[4:15] All right.

[4:15] Thank you all for coming.

[4:17] It's September 10th at 6 32.

[4:21] We'll go with, and I'll call this meeting

[4:25] of the Ashton School Board to order

[4:28] as a reminder in accordance with public meeting law.

[4:30] This meeting is being recorded

[4:31] and will become part of public, public record

[4:35] and then volunteered to.

[4:40] We acknowledge that the sacred land that we live

[4:42] and learn on today belongs to Tema, Shasta, Modoc, Klamath,

[4:45] and Umwa Peoples.

[4:47] We honor and acknowledge the traditional owners

[4:49] of the land we now call the United States.

[4:51] We recognize the Native American people's continuing

[4:54] connection to land, place, waters, and community.

[4:56] We pay our respects to their cultures, country and elders.

[4:59] Past, present, and emerging.

[5:04] Thank you. Moving right along.

[5:06] At this time I would take a motion to amend

[5:10] or adopt the agenda.

[5:12] I'm gonna move to amend the agenda

[5:14] to remove item 12, the executive session.

[5:17] Second. All in favor?

[5:24] Okay. Point of

[5:25] Order.

[5:26] That would also include item 13 as we won't need

[5:28] to return from executive session.

[5:31] Thank you. Sorry. So then a motion to

[5:37] remove items 12 and 13 from the agenda.

[5:42] Okay, so, okay. All in favor? Great.

[5:48] By the book. Okay. Moving right along.

[5:59] The consent we're, I'll take a motion

[6:01] to approve the consent agenda for contacts.

[6:04] The consent agenda, consistent routine items that have been

[6:07] provided to the board in advance for review.

[6:09] Board members have had the opportunity to review these meal

[6:12] materials prior to today's meeting.

[6:14] If any board member wishes to discuss an item separately,

[6:17] please request that it be removed from the

[6:19] consent agenda at this time.

[6:20] Otherwise, the chair will entertain a motion

[6:22] to approve the consent agenda as presented.

[6:29] I move to approve the consent agenda.

[6:31] All second. All in favor?

[6:36] Okay.

[6:39] Moving Right along.

[6:42] Okay, so since we don't have the OSEA

[6:45] or a EA reps today, oh wait.

[6:48] Yes we do. Okay.

[6:50] Sorry. No problem.

[6:53] Thank you.

[7:23] Here we go.

[7:26] Ashton schools are off to a strong, a strong start

[7:28] for the 26 27 school year with students

[7:31] and staff settling into routines, building relationships,

[7:34] and creating positive classroom communities.

[7:36] New teachers, support staff

[7:38] and administrators have joined several campuses

[7:40] and are making smooth transitions into their

[7:42] roles across the district.

[7:43] Extracurricular activities

[7:44] and core instruction are underway

[7:46] with students already experiencing successes in

[7:48] athletics and other activities.

[7:50] Virtual students at Ashland Connect have also shown strong

[7:53] engagement and enthusiasm for the new school year.

[7:56] Elementary schools have welcomed students with energy

[7:58] and excitement with staff quickly establishing connections

[8:01] and getting in the year underway.

[8:02] Several schools are navigating larger class sizes

[8:05] with some classes approaching 30 students

[8:07] and stretching available staff resources in physical space.

[8:10] Hellman and Walker are also continuing to use combination

[8:13] of straight grade and blended classrooms

[8:16] to meet student needs.

[8:18] Despite these challenges,

[8:19] staff across the schools are embracing the year

[8:21] and working together to support students and families.

[8:24] Fall activities and community events are already

[8:26] filling the calendar.

[8:28] Ashland High will welcome families

[8:29] to open house on September 16th while Ashland Middle is

[8:33] launching fall sports including volleyball, football,

[8:35] and cross country trail.

[8:37] Students are completing benchmark assessments

[8:39] and beginning core lessons with back to school night

[8:42] and annual river crossing.

[8:43] Planned for this week.

[8:45] Willow Wind is caring for more than 20 monarch caterpillars

[8:48] before releasing them for their journey South

[8:51] and sixth graders are looking forward

[8:52] to outdoor school later this month.

[8:54] Overall, schools are off to a positive

[8:55] and energetic start with a strong focus on

[8:57] connection, learning and community.

[9:01] Thank you. Thank you very much.

[9:05] Now it's time for our student board representatives reports.

[9:11] I'll go first. This will be a two part report for those

[9:15] who don't know who I am

[9:16] or new to the board, my name's Tobias Pugh.

[9:19] I am the new student board rep for this school year.

[9:23] I have served as the alternate rep for the last two years

[9:26] and I've had the pleasure to

[9:28] take on the primary role this year, so

[9:31] I unfortunately wasn't able to make it

[9:32] to the introductory meeting, so I'm showing my face here.

[9:35] Hi everybody. I'll start with the first report

[9:39] that school is now in session at Ashton High School

[9:42] and we are all excited

[9:43] because we have a new bear on campus

[9:45] right in the middle of the quad.

