[0:04] - Microphone on.

[0:08] All right. Six, six oh three.

[0:10] We're gonna call the meeting to order now.

[0:16] So first I'll start

[0:17] with our roll call starting all the way to my left.

[0:20] Francisco RA session seven.

[0:26] Joyce Rosa Vice chair position two. Michael Reyes.

[0:29] Here, position three. Aaron Mun Gonzalez, position one.

[0:33] Can I get a motion to approve today's agenda Board chair?

[0:39] The board approved December, September 24, 25. 2025.

[0:42] Agenda second. Second.

[0:47] Any questions? State the agenda, not follow. Vote.

[0:51] All those in favor say aye. A Aye.

[0:55] Let's stand up for the Pledge

[0:56] of Allegiance back in that corner.

[1:28] Next up, as always, our land acknowledgement.

[1:34] We were respectfully acknowledge

[1:35] that the land on which we are gathering today is a

[1:38] traditional homeland of a diverse array of indigenous tribes

[1:41] and bands, Multnomah, county

[1:42] of Rest on traditional build sites of the Meno, ow Kalet,

[1:49] AMI bands, the Chinook, Dwain, Kaia, Malala,

[1:54] and many other tribes

[1:55] who made their homes along the Columbia River

[1:57] creating communities and summer encampments to harvest

[1:59] and use the plentiful natural resources of the area.

[2:02] Multnomah County is now home

[2:03] to a vibrant indigenous community community

[2:07] representing over 400 different tribal nations.

[2:09] We recognize indigenous peoples as the traditional stewards

[2:12] of this land and acknowledge the enduring relationship

[2:15] between the land and the people.

[2:16] Since time immemorial,

[2:18] we make this acknowledgement open the space of recognition,

[2:20] inclusion and respect for our sovereign tribal partners,

[2:24] all indigenous students, families

[2:25] and staff in our community.

[2:34] We lead with equity to educate

[2:36] and support all students to graduate with the skills

[2:38] and confidence to thrive and our mission vision.

[2:41] As a community, we prepare lifelong learners

[2:43] to achieve their full potential and a complex

[2:46] and interconnected world.

[2:49] So we have a few resolutions

[2:51] that the student recognition today is our student here

[2:55] yet Luke?

[3:02] Maybe not yet. Okay, maybe let's do our

[3:03] resolutions first and come.

[3:06] He's here. Okay.

[3:24] I have the honor of introducing Luke Tema Reynolds High

[3:27] School Senior National Merit Scholar Group.

[3:39] Duke exemplifies what it means to be a Reynolds grader.

[3:42] He is outstanding both inside and outside of the classroom.

[3:45] Inside the classroom, Luke is under respect

[3:47] of both his teachers and peers.

[3:49] He has maintained a 4.4 weighted GPA.

[3:53] He has tech taken every AP

[3:55] and accelerated class Reynolds has to offer in addition

[3:58] to college courses at BYU, his teachers praise

[4:01] and curiosity, ability to collaborate

[4:04] and desire to exceed expectations.

[4:06] He collaborates with ease

[4:07] and is always eager to support student learning

[4:10] outside of the classroom.

[4:12] Luke has demonstrated his leadership and service skills.

[4:15] He is a four year member of the Reynolds Cross

[4:17] country and track teams.

[4:18] He has served as a sole representative on the Reynolds Ski

[4:21] team and is qualified for state.

[4:23] He has accumulated countless hours of community service

[4:26] as a member of the National Honor Society

[4:28] and avid, the district is proud to recognize Luke Tema

[4:32] as a National Merit Scholar.

[4:55] One of our,

[4:57] - Alright, - So now we have a few resolutions starting

[5:00] with national school. That one

[5:03] - That is me.

[5:07] Resolution 2025.

[5:08] 20 26 0 0 4 proclaiming the celebration

[5:13] of National School Lunch School, whereas in 1946,

[5:18] Dan, president Harry Truman signed the National School Lunch

[5:22] Act, whereas the National School Lunch Program is now the

[5:26] largest federal child nutrition program.

[5:29] Whereas on October 9th, 1962, Congress

[5:33] by Joint Resolution designated the week beginning in the

[5:37] second Sunday in October each year

[5:39] as National School lunch week.

[5:42] Whereas October 13th

[5:44] through the 17th 2025 is designated

[5:48] National School Lunch week, whereas approximately

[5:51] thir 30 million students nationwide are served daily meals

[5:55] through the National School Lunch Program,

[5:58] whereas whereas 95%

[6:00] of students nationwide are enrolled in schools

[6:03] participating in the National School Lunch program.

[6:06] Whereas the National School Lunch program is dedicated

[6:09] to the health and wellbeing of our NA

[6:12] of our nation's children

[6:14] and has served our country for more than 60 years

[6:16] through advanced practices and nutrition education.

[6:20] Whereas a nutrition staff across the re school district

[6:24] served approximately 3082 breakfast,

[6:28] 5,583 lunches each day,

[6:32] whereas each Reynold school district student enrolled in our

[6:36] schools and charters receive breakfast

[6:39] and lunch at no cost under the community eligibility

[6:44] provision meal service

[6:46] through the National School Lunch Program.

