02/26/2024 Regular Meeting of the TTSD School Board

001evening everyone and welcome to this regular board session of the tiger twon school board I will call this order this meeting to order at 6:31 pm. and I did want to let folks know that prior to this meeting we did meet in a work session to talk about a bond refinance opportunity um and so you can certainly catch that on YouTube If you so desire um so with that Dr Ricky Smith are there any changes to the agenda yes uh chair this evening uh for your consideration uh due to the number of questions um posed by board members relative to the uh discipline Matrix um I'm requesting that that item be pulled this evening from the agenda um and would request that the board hold a work session uh to address those questions and then

002uh we would bring the item back for uh consideration at the March 11th meeting um in addition I would ask that under action items um action item e the approval of the s24 boiler replacement project be moved to item a um and then items that are currently a b and c move uh to b c and d all right so hearing that I would entertain a motion to approve the agenda as amended I move that we approve the agenda as amended second motion was made by Vice chair he and seconded by director Weston is there any discussion on the motion hearing none we'll move to a coral vote all those in favor please say I I all opposed all right um and before we get started now that we've done that little housekeeping Mo bit

003I did want to um have a moment of silence for hazelbrook Middle School PE teacher Rich Reese who passed away um last week um so if you want to take a quick minute close your eyes and I'll bring us back in a moment all right thank you so much um and with that we will move to recognition and good news with Lisa Burton and Brian Bailey all right good evening board members superintendent cabinet members and guests we are excited to present to you the 2024 classified employees of the Year classified employees are the glue in our schools keeping us together our spaces looking good and providing a myriad of supports for our students staff families and the community the Bev Farnsworth award is given annually to an employee who emulates the key qualities that Miss

004Farnsworth embodied in her time in the district Bev worked as the head secretary at bym elementary for many years before her sudden passing in 2020 she has remembered for her ability to build community and connect in genuine ways with everyone she interacted with Bev was a Difference Maker and demonstrated service Excellence she understood how maintaining positive relationships and attention to her role were key to a school Success these individuals we are recognizing this evening were nominated by their peers and administrators based on demonstrating the qualities that Bev worked and lived by specifically they have been identified as Community Builders difference makers and stewards of Excellence with that being said I would like to introduce to you the following employee of the year recipients each of whom are also extremely deserving nominees for the districtwide Bev

005Farnsworth Excellence of service award as I read your name please stand up head up through the right and line up on the leand side Don Gorski instructional assistant Alberta Ryder [Applause] Bill Irvin building specialist art rkin [Applause] Elementary Kathy Garcia bookkeeper Bridgeport [Applause] Elementary Angela Paulson learning specialist assistant Byron [Applause] Elementary Gabby Velasquez ELD assistant CF tiger Alyssa alaron administrative assistant and receptionist at Creekside Community High School d flarity learning specialist assistant Deer Creek [Applause] Elementary Nicole Pratt learning specialist assistant Durham [Applause] Elementary Abby gamble Administrative Assistant Fowler Middle [Applause] School haromi Corgan learning specialist assistant hazelbrook Middle School Jeff wassom district maale career Hibbert Administrative [Applause] Building Tracy wanders PBIS instructional assistant Mary Woodward Elementary Donovan man Freddy learning specialist assistant Meer [Applause] Elementary Sher cash nutrition services lead representing the nutrition services [Applause]

006department SP winter Warehouse coordinator for the operations [Applause] Department Arlene Council Administrative Assistant Templeton [Applause] Elementary Jackie jacobo receptionist tiger High School Mike Clayton school bus driver transportation [Applause] department Celeste Robertson engagement specialist [Applause] ttva Jessica zagger EBS instructional assistant Elementary Stephanie kininger school engagement specialist to wallon high [Applause] school and Caleb kosla Administrative Assistant toal Middle [Music] [Applause] School administrators and managers if you could please join me up here with your employees let's give another round of applause for our 2024 employees of the Year our administrators and managers are heading forward in order to give each recipient a small token of our appreciation from the district which says 20 24 classified employee of the year in appreciation of your service to Tiger Toton School District in addition they'll be receiving a Nothing But Cake

007in order to celebrate because who doesn't like cake oh my not yet not yet hang tight hang tight and now as mentioned before each of these classified employees of the year are also their representative nominees for the Bev Farnsworth Excellence of service award I will hand the microphone over to Dr Sue to introduce and name the recipient thank you so much Brian and I want to try to so I'm not have my back to into anyone here because this is an important moment so again U I want to say congratulations to each and every one of you and for the for your service for your selfishness for the way in which you make this um place a wonderful place every single day for our students and our staff um we cannot thank you enough for

008your commitment and the work that you do it is truly life-changing so thank you for that and it is so very hard to pick only one winner each year because all are deserving um but um that task is left to me to announce that today uh so with that um I would share with you that this year's recipient for 30 years um has served each and every one of our school communities as well as the hibd office with genuine care and professionalism colleagues shared the following statement about the recipient every school department and student benefits from his hard work his approach to work life is a positive one and goes the extra mile to provide excellent service to the district he goes above and beyond for staff and students throughout the entire district and always

009with a smile it is my privilege to announce that the third annual Bev farnworth Excellence of service recipient is Jeff wassom District Courier congratulations Jeff and thank you for your service and I believe uh Kevin you'll be receiving that on his behalf this evening he was not able to be with us so um so I can share um the award uh with his name um that uh will indicate that he was this year's recipient so thank you so much Kevin for making sure that gets to Jeff and good order all right thank you so much and thank you again to each and every one of you [Applause] than yeah e for one more thing should I go ahead and get started I think we can go ahead okay so yeah so next up is the

010reading of the resolution so yes Lisa you can present that the week of March um of of March um 4th through the 8th has been designated as a week to acknowledge the valuable work of the classified employees in our schools without our classified staff we simply could not educate our students because of the important tasks classified staff perform in all areas of District Services the following are just a few keeping our schools clean warm and safe providing nutrition for students safely driving our students tune from school greeting the public in a helpful and positive fashion helping students learn to read do math tie their shoes keeping track of Records budget inventory nurturing in our students improving the educational environment and helping students learn to behave with this agenda item We join all schools in the

011state of Oregon in proclaiming the diverse talents of our classified staff for their dedication to our students sorry all right and as I am somewhat losing my voice if someone would like to read the resolution into the record that would be lovely of course so tyer tolton School District 23j resolution 232 24-11 whereas the education of Youth is essential to the future of our community State country and world and whereas classified employees are the backbone of our public education system and whereas classified employees work directly with students Educators parents volunteers business partners and community members and whereas classified employees support the smooth operation of offices the safety and maintenance of buildings and property and the Safe Transportation Healthy nutrition and direct instruction of students and whereas our community depends upon and trusts classified employees to

012serve students and whereas classified employees with their diverse talent and true dedication nurture students throughout their school years now therefore it be resolved that the tiger twon School District Board of Directors proclaims March 4th 2024 to March 8th 2024 to be classified Employee Appreciation week and be it further resolve that the tiger twon School Board of Directors strongly encourage all members of our community to join in these in this observance organizing the recognizing the dedication and hard work of these individuals thank you so much for reading that and with that I would um hear a motion to I have moved that the tiger twon School Board adopt resolution 232 24-11 recognizing the excellent work performed by the classified employees of our district and proclaiming the week of March 4th 2024 as classified Employee Appreciation Week

013as per I second motion was made by Vice chair he 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 I any opposed motion carries unanimously thank you so much all right and with that we will move to student representative reports who drew the Short Straw [Music] um so on the tiger high side today's the first day of spring Sports um we're really excited to kind of see those kicking off um and sad that winter sports is ending um meta is holding a dance this Friday um and it was super fun last year and I'm really excited to see where this goes um this past week we at eger called tiger coffee house which was this super

014cool morning event where came early got their breakfast and um we had some live performances music I think there was some like thesan um performances and artists was able to show off their art um it was just a good way to start off a week and then two weeks ago the 12th through 16th um tiger had kindness week for um uh kindness and it was hosted by I want to say um a stud and um they basically every single day it was something new so like we had our kindness rally we just basically just did brand exit kindness throughout the entire school we put notes on cars written notes to teachers um and I think it's just something that we need to do more often uh all right let me think here oh my God

015this is up really high okay um on the ASB side we had our blood drive which went really well I think we hit just one or two under um our goal of 40 three donors I I can't remember off the top of my head um as well we are having oury dinner um this Thursday it's going to be a lot of fun students who are part of ay groups um in their schools are welcome to join us we'll be having kind of two sections one half will be um a lot of food and a lot of fun and then the other half will be kind of a work session sort of thing getting to know the other people um from the FY group and the other club and that's for uh tiger and twon put

016on by twon FY group's ASB Representatives um other than that uh I don't know who won the the basketball game huh no no no no for um Friday dton one uh which I figured uh but you know I thought I thought to ask um and leaf were both there celebrating the start of Chris her week um which is cool and I made a lot lot of balloon animals for that um I have sores on my fingers um for freshman through Juniors uh forecasting for next school year began today uh that will continue to be rolled out in our history classes um as winter sports regular season comes to a close spring sports are getting started with triy outs this week um and big news the cheer team won Nationals in back toback years and uh

017in regards to my last report I now have an official date for the theaters production of the Curious incident of the dog at the night time it will be held as a mainstage event at Oregon State Festival in Salem on April 3D um for metcha like Owen said we are holding a dance this Friday um we've been working really hard on it of trying to get a good theme and trying to make sure it's enjoyable for everyone that attends um also for inter combio we've started our recruitment so we're currently looking for sophomore and juniors that are interested and yeah um for quick side there's not too much to update on um mainly I also just got over being sick so I haven't been there in a second but um mainly just the fact that

018um for our action squads um for communicare we've passed the fundraising and now we're um deciding applicants to interview um for communicare and it's very exciting and um so yeah next steps in that have been exciting thank you so much and with that we'll move to superintendent report thank you chair so as always you know I enjoy sharing great news about our student successes and so U I'd like to wrap up the OSAA winter sports I was a little nervous there when you started to talk about sports that was my whole section was going to be gone but you picked up spring so thank you for doing that first again we want to say congratulations to twon cheer for backtack relative to national titles well done and uh also 14 tiger and twon wrestlers qualified

019for State this year twon High School student Jesse Gutierrez took a fourth place medal wrestling at 144 PB and Logan sunel took first place medal wrestling at 190 PB and in the girls and boys basketball championships OSAA uh tiger girls will play Jefferson of Portland at 7 p.m. on Wednesday twon girls will play Grant at 6:30 p.m. on Wednesday and twon boys will play sunset tomorrow evening at 7 p.m all of these games at the child Center at at University Portland University second I'd like to offer thanks to Tiger High School principal Melissa Baron for her work planning the celebration of life for Tiger PE teacher and boys basketball coach sha Alderman yesterday the gym was filled with family friends and community members providing a fitting tribute to Sean's work and life so our gratitude

020uh to you uh principal Baron uh regarding the current short legislative session um I'm asking tonight for the board's support um in advocating to our state legislators regarding House Bill 482 which is funding that would extend summer learning um there is confidence that President Senator Rob Wagner and house Speaker Dan Rayfield understand the need to prioritize 50 million uh for the recovery of students harmed by the pandemic and the continued Improvement in Oregon students but according to an article in the recent article in The Oregonian uh house Speaker Dan Rayfield expressed concern about school district accountability for any additional funding house bill 4082 has been carefully crafted to ensure the money is put to targeted use to receive the money schools must have a plan that focuses on core academics and Key School Journey transition