[9:47] We have a massive bronze bear

[9:49] and all the students are love to talk about it, are like,

[9:53] we should dress it up for Halloween.

[9:55] It's like the new topic of discussion.

[9:59] So that is the new thing on campus

[10:01] and we are all super excited about it.

[10:06] Hi everyone. I'm Leah Lynette

[10:08] and I'm very excited to be a student board representative.

[10:11] This school year I'm here to talk about

[10:15] the new system we've kind of used to help tour the freshmen

[10:18] around campus, so last year in like the last couple years,

[10:21] the freshmen were just allowed to like roam around

[10:23] and do like sort of like a scavenger hunt

[10:25] during their Grizz Academy class to get a feel of all

[10:29] of the different campus spaces.

[10:31] But this year we decided to do

[10:32] as a leadership class campus tours

[10:34] and we think that that's been very helpful

[10:37] for getting the freshmen navigated.

[10:38] Thank you.

[10:45] Okay, thank you Leah to buy us.

[10:48] I appreciate you taking the time to be here

[10:50] and volunteering to be on the board.

[10:54] Moving right along. We have board reports.

[10:58] Should we start the usual? Yeah,

[11:00] We'll keep it the, the way we've been doing it,

[11:02] I've got two things to report on.

[11:04] Number one was we had a work session in August.

[11:08] I think that was our only board meeting

[11:09] in August and that was great.

[11:11] The highlight I wanna point out from that is

[11:13] that we have a revised complaint policy,

[11:15] which I'm very excited about

[11:17] because it offers a lot more ways

[11:20] to resolve problems for the district.

[11:23] And then we had our back

[11:24] to school breakfast and that was a lot.

[11:26] That was great. Good to see all the teachers

[11:29] and I thought it was an amazing keynote

[11:30] speaker, so thank you Dr. Patrick.

[11:37] Hello all. It feels like it's been a blink

[11:39] of an eye since our last work session,

[11:43] but I just wanna continue

[11:44] to thank the transformation steering committee for the work

[11:47] that they're doing and the work outside.

[11:48] I know I've met up with a couple folks

[11:50] and it's been really great just to hear their experience,

[11:53] feedback and a reminder to all that the Monster Dash is up

[11:58] and coming and start dusting off that costume and get ready.

[12:05] Yeah, so beginning of the year, it's been exciting

[12:08] to see everybody back in school.

[12:10] It feels right again.

[12:12] I mean, summer's really nice,

[12:14] but I, I do enjoy the rhythm of the school year.

[12:18] It was great to be able to serve breakfast to everyone

[12:20] and I really enjoy that new ritual as well

[12:23] and hope we keep doing that.

[12:24] It's a nice way to see everybody

[12:25] and also feel like you have some purpose in being there.

[12:30] Beyond that, I've been having meetings with peers

[12:33] and a couple of parents who are just sharing thoughts about

[12:37] the transportation or the transformation process and,

[12:42] and then got to go to Barn coffee, welcome at

[12:48] Willow Wind, which was another nice way to meet up

[12:51] with a bunch of parents and get a lot

[12:52] of feedback from the community.

[12:55] That's that. Okay,

[12:58] next up we have the superintendent report.

[13:02] Alright, thank you.

[13:04] Typically, I'll, I would give a list of activities,

[13:07] but this report I wanna focus on transformation.

[13:11] On Monday night, we have our next

[13:13] transformation steering committee meeting.

[13:15] In preparation for that, I'll be sending out a letter

[13:18] to our community through, through share to our families,

[13:23] but then I'm also looking at other ways to send it out

[13:25] to the community at large.

[13:26] Tonight, I'd like to read the letter

[13:28] that's gonna be going out just to provide it's, it's

[13:32] to provide context to essentially the entire process

[13:35] that the district's going through.

[13:39] Over the coming months, the Ashton community will hear a

[13:41] great deal about the future of our schools.

[13:43] Eventually, there will be a be public discussion

[13:46] of different scenarios involving programs, facilities,

[13:48] enrollment, finances,

[13:50] and how our district might be organized for the years,

[13:52] years ahead before any of these scenarios are presented.

[13:55] However, I believe our community deserves a clear

[13:57] understanding of why this conversation

[13:59] is happening in the first place.

[14:00] No decisions have been made

[14:02] and no school has been selected for closure.

[14:05] We are having this conversation now

[14:06] because I want our community to understand the facts

[14:09] and the forces shaping our future

[14:10] before decisions are made, not after.

[14:14] The larger reality is

[14:15] that public education is entering a period

[14:17] of significant change, and many of the forces driving

[14:19] that change extend far beyond Ashland.

[14:22] There are simply fewer children being born.

[14:24] Oregon's fertility rate is approximately 1.4 children per

[14:27] woman compared to the 2.1 rate needed

[14:30] to maintain a stable population.

[14:32] Deaths have outnumbered births statewide every year since

[14:35] 2020, and in Jackson County since 2015.

[14:38] State projections anticipate approximately 80,000 fewer

[14:41] school aged children in Oregon by 2035.