[6:48] Whereas the Reynolds school district celebrates

[6:51] and recognizes events

[6:53] and activities promoting the benefits

[6:55] of the National School Lunch Program.

[6:58] Now therefore be it result that the Reynold School

[7:01] District publicly thinks the nutrition services staff

[7:05] and the staff at each school

[7:06] for providing an excellent school nutrition program

[7:09] for our school district be it further result

[7:12] that the Reno School District Board

[7:14] of Education per claims this district will celebrate

[7:18] the National School Lunch Week from October 13th

[7:21] through the 17th 2025, adopted this 24th date

[7:26] of September, 2025.

[7:30] - Okay, next up is October as Indigenous People's Day.

[7:34] - Alright, - Resolution

[7:39] 20 25, 20 26 0 0 5 proclaiming the second Monday of October

[7:44] as Indigenous People's Day,

[7:46] whereas the Reynolds School Board of Education recognizes

[7:48] that the indigenous peoples of the land

[7:51] that would later become known

[7:52] as the Americas become have occupied these lands since time

[7:55] in Memorial and whereas the board values the daily

[7:58] contributions make our community

[8:00] through indigenous people's knowledge, labor, technology,

[8:03] science, philosophy, arts,

[8:06] and the deep cultural contribution

[8:07] that has substantially shaped our district.

[8:10] And whereas the board has established that each

[8:13] and every student is to be celebrated

[8:15] and appreciated for distinct

[8:17] and vibrant contributions made by sharing cultures,

[8:20] language, ideas, beliefs

[8:22] and values within our school community.

[8:25] And whereas the board recognizes the fact

[8:27] that the Reynolds school district has built upon the

[8:30] homelands villages and traditional use areas of the Meno

[8:34] and Akami significant of this region

[8:37] whom without whom the building

[8:39] of the district would not be possible.

[8:41] And whereas the Reynolds School District

[8:43] through its equity policy is committed to creating welcoming

[8:47] and inclusive school environments and recognizing diversity

[8:51] and appreciation of culture, class, language,

[8:54] ethnicity, and other differences.

[8:56] And whereas the district promotes closing the opportunity

[8:58] gap for indigenous peoples,

[9:00] eliminating the racial achievement gap

[9:02] and disproportionality in all aspects of education.

[9:06] Whereas the idea

[9:07] of Indigenous Peoples Day was first proposed in 1977

[9:11] by delegation of Native Nations to the United United Nation

[9:14] and whereas the Oregon American Indian Alaskan Native State

[9:18] plan mandate that public schools

[9:20] of our district teach about the native history culture,

[9:23] contemporary lives

[9:25] and governments of the indigenous peoples of the Americas.

[9:28] A special emphasis on those from Oregon

[9:30] and across the Pacific Northwest.

[9:33] Now therefore be it resolved that the Reynolds school board

[9:36] of directors who claims every second Monday of October

[9:39] as indigenous people say the district shall encourage staff

[9:42] to utilize the second Monday in October

[9:44] to reflect upon the ongoing struggles

[9:46] of the indigenous peoples of the plan

[9:48] to celebrate the thriving cultures

[9:50] and values of the indigenous people, peoples of our region,

[9:54] and the stand in solidarity

[9:55] with indigenous peoples elsewhere.

[9:57] The ongoing struggles

[9:59] and achievement of indigenous peoples contribute profoundly

[10:02] to the culture and community of the district.

[10:04] The district acknowledges the contributions

[10:06] and reaffirms its ongoing commitment

[10:08] to building awareness in an inclusive society.

[10:11] Adopted this 24th day of September, 2025.

[10:16] Thank you. Next up, national bullying prevention law

[10:20] - Resolution 2025.

[10:22] 20 26 0 0 6 proclaiming celebration

[10:25] of national bullying prevention whereas

[10:28] National Bullying Prevention Month is a campaign in the

[10:31] United States founded in 2006

[10:33] by Pacer's National Bullying Prevention Center.

[10:36] That campaign is held during the month

[10:38] of October in the United communities nationwide to educate

[10:41] and raise awareness of bullying.

[10:42] Prevention initially held the first week of October,

[10:45] the event was expanded to an entire month in 2010.

[10:49] Whereas over the last year,

[10:51] schools throughout the US have experienced a frightening

[10:54] increase in bullying and acts of hate.

[10:56] And whereas bullying directly affects the student's ability

[10:59] to learn, students

[11:00] who are bullied often do not want to go to school.

[11:03] They often find it difficult to concentrate,

[11:05] show a defining grades

[11:07] and move self-esteem, self-confidence and self-worth.

[11:10] And whereas bullying occurs in neighborhoods, playgrounds,

[11:14] schools, and online through technology

[11:16] and whereas various researchers have concluded

[11:19] that bullying is the most common form

[11:21] of violence affecting millions of children

[11:23] and adolescents annually.

[11:25] And whereas bullying is a community-wide issue

[11:27] that must no longer be ignored

[11:29] or thought of as a rite of passage.