021points and they will have to create a report so again um seeking your your advocacy um would be relative to this this bill this week uh is important as it will receive a hearing and a vote thank you for that consideration and then finally a quick update regarding the ongoing District boundary work the district committee which includes thank you uh board director zme met today to review a proposed phased plan for the boundary adjustments for Durham Elementary that will provide Elementary enrollment relief beginning next school year the committee will finalize plans this week for presentation to the Durham teacher and parent Community within the next two weeks and then present the plan for final approval here to the board at the March 11th board meeting and those are my comments thank you thank you so

022much and with that I would open it to board members Vice chair um I don't have much to add to that other than um tiger cheer also went to the um OC CCA competition and took third place I know because you know my kid is in that so um and then uh got to see Co twon cheer get first place again so that was great uh was there for about I don't know almost like 12 hours so it was it was great it was great lots of uh lots of screaming I can still hear it in my head um and then other than that I want to say thank you to Dr Sue for you know her announcement and um just her um career here with uh with us and um it's it was great

023while serving under you and great while serving with you so thank you so much anybody director West oh you okay yep I wanted to say a few words too and I know Dr Sue doesn't necessarily want to hear from the board but we're going to do it anyway um I just want to say you know ttsd we have really wonderful days and we have really challenging days and our superintendent um often gets credit for the difficult days and not necessarily hears very much on our really wonderful days um and um I want to thank Dr Sue for her advocacy for the state school fund and also for summer learning um this time and also in the past I mean this this work is is something she's been doing all along um I also appreciate Dr

024Sue's thoughtful transition planning um and I also want to add that we're going to have a difficult budget and our future leaders are going to have a difficult budget and we're going to have the same problems um and challenges to still be working through um if there's no um there's no easy button for some of this work um and I think the board sets the direction and and passes policies and our superintendent Works to carry those out and um and I think too often our public servants are are getting criticized for that that direction and those decisions when it's coming from the board and um and they're doing their the best with the meager resources that that we have um and I and I do hope we get Summer learning and I hope we get

025um a robust uh State School Fund in the next bium and and that would make all of our jobs easier um and we have a lot of challenges our society is going through a lot um we have um families around the block going for packed packed with pride boxes we have people struggling and our schools are really doing too much with too little so uh thank you for your service and um and I hope we can um keep moving forward um with with our new leaders but our our challenges are still going to be there thank you director Weston director miles i' like to uh also just take a moment to thank Dr Sue for her years of tireless service to this District in the community of staff students and partners across the district and

026while I was not a board member when she was hired um I was a parent in the district and I was working in education at the time and in my professional capacity I knew of her reput reputation for strong leadership and I remember saying to other people at the time way to go ttsd you did really well you got really lucky and as a parent I looked forward to the really important work that would come U particularly with the equity work that's so deeply embedded in this District strategic plan and the financial strategic plan I know that the work never ends and the Board needs to continue to focus on what's doing what what on doing what is right for each and every student through our roles of doing Vision directed policy and budget and

027program adoption and community outreach and our job is to fill some pretty big shoes in the process that lies before us and I want to personally thank you for leading this district with such integrity and care and such a laser focus on doing what's right for every student thank you Dr zme so I am actually not going to thank Dr Sue for her service because she's got four more months to go and it would be premature so but I will say I appreciate that she gave us enough fair warning of her retirement that we can find uh hopefully a good interim Superintendent at least um going forward I did want to uh say thank you to Jamie for uh giving us that update on when curious incident of the dog in the night time's going

028to be um I've got that now on my calendar so thank you and then I also wanted to say regarding House Bill uh 482 the summer learning I sent uh email to our state senator um regarding that and I really encourage my fellow board members to do that one of the things that um Senator Rayfield said that was a little distressing to me is that summer learning is sort of an extra enrichment and it's not actually a fundamental learning experience and so I would encourage my fellow board members to write him and also um our own state senators and state representatives um to point out that it's not just enrichment this is a really important basic educational um tenant for students who maybe need to catch up a little bit or maybe need to find

029a way to connect with school that summer school is often a very good way to have students understand why school is important and therefore when school is in regular session in the fall they're really like energized and ready to go and re-engage in schools so I really encourage my fellow board members please do write those emails make those phone calls and I will I don't have a lot of voice so I won't say a lot so I'm sure some of you are very happy about that um I was going to mention house bill 4082 but you guys both did that um and we do have like a template if people want to to use that that um we can share as well and we've also had a budget committee meeting um last week or the

030week before that um was really wonderful and had some great conversations and again just an opportunity to kind of hear other perspectives and what priorities feel like to different folks in different constituents which is always really powerful um and I'll keep I have many words which I will share about Dr Sue at another Point um but the quick words really are that what everyone said um I mean really the the integrity and the care and the reputation that when I've gone to conferences in other places people know who you are because of specifically the legislative advocacy that you have done the work that you have done around really really big work and I think director zers and I have also talked about the the six years that you were here are like superintendent dog years

031because you had Co and then you had vaccines and then you had some sort of like the CRT pieces and then the masking pieces and that like there's just been a lot of things kind of smooshed all back to back to back and so that is a lot to navigate um while trying to do and move forward really important work that you were also able to do at that same time and I think um as you know it kind of came up at the Sports the women's and sports um event at Tiger high school but I think having um women leaders that are I'm also emotional when I'm sick so um that are brave and courageous and I put my mask up um speak truth to hard things and continue to do that work um

032are hard to find and really important for um our high schoolers for my fifth grader um for everybody to see that because that's hard to find and so I appreciate that so anyway moving on um next I will move us into public comments Switching gears um and sorry I'm a crier that's just me people that know me know I'm just a crier um so I do have a list here and oh and I have a oh I have cough drops and Kleenex okay um okay I can't ask for anything else um so before we get started I will read um our little expectations around public comment and then I will call up um first staff and then parents and then community members um so after being recognized by the board chair you will identify yourself

033with your full name and zip code of residents public comments are shared with the board during the public comment portion of the meeting and are limited to three minutes which you will have up on the screen to be able to check your time your comment should be brief and concise Please be aware of the time that your time will start once you've given your name and zip code you may also submit written public comment which will be read by the board it all becomes part of the public record including the me the meeting minutes um but written comments will not be read aloud at the meeting speakers may offer objective criticism of school operations and programs the board will not hear comments regarding any individual students District staff member board member or any person connected

034to the school system um this is no place for bias or hate there will not be profanity or language that minimizes or causes harm to anyone else's identity per policy ACC if such language occurs or um individual people are called out the speaker will for forfeit the remainder of their time and be removed from the meeting so with that um I will begin with and I'm just going in order of things received is Betina mcowan my name is ptin mwan my zip code is 9735 I will scratch one um paragraph because of the news about the good evening I'm back tonight to speak about my School Durham Elementary where room clears and classroom disruptions are on the rise sadly it's not a single incident but rather a repeated problem that involves a number of students

035that are not being served thinking of maso's hierarchy of needs education can only come after our basic needs are met and the district can no longer ignore that fact since the beginning of the year durm staff has already received 12 new safety PL plans for students who acted in unsafe ways towards their peers inappropriate touching unsafe unhealthy relationships with peers inappropriate language threats Etc since the beginning of the new year we have added 22 new students to durm I understand that durm is their home school at this time but I'm wondering given our present situation A durm where there's not more flexibility in the placement of these new students also for their benefit during the month of February we had seven hate speech incidents grades 1 through four mainly the nword things are not going

036well at Durham we were told oh that's the boundaries sorry as I expressed last time when I spoke we appreciate the help we've gotten however I mentioned this last time as well bringing in supporting staff from the outside who come in with ideas that work in theory who come into coach as teachers are not helpful at our school in the current crisis it is our students who need help they need alternative options where they can learn how to become part of our school Community but they can't learn it while they're in crisis and the other students at Durham can't learn at all under these circumstances we would not ask a struggling reader to Simply keep up with everyone else we provide extra resources there should be a comparable and consistent intervention system for behaviors just

037like we have for reading and math it's been about 10 weeks since I spoke in front of you last I want to tell you that this is not easy for me as I dislike complaining I want to find Solutions instead and that's why I'm here again tonight to tell you what is happening at Durham please help us find Solutions listen to us the teachers at durm are patient tolerant and professional Educators with Decades of experience we work hard the answer to our safety and behavioral concerns at durm is not more professional development and more coaching we know how to teach it is about finding real alternatives for our most disregulated students thank you I'm going to give you this because it's different to what I send in thank you so much so you understand all

038right next I have Tammy [Music] lamb yeah that's fine are you speaking first and then then you'll have your time or you together as one okay so you just want to sit together yeah that's fine yeah go ahead Tammy oh it's green now thanks haven't done this before um Tammy lamb 97002 and batina and I did not talk ahead of time but we have um some very similar things that we're speaking of um I've been teaching in ttsd and at Durham Elementary since 1995 our population has changed a lot during that time many of the kids that we've been getting over the last few years have significantly greater needs than the students did just a few years ago let alone nearly 30 years ago although the needs of the kids have changed a lot our

039staffing model hasn't we're losing amazing staff because we're being asked to do too much money needs to be put into hiring more qualified staff to work directly with the many disregulated students in our building please don't send anyone else into our building to train staff we know what we're doing we're doing packs we're teaching and reviewing expectations we're holding morning meetings we're writing toodles we're giving 5 to one praise and then some we're playing the Pack's good behavior game we're meeting up with our buddy class we're we're teaching the tag kids we're working with special education students students we're following the 504 plans we're running reading groups with kids in 10 different grade levels and we're meeting the needs of 27 students every single day and we're teaching curriculum and we are exhausted we aren't

040the problem and we can't do anymore please send people to work directly with these kids who are struggling behaviorally put additional money into special education so they can hire adults to cover the huge number of kids that we have oneir of my class by the way hire more qualified adults for our counseling department so that the kids who need help are actually getting it it is inexcusable that my students who need the help are not getting it because all of the resources go to a few super high needs children if a child is so disregulated that they require onetoone assistance then hire someone for that please don't spread the staff that we currently have any thinner we need help now we don't need more training we need you to put money into hiring qualified people

041to help these kids so that the teachers can actually teach and the kids can learn in a safe environment thank you thank you so much and Karen Davidson and I'm Karen Davidson I teach fourth grade at Durham and my zip code is 97223 dear School Board I appreciate the opportunity to speak today I love our Community I attended meter Fowler in t high school and have taught for 28 years now in ttin it is an important part of who I am for 20 years kids were connecting positively in our schools and parents were more involved in the last six years kids in our building have needed much more than traditional classroom supports especially emotionally we spend less time teaching due to the need to be apparent to them we continue to have many movein throughout

042the year adding to the E ined load that is already tight our most impacted kids have some amount of neglect at home and we are trying to fill these gaps with 2 and a half hours a week of morning meetings pxs Behavior systems and regular times with our buddy class but clearly it is only escalating and getting more rampant when I started out in 96 we had a counselor who was able to run divorce groups friendship groups and B monthly character lessons in our classrooms it was amazing everyone knew Mrs fine and knew she was available for them however kids had much easier lives then so she had more time to give today Durham does not have a certified counselor site because nobody applied after ours resigned in November it was too much for her

