have to make do with less and do more work, fewer people doing the work or the work won't get done. And there are going to be some really horrible decisions that our staff are going to have to make next year about what they can and can't do. And I want to remind our staff that you don't have to do everything. You do the best you can. Um, and we don't want to put you in a situation where you're trying to do,

110you know, an entire another job. Um, that's not it at all. But I recognize that it's going to be harder and I am sorry for that. I really am. Thank you for that as well. We have a motion and a second. Is there any further discussion on the motion? Hearing none, I'll move to a coral vote. All those in favor, please say I. I I Any opposed? Motion passes. All right. On to our next action item, the boundary adjustment with interim directors. Hello again. I'm here with Lisa Burton, our community relations manager. We're here at the culmination of months of work. A lot of parent engagement in person and through surveys. The volume of depth of parental response to a boundary proposal really testifies to the close ties that parents have with their schools. Received

111some heartfelt comments and and uh some people who were uh happy and some that were really not very happy. And just as one example, I'd like to uh recognize Tim Graves who's you raise your hand, Tim. He's in the audience tonight and he's been monitoring this process really closely uh on behalf of his grandchildren and I appreciate his his attention and all the attention we've gotten from parents across the uh across the affected schools in this process. Um, I'm thankful also for the engagement we've had uh at the board level through Chair Irvin who attended one of the public sessions and Chair Zerse who attended another and is on our boundary committee. And we've had a lot of support across various departments. In addition to Lisa, I want to recognize Eric Nessie and Brian Bailey

112from TTSD staff who've done a lot of work to get us to this point. With all that said, Thor, would you go to the next slide, please? So, this is uh just the the background uh to have gotten to this point. I'm going to go through a couple of these fairly quickly because we've been through this before. Thank you, Thor. Um we've been meeting as as a uh as a committee since last fall. Uh after we got the demographers report in January, uh we determined that the projections for our Redken were significantly lower over time than what we'd expected. So uh the focus that we arrived at for a boundary change was around Rutkin and and what could we do to uh increase enrollment there. Next slide please. Uh these are you've seen these before.

113These are the priorities that we've used in this process uh essentially following our own policies. I won't belabor those but that's uh these are the guiding points we've we've uh relied on to get to this point. Next slide please. Um you've I believe you've seen this slide before but the the um the last column I want to uh bring your attention to is this one uh is is a calculation if every student who uh is affected by this actually uh followed the the the boundary and we know that as we look at Art Rutkin for example that uh if this proposal we have in front of you is approved that number will be somewhere south of 321. one and Deer uh Deer Creek and Woodward would be some each would be somewhat higher proportionally uh

114based on uh fifth grade and fourth grade uh transfers. Show the next slide please. Thor, uh do you want to talk about the map for a little bit less or shall we just go with it? Okay, I'll go with it. So, uh you've seen this before. We had three options here. Uh option one uh was solely Deer Creek. The next slide will show you option two which was solely a portion of the Woodward boundary. And then option three is both. And as you can see we are recommending option three uh with um certain conditions related to that. So the the areas uh the next slide if you'd show it. This is just a a word description of the affected areas that that you've seen uh in the maps that were shown uh in the previous

115slide. Um the recommendation that we have before you uh sorry next slide please don't um came after uh fully weighing the items that are in this slide. We had uh an original survey that we sent out to parents. We've had public meetings. We sent another survey to parents asking uh those parents of incoming fifth and fourth graders how many would choose to stay at their current home schools if they could. About onethird of those surveyed said they'd prefer to stay. Uh the levels were particularly high among the uh Woodward uh fourth grade parents who indicated that 80% of them would stay if they had the choice. Show the next slide please. Thank you. So uh this is the point where uh kind of slow down a little bit and walk through through uh some important

116details that are within our recommendation. Uh that first bullet point you see has been our standard practice over time which is to allow those uh rising uh fifth grade uh students to stay at their uh current school if they wish uh getting transportation and that their siblings would be uh allowed to stay with them for one year. After that point uh they would have to transfer or excuse me they would have to go to Rutkin for the 26 27 school year and beyond. Uh thank you for your attention and with that uh I yield my time to the gentleoman from where you from Lisa that's you. Um the other part of this is the uh the families of current third graders uh therefore rising fourth graders who uh may apply uh to uh uh return