[14:44] That demographic shift is already affecting public schools

[14:46] across the Oregon statewide.

[14:48] Enrollment has declined by approximately 43 3000 students

[14:51] since 2019, representing six consecutive years of decline.

[14:56] Ashton is part of that same trend.

[14:58] This past June, approximately 221 seniors

[15:00] graduated from Ashton High School.

[15:02] This fall, approximately 150

[15:04] kindergartners entered, entered our schools.

[15:06] The difference between those two classes

[15:08] is roughly 70 students

[15:10] or the equivalent of three or four classrooms.

[15:12] That matters because Oregon School funding is

[15:14] closely tied to enrollment.

[15:16] When enrollment declines, revenue declines with it.

[15:19] If the size and cost

[15:20] of a school system remain unchanged while the number

[15:22] of students it serves continues to decrease,

[15:24] the mathematics eventually stop working.

[15:27] Housing is also part of the story.

[15:29] The data compiled for a transformation discussion shows a

[15:32] median Ashland home value of approximately $584,000,

[15:37] a medium household income of roughly $68,000

[15:40] and a medium age of 47.7.

[15:43] Those are not simply economic statistics.

[15:45] They're also educational statistics

[15:48] because the long-term health

[15:49] of our schools depend on the long-term ability of families

[15:52] with children to live in our community.

[15:54] A school district cannot solve housing affordability on its

[15:57] own, but we cannot ignore the connection between housing,

[16:00] family, demographics, and enrollment.

[16:02] If we care about the future of our schools, we also need

[16:05] to care about whether Ashland remains a place

[16:07] where young families can build a life.

[16:09] There are other constraints as well.

[16:11] Oregon School finance structure limits the district's

[16:14] ability to simply raise additional local operating revenue.

[16:17] Measure five and 50 constrained property tax rates

[16:20] and the state's equalization formula limits

[16:22] how much additional local property wealth translates into

[16:25] additional general operating revenue for schools.

[16:28] We also no longer have open enrollment as a tool

[16:31] for broadly recruiting students from surrounding districts.

[16:34] At the same time, the broader financial

[16:36] picture remains uncertain.

[16:38] State education funding, while historically high remains

[16:41] below the level identified

[16:42] by the state's own education funding, benchmarks

[16:45] and pension costs are expected to rise in the next biennium.

[16:48] Federal education funding has also become increasingly

[16:51] unpredictable, including the temporary withholding

[16:54] of approximately $73 million in Oregon

[16:56] Education Fund last year.

[16:58] These are significant headwinds

[17:00] and most of them are out outside the the direct control

[17:04] of Ashton School District.

[17:05] What we can control is how we respond.

[17:08] It is equally important to acknowledge that not all

[17:11] of Ashton's financial challenges came from outside forces.

[17:14] Local enrollment declined

[17:16] by more than 400 students from its 220 17 to 18 peak

[17:21] of approximately 2,950 students during the pandemic.

[17:25] Temporary federal Esser dollars allowed the district

[17:27] to increase staffing

[17:28] to meet extra extraordinary student needs.

[17:31] When those temporary funds expired,

[17:33] staffing did not decrease proportionally.

[17:36] Over time expenditures exceeded sustained sustainable

[17:39] revenue contributing to a projected structural deficit

[17:43] approaching $8 million.

[17:45] We confronted that prob problem directly.

[17:47] During the 24 25 school year,

[17:50] we froze hiring reduced discretionary spending,

[17:53] implemented limited furlough days, relied on attrition

[17:56] where possible and reduced administrative costs.

[17:59] Those decisions resulted in approximately 2.229 million in

[18:02] savings, exceeding our stab stabilization target.

[18:06] The following year. We continued aligning the district

[18:09] with current enrollment by reducing approximately 27 FTE

[18:13] recalibrating staffing and course selections

[18:15] and reducing administrative staffing district-wide.

[18:18] Those were difficult decisions,

[18:20] but they changed our financial trajectory.

[18:22] We moved from reacting to to instability towards planning

[18:26] for long-term sustainability.

[18:28] Just as importantly, we protected the educational experience

[18:31] of our community values, core academics, arts, music,

[18:35] athletics, career and technical education electives,

[18:38] dual credit opportunities, student services

[18:41] and intervention supports remain central

[18:42] to Ashland education.

[18:45] That distinction matters

[18:47] because the conversation we are entering now is not simply

[18:49] another round of emergency budget reductions.

[18:53] We have stabilized enough

[18:54] to begin asking a more am ambitious question.

[18:57] What should Ashton School District become this summer?

[19:01] 556 community members helped answer that question.

[19:04] Through our transformation survey,

[19:06] nearly two thirds indicated that they were open

[19:08] to significant change if it makes the district sustainable.

[19:12] The written comments told an even more important story

[19:15] across hundreds of responses and three open-ended questions.

[19:20] There was remarkable consistency about what people value

[19:23] even when they disagreed about specific options.

[19:26] People want us to protect educational excellence

[19:29] while living within our means.