043I really would hope that we could prioritize the hiring of certified counselors to support our kids maybe through offering much higher pay I am frustrated that we are not putting our money into the right positions that could emotionally support kids kids are not who they were in 96 or 2006 we we have many positions in ttsd that require a certified teacher and they are in charge instead of data curriculum or apps not working with kids right now and that has to change I love everyone in those positions at my school but right now in crisis we have to work smarter where the greatest need is what if we could just do a really phenomenal job at the elementary level with surrounding these small amounts of kids with more reteaching opportunities more trained counselors and sometimes

044a separate setting for the ring until they are safe and I need to be clear If the child is regularly unsafe or disregulated the ring needs to take place in a separate setting until they can be regulated for weeks at a time why is this not being done right now for fiscal reasons if Durham Templeton and meder all have six kids who need very intense help why are we not supporting them in one location with multiple teachers and assistants right now those 18 kids probably are using 18 Personnel I think regular behavior training and counseling support would make a huge positive impact down the line when the child heads off toity Fowler hazelbrook tiger high or TW more training when they are young means less referrals and a much improved life when they are older

045thank you so [Music] much and next I'm moving to the parent group with Dana or Dana [Music] Ogden um my name is Dana ogon and my zip code is 972 24 um I'm the parent of two children at Durham Elementary it has been my experience as a school volunteer that the incidents of disruptive behavior continues to pose not only safety concerns sorry but mental health implications for students as well as staff I know that you've heard this before and I'm hoping to continue the conversation um tonight focused specifically on kindergarten more students are coming to kindergarten postco lacking social and emotional skills that they need to be successful in a full- day academic environment teachers are constantly interrupted to redirect students interfering with class instr instruction we have all come to accept this as normal

046disruptive behavior is now common place in one of our teachers greatest challenges they don't have the bandwidth to report multiple occurrences daily and you hear only a fraction of what occurs they are stressed and exhausted self-management is a social emotional learning competency that's still lacking six months into the school year there are students who are unable to demonstrate awareness of established rules independently clean up even handle materials such as scissors safely children want to do well and they will when they can all behavior is communication consequences won't teach them a lagging skill for many our demands exceed their abilities being asked to do something they are not yet capable of can result in shame and a diminished sense of self-efficacy before students learn to read or do math they need to develop self-control and self-regulation

047the concept of School Readiness traditionally applies to children with average or above abilities Durham has a high percentage of kindergarten students requiring special education services and those who need more teacher attention teachers are pressured to pack every moment of the day with structured academically rigorous tasks but during unstructured play children develop the ability to self-regulate their emotions and their responses to others while curriculum requirements are State mandated I would invite you to contemplate how teachers could have more flexibility in the classroom to meet individual student Needs It ultimately will benefit the entire school to allocate as many resources as possible to this critical foundational year we need smaller classes and guaranteed teaching assistance in kindergarten we need earlier referrals for Behavioral interventions no waiting periods we need more mental health support staff we need less

048screens more play based learning and social emotional curriculum thank you so much and if you didn't get all the way through you can give a copy of that to Patty if we don't already have it so the rest of it will be at meeting minutes thank you so much and next we have Morin wolf hello everyone nice digs here by the way um good evening chair irin members of the board and Dr Ley Smith my name is Moren wolf and I'm a member of the tiger city council my zip code is 97223 I want to thank you for your consideration of resolution 23 24-10 a resolution in support of school resource officers and Mental Health Training as you know the tiger police department has three school resource officers serving in the tiger twon School District

049officers Nick nun tiger High School Joe Morin fer middle school and Brian Imus twality Middle School they are a presence in schools building rapport with students because of their connections we hope the students are more likely to share their problems they are experiencing at school or home and concerns they have about their peers with growing calls for social justice across the metro area the SRO program was under evaluation by ttsd in the fall of 2020 I was Schoolboard chair at the time and clearly recall the import excuse me the important work of this committee and the dedication of those serving to design a revised SRO program that met the needs of our students SRO now focus on building relationships with underserved communities and participate in trauma-informed anti-racist and implicit bias training our SRO play an

050important role as a partner in addressing the mental health challenges of our youth the public safety Levy renewal is a critical funding mechanism which will retain current SRO Staffing levels and continue to provide Advanced Crisis Intervention and deescalation training for every patrol officer thank you again for this opportunity and I encourage you to adopt resolution 2324 d10 and in closing um I just so appreciate all the public comments this evening but I do want to take a moment to thank the executive leadership of the district during the most challenging times in public education leadership LED with an unconditional focus on student learning a deep care and consideration for our families who are at risk of having just their basic needs met and a respect for our staff who were showing up every day to serve

051our children so again I just want to thank our executive leadership for all they have done for our district thank you thank you so much and that is the conclusion of public comment and we will move to reports and discussion um talking about the AR for policy JCP with Dr call good evening board chair Irving board members student reps uh Dr Su rck Smith um it is my pleasure to present the draft of the administrative rule for policy JF CP which addresses students acts of aggression and violence and I just want to just call out that this this work and draft has been an effort a collaborative process engaging various constituents um getting their feedback and insights and our team here tonight um will share timeline and then our process as we crafted the uh

052the policy AR next slide again how did we get here um ttsd we have a history of practicing uh decision making being very transparent holding feedback sessions with very various constituents similar to other work such as our each policy and we've continued in that practice and making it public and Equitable and so for this AR um the feedback that we collected uh helps shape and uh our policy and the writing for um the AR for JF U CP next slide and just a again um administrative rules is really that document that kind of helps guide our policy and what we implement it is the actions and it it is the work that we as District leaders uh do so I just wanted to call that out in accordance with OD Department of Education next slide

053again everything that we do in ttsd uh the why we do the work around our strategic plan goals and particularly for this part um safety which is culture and climate uh as you see uh in aligns with the work on the AR aligns with the Strategic plan and accountability uh Equitable access and also empowering voices therefore meeting with different groups to uh hear their feedback and to see the things that matter and hear the the things that matter to them the most was important in this process uh next slide good evening my name is Kelly Shelton and and um I wanted to just talk about um and recognize opportunities that members of our Behavior committee had to provide feedback um that were co-mingled with other District constituents and those opportunities include some individual schools and

054District level feedback sessions um constituents were also invited to small group sessions one of those small group sessions we wanted to highlight happened on January 24th members of the behavior committee um along with other constituents were invited to a small group session to provide feedback for policy jfcpgmw7b um reporting considerations were also entered into um those revisions and um with an effort to understand the charge of staff to report and respond a timeline to the investigation and then clearly stating the time frame so an example would be 24 hours to 48 hours so we just wanted to point out opportunities that we um opened up for constituents throughout the district um including Behavior member committees who who comingled with other constituents next slide good evening my name is Zenia an I'm the director of equity

055and inclusion and I wanted to share um a bit more related to um the feedback from the constituents constituent group so this was uh shared with our um community members that joined in our uh February 5th meeting um where we took a look at at some uh all of the feedback that came from the different groups here um as you can see there were feedback from constituent groups um and the the ones that are um both in Gray were the only sites that we didn't receive feedback from but we try to uh engage with our administrators during that time who um were able to give some of the feedback um in subsequent sessions next and during um that process uh the February 5th uh meeting there was a district Community work session this group reviewed

056the what we um presented um as the anatomy of the administrative rules which um uh showed some very key components of the AR that had a lot of feedback for um and then we took a look um at that feedback brought that back to our um District uh uh writing team team which we'll share in a few minutes um and then um they drafted um a the revisions of the AR with the feedback from the constituent members um and then we shared that back out with our administrators and um through the weekend we were uh working on the the draft that I think you all received um earlier today so next slide please and um so our writing team did you want to take this Kelly so we formed a a few writing teams we

057separated into sections and Russ r is here tonight to talk about he was the leader of our section section 123 and five um and then Dr Bobby Brown was the leader of section four and I believe Zenia is going to speak on that um but Russ is going to um walk us through um we work together over a few courses looking through all the feedback um rewriting the AR based on that feedback um and and so Russ is gonna talk a little bit more about that hello everyone I'm Russ RIS principal of Creekside Community High School it was a really a pleasure to work on this project uh with everybody you see there I think that it is only a good process that leads to a good product and the way that I knew that

058this process was good is is the amount of information that we had available to us as feedback from multiple stakeholders and community members to be able to get down to the line item of places where they had questions or concerns or ambiguity noted and we went painstakingly through that document to understand not only the uh what they were saying on the surface but what they were trying to get at with those comments and I feel like uh in our work in that process we were able to make the necessary inferences to understand what it is that people need to know when somebody they care about has been harmed through acts of aggression or physical violence and to provide the necessary uh steps to an administrator to be able to effectively investigate and handle that situation

059all in a manner that is uh aligned to the deeply held values of the school district so um I think in this doent you will find that we made some jumps forward in our ability to understand in particular the solutions um and the um the responses to harm next slide um yeah so um I like to just do a quick A Brief Review as you can see here you have the initial draft that was presented on February 5th and then after the changes that were proposed so um uh I want to go through this briefly and then I want to take a pause uh for um Russ to share section five which is um where a lot of the feedback from our constituents came um and I think with that section really addressed some of

060those pieces so um for uh section one was the introduction and that really didn't change much other than an addition to having 1.4 which brought um some definition around impact and and intent um and then also um reinforcing the policy jfcpgmw7b and then for Section um uh two was around reporting for the initial draft but then um uh given the uh revisions that um Russ's team had completed they added a new section or moved the section from the previous uh to have a pre preventative and proactive education at that point which then um clarified what um our district values were related to restored values and then um how to establish uh safe welcoming inclusive School communities is there anything else you wanted to add to that okay next slide and then um in the previous

061uh AR there were sections related to the investigation um we uh shifted that and actually added reporting in um for section three which um focused on the charge of staff to report or respond um considerations for neutral parties to mitigate bias in decision making and then administrators investigators role and responsibilities student reporting process and then um we we uh put some considerations for reporting to support um uh the the the work of reporting and also um focusing on good faith efforts and um uh prohibiting retaliation okay next slide and this is um the section that um Dr Bobby uh Brown um and and Susan coala worked on and so we um streamlined this uh section A little bit more um and uh you um we focused on um the investigation process and then some considerations

062related to social emotional supports um for parties involved communication um of the investigation status communication of the um uh investigation completion and action taken and then consider ation for fura um we also took a look at the cross reference in connection to other policies that um would fall under uh acts of aggression and assault and then talked about appeals and process um and then I'll hand this back over to Russ to talk about section five which was a new section next slide our uh work Group found it sort of fascinating that in the first draft that we re received um there was no section five guiding the response to harm and when we went to write it I understood why because it is very complex to outline in uh you know relatively few number of

063words the very complex process that comes with working with human emotion and social and emotional Dynamics and making sure that Justice is served and that relationships are healed and that we're able to work through things to the best of our ability while also uring a learning process for the originator of harm in this section we've relied upon our our each framework as the you know conceptual map that we use to try to lay out what exactly it would look like to try to make things right create learning and to ensure safety in our schools moving forward so as you'll see here we've got the education component what we've tried to bullet point through this section is that yes we want people to know and understand and Report related to laws rules policies uh and all