117to their respective schools uh for their fourth and fifth grade years through a limited number of lottery transfer spots um as determined by the limiting factors here are grade level capacity and our staffing requirements. Um, this is the part that Brian worked really hard on. I really appreciate that. And uh those families that uh are uh chosen through this lottery process um their siblings would be allowed to complete their elementary education at that same school. After the first year, no transportation is is guaranteed. Um, I want to tell you that uh this is uh uh something new for us as a district and it's really an a recognition of uh uh a lot of uh sentiment that we heard from parents and the ties they had to their schools and uh I'm actually very happy

118that we're able to reach as a recommendation an accommodation for those families that again uh works within grade level capacity staffing requirements. So those practical things that we have to work with um but also reaching out to them and saying we hear you uh you've got strong feelings. Let's see what we can do. It took a lot of work to get to that point. So I'm I'm glad that uh as a committee we were able to reach uh that point of recommendation to you as a board. Show the next slide please. Um this feeder pattern issue was uh uh really troublesome for us to try to uh to work through. Um we we heard a lot of uh concerns particularly from Woodward parents of course around this issue. As you can see that uh uh

119the the the Woodward parents uh some of them uh had some strong feelings about being in the the fowler and and tiger patterns whereas uh the uh the the students peers at at Rutkin would be in a different feeder pattern. We look for different uh ways to to uh find a workaround. But what we really uh got stuck on is that as I believe you're all aware uh Twi Middle School is significantly uh has significantly higher enrollment than our other two uh middle schools and we just couldn't uh find a way to get there uh in this process. Would have been a much larger process, much more many more challenges to try to get there in this. So that's going to wait for another day when we have a larger uh examination of this process.

120Next slide, please. Dor, here's some next steps. Um, you know, pending board approval. uh we we would have a lot of work to do uh that that Lisa is going to spearhead as far as um working with the affected families uh uh walking them through the process particularly you know working around the lottery transfer process uh uh HR would get involved in terms of staffing adjustments that would need to make working with union leadership and and our contracts and then uh one of the things that we talked about as a committee quite a bit we appreciate how uh Jamie Kinger and his staff did a wonderful job of of welcoming more than 80 uh parents and their families uh to an open house we had there. And we think it's going to be really important

121to uh work hard to to make sure that the these new families feel welcome, that they're excited to be there. As we all know, uh Rutkin is our newest school built in 2023. It's an amazing place, and I think it's an amazing opportunity for these families to be part of that. I know in some cases they're not as excited about it as we would wish, but but I I was really happy to be there on the night we held the open house. I could see the kids being excited there. I could sense uh some movement in terms of the parents when they had an opportunity to see exactly what's going on there. So, uh I'm very hopeful about this process and I look forward to helping uh in that transition. So, those are the next

122steps pending pending your decision. Uh and with that, I'm glad to to answer any questions that you have. Any questions? Dr. Miles. So, just to make sure that I I'm understanding this and I'm just looking at a couple of the slides. So, um I think I heard you say that in the original survey and then a follow-up survey, I think I heard you say that about onethird of folks said that they would prefer to stay except for in the fourth grade where about 80% of folks said that they would prefer to stay. Okay. So, the one can can I can I clarify that? I'm sorry. I'm sorry. which is that of of the fourth and fifth grade parents that we surveyed from from both Wood uh Woodward and Deer Creek, roughly a third said uh

123if given the choice, we'd rather stay at our current school than than go over to Rutkin. Right. Right. Um, I just want to note that that though that uh the a really high outlier there was the fourth grade Woodward parents who to the tune of uh 12 of 15 that responded to the survey said we'd much rather stay at Woodward than go to Rutton. was a really a really strong Yeah, I'm sorry that perhaps I could have made that more clear, but what my point there was that particularly among fourth grade uh parents of fourth graders at Woodward, there was a very strong sentiment that if given the choice, they would prefer to stay at their current school and go to Well, so a couple things. Onethird is not everybody, right? So that struck me

124that that's not as high as I thought it would be of folks that are wanting to stay, right? I mean that that like twothirds of folks I'm going to address that outlier in a second are willing to explore that new opportunity. So that's great. But then I see on the next slide that the that you know folks are those that 80% of folks in fourth grade say that they would prefer to stay. But it looks like so then the next slide says all current fourth graders may choose to remain at their respective school. So that looks like to me a response to that. So that that is an option for those fourth grade families then. Right. Pardon me. The for the fourth grade parents, we're suggesting that they h have an option to participate in