[11:31] Students, parents, caregivers,

[11:33] and educators all have a role in addressing bullying

[11:36] situations and changing school culture

[11:38] and whereas we affirm our commitment to a safe

[11:41] and affirming space

[11:42] by recognizing national bullying prevention month,

[11:45] whereas Reynolds School District

[11:46] through its every student belongs policy is committed

[11:50] to creating a high quality educational

[11:52] experience for all students.

[11:53] Free from discrimination

[11:55] or harassment based on perceived race, color, religion,

[11:58] gender identity, sexual orientation,

[12:01] disability or national origin.

[12:03] Now therefore be resolved

[12:05] that the Reynolds Board recognizes the month of October

[12:07] as National Bullying Prevention Month adopted the 24th date

[12:11] of September, 2025.

[12:17] - Next one, resolution

[12:19] 20 25, 20 26 0 0 7 claiming the celebration

[12:24] of national principals month.

[12:25] Whereas the Reynolds School Board will declare the month

[12:28] of October, 2025 National principals month in coordination

[12:32] with the efforts of the National Association

[12:34] of Elementary School Principals, the American Federation

[12:37] of School Administrators

[12:39] and the National Association

[12:40] of Secondary School principals working with the US Congress

[12:43] to designate national principles month and resolution ve.

[12:48] Whereas the vision, dedication,

[12:50] and determination of a principal provides the mobilizing

[12:53] force behind any school reform effort.

[12:56] Whereas principals are expected

[12:58] to be educational visionaries, instructional leaders,

[13:01] assessment experts, models of positive behavior,

[13:05] community builders, public relations experts,

[13:09] budget analysts, facility managers, special programs,

[13:13] administrators and guardians of various legal, contractual

[13:17] and policy mandates as initiatives as well

[13:20] as being entrusted with the education development

[13:23] of young people, the most valuable resource.

[13:26] Whereas principals play a vital role in the successful IM

[13:29] implementation of the every Student Succeeds Act.

[13:33] Whereas principals set the academic tone for their schools

[13:36] and work collaboratively with teachers to develop

[13:39] and maintain high curriculum standards,

[13:41] develop mission statements, set performance goals

[13:44] and objectives for schools to achieve educational excellence

[13:48] and work with other school leaders to create spaces

[13:51] of safety and inclusion.

[13:53] Whereas the Reynolds School Board honors just such exemplary

[13:56] elementary and middle level public, private

[13:59] and independent school leaders committed

[14:01] to serving students from pre-kindergarten

[14:03] to eighth grade in their profession.

[14:06] Whereas the Reynold School Board recognizes outstanding

[14:09] middle level and high school principals

[14:11] who have succeeded in providing high quality learning

[14:14] opportunities for students as well

[14:16] as their exemplary contributions to the profession.

[14:19] Whereas to honor and recognize the contribution

[14:22] of all school principals at all grade levels to the success

[14:26] of students in Oregon elementary and secondary schools

[14:29] and to encourage residents of Oregon

[14:32] to observe national principals month

[14:34] with appropriate ceremonies

[14:36] and activities that promote awareness of school,

[14:39] leadership's role in ensuring that every child has access

[14:42] to high quality education now

[14:45] therefore be resolved that in honor of the service

[14:48] of all elementary, middle level and high school principals

[14:52] and to recognize the importance of their school leadership

[14:55] so that every child has access to a high quality education

[14:59] and to celebrate school leader accomplishments.

[15:02] The month of October, 2025 is hereby designated in Oregon

[15:06] to be National Principals Month adopted this 24th day

[15:09] of September, 2025.

[15:12] Next up, national school custodian appreciation date.

[15:18] - How dawn resolution

[15:21] 20 25, 20 26 0 0 8 proclaiming the

[15:25] celebration of national school custodian appreciation where

[15:30] as custodians are setting a professional example

[15:33] of positive adult behavior, fostering positive relationships

[15:37] with students and staff

[15:39] and showing a friendly smiling face

[15:41] to light up a student's day.

[15:43] Whereas custodians are the eyes

[15:45] and ears on the school campus often the only person making

[15:48] the rounds inside and outside the building aware of anything

[15:52] or anyone out of the ordinary assuring that doors are secure

[15:56] and that any hazard is eliminated,

[15:58] that the learning environment is safe and secure.

[16:01] Whereas custodians work tireless tirelessly

[16:04] to remo remove their dust, allergens

[16:08] and other asthma triggers, thus helping

[16:10] to reduce the largest cost of student

[16:13] absentee in the United States.

[16:16] Whereas Reynolds custodians work daily

[16:18] to clean over 1 million square feet.

[16:21] Now therefore be resolved the Reynolds school board publicly

[16:24] thanks custodial staff for their hard work

[16:28] and dedication to providing, providing a healthy

[16:31] and safe learning environment

[16:33] for the students in our school district.

[16:35] Be it further result the district shall celebrate national

[16:38] school custodian appreciation date on October 2nd, 2025.

[16:44] Adopted this 24th date of September, 2025.

[16:48] - Alright, last one.

[16:55] - Resolution 20 25 20 26 0 0 9 proclaiming the

[16:59] celebration of national coming out day.