[19:31] They want stronger literacy

[19:33] and mathematics, greater academic rigor, high expectations,

[19:36] college and career preparation, career

[19:39] and technical education, dual credit, critical thinking,

[19:42] and real world skills.

[19:44] At the same time, people do not want Ashton

[19:46] to become a generic school district.

[19:48] They want us to preserve the arts, music, theater,

[19:51] outdoor education, environmental learning, innovation,

[19:53] relationships, and hold child education

[19:56] that makes this community distinctive.

[19:58] Importantly, respondents did not generally describe those,

[20:01] print those priorities as alternatives

[20:03] to academic excellence.

[20:05] They want both. There was also a clear desire

[20:09] to reimagine rather than simply reduce.

[20:11] Community members suggested career pathways,

[20:13] apprenticeships, project-based learning, bilingual programs,

[20:17] dual credit, early childhood education, stronger career

[20:20] and technical education, flexible learning

[20:22] and partnerships with local employers.

[20:26] They also challenged us to think

[20:27] beyond the walls of our schools.

[20:29] Respondents repeatedly named Southern Oregon University,

[20:32] rogue Community College, the sub,

[20:34] the Oregon Shakespeare Festival, healthcare organizations,

[20:37] local businesses, the city of Ashland, parks

[20:40] and Recreation, nonprofits, farms, arts

[20:43] and outdoor organizations as potential partners in creating,

[20:47] creating a richer learning ecosystem for students.

[20:50] Perhaps most importantly, people asked us

[20:52] to lead transparently.

[20:54] They asked for clear financial information,

[20:56] long-term planning, consistency, fewer surprises,

[20:59] and thoughtful decision making.

[21:01] The feedback suggests that people are willing

[21:02] to consider difficult choices when they understand the

[21:06] rationale and trust the process.

[21:09] I hear that as both permission and responsibility.

[21:12] Permission to consider meaningful change

[21:14] and responsibility to make sure

[21:15] that change produces something better.

[21:18] Our vision for 26 27 is that every student is known,

[21:21] engaged, growing, and prepared for what comes next.

[21:25] That vision is supported by four commitments.

[21:27] Every student grows, every student belongs.

[21:30] Every student is prepared,

[21:31] and our system sustains the mission.

[21:34] Those commitments give us an important standard

[21:36] for evaluating any future scenario.

[21:38] We cannot judge any idea only by how much money it saves.

[21:43] We also have to ask whether it

[21:44] improves opportunities for students.

[21:46] Strengthens academic excellence preserves

[21:49] what is distinctive about Ashland Advances.

[21:51] Equity and access helps attract and retain families

[21:55] and remains financially sustainable over time.

[21:58] Our 37 member transformation steering committee,

[22:00] which includes parent representatives from each a SD campus,

[22:04] has developed a similar set of decision making principles.

[22:07] Any recommendation should put students first provide

[22:10] excellence and meaningful opportunity, advance equity

[22:14] and access, be financially responsible, rename,

[22:17] remain adaptable, and future ready,

[22:19] and strengthen relationships and community pride.

[22:22] On September 14th, the transformation steering committee

[22:25] is beginning the work towards the creation

[22:28] of broad scenarios.

[22:30] They're planning models, not recommendations.

[22:33] In October, November, we'll hold a community session at

[22:35] every school with the scenarios, the criteria

[22:38] for weighing them and honest

[22:40] estimates of what each would save.

[22:42] We'll publish what we heard and what it changed.

[22:45] Before any recommendation reaches the school board.

[22:48] The board's decision is targeted for January.

[22:50] Nothing takes effect before the 27 28 school year.

[22:57] Sorry, I have a repeated paragraph.

[23:03] It's understandable that conversations about change create

[23:05] anxiety and can generate rumors about closure.

[23:08] Decisions that haven't been made.

[23:09] Schools represent more than facilities.

[23:12] They represent neighborhoods, memories, relationships,

[23:15] and generations of children.

[23:17] We should honor that,

[23:18] and at the same time, I hope we are willing to ask not only

[23:21] what we might lose, but also what we might gain.

[23:25] Could a smaller facilities footprint allow us

[23:27] to direct more resources into classrooms and programs?

[23:30] Could deeper community partnerships expand opportunities

[23:32] for students without dramatically increasing costs?

[23:35] Could every Ashland student graduate have an explored a

[23:38] meaningful pathway toward college, career,

[23:40] trade, or apprenticeship?

[23:42] Could our schools become even more connected

[23:44] to Southern Oregon, U University, rogue Community College,

[23:47] the arts, healthcare, local businesses,

[23:50] and the extraordinary natural environment that surrounds us?

[23:54] And could Ashton, once again be become a district that

[23:57] families deliberately seek out because of the quality

[23:59] and distinctiveness of the

[24:00] educational experience available here?

[24:03] Those are the questions that should define transformation.

[24:06] Our community feedback can be summarized in a powerful way.

[24:10] Ashland appears ready to support

[24:11] meaningful structural change.