125a lottery system. So that's lottery. Yes. Okay. I couldn't tell if it's fourth graders. Rising fourth currently third rising fourth graders would would have the opportunity potentially to stay based on a lottery opportunity. Those numbers are in flux and as we sit here we don't know exactly what those would be. It would only be some number of them that would ultimately be able to to do that. They'd all have the opportunity to participate in the lottery, but but by no means would all be selected. Okay. I wasn't sure if it was current I wasn't sure we were talking about that's okay. I It's confusing. Probably not following. Okay. Thank you. Sure. But but to be clear, those rising fifth graders um in accordance with our current practice all would have the opportunity and absolutely if

126they sign on the dotted line, I would like my student to stay where they are for that that coming year and their sibling for one year. Absolutely. We're going to honor that. Where goes to the lottery is those uh current third graders, rising fourth graders who then could elect to be in a lottery. uh it's it would be a game of chance at that point where they're able to. Okay. So those folks who are still wanting to those 80% of folks that are still like saying that we want to stay they are still getting that opportunity they have the opportunity to go through a lottery process and and and whe and so that at that point it'll be a game of chance whether they did or not. Let me let me jump in just to

127make sure maybe just the way that I say it might resonate differently. So for our fifth grade, our rising fifth graders, so our current fourth, um if they would like to stay at their current school, will honor that and their sibling u for a year. Now, um for our current third graders who are rising fourth, we are going to hold a lottery and will accept um as many as we can given our staffing and capacity, right? So, and so when director Palaski says, "Well, things are kind of in flux, so they'll have a chance." we may not be able to honor every single request and that's why it's a lottery because um we might just have space for um roughly I think like 15 kids at Mary Woodward for instance right just that's those are

128not exact numbers but let's say we did then if 17 kids uh applied that might create a staffing issue or we're not going to add another teacher and so that's the issue right now so staffing and capacity is um what's going to drive the amount of spaces we're going to create with the lottery. That thank you for that. And what drives that is at school X, if we have, let's say, 75 uh incoming fourth graders across uh three classrooms, we know that there's going to be about 25 students per classroom, math works out pretty darn well. But but when there's, you know, uh 93 and it starts to look like 31 or 95, then so so it gets more difficult. So, so it's that grade level balance and trying to hit the sweet spot so

129that we we we are having ultimately class sizes that are within the range that that where we want to be. I just couldn't tell if the fourth graders that were wanting to say were fourth graders now or if they were incoming fourth graders and then what their process would be. Rising forth. Those are the Okay. Rising forth. Director Weston. Yeah. I just um want to turn our attention a little bit to some longer term thinking so I can um feel like we've thought thought things through. So um previously in prior kind of demographic breakdowns we had talked about how theoretically art rucken would fill up as housing development in the area came to fruition. new construction went in housing and apartments and I just wanted to have that discussion um here uh with everyone to

130make sure um we're all on the same page. Um I'm hearing that there might have been some changes in more recent demographers reports that have um made us feel that maybe that's not what's going to what would have happened at ArtRucken. Is that right? So let me take a stab at it and then please jump in. Um so Art Rucken is um the capacity is for 600 and given the demographers report when they visited in late 2024 like in December um I think Alex might have the exact number uh given the demographers report we don't anticipate getting anywhere close to that 600 capacity um the average number of students in our elementary schools right now is around 450ish. Is that about right? Give or take. What we'd like to do is strike. I'm sorry. In

131our elementary, we'd like to strike a balance in our elementary schools. And so if Art Rucken is um projected to be 321, our goal is to make sure that we have capacity so that if we do if we do um if we if those homes do attract school age children um or families that have school age children, there's going to be um plenty of space, but I don't think we'll ever get up to that 600 number. Okay. Thank you. Our current uh average uh elementary enrollment is 436. You're right on it. Yes, sir. Thank you. And just to put it all in some context, when we first started talking about building Rutkin, we were looking at thousands of homes being built, this was before the pandemic, obviously, and we were anticipating 5 to 700 kids