[17:02] Whereas October 11, which recogniz

[17:05] as national coming out days

[17:08] and this will be the fifth seventh celebration of the day

[17:11] to promote a safe world for lesbians, gay, bisexual,

[17:16] transgender questioning two Spirit intersect and sexual

[17:45] a missioning world where L-G-B-T-I

[17:50] plus people live truthfully and open.

[17:54] They believe that honest

[17:55] and genuine relations,

[18:01] pervasive prejudice about

[18:04] L-L-G-B-Q-I

[18:09] three seven years later foundation still holds true

[18:13] we GBTQ to

[18:17] - I class student

[18:20] - Who can identify an out B LGBTQ

[18:25] IA plus school staff

[18:27] or adult ally report a

[18:30] a dramatic feeling safe

[18:33] - Overall.

[18:37] - 25%

[18:38] of students either have an I class

[18:44] - Or

[18:54] - And gender identity are protected classes.

[18:57] In Oregon, the bullying of these two classes are

[19:00] among the most common forms of harassment in schools.

[19:05] Whereas school dropout rates

[19:08] for LGBI plus students, it

[19:12] riled the national role of non LGBTQ

[19:18] plus students due to peer harassment and bullying.

[19:22] Whereas tragically youth identify as

[19:28] LGBTQI plus are overrepresented in the population

[19:33] of youth experiencing houselessness youth

[19:37] who are the victims of bullying

[19:39] and youth who have attempted to die as a result of suicide.

[19:44] Whereas re school district

[19:46] through every student belong policy is committed

[19:50] to creating a high quality education experience

[19:54] free from discrimination

[19:56] or harassment based on per per per

[20:01] perceived race, color, religion, gender identity,

[20:06] sexual orientation, disability or national origin.

[20:12] Whereas we strive to ensure

[20:14] that the district is a consistently safe

[20:17] and affirming space for all students and their families

[20:21] and whereas we affirm our commitment to a safe

[20:25] and affirming space by recognizing national coming out day

[20:30] now therefore be a result that the recognition that

[20:35] by recognizing October 11, that national coming out day,

[20:39] we the governing board, rental school districts support

[20:43] policies, practices and curriculum that support a safe

[20:48] and affirming space for all stakeholders and honor

[20:52] and respect lesbians, gay, bisexual, transgender

[20:57] questioning two-spirit intersect and asexual staff students

[21:02] and their spouse adopt adopted their day 24 day

[21:07] of September, 2025.

[21:09] - Thank you. - That's all our

[21:11] - Resolutions.

[21:13] So now we'll move into public to be heard.

[21:16] So members of the public will address the board

[21:19] with the comments and the board will listen Only

[21:21] the board may choose not

[21:23] to address a request if it does not fall within the

[21:25] scope of board governance.

[21:27] Oregon law prohibits the board from discussing specific

[21:31] employees or their job performance those wishing to

[21:36] All right, is this better?

[21:39] I'll start from the beginning. So members

[21:40] of the public will address the board with comments

[21:43] and the board will listen only the board may choose not

[21:46] to address a request if it does not fall within the

[21:49] scope of board governance.

[21:51] Oregon law prohibits the board from discussing specific

[21:54] employees or their job performance.

[21:56] Those wishing to speak up must

[21:58] sign up prior to start of the meeting.

[21:59] I have here the first seven submissions will be able

[22:02] to speak for three minutes, have our timer up there

[22:05] so please keep it to your three minutes.

[22:08] And then we also receive public comment that all

[22:10] that the board members receive by email.

[22:13] I'll call the folks as they signed up starting

[22:16] with Sue mush Muchler.

[22:38] - Good evening, I'm Susie LER as the past president

[22:43] of OSCA.

[22:45] I have two questions.

[22:47] Is OSCA thinking or asking to sit down with OSDA

[22:51] and the district only to chat about impact that

[22:54] possible PET could have on class classified staff

[22:58] with REA making 40,000 plus dollars salaries a year compared

[23:03] to classified staff making 20 to 25,000 a year.

[23:07] We are already working at skeleton levels

[23:09] and have been for a while.

[23:11] This will impact classified staff more than certified.

[23:15] My hope that OSDA

[23:18] and RFD staff can come to an agreement

[23:22] before classified staff lose jobs.

[23:25] This will impact students

[23:26] and classified more than any other staff.

[23:29] Classified staff is the backbone of this district.

[23:32] We are talking two separate contracts.

[23:34] This is not solidarity. Thank you.

[23:52] - I wanna make sure the time is reset. Jack Clovis

[24:07] - Esteemed members of the Reynolds School Board.

[24:09] My name is Jack Ma Clovis

[24:11] and I'm a fifth grade teacher over at Alder Elementary.

[24:14] I've come tonight to give you the temperature from

[24:16] with from within one

[24:17] of our highest needs schools in our district.

[24:20] Honestly, it pains me to be here today

[24:22] but I feel that it is necessary for you to understand

[24:25] how the staff are feeling

[24:26] because the staff over at Alder are working under intense

[24:29] conditions every day

[24:31] and they deserve for their voices to be heard.