[24:13] If the result is a financially sustainable district

[24:16] that provides outstanding academics while preserving the

[24:19] arts, community partnerships

[24:20] and distinctive educational character

[24:22] that make Ashland unique.

[24:24] We're not pursuing transformation

[24:26] because Ashland School district's failing.

[24:28] We're pursuing transformation

[24:29] because we have stabilized enough to choose our future

[24:31] before circumstances choose it for us.

[24:34] Nothing has been decided,

[24:35] but doing nothing is also a decision.

[24:38] If demographic and financial trends continue,

[24:40] while our system remains unchanged,

[24:42] circumstances will eventually make choices for us.

[24:46] I'd rather make those choices deliberately,

[24:47] transparently, and with our community.

[24:50] The question before Ashton's not simply

[24:52] what we can preserve from the school district we have today.

[24:55] It is what we're willing to build

[24:56] for the students who come next.

[24:58] We have an opportunity to choose our future.

[25:01] We should use it. That concludes my report.

[25:08] Thank you, Dr. Hatrick. Any questions?

[25:13] I, I would just mention

[25:18] if, if you're comfortable with that,

[25:19] I would also recommend submitting that to Ashland News.

[25:22] Letter to the editor. I know the community at large would

[25:24] also love to hear the message.

[25:27] My plan is to submit it to all the news outlets.

[25:30] Absolutely. Thank you.

[25:34] Okay. At this time, I'd like to invite Alan Broski

[25:39] to do the a EA report.

[25:46] I stood in this place and already did

[25:47] It.

[25:48] Oh, okay. Sorry. I'm sorry. Oh,

[26:00] All right.

[26:01] I'll be here all week people. You're a great audience.

[26:07] Moving right along then. It is time for public comments.

[26:12] I'd like to invite Britt Humphrey.

[26:17] Before we begin, I'd like

[26:19] to state the board welcomes visitors

[26:21] and values public comments that support the quality

[26:24] of education for our students.

[26:25] Regular school board meetings are held in public,

[26:27] but per Oregon open meeting law,

[26:29] the board cannot engage in discussion during this time.

[26:32] Those wishing to speak must submit a comment form

[26:35] to the board secretary before the meeting begins.

[26:37] When called, please state your name

[26:39] and any organization you represent.

[26:41] Comments are limited to two minutes

[26:43] and must be free of abusive language, personal attacks

[26:46] or references to specific staff or departments.

[26:49] Personnel concerns must be directed

[26:51] through the appropriate administrative channels.

[26:54] Thank you for being here and

[26:55] for your commitment to our schools.

[27:00] Excuse.

[27:07] You can sit down if you want. Okay. Okay. People,

[27:19] I really like microphones.

[27:22] I have a very soft voice, so makes it more fun.

[27:29] My name is Brit Humphrey.

[27:30] I am a school counselor

[27:31] and a licensed professional counselor.

[27:34] I have a private practice

[27:35] and I'm an employee of the school district.

[27:38] I also have a child that attends Bellevue.

[27:43] I want you all to imagine a patch of clover.

[27:48] If you've ever tried to weed clover, you know what happens.

[27:51] You tug on one little piece

[27:53] and underneath the ground the roots are connected.

[27:57] If you yank too hard, you might pull up the top layer

[28:00] of soil, but underneath the network remains

[28:03] and the clover keeps growing.

[28:06] But if you tug gently, you can sometimes follow those roots.

[28:11] One plant connects to another and another and another.

[28:15] Well, it looks like a collection of individual plants

[28:18] above the ground is actually a vast interconnected

[28:21] network below it.

[28:24] Three years ago, I noticed an intentionally planted patch

[28:27] of clover in the high school quad.

[28:31] Not as exciting as a bronze bear air.

[28:35] That image has stayed with me scientifically

[28:39] and philosophically.

[28:40] This is known as a rhizome, a network

[28:43] that grows horizontally in many directions,

[28:46] creating connections and new growth in unexpected places.

[28:50] We absolutely have a financial problem.

[28:53] We need to look honestly at our numbers, staffing,

[28:56] enrollment, building property, long-term sustainability.

[29:00] But before we make those decisions, I'm asking the board

[29:02] and the community to consider something bigger.

[29:05] What if we need a paradigm shift?

[29:08] I've been part of the high school turns for

[29:11] re-imagining committee

[29:12] and the district transformation committee.

[29:14] I've heard many good ideas and many good questions,

[29:18] but I don't think they will work

[29:20] unless we shift our paradigm.

[29:22] New ideas need a new paradigm to grow.

[29:25] We need to flip our lens.

[29:27] Most of us tend to think about education

[29:29] as a tree of knowledge.

[29:31] There is a trunk, there are branches, there is a sequence.

[29:34] You learn this, then you learn

[29:36] this, and then you learn this.

[29:38] But learning doesn't always happen that way,

[29:41] and increasingly it doesn't.

[29:43] Our students are growing up in a world of the internet

[29:45] and AI where information is everywhere

[29:48] and learning can happen through thousands of pathways.