132coming out of those houses. And so we had the option to build Ruckkins smaller. And I remember the bond oversight committee said, "No, we're we could be getting 700 kids. We need to build it as big as we possibly can." And so we did. Well, if I could have had a crystal ball to say, "No, they're not going to show up." Obviously, we would have done things a little bit differently there. But now that we've got this amazing building that is beautiful, brand new, full of light, energy efficient, all of those things, it is really incumbent upon us as a board to use the taxpayers money wisely and fill that school to the best of our ability. And the houses that are being built, we had no idea when they started building, they were going

133to be priced out of the market for most families with young children. We didn't know that the pandemic was going to come along and fundamentally change how people thought about raising families and where they were going to raise their families. So, there have been so many it's it's really frustrating to me because there's this beautiful school and we were all so excited to build it and it took us years to build it and in those years it took us everything changed and we had the rug pulled out from underneath us and I am incredibly empathetic with the families who don't want to move to a new school. It is really difficult when you've built that sense of community with your school to then move to another one. But like I said, it would be irresponsible

134for us as a board not to utilize the resource that the taxpayers have given us to the full extent of it. And so we have to shuffle our boundaries in order to make sure that the schools we've got are well used. Now, I think this is just me, not on behalf of anybody, but I think we're going to need to do more boundary shifts in the future. We've got other schools mostly at the north end of our district that are really full and we're going to need to do some shuffling around. And when we look at that next component, I think looking at our middle schools and the feeder patterns is going to be important. But nothing we do will fix our feeder patterns because we have 11 elementaryaries feeding into three middle schools feeding

135into two comprehensive high schools. Somewhere there's going to be a split. There has to be none of those numbers divide neatly. Just like kids don't come in meet packages at 25. And so as we're doing this, we've got to do the very best we can. And it's frustrating not to have an exact answer here in April for families about where they're going to be next September. And I totally get that. But we have to ask the public to trust us that we are doing the very best job we can with this incredibly complicated game of Jenga that we're playing to get all the parts to work while taking care of our kids being financially and fiduciarily responsible to our taxpayers and all the rest of it. So it's really coming and it's the third rail,

136right? Boundary decisions are the third rail of board politics. How many times have I heard that? Um, so again, it's it's like the riff that we just did. Nobody's going to want to do this, but it's what we have to do in order to be responsible board members. It's why we get the big bucks. Zero dollars a year. Yeah. I would just um sort of finish by saying that this is again one of those really difficult conversations and having been at one of the meetings and talking with I've talked with parents afterwards and since um and you know my go-to was like what hairrained idea can I come up with? So, I'm like talking to our superintendent and all the like what what can we do all these whatever things and then they take my

137crazy like or the group's crazy sort of ideas of how can we make things work better and we're not going to make in any decision everybody happy and and I recognize that and so I think the group coming with some of these added um sort of conditions or options um is a really that was taking a lot of that parent feedback that was taking and still recognizing that there are these things that we have to still work within which to your point the big one is class size. Like you can't just transfer all of this number and then you have this weird odd group amount of kids that are too big for two classes but not enough for three and then you have odd-sized over here from the kids that left. So, I think taking

138all those things really thoughtfully into consideration and then looking and I know how many different number shuffles you did thinking about like what if it was just this group or how many from this group and and taking some relief from Deer Creek which was really full. Um doing like finding some concessions and some ways to really honor some of those concerns and the other side of that coin which I just because I've talked to some of these parents too is they were going like why aren't we going to Art Rutkin? we are going so far away to this school over here when I can spit on Art Rutkin in theory but wouldn't um and so so there's that also so they're kind of like now this is right sizing for them and kind of making

139sense so um there are always I mean this can this can be polarizing and also I think it's just something unfortunately the third rail that's things that districts have to do sometimes and I think we have some forward thinking plans where with attrition and we can start moving things so there's maybe less disrupion depending on where we need to move and what we're doing. Those are conversations that are being had um and understanding that communities will grow lovely ones from the influx of these folks from these other two schools um into Art Rudken. And we saw that with Durham to Bridgeport and so um it's hard and it's um and it's not something that is easy to do or taken lightly. And I think what you have come up with and your team um with