064of those things that are meant to provide um guard rails for Behavior within schools and within Society in the further bullet points we get into the point where we need to use these as opportunities for deep uh responsive social and tional learning so that that individual has a chance to evaluate their internal experience and identify those moments when they had an opportunity to take a different route and a different direction in responding to whatever the situation was we also need them to understand the impact at a deep level on not only the people harmed but the people that are connected to those people harm so that we're getting a really rich tapestry of how an individual exists within a community so that we can create the learning necessary to Value peace and safety and problem

065solving that does not result in harm of this type the accountability section I think tries to lay out a map where we are saying accountability serves a specific and important function in human communities when harm has occurred we need to prevent that person from repeating that harm through some combination of new learning and new understanding or fear of consequences but also to have that process be um visible enough to the community to where everybody knows that we stand together and holding people accountable for this type of harm and that it's not okay here where we are so that process of working through accountability does include punitive accountability through sanctions loss of privileges increased supervision detention or suspension Etc but also importantly social accountability through meaningful par participation in the educational process that I tried to

066explain as well as things where there's communication facilitated by somebody who caused harm and the people that have been harmed that process is important for both uh or all of the people involved then we get to personal accountability the community needs to see in a situation like that to the best extent possible that that person is accepting responsibility and has a plan for trying to make things right and moving towards um not repeating that offense so that the community can live into its values of safety and a focus on learning so those details are laid out here in our plan um beyond that we get to some solutions we have some moves that administrators need to follow around communication to reduce further Community impact the worst thing that can happen is when people know that

067harm occurred but they don't know what's happening about it and that they don't believe or trust that the response is adequate to address that concern and we see that again and again when we go when we lean overly um on the respect for privacy and don't don't communicate with the people who have been harmed who are observing that harm occur and yes we have to follow the law regarding that but there's ways that we can work publicly to show people that we care and that we're making progress towards Solutions uh supporting the originator of harm has got to be a part of this we know that unless we understand the root cause of harm when somebody's committed acts of physical aggression or violence we are not going to interrupt that pattern for that person so

068that is going to be a a process of really understanding where they're coming from what their unmet needs are and creating a process where appropriate interventions can be uh can be applied um the other thing is that a school does not a person does not exist alone in a school the student and the school are mutually arising phenomenon and so the school also needs to be responsible for the context where this is OCC occurred and so a deep evaluation of the systems the big picture practices the values that are being embodied and a constant ongoing reflection so that we can change our schools in such a way that prevents that in the future and then finally we get to the section on healing and that is mostly and most importantly about respecting and supporting the

069people who have been harmed in these situations making sure that they have access to the appropriate people and supports and services that may help them work through that as well as to facilitate as appropriate when people are willing and ready to communicate to make things right at Greek side we say it's not done till it feels done and so we have a responsibility to bring that to full closure thank you uh next slide so in conclusion um just want to highlight again and the work from the uh adoption of the board policy back in December to this draft and all the work and transparency that went into our our building administrators meeting with various constituent groups such as site councils PBIS teams as well as other groups um uh and then the writing team taking

070carefully look at the feedback and and their other perspective uh we have this draft that we'll also uh share tomorrow with our cabinet so thank you and any questions or comments he Owen go ahead um I just want to say thank you I really appreciate this document this is I think something that the district needs just because it's so clear about like you know what will what are the steps that are going to happen through the each plan um I have a I have a question about part 3.5 that second paragraph I just want to confirm that's talking about like um the ledge originator that was some let's say I reported something about the ledge or originator and that originator retaliates against me that will increase their consequences I just want to make sure I'm

071reading that right or like there will be more dis actions against that so um section 3.5 was one of those um that when the uh constituents read the policy they um had expressed concern for why people don't report so people don't report because they are uh worried about um what will happen not only during but after um they reported and so um the re the the function of that part of the AR is to support it's it's kind of like the um the one good faith effort reporting right the idea of the Good Samaritan um you know you're not going to um because there is going to be an investigation fact finding process you know um the goal is if you see something say something right so we want to reinforce that behavior and then

072when we talk about the retaliation one of the number one things that we hear from our each process and also when we talk about um reporting students you know use the word I don't want to snitch and I think um so part of this is um reinforcing and supporting that for um these behaviors to to not happen we need partners and students families and community members to be able to report it so that people can see that we take it seriously so I think that so those are the things related to reporting it's to um to reinforce that there there's a no retaliation clause in in those efforts no and I I completely agree with that I just want to make sure that like the originator that like verb that that's talking about anyone who

073retaliates not just the person who caused the initial offense that I just want to confirm that's what that yes that includes anyone that retaliates not just the originator yes thank you thank you for that asking that clarifying question any director Weston I just want to say um this is clearly very thoughtful work um and I appreciate all the all the work that's been done on the AR um and also the matrix it's important for students to have clear and high expectations and appropriate followup and I can see that a law of thought went into this um and I'm also pleased that we have a work session coming up for the discipline Matrix um and ARS um thank you for for for adding that I I'm concerned overall I think that we have a little bit

074of a a paradigm where we're thinking about avoiding overly punitive responses to behavior um and then other people want it to be more punitive but we're kind of going back and forth on that um and I think what we have in these ARS is is really thoughtful but um our Situation's a little bit qualitatively different and so um I think we have an opportunity here and it deserves um as there's already been a lot of care and thought but I think maybe we can do a little bit more um I think this policy addresses discipline and it makes sense um at some for some situations but I'm thinking maybe we can have a ramp between that work and addressing some of the significant disability and Trauma that we're hearing about um and accompanying appropriate resources

075and so um I just want to thank you all for this work and also I'm looking forward to um to working more to deliver um a little bit more of of what this this point in time in our society is calling for um and so maybe taking this work but adding a little layer of um of how we can really appropriately respond to some of the stories we're hearing so thank you thank you anybody else um director Mass um I also want to thank you for this work it's so it's so clear it was so thoughtful as director won said um I appreciate um the really detailed description you gave us about the community feedback and the other kinds of feedback you got my question to you was going to be you know what was

076the greatest theme of the feedback you got but then you described that with the section five and the response to that I think it's um and I am not this is not the board's job to make edits on this I'm not suggesting an edit or anything I think um that one of the things that that we all need to continue to just do as an education piece to our community is and you address this a little bit while we do um want to share as much as we can there are really serious laws in place that that do not that that require us to focus on privacy of of all parties involved of students involved and I think that sometimes that um gets gets lost in that you know folks want to know exactly what's

077happening and you know and we just can't we cannot share and um and I saw this in here but I think as a board it's our job to keep talking about that as we talk about you know as we continue to talk about this with the Matrix and just as an education piece it's not that anybody's trying to be not transparent about what's happening it's just that there are there are laws in place that we cannot share and and that privacy is really important for for all involved as well that's just an important consideration but um but I but you addressed that when you were talking about we'll share as much as we can can and then we can't but I think that's just an important thing to keep pointing out thank you for your

078work I just wanted to reinforce that and I think that was the the joint effort of the writing team is if we had a document that had Clarity of what a response can look like then we can direct people back to that AR for for because because I think that lays out some possibilities of what can happen without um in infringing on individual rights as lame by infura so I appreciate you highlighting that director zme so you mentioned that this is going to be going to Cabinet um for review uh I think you said tomorrow the next day will it then come back to the board so we'll see any final changes or is this the last time the board's going to have a chance to look at this well uh this would be the

079last time that the board will see it it is what it is and we've shared already kind of with cabinet so it's just a final sharing tomorrow okay so it's just their sort of final look through is after we've had our final look through got it thank you yes and I want to reiterate thank you for all of the the work that went into this and all of the incorporating all that feedback and all of that really solid listening that you guys did to hear everything that everybody was saying I really appreciate that thank you yeah and I would just end with um I mean I love the kind of moving around that prevention proactive section I love that you modeled the E framework for that piece of it um and I really think that

080um it just it feels like a really again what folks have said a very thoughtful way to think about all the folks involved um and I think having been to the work session um where it really was line by line we are looking at this I mean it was tedious and really really great work and everybody like we've seen over and over again they dig into that and they they take the charge and they are looking you know at syntax and what it could mean and what like and again the intent versus impact even within the statements that were being said and so I think the care that um everyone took and taking that feedback and somehow being able to to bring that all together where folks can see that feedback um represented in this

081document is wonderful and I think the one question that I think also came up and I'm glad I have a principal um and there were a few principles on those committees is how how viable is this right like I think that was one of the big questions was it's great to have a policy and it's great to have the AR but how can we do this and so I would love to just have I don't mean to put you on the spot us but um since you're the principal here and that you were on that team kind of like your thoughts on I do feel like you run Creekside very much with some of these processes already but just sort of from your perspective you know looking at this okay this is something it might

082take some re some learning and some ring on my own part but this is something that as an administrator I would be able to follow and work with does that make sense just so Community can hear yes it does um I think that what is in this response section is what we Aspire towards at Creekside already it was a really um powerful exercise for us to draft that and to put those things into language that be understood by others because it is so in the flow and it is very touch and go and responsive to people's emotions and the social situation and everything what I would say is that this is aspirational for our school district as a response and I don't think that an administrator is going to read this and know exactly what

083to do and how to do it but I think it becomes a map that we can use to move forward with professional development for response situation for our administrators um and in that way we can keep moving towards that that goal and have some language set out here that's going to help us to stay focused on that goal that's fantastic thank you and I I also just want to add to that because a lot of the framework is highlighted under eh um we have been doing a lot of case study reviews and action research related to some more concrete um specifics aligned to I think that what's highlighted here so as an AR um you know as Dr Su highlighted much of it it can be used as an audit document for us to not

084only set the frame in professional development as well as like services and supports for our administrators to be able to be aligned on a common um you know continuity of experiences for our our constituents that's wonderful and again thank you so much for all the work that went into that thank you so much all right next we have second quarter data with Dr Ricky Smith good evening chair and board uh this evening uh we present to you the media report regarding academic achievement as well as other data points including the 2023 graduation report um men this data you have um outline you have seen before so we will quickly touch on the new data and U move into conversation relative to the graduation report um being mindful that we want to try to hit a

08515 potentially a 20-minute mark Mark uh total then to entertain your questions um so with that could we have the next slide please um as a reminder um this has and this has been in place now for over three years we have set um marks of 5% growth overall and 8% growth for historically underserved students from the spring of 2022 to the spring of 2023 um in this case from 2020 um3 into 2024 uh and we at kindergarten to 8th grade I ready math and literacy um and at 9th and 12th grade we look at 9th grade on track data credit attainment and graduation uh data next slide please uh here you have the participation rate uh this is specific to the reading comprehension work um as a reminder I ready measures reading comprehension the

086Acadian measures uh the foundations of reading that lead to reading comprehension and so it is a very definitive uh formative look um that peels the onion back to how what are the fundamentals a child has uh and then how is that expressed relative to their ability to comprehend text next slide please Paul would you like to talk to this data please pardon all right um just as uh as I always go through we're going to be focusing on the iting the kence for our um uh literacy data um our winter assessment does show a mix of results by grade level for our reading comprehension uh the early grades K through three showing slightly fewer students on grade level as compared to this same time last year where their older grades four through eight showing slightly