[24:33] Reynolds school board, you have fear of frustration

[24:36] and confusion brewing within your school.

[24:39] Overworked teachers

[24:40] and classrooms with ballooning class sizes are seeing

[24:43] the writing on the wall.

[24:45] 79 more cuts, bigger class sizes.

[24:49] Inadequate staffing for things as vital as ELD.

[24:52] Title one, reading intervention counseling and social work.

[24:55] Not to mention all of our heroic compatriots

[24:58] and departments like building

[24:59] and grounds and transportation.

[25:02] Everyone is scrambling to pick up the pieces

[25:04] and worse yet, we are struggling to see

[25:07] how the pieces are going

[25:08] to come back together for our students.

[25:11] You have staff who are questioning at

[25:13] what point does a district consider financially in solvent.

[25:16] You have staff who are questioning if we can provide

[25:20] adequate SER services to our students

[25:22] that have the highest needs,

[25:24] we are being told to see the number.

[25:26] We need to see where the 10 furlough days are coming from.

[25:31] Please help us, help us alleviate this impasse

[25:35] that we have in our district right now.

[25:37] Help us get what should be publicly available numbers

[25:41] for everyone to see.

[25:43] Help us assuage these fears.

[25:45] Help us assuage the confusion

[25:47] that is boiling in our schools.

[25:49] Help teachers who are looking to help

[25:51] for other jobs in October, November

[25:54] and most of all help us serve the students

[25:57] that we love so dearly.

[26:00] Thank you.

[26:17] - Try my best for your name here. Linda Stein.

[26:22] Did I say that correctly? The microphone here?

[26:36] Yeah. Pretty well.

[26:40] People on the zoom too. Oh

[26:43] - Hi, I'm Linda.

[26:47] A 29 year Reynolds employee.

[26:51] My kids went to Sweetbrier Wal Ma Reynolds High School.

[26:54] I work as a resource assistant at the high school.

[26:57] There's a lot of valid concerns here today.

[26:59] The one I wanted to talk to you about was in a

[27:03] resource classroom, which is a regular ed math class

[27:06] with 34 students.

[27:09] There are approximately nine students on an IEP scattered

[27:13] route around the room

[27:16] and there are three adults, the teacher and me

[27:19] and a sign language interpreter

[27:21] and then there's one student ea.

[27:23] Have you thought about the liability involved with having

[27:27] that many people one classroom

[27:30] and you we're gonna have to increase the numbers

[27:33] and then one of your proposals,

[27:37] or I'm not sure I'm using the right word, was about bullying

[27:40] that happens when they're too close together.

[27:43] When it's too tight, it's too crowded, they don't understand

[27:47] what I'm trying to get around the room

[27:48] and I can't get around the room to everyone.

[27:51] It sounds like it is against the fire code.

[27:54] The building may meet the fire code

[27:56] but I bet you that classroom doesn't when I'm in it

[27:58] and there are 34 backpacks on the floor that I have

[28:02] to schedule and go around while I'm trying to do this job.

[28:06] Please keep that in mind when you start talking about

[28:08] increasing class sizes.

[28:10] It affects them, it affects me

[28:13] and it could potentially lead

[28:15] to some liability issues for the district.

[28:18] Thank you.

[28:33] - Next up Ano Pena.

[28:44] Good evening members board.

[28:48] I'm here today not because I want to be,

[28:50] because I have to be, I'm missing precious time

[28:53] with my family because of decisions that are made

[28:56] by this district that are impacting my

[28:57] ability to teach our students.

[29:00] I'd say without any hyperbole

[29:01] that this has been the most chaotic start of a school year

[29:04] that I have experienced in my seven years

[29:08] to make my point clear, I had better access to resources

[29:10] during COVID than I do right now.

[29:15] These are the challenges that I am seeing in my school.

[29:19] I came into the start of this year

[29:20] and students were not enrolled in classes sitting

[29:22] in the hallway for hours.

[29:24] My classes are still not currently scheduled appropriately

[29:27] for me to plan ahead for the rest of this school year.

[29:32] Excuse me, Schoology is not working

[29:35] correctly for all of my students.

[29:36] In spite of many pleas to try to get these things fixed.

[29:40] My virtual spaces are being altered in ways

[29:42] that are unpredictable and detrimental

[29:44] to a functioning classroom.

[29:46] I've had my Schoology classes archived at the start

[29:49] of a week causing chaos in my classroom

[29:51] and I have found out

[29:52] that digital platforms did not have their licenses renewed

[29:56] and now I have lost content that I've built into them, some

[29:59] of which happened at the beginning of this week.

[30:02] There is no communication from the district that this,

[30:06] the platforms that I used were being dropped.

[30:08] I found out on Monday when my students came to class

[30:10] and was confused as to why my content had all disappeared.

[30:14] This leads me to the frustration

[30:15] that I have in here from my colleagues.

[30:17] Where is the transparency about

[30:19] what our leadership is doing?

[30:21] Why are we discovering these changes after they happen?

[30:24] Why are the programs being dropped while administrators are

[30:28] getting, in some cases $26,000 pay raises?