140some of these other options um is a is a great way to kind of honor some of those other concerns. So I appreciate that. One last and we got a vote. Um, I just want to thank our um, superintendent and cabinet for their um, thoughtfulness around addressing um, especially the um, fourth graders and and rising fourth graders to help um, ease that transition and have transportation at least for um, some of the older kids that are trying to finish out their time. Um, and I also wanted to say um, the issues around the feeder patterns particularly resonated with me. um as a family at um Towali Middle School where um you know when kids leave 8th grade um half of their friends go to one high school and half to the other and so that

141really resonated with me and um also thinking about the long term I know sometimes we have to build um schools to kind of make those immediate uh needs and make sure um we have enough capacity at different grade levels but I am really excited in the longer run um I'm already thinking about our next bond and I will really be wanting to have another middle school. I want to see um four middle schools going to two high schools. I don't want to see that split going from 8th grade to 9th grade. Um that'll be my priority. I'm going to vote no if it's not on there. So, I'm just putting that out now. And with that, we'll go into this motion on the table before us today. I will entertain a motion. I move that

142the Tiger Swalton School District board of directors approve as presented the boundary committee's recommendation to approve option three with transfer opportunities as described to change art reckons boundary by adding portions of the Mary Woodward and Deer Creek boundaries. We'll second motion made by Director Miles and seconded by Director Zers. 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. Thank you. All right. Oh, it's me. All right. So, it is the time of year that we start the process um for let me scroll down here um to find our new student reps for next year. Um and so the first there's kind of two pieces um that we're going to do tonight. The first is the appointment of

143two of our board members to serve on that committee along with current reps and our superintendent. Um and so this just outlines exactly that. A committee consisting of two board members. Um one student from each high school and the superintendent or designate shall conduct interviews and select up to four student reps. We have the application attached and I'm going to go into that piece in our next action item. Um and our board policy relative to student reps. So at this point it is um folks that would like to selfnominate to be on this committee. Um it will so I guess I probably could have done this in the the reverse order because if if timeline is important um the interview piece and we can go into this in a moment um would be which would

144be the most time consuming for folks um would be April 21st through 25th um and that time frame that week is when the committee would conduct interviews. So, um, are there folks that would like to be a part of that this year? I would do that. I nominate me. All right. Director Miles, Vice Chair. All right. Um so we have and I would sec well this isn't actually quite a bit like that but we have director miles and vice chairs who have um offered to be the two design or the two designated board members for this committee this year. Um and so I am the recommendation would be the administration or the board recommends that the board appoint members um director Miles and Vice Hime to participate in the selection of the school board student

145representatives. Was that you making the motion? That was the recommendation. So now yes, I was just reading the recommendation. So someone can make the motion. I move to appoint board members to be Himez and Christine Miles to participate in the selection of the school board student representatives. Second. Motion is made by director Zme and seconded by vice chair Himes. 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. Any opposed? Motion carries. All right. And so the next action item here is the um timeline. And so what this is looking at is just approving the timeline which is and I've already worked um with Jade on this. So tomorrow once we approve this timeline, the application will be open and sent

146to the usual group, the principles, the counselors, FPA, other res relevant school staff. Um also be on the website and we'll work with Lisa Burton on that. Then the application window is April 8th through 18th. Um, and applications will be submitted no later than 5:00 PM on that Friday. Then the committee will conduct interviews the week of the 21st. Um, and then at the May 5th meeting, that committee would bring the recommendations forward for those representatives. I move to approve the student representatives selection timeline as presented. I second. Motion was made by Vice Chair Himese and seconded by Director Zerse. 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. All right. And then our last one which

147we added, which is action item E, which is the matter brought before us in executive session. So, give me one moment. Um, all right. So this is the vote from the executive session that was held earlier this evening under OS192.6602F to consider information or records that are exempt by law from public inspection. The minutes from the executive session will not be made public, but the board is required by Oregon public meeting law to make its decision in an open session. So to be clear, we will not be discussing the issue, but we'll be voting on it in this open session. So yes, move to approve the to to uphold the decision made by the superintendent on the issue described in executive session earlier this evening. Second. Motion is made by director Zerse and seconded by

148Vice Hime. Is there any discussion on the motion? Hearing none, we will go um roll call vote for executive session votes. Director Zers I. Director Miles I. Vice Chair Himemes I. Director Weston I. I'm a vote of I for 5 to zero. Motion carries. And with that, we will adjourn this meeting at 8:41