087more students on grade level as compared uh to the same time last year when looking at the same data broken down by race and ethnicity we see slightly fewer uh numbers uh for our Hispanic American Indian Alaskan native students um with slightly more for other populations next slide um our Acadian sta shows a similar story for our early grades um this is our our foundational fluency data um but different stories for our students based on race and ethnicity when looking at the race and ethnicity this difference may be due to the fact that our I ready data does include the sixth through e8th grade which we showing much higher improvements whereas this data only shows the lower grades um which our I ready data did show a slight decrease so that's why the race ethnicity

088for Arcadian data may be breaking down a little bit lower for our different races and ethnicities U moving on to the next slide for Spanish um this is uh I'm very happy that we are beginning to get some uh more Trend data for our uh Spanish uh literacy assessment um first thing I'd like to note is that um as I reported last time I already did a um a benchmark adjustment for their last year's data and we got that benchmark Mark adjustment for the fall and winter um you can see that there's for the spring that that data is uh hasn't been adjusted as of yet and so when I do report in the in the spring we'll be seeing that spring of last year data and spring of this year data adjusted to their

089new Benchmark so that's the first note uh for the fall and winter we are seeing uh Spanish literacy improve in our higher grade similar to what we saw for English literacy um as compared to the same time last year while our lower grades were showing slightly fewer numbers of students uh uh showing proficiency on grade level looking at race and ethnicity we see that there is a slight decrease um oh I'm terribly sorry we see that the decrease in the earlier grades reflected is also reflected in our Hispanic students while the increase is reflected in other populations um to our next slide um all right so um this is we do have participation for the I I do want to make a note that uh the I assessment particular the the math part was taken

090uh during that lovely ice storm that we had a month ago and so we do have fewer participation rates than what I would normally help but it is still high enough in which uh we can say the data is reliable but I did want to make that note because I always like to say when there is an aster in my data um moving on to the next slide looking at that math um I am once again going to have to say the same types of things that I have said over the past several years regarding our math data um that pandemic has hit our math data particularly hard especially when compared to the to the reading data um and so we are seeing that uh those numbers just simply looking at the previous graphs are

091much lower than for our our reading data but we do see growth every year we see that growth from the fall to the winter to the spring in which we are seeing our students more and more students uh getting on to grade level um they may start out the year below grade level but they are reaching more and more students are reaching grade level by the end of the year um this year we are seeing a little bit of an issue where this same time last year we do see a few um uh slightly fewer students on grade level uh than we did the same time last year um uh and you were did you have a comment thank you and I've invited director Robson here to to the Das to um share with you

092the importance of the um curriculum adoption that'll be brought forth K5 um in math and how aligns to the I ready assessment thank you Dr Sue uh so yes I would emphasize that coming up at our next board meeting we'll actually have a presentation for the board uh specific to our pre5 math adoption work that's that's happened uh with a recommendation and that recommendation is actually uh kind of a um um a precursor to that presentation but it is the uh ready math curriculum uh which was overwhelming overwhelmingly um selected by the committee um and uh with that comes a marriage if you will with the I ready diagnostic that we currently have in place um those three interim assessments uh and also um the my path personalized learning as well that was not the

093reason for the adoption the curriculum itself uh is uh just really stood out out in front of everything else that we've vetted um through the process but not to get into that right now that'll be for the next board meeting however uh that one of the things that we note with our math data is a real need uh to one put updated research-based materials in the hands of our teachers uh that's forthcoming two along the way as part of the process we worked really hard to align standards because over the course of the cycle where we had math expressions curriculum standards have shifted change and so we've aligned to those in terms of being able to pinpoint from prek through fifth grade what needs to happen what does it look like for a child going

094through our system uh in terms of each grade level um in the the kind of instruction that they're getting very specific to the content in math and on top of that what happens through these processes is um a regeneration of that pedagogical conversation how are we teaching math um what are the strategies what do really high quality math instruction look like and so that's a part of the conversations and the planning that we'll put in place and present at our next board meeting around a professional development plan uh to support our teachers in actually delivering instruction where they feel really confident about getting their hands on a new curriculum new materials uh and uh to be able to teach to that framework and and bring students along at a different uh rate and level if

095you will uh through the instruction that they're providing in the classroom so all of that combined we know our math uh data is not strong regardless of it looking nationally very similar across the data that we see through I ready uh we don't care about that we want to make sure that our data is growing in our stud students are growing and so um that work that has is coming about now through the adoption process is exciting and that's what you'll hear more about as we uh as we move forward thank you the current slide that is in front of you um is U an important one in the sense that U these are estimates as to where we currently looking at the data and projecting forward uh believe that schools will land relative to

096their target for five and 8% growth this year what I want to stress here is that um these numbers represent you know the grit and persistence and hard work um of our teachers every single day in the classroom um this does not happen um simply because we talk about it or because we provide the tools it is because our teachers are using um you know being very intentional in terms are the conversations that they are having around this data in their 100% meetings and their 20% meetings um as I walk through classrooms and observe instruction I am seeing uh the tenants uh relative to letters training uh on the reading side and reading comprehension and use of fruit salad uh strategies in in which the small group work is being done and lab work is

097being done on the math side and very excited about the new curriculum adoption because I believe that'll be one more tool in the chest of some very capable and expert um teachers that we have across our district so I want want to pause here for just a minute and give kudos to all of our teachers um who are working on a daily basis to move this data and to hit these marks at 5 and 8% Paul you want to speak to the way this this chart is colored yep um so um I color coded the chart to show that the the darker the um the cell for our estimate for 2324 uh the more positive that estimate is so if it is lightly colored it is either that school is again forecasted to to um

098uh to be at or slightly below where they were last uh spring um and again this is a forecast based on um where they were in the fall where they are now in the winter and then saying well what if they kept that same level of growth up until the spring so this does not um take into account anything that happens from now until the spring this is simply a forecast based on how they grew from fall to winter and So based on that when it comes to math again we do have uh several schools that are um going to be um at or above uh where they were in the spring of last year with one uh meeting uh again forecasted to meet it's 5% uh we don't see the same um uh in

099when it comes to our underserved population um but again I'm always happy to report on on our reading scores in that we see that most almost all of our uh schools are going to be at or above where they were at Spring last year with many of them meeting their 5% goals and also and some many of our schools meeting their 8% goals on top of that and as you remember it was last year when we finally started to see after you know two plus years worth of work the benefits and and and Schools starting to pop in terms of being the 5 to8 and now you can see that momentum continues to grow um and so again very intentional work um being done by our by our teachers um and uh administrators in in

100building next slide please so to that point um I want to just do a very quick but um perhaps a finer Point relative to formative versus summative assessment based on a recent article by The Oregonian um calling out districts relative to um the U Oregon State um Summit of assessment um and organs placement nationally relative to covid recovery I think it's important to do just a a light touch relative to the import the difference between formative and summative assessment so first and foremost though I know the board knows that I know that members of our community still have some concern um or or confusion um Summit of assessments are exactly that they are meant to be given at the end of a unit or end of a um of a semester or end um such

101as finals which our student panel is well aware of uh or end of the end of the school year um and they are used for the following purposes they are used in in the best sense to make classroom and curriculum decisions for the next year they are not meant to to inform instruction uh during the during the instructional year they are also used by policy makers to identify successful programs across the state uh where additional Investments can be made such as extending summer learning um they are meant for advocacy uh they identify inequities within the system and allow um advocacy groups to advocate for specific uh needs relative to early literacy which we have seen from the governor's office um as well as um other academic um advocacy that is that is needed post pandemic

102and then certainly at the federal and state level they meet the requirements required um and um the every student every Student Success act which replaced No Child Left Behind that is a federal requirement that all states have a state assessment uh at 96% yes 96% participation the state of Oregon Summit of assessment is the smarter balanced assessment which it established in 2014 as part of the waiver for No Child Left Behind behind other states use the park assessment next slide please um I also um provide for you U the difference relative to formative assessment formative assessments such as our I ready Are Meant to identify where the student struggles so that you can address it in real time during the instructional year um and it is for that reason that the 100% meetings having this

103data or 20% meetings where you are trying to figure out those that small kernel of children that are not growing that data is is critical to making um informed instructional choices we use as as we've demonstrated the I ready Ka formative Assessments in reading and math which are psychometrically aligned to the same state standards as the smarter balance therefore should be predictive of how we would expect our students to perform on the state assessment if and I give this caveat if the student participation is the same and the state assessment content Remains the Same so that it is both valid and reliable and that's where we come to this next slide where um and uh shows up better here thank goodness um but this is a timeline relative to organs um uh application and implementation

104of the smarter balanced assessment beginning in 2014 by 2015 House Bill 2650 5 provided parents an opt out of the of the assessment please note that the Top Line represents white students um and the number of opt outs over the intervening years from 2014 to the last assessment in 20 this one this slide was actually in 2022 you can see that there is a dramatic increase in the number of students um whose parents decided that this assessment was was something that their child should not participate in please please note that the bars or the lines below um indicate um students of other ethnicities um where we did not see as much of an out opt out um as we did with our um with our our students um who were white um next um uh

105next slide please the reason this is important number one it is important that parents always have an option for their child and that they exercise that option based on what they know is best for their child so the issue is not relative to whether or not a parent should opt their student out the issue is the impact that it has relative to the reliability of the results that we receive and so participation matters in order to avoid bias you've got to have a stable representative stand sample of students who have taken the test if a certain population of students regardless are not represented within that sample it skews the results to those who did take take the test now it tells you a great deal about those students but we already knew know that from

106our formative data because it's psychometrically aligned to the same criteria as as smarter bounds relative to smarter bounds validity just quickly since 2018 OD has shortened this assessment multiple times in 2022 to 23 OD shortened the number of days that the student had to complete the test and incomplete test scores decrease the overall student score so even if they took the test but did not complete it they receive a much lower score which often resulted in them not meeting standard in 23 24 OD shortened it yet again so again the the amount of time that students had to take the test um and the criteria of the test teachers and students were pressured to complete test on an even shorter timeline and many just chose not to complete it at all which also impacts the

107overall scores so again again it brings into question the reliability of that data relative to our students performance and that that is true um this concern that is being raised here is true for districts across the state next slide please in response to that in 2023 House Bill 2656 Section 3 requires a superintendent of Public Instruction who is the governor to convene an advisory committee to explore options for expanding and revising the current accountability framework um which has the full support of superintendents across the state the advisory committee convened under this section will review accountability programs in other states and make recommendations to the superintendent of Public Instruction on the expansion or revision of the current accountability framework by November of 2024 I have been selected to serve on that advisory committee and its first

108meeting was held on Friday February 23rd of of this year next slide please relative to the origoni 's comments around Esser Esser investments just a quick reminder um to the board and to our community of the over $2 million that we received um as part of the um Federal allocations sr1 two and three I have bolded for you those things that were directly um invested in that impact student academics so you see in eser one we received 1.46 million the majority of that was spent trying to provide and personal protective equipment and cleaning supplies to address um the eventual return to schools but notice that note that there was a chunk that was sent to teacher preparation to assist them in um online learning Sr 2 which was 5.74 Million note please that um in