[30:32] This money easily could be used to support our students

[30:36] who are the reason this district exists.

[30:39] We have asked again

[30:40] and again for the district to show us why student facing

[30:42] staff have to tighten our belts

[30:44] and take on larger workloads while we see increases in pay

[30:48] for non-student facing positions.

[30:49] And again, in some cases as much as $26,000

[30:53] our questions are being avoided

[30:55] or delayed at the time at the,

[30:58] at the same time we are seeing behavior that is

[31:00] or looks disingenuous to supporting our students.

[31:03] Let me be clear. Our union unanimous unanimously agreed

[31:07] that transparency is the problem.

[31:09] Avoiding meetings with members

[31:10] and optically questionable pay racist

[31:12] and leadership does not sit well with members

[31:16] threatening jobs instead of opening up dialogue

[31:18] with our unions does not sit well with our members.

[31:22] It was not until about an hour ago

[31:24] that I had any substantial information from the district

[31:26] of why they were asking for 10 days.

[31:30] As much as I appreciate the information,

[31:32] why was this withheld until now?

[31:34] Why does the district want such high numbers

[31:37] before reinstating school days?

[31:39] If our current estimates indicate

[31:42] that 10 days is far too many to furlough again,

[31:46] why are we saying that's if funds are

[31:49] in such degree of flux? Sorry you're at

[31:51] - That time.

[31:52] We have to respect time for everybody else. Thank you.

[32:09] Next up Evelyn Esor. Aor.

[32:24] - Good evening everyone.

[32:26] I am Evelyn a junior at Reynolds High School.

[32:29] I stand for students and speech

[32:31] and debate team for our teachers

[32:36] and the impact that holds on all of us

[32:39] for knowing these such years in our district

[32:45] and also the overcrowding in our classrooms

[32:48] that we deal with day to day.

[32:50] Last I would say would be I guess

[32:55] that the furlough days people would say

[32:57] that it's just 10 days.

[32:59] But we think that every day counts for us, especially

[33:03] with our education for listening.

[33:07] Thank you for this lovely community here today.

[33:12] - Thank you again.

[33:24] - Been a hard time reading the name of it. Asha.

[33:38] - I'm an eight piece student myself.

[33:39] 10 furlough days cost us like a lot

[33:42] because AP students learn like a lot of periods in one day

[33:45] and 10 days to determine a student.

[33:48] Four being a four to a three

[33:50] and it robs students of their education

[33:52] and teachers of their head.

[33:54] And also 10 fur days is like a lot.

[33:57] And already the class sizes are way too big to the point

[34:00] where I'm uncomfortable and me

[34:02] and other students are touching hand by hand

[34:05] and it puts teacher at a risk.

[34:07] And a lot of staff

[34:09] that are really good last year were taken away

[34:12] because I don't know why

[34:14] but I think you should give the teachers the data they need

[34:17] so they can figure it out

[34:19] because you guys can't show them what they need.

[34:22] Thank you.

[34:25] - Thank you.

[34:34] - I believe this says Athea. Ethan,

[34:47] - Can you hear me?

[34:48] Yes. Okay.

[34:52] I'm here representing the students,

[34:54] not only the students but also club.

[34:55] I'm part of a GSA gay association student.

[34:59] I'm also part of the concept for LSU Latino Student Unit.

[35:02] These are clubs, these are people, this is that community

[35:04] that you are supposed to protect who you are affecting.

[35:07] You're cutting dates. Oh you cutting teachers off,

[35:09] you cutting opportunities for teachers to be represented

[35:11] to feel safe in this community.

[35:13] It's just itself to feel safe in school.

[35:15] IT school is meant not to only teach

[35:17] but also to be a safe, safe place.

[35:19] A place where teachers

[35:21] and students are meant to be feel safe.

[35:24] How is letting off teachers,

[35:26] how is giving teachers opportunity to teach, to feel safe,

[35:29] to embrace the career that shows how is out teachers,

[35:34] how is taking days off of school, making them greater,

[35:37] making them have more experience.

[35:38] Teachers are supposed to have experience to teach

[35:40] to be greater at their field.

[35:42] But you're cutting things up.

[35:43] You couldn't teach us up students.

[35:45] You said that bully is a great, great fact.

[35:49] White students don't bully the great fact.

[35:51] White students don't come to school,

[35:53] but students rely with teachers

[35:56] that they could confine, they can feel safe in.

[35:58] But if you cutting teachers up back, you're right.

[36:01] How are students meant to feel safe

[36:02] and how they're meant to feel like they can confine

[36:04] with them when maybe the next day they won't be here.

[36:06] Maybe next year they won't be here. They won't feel safe.

[36:09] They won't not feel like they belong here.

[36:11] But because maybe the teacher that fell represented in

[36:14] but laid up last year and maybe

[36:16] because they don't feel like school

[36:18] is the safe space for them.

[36:20] You also said that you give,

[36:25] you also said that you give equity,

[36:27] equity the right standards for curriculum,

[36:29] but those not require more school, more school days.

[36:33] Doesn't that mean that you have to give more days,

[36:35] more time, more opportunities?