[29:52] A student may walk into our classroom through art,

[29:55] science, music.

[29:56] They may have built something in their garage.

[29:59] They may have a question they can't stop thinking about.

[30:02] They may have spent hours in their community.

[30:04] They may have learned something from a

[30:06] grandparent or an elder.

[30:08] They bring all of that knowledge with them.

[30:11] They aren't simply vessels poised and ready to be taught.

[30:14] They're ready to teach us.

[30:16] They're ready to collaborate, communicate, create question,

[30:22] solve problems, and make connections and develop wisdom.

[30:26] That's what becomes possible when we shift our paradigm from

[30:29] a tree of knowledge to a rhizome of learning.

[30:32] A rhizome doesn't require every learner

[30:35] to take the same path.

[30:36] It creates pathways, it creates connections

[30:39] and allows for experimentation.

[30:42] Failure, new growth.

[30:44] Students can learn by trying, failing, creating,

[30:48] solving real problems, reflecting and trying again.

[30:52] And so perhaps we shouldn't only be asking

[30:55] what do students need to know?

[30:57] We should be asking, what can students contribute, create?

[31:01] What can they make? What problems will they solve?

[31:03] What they can they teach us?

[31:06] And that brings me back to our financial decisions.

[31:08] If we're going to make difficult choices

[31:10] and we know we are, we need to make choices

[31:13] that move us towards something not away.

[31:16] We shouldn't simply ask, how do we preserve what we have

[31:19] or become a smaller version of what we already are?

[31:23] What should we become? I think Dr.

[31:26] Hatrick was pointing out some really great ideas about that.

[31:29] I also wanna be clear

[31:31] that I'm not the only person thinking about education in

[31:34] this way or imagining this as a future forward paradigm.

[31:38] There's a growing body of work

[31:40] and many people thinking deeply about

[31:42] what education can become.

[31:44] I'm planning to share resources, information

[31:46] with the transformation committee

[31:48] and the board ideas that can help us begin to imagine

[31:51] what this shift might actually look like in practice.

[31:55] Because a metaphor is only the beginning.

[31:58] We can move from a metaphor to a workable idea, to a plan,

[32:03] and then who knows what.

[32:04] That's the part that excites me.

[32:06] Imagine an education system

[32:08] with many pathways into learning deeper connections

[32:11] within our communities.

[32:13] More opportunities for students to create, contribute,

[32:17] collaborate, and grow a system that isn't organized simply

[32:20] around preserving individual pieces,

[32:23] but around strengthening the network that connects them.

[32:26] Because when you look at rhizome, you don't see a collection

[32:29] of individual plants.

[32:31] You see the network underneath.

[32:33] You see resilience, connection, the capacity for new growth,

[32:38] even in unexpected places.

[32:42] Are we willing to transform?

[32:44] Are we willing to imagine something different?

[32:46] Are we willing to change our paradigm? I believe we have to.

[32:52] And I believe that beneath all

[32:53] of the difficult decisions we face is an opportunity

[32:56] to grow something more connected, resilient,

[32:59] and capable of new growth.

[33:02] Not by simply preserving the trees,

[33:04] but by nurturing the rhizome.

[33:08] Thank you for the opportunity to share a draft

[33:11] of what this shift is.

[33:13] I purposely created it as a draft to show that ideas, ideas

[33:18] that need nurturing start as a pencil on paper, words

[33:21] and images not created by ai, but be created,

[33:26] but created by us Ashland School District.

[33:32] Alright, Thank you for your comments.

[33:50] So at this point, we'll be moving into a public hearing.

[33:54] We will now convene the local contract review board

[33:57] and open the public hearing regarding the proposed

[34:01] exemption from competitive bidding requirements

[34:03] for the Hellman Elementary School seismic retrofit project.

[34:07] The purpose of this hearing is to receive public comment

[34:11] on the draft findings supporting the use of the

[34:14] construction manager slash general contractor,

[34:16] or CMGC alternative contracting method.

[34:21] The public hearing is now open at 7:02 PM

[34:33] All right.

[34:34] Seeing that there is no further public comment,

[34:36] I will now close the public hearing.

[34:38] The public hearing is closed at 7:02 PM

[34:49] Okay.

[34:51] Moving on to new business, we have our first action item

[34:54] of the night and will be presented by Director

[34:59] of operations, Steve Mitchell.

[35:04] Yeah, I'm gonna carry off right from that.

[35:08] The exemption, the first resolution that we're going to have

[35:11] before you tonight is to actually approve that resolution.

[35:15] And I wanted to make sure

[35:16] that I answered any questions before we did.

[35:18] So I will preface that

[35:21] by saying the board should

[35:22] be very familiar with this process.

[35:23] This is the process we followed throughout the bond projects

[35:26] going all the way back to 2019 and 20.

[35:29] The construction management general contractor

[35:34] approach allows us to bring

[35:35] contractors into the project earlier.

[35:38] We get to emphasize experience versus just the low bid.