109addition to the things that impacted students relative to those U items that were directly impacting student academics we increase the English learning Staffing and Avid Staffing LIC and classifi collaboration time I already aoft assessment software and professional development was purchased in the midst of the pandemic because I knew the importance of beginning to um map um and understand the depth of student loss of academic learning and then track it moving uh moving forward and then re-engagement specialist for students as we came back into uh into brick and mortar next slide please asra three which we are currently in theid of spending and that spending will continue through June of um the end of June of of this year therefore the oregonians assertion that those dollars have already been spent is incorrect um and in many

110States including this one s dollars that have S3 dollars that have been invested in plant IE HVAC or other uh safety upgrades within their buildings will be extended well beyond um based on federal waivers uh to allow those those districts to receive their equipment and install them um and use the eser dollars and so again notice um the the amount of bold relative to online school Staffing curriculum software five days of license planning classroom Staffing staff diversification so on and so forth so again this district has been Mindful and thoughtful about targeting those dollars directly to student academic recovery next slide please with that we'll talk about attendance because there was also a concern raised relative to how we motivate students and the fact of the matter is students perform and grow uh when they

111attend school and so I would offer just again as a reminder to all of us it is not only our hardworking teachers um and our our principals and staff um who are there to provide the instruction it is also predicated on the the um partnership with the parent who helps us get their child to school and does so on a consistent basis Paul you want to speak to this data please I'm always happy to talk about attendance data is is a passion of mine that um I've had for years um and it's also I'm quite thrilled to be able to talk about some very good news when it comes to our attendance data um so just to set the ground chronic absenteeism is defined by the state of Oregon as um attending uh 89.9% or

112less so being a regular attender is 90% or more of the time um and so what you see is the percent of students that are chronically absent and so unlike many of our other graphs our goal is to keep this these as short as possible and so what you can see if you look at uh the two um highlighted ones is uh what how we did for Quarter Two of of this year compared to Quarter Two of last year um and what we can see is a dramatic drop in all of our grade levels that we have much fewer um students who are chronically absent across the board um attendance being one of those leading indicators that when attendance drops other data points um drop with it very quickly it's like Rushing Water coming at

113you you can't hold on and uh and it's one of those that's uh much harder to get back even when a tenant goes back up again it's much harder to it's there much more of a lag that after tenant goes up academics come up a little bit later and so one of the good news about this is as we're seeing now two uh two quarters of it um we are going to begin uh hopefully and um begin to see some of the the uh the impacts of that specifically next year I'm I'm very relieved and happy about this data um we do see a little bit of an issue in our in our upper grades 11th and 12th grade um where we do see have um uh lower chronic caps anism rates um but they're

114not as low as the other grades I don't know if that's a point you wanted to chat about or wait till the end um I think I would just say you know I as we continue to explore root cause post pandemic like some of that is not new around belonging around what's meaningful um we're exploring just even some of we we talked about the Curiosity of correlating attendance with credit attainment and wondering as you get older you start to understand that game a little bit more and you get a little bit more strategic about when and how I need to attend to still get to the end goal of graduation so we don't have correlated data yet but it's a curiosity as to why it always seems to be higher at those grade levels given

115we offer 32 credits but you need 26 to graduate so something that we're going to explore a little deeper to see if that's one of the root causes beyond what we know are often root causes of chronic absm Y and and it's important to note that this uh slight us higher up down and then going back up that is a pattern that has been in chronic absenteeism for years even before the pandemic that you start out with a bit higher chronic absenteeism it goes down and then it goes back up as we get towards um graduation day so that that pattern has held uh true from before the pandemic to now um moving on to the next slide um uh another piece of happy news uh every single one of our um identified races and

116ethnicities has lower chronic absenteeism now than they did the same time last year uh when we started out in the the fall um our students that are Native American uh um sorry um American Indian Alaskan native uh we did have higher rates of chronic absenteeism in the fall um than we did the fall of last year but last year's chronic absenteeism shot up so much by quarter two and that did not happen this year so I'm very happy to see that and that every population has lower chronic absenteeism rates uh with some that are still higher than others um um but it's still very uh very good news moving on to the next slide um I do have also some good news it's not as as good that um that it is better but it

117is slowing um when it comes to our our um office discipline referrals around bullying and harassment we are still estimated projected to have a few higher um office discipline referrals around this than we have uh last year but uh that line is beginning to uh to flatten which is is very positive news especially given the um the work that we've done around reporting and so that if part of that exponential increase in previous years was the Safety and Security in reporting that students may not have felt even with that SA and security the Flatline the flattening has occurring so that means that it might indicate a a slowing of the actual incidents because remember an office discipline referral needs an incident uh a reporting of the incident and then a recording of the incident and

118so it is uh quite possible that what we are seeing is an actual decrease in the number of incidents themselves versus you know the bureaucratic documentation of it U moving on to the next slide based on um feedback from you all and feedback on the the different policies that are coming out we are beginning to make similar graphs based on the specific office discipline referrals that um has been requested the first one being just an overall uh how many major office and discipline referrals and again we see that same Trend where it is slightly higher than last year but not that exponential increase and then in the report for bias incidents and hate speech again we see a slight increase but again not that exponential increase it's it's goodish news is the best way that

119I can report on that um and we are creating a similar graph once we have the the um codes identified for physical aggression and um uh yeah physical aggression and and fighting and so we will have a similar graph like that once we uh have many of those codes identified because as we are um evolving the codes we have some codes from back in 1920 that are not used anymore so we have to identify which ones fall under which categories a fun bureaucratic uh game that I enjoy playing um moving on to the next uh graph um um and so just uh uh looking at the data itself um uh we do have um a uh the the semester one this is our first look at trying to see where we're going to be for

120our ninth grade on track um and so looking at semester one uh we get like these are the students that made three credits to be on track by the end of the year you have to make six and so this is our first estimate similar to what we had for I ready whereas if we keep the same Pace where are we going to be by the end of the year those that earn three credits at least will earn another three credits by the end of the year um we do see that line flattening overall um uh which is slightly concerning but we do also see um increased numbers for students in special education and students identified for English language Services um we do see some a little bit of a concerning trend for our students

121who identified as Asian black and white uh with um other population showing growth from this time last year and I'm particularly um um happy to see that very large Rebound in our Pacific ier Hawaiian native students considering that that population has been uh the data for that population has not been as encouraging and this is if we again looking at the attendance data and other data the the data for that population is beginning to get a little bit more encouraging I'll keep it short because I know the time um but I would just say I think what continues to highlight is where our entract coordinators are strong and our ninth grade teams is looking at root cause and using their Student Success meetings to prioritize where we've seen um where we've been underserving historically so

122I know this year Pacific Islander students have been a big Focus within those Student Success meetings so we see where we put our Focus we start we see that growth while we're also working on tier one so that hopefully we don't see dips you know as we gain we don't see dips in other places um but they are continuing to have their Student Success meetings our nth grade houses um all of our on track coordinators have had the opportunity to go and work with the University of Chicago because we had a big turnover of that staff with some of our other staff promoting into other positions um so still work that's a big priority in both of our all three of our schools because Creekside also has ninth grade cohort and on track work now

123as well next slide um and just uh um as we have shared around our our graduation rates we are seeing um an increase in our graduation rates um we do have a little bit of a of a wave in that data every now and then where it'll go down slightly and then up more we our graduation rates this year are the highest that they have been since uh uh we first have this four-year cohort graduation rate back in 20145 and this is again fore cohort means they entered high school at around the same time and then four years later did they graduate on time and so that's an important note is that it is not not just like hey what percent of our current seniors are graduating it's what percent of those who entered School

124four years ago are graduating and we are also seeing a a marked uh decrease in the gap between our overall population and our combined focus groups um which is very encouraging uh for our graduation rates I'll say my comment on fair enough moving on to the next one uh we also have something called our five-year completer rate uh this Al this includes our four-year grad rate plus adds fiveyear another year to see whether or not that extra year will um um improve the the rates and plus it also adds alternative certificates like the GED pretty much the goal of the five-year completer rate is to uh broaden the scope and uh of both the time as well as the certificate you get at the end just you leave our building with something that will be

125useful in um this uh the postsecondary world um and our goal is to keep that pretty much above 90% that's n out of 10 kids even during the pandemic we we saw that n out of 10 kids left our our our buildings with that certificate and so that is very encouraging that we are keeping that above that that 90% of the combined focus group we also see a slight decrease in the Gap as you can see for the first four bars we're averaging between like six and seven whereas for the last couple of bars we're averaging between uh like uh four to six so it is a slight decrease not as much as we saw for our gr rates but is still a decrease in that Gap uh moving on to the next slide I'm

126just simply going to say that our graduation rates are higher than the states I don't know if there are any questions or comments regarding that but I just I do need to put that uh graph up there uh moving on to the next slide um this is where I do want to talk a little bit about that nth grade on track rate so at the end of the nth grade year how many students what percent of our population has earned those six credits that keep them on track for the Oregon diploma um which is 24 credits um and so that's that light blue graph is that at the end of their nth grade year how what percent of our students have those uh six credits and then the graph above it is three years later

127when they're seniors and it's the end of the year did they graduate and so what we normally see is we see a slightly smaller amount and we also see the the shifts going in the same direction so as you can see when the light blue graph shifts down the dark blue graph shifts down a little bit slightly a little bit less but still in the same direction and when the light blue graph shifts up the dark blue graph shifts up but not as dramatic so the ninth grade numbers will shift dramatically and then the graduation rates uh four sorry three years later will shift in the same direction the reason I bring this up is because we are beginning to see some of the waves and ripple effects of the pandemic right now what we

128see for our ninth grade uh cohort from 20 2021 they are currently seniors and so we are they were in nth grade during comprehensive distance learning and that being a transition year means that it is one of those years where um the cognitive load where they are spending a lot of their time thinking about how do I be a ninth grader they are also spending that time thinking about how do I be a ninth grader online which I've never had to do before and so that uh that doubles it which means that the brain power that they have towards academics is a little less and so we are seeing that we have a a drop in our um ninth grade on track number from the year previous um and it is important to note this

129is absent intervention just like every estimate we provide this is absent intervention it says nothing about the intervening years from nth grade to 12th grade and the things that were done this is just a forecast that says if nothing is done this is what will be seen and so we are beginning to see those waves as you see the next wave goes back up and the wave goes back down we are beginning to see those Ripple effects of the pandemic this is where I get to just comment on those that are intervening so the absent intervention but one reason we've been able to see our graduation rates continue to climb is we think about our counselors our engagement Specialists our lift programming um and all of our staff working to intervene and provide supports the

130summer programming where it's um standards based and students are able to make up that credit um is where we see such a strong intervention system within our mtss that's helping our students still reach that now our goal is to right we just have success at that tier one level um which we continue to strive for but I think what we continue to show is the power of our mtss and intervention system and with that we'll take any questions from the board regarding this data thank you director won thank you for putting this together um I could see there's a lot of work happening I know our teacher working hard and our students are working hard um and there's obviously efforts to put the resources where where they will make an impact but looking at the

131data there's some statistical noise there's a little bit of improvement there's a little bit of backsliding but I'm not I mean there's honestly not that much progress and so it is disappointing um I know a lot of that's coming from the pandemic um but I don't I don't know that it would make sense to assume that our District's optout rate is demographically particularly different than the opt out rate of other districts in Oregon so I think um as we get into our budget season it might make sense to look at some of the interventions that have shown promise such as high does tutoring um we it sounds my understanding is we're heading into potential budget cuts um and we have not recovered from the pandemic and so I think I don't want to say this