[36:38] Again, I'm also, I'm almost an AP student.

[36:41] If I have to take days, 10 days off a school,

[36:45] am I gonna have to pass the AP exam?

[36:47] How am I supposed to exceed?

[36:49] How am I have an equal opportunity to be a greater version

[36:52] of me when I don't have the time or necessity to do it?

[36:55] How am I supposed to be greater?

[36:57] How am I supposed to have a future for myself, for those

[37:00] who come after me if I do not have the time

[37:03] or the space, if I am not given the time

[37:06] or space, how we at generate now?

[37:10] Are we at the school as a community, as a safe place

[37:14] supposed to be greater, supposed to keep our ourself better?

[37:17] How are we as a community, as a district, as a school

[37:20] supposed to be better, supposed to keep our community safe?

[37:24] And Reynolds High School has that.

[37:27] And that's why I stayed in Reynold High School that

[37:29] that community you have to big place.

[37:31] I feel a representative in clubs

[37:32] but maybe this year I would not have the opportunity

[37:34] to be part of those clubs because teachers cannot stay

[37:37] after school because the clubs is not part of the contract.

[37:40] And that means that you not represented.

[37:42] That means that maybe have to be home, maybe shouldn't have

[37:45] to be home place.

[37:47] They actually don't go home.

[37:48] It's only a house because they're not safe there.

[37:51] Anything's supposed to be safe. Thank

[37:54] - You.At next time.

[38:12] All right, we have one more student who signed up today

[38:20] a a shot. I

[38:22] - Should.

[38:36] - I'm - My name is Francisco Cindo.

[38:38] I am the A SB resident ENO High School

[38:41] - And I'm a sophomore at Rental high school.

[38:43] So my main concern right now is the class sizes

[38:48] and how little we're able to get done in class just

[38:50] because how many people there are in classes

[38:53] and already on top of that hearing

[38:55] that you guys are considering.

[38:57] Even considering going back

[38:58] to a seventh period schedule is a absurd major.

[39:01] With 30 to 40 people open to class,

[39:03] it's already an insane amount of kids

[39:05] that teachers aren't able to be able to provide

[39:08] and be able to help each student.

[39:10] And being an AP

[39:11] and accelerated classes like me, I need that assistant.

[39:14] I need that help and that foundation from teachers.

[39:16] So even if you get considering laying off another almost 80

[39:20] staff and going back to that seventh grade schedule,

[39:23] which is gonna be what, 40,

[39:25] 50 minutes each class having more homework every day.

[39:28] It's gonna be so much harder for kids to be able to focus

[39:31] and be able to get their work done

[39:33] and be able to actually accomplish

[39:35] any learning in their classes.

[39:40] - Well I just wanna ask you guys something.

[39:43] Is there any other solution to this program? We have S here.

[39:48] People have family members have money.

[39:54] They need that for their family.

[39:56] There has to be any other solution.

[40:00] Going back to seven classes per per seven classes per day.

[40:06] Pain cutting. Norbert 80 80 teachers.

[40:10] 80 staff members.

[40:12] Pain classes are path that our bad.

[40:19] Yeah, think that works.

[40:21] So please compare that and find any other exclude.

[40:44] Alright, thank you everyone to who came in

[40:47] to provide a public comment.

[40:49] Now we have our bargaining updates.

[40:50] So I'll have our bargaining groups except up to the table.

[41:12] - Good evening. There are a lot of people here.

[41:15] So in case there are folks who don't know me,

[41:17] my name is Jeffrey Fuller.

[41:18] I'm president of the Reynolds Education Association.

[41:24] This afternoon the district gave a short presentation via

[41:27] Zoom two members who were able to log on

[41:30] and answer some questions.

[41:32] And while we absolutely appreciate this move it,

[41:35] it is absolutely in the right direction.

[41:36] It's just a start. Most of us remain disheartened

[41:41] that realized money such as

[41:43] that from Senate Bill 8 49 reducing our PERS responsibility

[41:47] is not currently being used to offset the revenue

[41:52] holds and therefore the need for furlough or rif.

[41:56] I also want to share that while we have agreed

[42:00] to meet via zoom to restart the bargaining

[42:02] of furlough dates, members remain disappointed, angry

[42:06] that the district refuses bargain in

[42:08] person with members present.

[42:14] The fact that the district seems willing to move forward

[42:16] with additional layoffs that will disrupt programs

[42:19] and her students rather than face staff directly

[42:24] is something most members will never understand.

[42:27] We have been informed that we cannot have transparent,

[42:30] productive, and healthy discussions with members in the room

[42:34] as we have done for over a decade when

[42:36] bargaining our contracts.

[42:37] This is quite frankly, dumbfounding today.

[42:42] Gina RA's contract maintenance chair myself sat down

[42:46] with the district for the third time in 18 months

[42:49] to begin the process of layoffs.

[42:57] In the meantime, staff are exhausted.

[43:00] I think we've heard plenty tonight of how

[43:03] oversized classrooms

[43:04] and caseloads are already taking a toll.

[43:07] We are just four weeks into the school year.

[43:10] The anxiety of what is still to come simply adds

[43:12] to this stress, the burnout, and the anger.