[35:42] So we get, you know, when you're talking about a seismic

[35:45] renovation, you wanna make sure you have a contractor

[35:46] that is fully qualified to, to perform the duties

[35:49] that we're going to need them to perform.

[35:50] So this allows us a little bit more flexibility in our

[35:53] selection of that contractor

[35:55] and bring them into the project sooner

[35:56] so they can come alongside the architect as we're going

[35:59] through that design process and

[36:01] make sure that we're staying within budget.

[36:02] So with that, I'll ask if there's any questions about

[36:05] that process or the resolution before you.

[36:15] And I believe there's a resolution to read there before you,

[36:19] and just so you know, all the

[36:20] supporting documents are there with you as well.

[36:23] For that exemption,

[36:26] I move to approve resolution alternative contracting

[36:28] method, adopting the formal findings

[36:30] and approving the exemption from competitive bidding

[36:33] requirements to utilize the CMCG contracting method

[36:36] for the Helman Elementary School seismic retrofit project.

[36:41] Second. All in favor?

[36:48] Motion passes. We'll now proceed to consideration

[36:52] of the draft findings and the proposed exemption.

[36:59] Sorry.

[37:02] Okay. The recommendation

[37:04] to award, is that what we're moving to?

[37:06] Yeah. Okay. So that takes us to the recommendation to award.

[37:08] So moving on in that same project,

[37:10] the Helman Seismic Renovation, we have gone

[37:13] through a process selection process for the design team

[37:16] for that project.

[37:17] And we have made a selection.

[37:19] We had a lot of turnout at the walkthrough.

[37:21] We had at least five

[37:22] or six different agencies show up to

[37:25] walk that facility with us.

[37:26] We received, ultimately, I believe, four

[37:28] or no three proposals.

[37:31] A few of those individuals did not submit proposals.

[37:34] We graded those proposals.

[37:35] We had two that were very close,

[37:36] but we ultimately, we selected the architect team

[37:39] and we're here to make a recommendation to award

[37:42] to architect for design services for the highest se,

[37:44] for the Helman Seismic Renovation Project.

[37:52] Well, I move to award the contract for design services

[37:55] for the Hellman Elementary School seismic retrofit project

[37:58] to Architect Design

[37:59] and Architecture in the amount of $147,000 and 700

[38:04] and, oh, sorry, $147,770.

[38:10] Second. All in favor.

[38:17] Thank you very much. Is

[38:20] there anything else you need from me on this?

[38:23] That is all. Thank you. Thank

[38:25] You, Steve.

[38:26] I have one quick question. Estimated beginning

[38:28] of con of construction. Is it next summer?

[38:31] Yes. We're hoping that we're, we're definitely in line

[38:36] with our schedule that we had hoped for.

[38:38] And so if we can get the CMGC in place

[38:40] and we can get design process started, now

[38:42] that we've got the approval, we're hoping

[38:44] that we can actually do some preliminary work,

[38:46] some investigator investigatory,

[38:48] potentially some demolition work as early as spring break.

[38:52] And then our goal would be as soon as students

[38:54] and teachers are gone for the summer, we're we're moving in.

[38:57] 'cause if we have a very short window of opportunity

[38:59] to get the work done and have that all ready to go

[39:02] for the return to school.

[39:03] So yeah, it's summer of 27 is the, is the goal.

[39:06] It's the hope. Great.

[39:07] Thank you. Yeah, And the money has to be spent,

[39:09] I believe by October, so we can't really drag it

[39:13] on. Thank you. Alright,

[39:18] Thank you Steve.

[39:21] Okay, our next action item, the board will consider request

[39:25] to adopt core instructional materials for social sciences.

[39:29] And the presenter is superintendent,

[39:32] assistant superintendent, Michelle Cutback.

[39:35] I

[39:39] Boy.

[39:47] Oh, it's over here. Yeah. Okay.

[39:49] It's looking at all those, all those things. Got it.

[40:02] Okay. Good evening. I'm here

[40:05] before you to ask the board to initiate the adoption process

[40:10] for the year for the social science curricular materials.

[40:16] So why now? We have a plan that has put,

[40:21] been put before the board.

[40:22] It's our corrective action plan for division 22.

[40:24] We've been a bit with our curricular adoption in relation

[40:29] to the state years.

[40:31] Last year was the state adoption year for social science

[40:35] materials, and we were adopting health and science.

[40:39] So we're finishing out our corrective action plan

[40:42] to get back on cycle, just in time

[40:44] for the state to redo the cycle.

[40:46] So we'll see what they decide in a couple of months.

[40:49] So we also have budgeted funds

[40:52] for curricular adoption this year in

[40:54] the budget that's been adopted.

[40:56] And there are new social science standards.

[40:59] And so this will ensure that our updated material,

[41:01] our materials are reviewed at the very least,

[41:04] and that we can adopt any updated materials

[41:06] to make sure we stay in compliance with state standards.

[41:11] Of course, we want to make sure

[41:13] that our materials meet our commitment to equity

[41:16] and ensuring that we are representing multiple viewpoints

[41:20] and making sure that we have equitable access

[41:23] for students too, and instructional consistency

[41:25] across the district.