132to Discount the hard work that everyone's been doing because I know we've all been working hard and um and I appreciate that work and I know it's there um but I think we're still not where we want to be um and it's going to be really hard to get to um any kind of recovery given that we're going to have less resources over time so as unfortunate as that is I think it's better to go into it with our eyes open and just recog that's where we're at um but thank you for for the presentation and for all the work and I know we're all trying to get there um but we're definitely not there yet thank you director miles thank you for for all of that I I want to say first I'm really

133impressed by our fiveyear computer rates um I've seen that results those results from other districts and and that's that's great um I think it's really important for us to remember too as um and and as as we look at incremental progress or whatever that SL that slide that you showed early on about it was it had a black background and it was about okay so house build 2655 came very shortly after esbat came online then we had a couple of years then we were in CDL and then essential skills got you know removed that one yeah and oh it's black it's BL over there um and then the shortened timelines and you know that causes test anxiety and then families opt out and it's important to remember I think that how skewed that data is

134depending on who opts out and and it's just it's so hard to keep up and it's so hard when there are are moving goalposts that's not to say that like we don't keep trying and and looking at and I know we're looking at high do tutoring I think we've talked about that in the past and um and that you know interventions keep getting put in place but it was really important for me as board member to to see that and remember you know just exactly how much keeps changing over the course of what period of time and so our data looks weird I mean everybody's data looks weird because of that and so and it's very academic term um so thank you for putting that in context as well well and I would just add

135to that um you know that's that is an oron statistic and so typically regardless of um any other demographic in terms of kiddos that are opting out typically they are going to be the higher achieving students um because and I can speak from way back pre covid I don't op them out anymore but I did because I was like you know my kiddo that might be in an IB class or you know they don't need maybe the three days for this I know that they know the stuff so and I had resources to be like hey I'm going to give them these things to do instead and so that was kind of a perfect example of you know they probably would have done fine and hit their benchmarks and so you typically again it doesn't

136matter what other box you're checking in terms of demographic typically those kiddos um that are opting out have you know some sort of either their own wits about them to to know how to do that or someone in their household that's paying attention to where the opt out form is and how to sign that and how to send it in because they kind of made it hard at first um and so that's and so when I first got this presentation a couple years ago that was really the the kind of the Crux of of this understanding is not only the goalpost moving but you really have to think about who the kiddos are that probably are again the ones that are opting out and seeing how sharply that is increasing and so just understanding you

137know I was laughing you know Co word of the year was pivot right and so I feel like this year has been a lot of like nuance and complexity and I feel like when you're looking at whether it's the ARs that we're doing or the behavior Matrix or looking at this data it's there's so much Nuance in complexity and so to be able to really understand that and um like Amber was saying like the curiosity is like what are the stories behind this what are the reasons and kind of continuing to drill down because it's not going to be you know we need do need supports and we do need to see you know with some of those our Pacific Islander kiddos continuing to you know why aren't they attending you know as much as

138we want them to they're not ra like that statistic wasn't that data wasn't increasing the same as maybe other other groups and so continuing to ask those questions and do we need high do tutoring and what is ignite doing and all these programs and then giving us some time to have enough of those systems in place to then kind of what you were saying Paul like now we're going to start seeing the impacts of these things that we have started and so both laser focused on we we need to keep doing better um I think summer learning loss is a juggernaut that is just a tricky thing to that has always been there but a tricky thing to kind of figure out and we also have to remember kids are coming in with a loss

139so they it's this weird game of catchup where they're not going to be straight on Benchmark because they were never there before and so but those goal posts didn't change and so I just I think there's um both a a need to continue to dive deep and and look at what we need to do to increase those numbers and also sort of understand the process and the cycle and all the other pieces that are in play when you're just looking at those data sets so that's my seven cents worth Dr zers yeah I wanted to say thank you Paul for your comment about the the asterisk on all of this it feels like ever since the pandemic we've had asterisks on every piece of data all all the way along the line and it's um

140it's really frustrating that we can't get clean data uh but it's also true that every year it's a different set of kids right and so sometimes we have you know a second grade that's a really big class and sometimes it's the fourth grade is a really problematic class and every it's not like we're working with widgets here we're working with kids and so year to year they're always going to be a little bit different and so that data is always going to wobble and wiggle but what we want to look at over time is that overall trend getting better I'm really encouraged by the attendance Improvement that bodess really well for all of the other things as you said they kind of fall behind once the attendance picks up the the the academics pick up

141I am really worried about that computer rate um that ninth grade on track and how that's going to roll out over the next three years I'm I'm really worried about our graduation rate as that bubble of pandemic kids comes through the high school um and it just it goes straight back to what I was saying earlier about the importance of summer school and Credit Recovery because I think those kiddos that are in 10th 11th 12th grade now are going to need that more than ever so um thank you for all of this data all of this work and yeah we just need to keep pedal to the metal to get these kiddos through thank you um and I I want to put a you know be clear that it it is both a formative and

142a summative assessment that that brings strength to the data and what we are asking for the state and that's why I'm I'm had the privilege of serving on that committee is that you have a strong summi of assessment system that measures accurately and with reliability which we do not have at this point and so we are not the only District that is heavily relying on its formative data to inform where students are academically they districts across the state are either I ready or they are Northwest reg uh Northwest Education Association Mac um student assessment districts um but that's where they've had to dig in because they know they cannot rely on the summative data that the state is currently producing but in a perfect world we want both and that means that that participation is

143mandatory so that you have a reliable data set yeah exactly and then you see that the formative matches the Sumi at the end corre because because and and the max surveys um are for assessments are psychometrically aligned and are predictive of what you can expect your your students to do on the state assessment that is the reason for those that's awesome anything else thank you all right thank you so much and next we have the calendar preview with directory hello and good evening I'm presenting the student calendar preview um hopefully each one of you had the opportunity to review it this is something that we are looking to post on our website and to providing communication and newsletters to families for next year the reason that we currently do not have a calendar is that

144we are going to be entering into bargaining and as you know the work year calendar is something in which we um bargain and we will need to have that settled before we could actually put together a full calendar for the school year so of course what that means is that'll be a priority bargaining um but what we'd like to at least communicate to families is what they can expect in terms of the first day of school um significant um holidays and breaks and the potential end of the school year any questions I don't think so all right thank you very much thank you so much all right and director Moore good evening cheran and members of the board uh it's my pleasure this evening to uh present uh the budget assumptions which we're considering for

145development of the 24 25 budget for the district and much of this was mentioned a couple weeks ago when we went over um the the financial update presentation for the general fund uh but I wanted to point out a few highlights in more detail um in regard to Statewide issues and even Federal issues we like to give an overview of of the economy we recently had uh the state department of Oregon economic analysis give the the Cally update for the revenue forecast and the economic update and all in all the the economy is still strong um both at the federal and state level and um one thing of note is at the court of way Mark through uh the 2-year budget cycle uh the corporate kicker has already been projected for the end of this

146bium and the the good news of that at 553 million it's dedicated to be spent on K12 education during the 2527 um by anym the tricky part is they don't always allocate all of it some of it will stay in reserves likely but um something to to follow along the way um and this is a key season for Oregon uh being income tax filing season and uh most of the revenue that comes in and funds the the state budget is is income taxes so that'll be uh something the economists will be tracking uh right now things are looking positive heading into that that season as uh tax collections are tracking uh close expectations so uh we are in the second headed into the second year of a bay Anum and uh just reminder the state

147school fund sits at the $10.2 billion level so for uh 20242 51% of that will be uh distributed to to school districts and this is a key week as March 1st um we'll learn our first estimate from the Department of Ed which is Friday maybe maybe even a day early um as to what our our estimated State School fund for our district is and we'll see how well we did with forecasting forecasting that on our own um we likely won't see any positive impact from those economic developments State at the state level other than there's already been a lot of discussion about the the summer learning dollars and um I understand [Music] um that is not something it's uh not something it's not competitive but it's not a resource that would be available to all

148districts but we we appear to have a leg up with our um receipt of the the 21st century Grant so we'll keep an eye on that to see if we're going to have a chance at at part of that 50 million that's being distributed for this summer um right now we're assuming you know flat funding for high school Success in the student investment account something to keep an eye on because uh especially the student investment account is that's based on uh admw and our admw has been dropping so we'll just see have to see how that works out although with corporate tax collections coming in at a continuing increasing rate that may set any loss due to uh admw we are forecasted like we indicated back in January when the demographer was here uh to

149be down another approximately 114 kids and um but again we'll see how everything shakes out as far as our estimates are concerned this becomes of course the base for ADM so we'll see what things look like this week uh when we get our our worksheet from the Department of Ed with the state school fund uh Pur rates will continue at the same rate uh for next year um looking forward a year uh they're forecasting a 1 and a half% increase which for us when we're um when we're in we're trending in the100 million uh Mark as far as wages for the year that's a right off the bat a$1 and a half million dollar increase likely we might be looking at in the budget in 2526 um we will be uh as director Reed just

150mentioned we will be um convening bargaining with our license group uh next month so we'll um keep that in mind as we're developing our estimates for for labor cost and uh we do have our classified contract in place for one more year although the the cola for the for the classified is is tied to the uh licensed outcome of bargaining um we do have our typical as mentioned earlier our typical increase is another cost um although transport is going to be leveling off uh a little bit next year with a 3.1% increases that's tied to uh the CPI and instead of the the eight the six and the 8% increases we've seen in recent years uh we've already confirmed with uh sta the the transportation company that we will be at a 3.1% increase next

151year local option uh dollars continuing to climb at that three to 4% range and that's what we're estimating for the 2425 budget [Music] um I'm going to jump to the end uh the last page where um we give a picture of the class size compared to targets um in the current uh year or as of this fall or the first semester at each level Elementary um you know we're seeing um averages Less in our targets uh Middle School small a small amount less than targets and then high school close to the targets when you average the the core and elective averages this document will become uh a formal document in the adopted budget and again shared a lot of this information before but wanted to formalize it in front of the board this evening any

152questions you thank you so much um it is 850 oh and that was our last okay bud assumptions right um so if people would like to take a quick five minute break and we can come back at we'll make it 6 minutes because that's even we'll come back at 9:00 so I will adjourn for till 900 p.m. recess not adjourn e excited we are so excited for this next agenda item action item now a which is the approval of the s24 boiler replacement project a process in the making uh yes we're asking the board to consider a contract award to Apollo mechanical contractors for summer 24 boiler project at Talton High hazelbrook middle bym Elementary and Bridgeport ele uh for the amount of not to exceed 2,387 uh we used a uh qualifications plus bid

153process uh to evaluate uh the two complete bids from this project and Apollo came out as the highest rank bidder and uh we'd be happy to ask any answer any questions we have our experts here Kevin Monte our facilities manager Darren Bernard Bond director debie Pearson our bond program manager and I think we have Chris Woo Our Community member who's appointed by the board to the Bond oversight committee they all were involved in the process and and recommendation of selection are there any questions or comments I know this was a process and so I appreciate kind of taking all the thoughtful and appropriate and legal steps in order to get where we are and um I'm excited with this you know for this contract and this company and I've been in some conversations around that