[41:29] So here is the adoption process.

[41:31] You do have the board policy in the agenda as well.

[41:36] The first step is that you in approve the initiation

[41:39] of the adoption process and define the desired outcome.

[41:44] The superintendent will appoint a facilitator to oversee

[41:46] and manage the adoption activities effectively.

[41:49] We will bring throughout this year material recommendations,

[41:54] rubrics that we might use to measure to,

[41:57] to rate the materials

[41:59] and keep you in updated on the process along the way.

[42:03] And we wanna make sure that your,

[42:04] your involvement does promote transparency, accountability,

[42:08] and community trust in the adoption process.

[42:10] And there is always a public comment, review

[42:13] and comment avenue in all of our adoption processes.

[42:18] So that will take place as well once we land

[42:20] on a recommended material.

[42:23] So that's what I'm here before you to ask you

[42:25] to kick off this exciting process

[42:27] and approve initiation of us moving forward with reviewing

[42:31] and adopting curriculum materials.

[42:36] And oh, really quick, just for context,

[42:41] the second part of the initiation process is the

[42:44] superintendent's names,

[42:47] the process facilitator, just so you're aware.

[42:50] It is Michelle Kaback and her designee.

[42:53] And my designee will be Hilary Cosenza. There

[42:56] It is, Assistant principal at the high school

[42:59] who has led other adoptions before.

[43:03] So the part of this is to articulate the desired outcome

[43:07] and, and depending on the subject matter,

[43:10] sometimes we will look for K 12 alignment in our materials.

[43:13] Sometimes we will look for K five alignment

[43:16] or K eight and then six 12.

[43:18] So it just depends on the curricular area.

[43:21] For social sciences, what we're hoping for

[43:26] is that we would have K five alignment

[43:29] and that making sure that it's aligned to the standards

[43:31] and then across the district,

[43:33] and then all the other levels would be aligned as well.

[43:36] Sixth grade, seventh grade, eighth grade.

[43:37] And in high school you get your individual courses, right?

[43:41] You have American history, you have world history,

[43:43] you have government, you have civics.

[43:45] So all of those courses have unique standards

[43:48] and would require their own unique materials

[43:51] to meet those standards.

[43:56] I just have a question for people

[43:58] that might be watching this later on a recording.

[44:01] Can you remind us what the kind of makeup

[44:04] of a typical curriculum committee is like?

[44:07] Who do you draw? How big are they and

[44:08] and who does it represent?

[44:11] Sure. We try to get teachers from all across the district,

[44:15] so representative of every level and site.

[44:18] And typically, depending on the size of the committee

[44:21] and how much interest there is,

[44:22] we would maybe split into an elementary focused subcommittee

[44:26] and a secondary focused subcommittee.

[44:29] But the committee would come together at different times.

[44:31] So it's comprised of teachers

[44:33] and administrators across the district.

[44:37] And for those of us that haven't been in school

[44:39] for a couple decades, can you summarize

[44:41] what social science is made up of?

[44:44] Yes. So social science is a geography,

[44:47] history, civics.

[44:51] Oh gosh, there's a fourth component. I'm blanking on this.

[44:54] It's like a test. Jordan.

[45:00] And I have a question. I know we have to align

[45:02] to Oregon State standards for our curriculum.

[45:04] You know, I know there's been a lot

[45:06] of change at the federal level of, you know,

[45:09] history, geography, et cetera.

[45:12] Has this Oregon State standards changed

[45:13] significantly the last few years? No.

[45:15] Okay. Nope. Thank you. Oregon is very committed

[45:18] to ensuring multiple representations of history

[45:21] and perspectives, and of course highlighting

[45:25] shared history through tribal history as well.

[45:27] That's part of our social science standards. Yeah. Great.

[45:30] Yep,

[45:32] That sounds good.

[45:33] And I don't feel the need to include this as an articulated,

[45:36] desired outcome, but I know something I'll be looking

[45:38] for from the committee is really that teacher feedback

[45:40] around the professional development needed to adopt

[45:43] and adapt to whatever proposed

[45:45] or recommended curriculum you all look at.

[45:50] And with that, I'm happy to hand

[45:52] it to Dan to make the motion

[45:54] I move to initiate the core instructional materials review

[45:57] and adoption process to ensure compliance

[45:59] with the division 22 corrective action plan

[46:02] and support standards align curricular materials

[46:04] to the K five and course specific levels.

[46:09] Second, Russell, you gotta do it too.

[46:12] All in favor. Great. Thank you.

[46:24] Thank you, Michelle. All right.

[46:26] That brings us to announcements and appointments.

[46:30] The board will hold a work session on Thursday,

[46:33] September 24th, 2026 at 6:30 PM in the district office.

[46:39] The next regular session will be meeting.

[46:41] Meeting will be held Thursday,

[46:44] October 8th, 2026 in the city council chamber right here.

[46:51] And with that, we are adjourned.

Ashland School Board

Agenda

Transcript