154and um so no hesitation um for me with this decision and I would hear a motion if someone want to make one I'll make a motion I move to award aollo mechanical contractors for the summer 2024 boiler replacement project for an amount not to exceed 2 million $387 I mean 28 387,000 I'll second that motion was made by Vice chair Hees and seconded by director Weston is there any discussion on the motion hearing none I'll move to I did want to express my appreciation to um Debbie for going through the process a little bit um about the the reason for the compressed timeline um and and that driving the um the method of the bid so thank you that's wonderful we still have a motion in a second is there any further discussion on the

155motion hearing none I'll move to a coral vote all those in favor please say I I I all opposed motion passes thank you so much yay boilers and now we will move to oh me right NOP I have my numbers out of order uh we will go to the second reading of the Open Enrollment transfer process with with uh Lisa burtney [Music] all right and hello again okay so um a summary of the recommendation for the 20242 transfer process is included in the board packet um there is one correction in the in District transfer considerations uh that was not updated moving the transfer process open date from April 1st to March 1st um is what we're recommending it will still be that June 1st Clos date for interd district transfers um so for the 2024

15625 school year interdistrict transfer process as amended we recommend staying with the current process of 20 spots for lottery release hardship releases after the application deadline of June 1 and unlimited number for incoming students any questions or entertaining motion all right yes I move to approve the 2024 2025 ttsd open enrollment process for discussed and agreed upon second motion was made by Vice chair Himes 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 I I any opposed motion carries thank you thank you so much all right and next up is resolution 23 24-10 um which is in support of school resource officers and Mental Health Training um and so we have city counselor wolf that spoke

157about this spoke about this earlier in public comment so the city of tiger will be asking voters to consider a local option Levy in May of this year focused on public safety and Mental Health Training and the purpose of this resolution is to recognize the importance of school resource officers in our schools and the value of the mental health training um that is also a part of that and and I think she when she was giving public comment I think it's really important to recognize um in 209 2020 um when there was there were a lot of questions and concerns around what is that um the role of the srr SRO in the schools and how is that positively or sometimes not positively affecting our students um and so so I really appreciated um the

158district the city um the sro's really coming together and and having some really great conversation and wanting to figure out how this would be a really positive impactful thing for students to have in schools um and kind of changing those relationships to being um you know not so much as this sort of police officer Authority kind of blind Authority figure in the school instead of someone that is having those relationships with all students um and really taking some of that training um having you know a lot of discussions with families with students um that were perhaps more um impacted by their presence in schools and so I think you know just in the last couple years just watching them on the various campuses there's a difference um there's a difference with students and I would

159love you know some some some new data kind of coming out in terms of with student climate and sort of the the SRO relationships but I've heard over and over again um from from students that that is a trusted adult in the school and that has been something that has taken some work and some of that training um so I appreciate um this being a priority again for part of this Levy um so um with that and there will be um there's the draft of the the renal Levy and the explanatory statement if you want to take a look at that um and so then at this point I am just asking to approve the resolution 23 24-10 which is support of school resource officers and Mental Health Training and if I can just add

160I really appreciate how the SRO themselves came to the table to help problem solve with students with staff and the the sro's now are part of the ttsd training so that they really understand what's going on in the schools and and the SRO in the cities have been really great about embracing that so with that I move to adopt resolution 232 24-10 in support of school resource officers and Mental Health Training as presented I second motion was made by director zers and seconded by Vice chair Himes is there any discussion on the motion thank you chair um I just wanted to mention that I like many others had deep misgivings about police um after the tragic death of George Floyd um and I also know that um that our police respond to the worst that

161our community um has has to offer um and many are serving for the right reasons and I also benefited personally from extra police patrols after um our school board was threatened with violence and um I also want to mention that the city of Tiger's anti-racism resolution also applies to City police um and so um without hesitation I I do support um this resolution thanks chair um I was going to say that we don't see in every other school district what we see here at Tiger tolton uh we have um some amazing resource officers and they are uh welcoming to students and they've taken the time to you know ensure that there's been training had and that they've uh attended those trainings and um I think that we serve as a model for other school districts

162and not only in Oregon but in all of the United States because what our SRO and what we have done as a district to combine them and to include them in most of our uh Dei training is just phenomenal work and I can tell you from experience from other school districts that that is not the case in other school districts and that I as a um somebody who like um director Weston I didn't think that SRO belonged in schools after the George Floyd uh incident given what we have done here at ttsd I think that um I would be a proponent of SRO in other school districts so thank you yeah and you know I would just add to what director zme said too is I mean they the sro's came especially when we were

163doing strategic planning we had student work sessions and they came and sat KN toee with students that had a lot of concern and experiences and they sat and listened and acknowledged um and asked questions and contined to figure out what do I need to learn what do I need to know how do I need to grow in terms of how I here in the space because it's not my space it's the student space and so and now you'll they come to games and they'll come to games even when they're not on duty and you know all of they're just they're part of that those schools communities and so um so I appreciate everyone sort of having this really United sense of um of really this is something special and we don't see it everywhere and

164um and so in this context this is a really wonderful program with really wonderful folks in place um so we had a motion we had 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 any opposed motion passes all right and next we have new course proposals with director Robson board chair Iran members of the board good to see everybody again so we are here in our second iteration of new course proposals we have had Fowler uh who presented a new course proposal uh the last board meeting and twon high school had a few so uh this evening we have principal Baron from Tiger High School who is here to share some highlights of the five proposals that have

165come forth through tiger high school so with that I will turn it over to principal Melissa Baron thank you good evening board chair Irvin and board of directors uh since I was scheduled to start at 9:45 I figured I'd just talk for I'm just kidding all right with stories just share some things no um I am thrilled to have the opportunity to talk with you all about five course proposals that we are working to add to our academic program at Tiger high school for next school year we did an entire audit of our academic program in the fall and we asked for feedback from students from families from teachers about what are we missing what are things that we could continue to offer to enrich the opportunities and uh to move us toward our vision

166for post High School Success and so this is what came from our staff and from a lot of our students and so what you see before you or what you read in the board packet were proposals for five different courses uh I'm going to try to talk I'm going to talk with about them a little bit out of order but kind of chunked together so the first two that I want to talk with you about are some Advanced options for students one being link crew class and one being IB computer science and so both of those courses thank you to my friend Owen who read the course proposals and pointed something out to me really important those both will be classified as honors courses and it doesn't currently say that on the proposal but they

167will be so the link crew class is designed for 11th and 12th grade students who are currently in um part of our link crew which is the transition program from 8th to 9th grade where the students Mentor each other and provide tours of the building and just ongoing support and one of the things that we're really focusing on and it links to some of the data that you saw earlier tonight is really trying to lean into how do we best support our nth graders as they're coming into high school to ensure that they are on track at the end of their nth grade year they've earned those six credits and we have continued to increase that ninth grade on track rate and Link crew is one of those main levers that's one of the main

168ways that we hope to do that and so by offering a class within the school day for our 11th and 12th grade mentors to continue to develop their skills continue to build out opportunities to meet with students during the day that's the hope with that course the second Advanced option is IB computer science and so we have a new uh computer science teacher in our building who is absolutely amazing Jason cman uh and has just really jumped into revamping what computer science is we know that computer science is one of those career Pathways that is up and coming and continues to be a place that we want to develop student skill and so by adding an IB computer science option for students we hope to just kind of offer a more robust computer science option

169uh so those are those two courses the next two courses that I want to talk with you about are the um musical theater program and the makeup and costume design and so both of those came from Tory schols our theater director again as an opportunity to continue to push students into more advanced options she wanted to diversify the the course availability and so those are what those two courses are the musical theater is a direct line into IB Theater which we currently already have um but it just offers another strand if you will of a way for students to access IB theater and then the makeup and costume design is a new add we have students who make if you've ever had the opportunity to attend a tiger High School theater performance you've seen amazing

170costumes those are currently made by students outside of the school day so that's currently an extracurricular it's part of the theater program and miss schools is hoping to offer again opportunities for students to access that amazing learning inside the school day and so again opening removing some barriers of students not having access to after school being able to say now I can do this inside the school day so that's really where the costume and makeup design is coming into the school Bay the last course proposal I'm not sure if principal delba talked about this course but this is a co- course between tiger and Totton High School CT internship internship um and it is really piloted we're piloting it with our C2 program where students that are in advanced CTE courses Pathways across the entire

171District we'll have um intentional uh internship opportunities outside in the community and so that's being at both schools and so we want to offer credit for students oh well you did not and so now I am but it is a a C- course across the entire district and that's all I've got what questions can I answer for you um with the add addition of these courses are we uh dropping any or is it just addition additional courses these will just be additional courses so everything is in addition to and because of the the places that we're looking at each of these courses have opportunity for growth and so that was really the intent for all the teachers okay yeah we just sometimes get emails that other courses are being dropped and I just wanted to

172make sure that nope that is not what's happening I get those emails too so I just want to um express my support for the particularly the internship program that sounds like a really promising partnership and also the um the IB um computer science course I really like that that's being offered and I hope um classes of that Caliber Caliber continue to be um part of the curriculum I would just add only that um and then I'll I'm sorry um that I'm excited about that makeup and and um the costume class because several of the plays if you've gone to them at Tiger they will often have in the breeze W and a foyer the swatches and sort of like here was the students conceptual design and here were the swatches of the fabric and and

173then you can go and watch the show and and see the actual thing and that was so cool and the little kiddos um that I brought to it was last year one of the shows it was mesmerizing and they could not believe that kids kids in high school were making these things and but to kind and first of all drawing the picture and then like they had the actual fabrics and and so I really think kind of making that again um kind of taking away those barriers for access in terms of and you get kind of credit for that I think is fantastic because that is a that's a huge Niche um and really really exciting so I'm I'm glad that that one's getting some some due kind of respect and attention uh director and

174then director me so thank you just a couple of notes for appreciation I I love how responsive to students wants and needs This was um also and that this blend of courses is you know like some arts and some Computer Sciences and we know that those are not too those are not too far apart those are pretty tightly linked and the other thing that I wanted to say is I read through all of these and I love how um how much is being offered with such efficient use of resources too like so over and over I just kept reading like no new budget allocation for this and this is a teacher that wants to take this on and um so I just think you know that part is great too and that's extra work for

175somebody and that's you know but obviously something they they want and love to do so that I think this is great thank you I love all of um but I'm really impressed I have to say with the costume design one because that to me is like not only is it kids who are going to be interested in the theater but it's also kids who are interested in fashion design now have an outlet for that where they can learn some of that because we don't have that as far as I know in any of our high schools yet um so I think you're a you're a Trailblazer here so I love them all thank you so much all right with that I would entertain a motion I mov that the tiger twet and school board approved

176the following new courses at Tiger High School um see the list below ES you want me to read them all yes link CER postal musical inter new course proposal makeup and costume design I computer science CTE internship thank you so much you're welcome second motion was made by Vice chair Hees and seced by director miles is there any discussion on the motion hearing none I'll move to a coral vote all those in favor please say I I any opposed motion passes unanimously thank you so much thank you and with that that ends our regular portion of this meeting I would perhaps ask that it's kind of a later hour that we um foro our potential board member reflection time and if there are things that we want to discuss call or email me if that

177works all right so