[43:16] Students rightfully expect much of their teachers,

[43:19] their counselors, their coaches,

[43:21] and everyone else in student facing staff.

[43:24] Similarly, educators expect much of those

[43:28] who tackle the speech of district leadership.

[43:31] I think it is clear that today we feel like that. Thank you.

[43:46] - Hello, my name is Christie Ano.

[43:49] I am the OSEA chapter vice president

[43:51] and a speech language pathologist assistant in the district.

[43:54] And I'm here to speak to the board about disconnect

[43:57] between the district and employees

[43:58] that needs to be addressed.

[44:00] Members have informed me of the perception

[44:02] that we are unreasonable for voting down the MLU

[44:05] that would require heavy burdens for us.

[44:07] Words like unreasonable, selfish, just pass it already.

[44:11] And sacrifice are being whispered in the hallways

[44:14] and our people are hearing them

[44:16] and it is coming across as disrespectful and disingenuous.

[44:22] - To - Be clear, our members want this to end.

[44:26] We all want what is best, what is in the best interest

[44:29] of the students community and staff.

[44:33] Everybody benefits from a swift resolution.

[44:35] We're trying to minimize staff losses.

[44:38] Nobody benefits from that. And that is not our goal.

[44:41] Our interest and the district's interests

[44:43] are aligned in this.

[44:46] But the best interest of the district also includes us.

[44:48] The workers who keep our schools running, the folks

[44:51] who feed our students, transport your kids to

[44:53] and from the school, clean

[44:54] and maintain the buildings our students learning

[44:57] and support our our teaching staff, our wages

[45:01] and our ability to survive matter.

[45:04] That should also matter to the district teachers

[45:07] and their abilities to actually do their jobs.

[45:10] Smaller class sizes

[45:12] so kids can ask questions and get answers.

[45:16] And OSCA recognizes the insurmountable challenges those

[45:20] teachers are facing with minimal support.

[45:22] And our staff are expected to give that support.

[45:25] But we are bleeding to the community.

[45:28] I wanna say the people who are teaching your children

[45:32] cannot afford food to feed their own children

[45:36] and are now being told to make it work with even less.

[45:39] Last year, multiple people in my union shared

[45:41] with me the debilitating financial struggles

[45:43] that require them to start planning

[45:45] for either leaving the district or moving into their cars.

[45:50] More than one person told me this last year,

[45:52] this is not an exaggeration.

[45:54] This is a reality our people are living with.

[45:57] What I need to ask you

[45:59] is when these people are $127 short, the amount they need

[46:03] to pay their rent and are calculating the cost of moving out

[46:06] of their apartment and into their car,

[46:08] how can they vote in favor of an MOU

[46:10] that will reduce their pay even further?

[46:22] How can we ask them to do that?

[46:25] That's what we're going to start seeing.

[46:27] If this progression continues,

[46:28] staff members leave the school at the end of the day

[46:30] and drive off to find a place to park

[46:32] and sleep for the night.

[46:34] These are questions that are uncomfortable for you

[46:36] and they should be because they're uncomfortable.

[46:40] These are the words that are keeping me up at night right

[46:42] now because my coworkers are actually

[46:44] asking me these questions.

[46:45] How do I get by? What do I do?

[46:47] How can I vote in favor of this when I won't get by?

[46:50] Can the board answer these questions?

[46:54] The average monthly salary

[46:55] for an OSEA school year employee is $2,432

[46:59] or roughly $29,080 a year

[47:05] average rent for a one bedroom apartment in Gresham.

[47:08] This area here is $1,600 a month

[47:12] leaving the average member with $832.

[47:17] Standard car insurance is $150 a month.

[47:20] Now leaving the average member

[47:21] with $682 left in their bank accounts.

[47:25] Used cars are costing 20,000 to $30,000.

[47:30] Used cars not new used

[47:34] and leaving monthly payments estimated at $600 a month

[47:37] leaving the average member left with $82 for groceries.

[47:41] And I am not going to go into groceries right now.

[47:44] We all know how bad that is.

[47:46] This does not include any taxes being removed

[47:50] from their income.

[47:52] This is the impossible nature our members are facing.

[47:55] This leaves our members with no place to turn to

[47:57] but apply for government assistance for that average group

[48:01] of OSC school year employees, which include EAs, secretaries

[48:05] and so many others.

[48:08] I wanna give you a few stats here.

[48:11] For a family of one 53%

[48:15] of OSEA members qualify for SNAP

[48:18] or food stamps for a family of two.

[48:21] These are our single parents we're talking about here.

[48:23] Single parent and a child.

[48:25] 88% of OSEA staff qualify

[48:29] for SNAP for food stamps.

[48:32] I wanna repeat that. 88%

[48:35] of single parents qualify for snap.

[48:41] And now I'm gonna share a public statement that one

[48:43] of our members wanted to share here,

[48:45] but she did not feel safe enough to share it.

[48:49] For fear of being fired.

[48:51] I'm a single mother doing her best to make ends meet.

[48:54] Despite careful budgeting,

[48:56] I find myself falling short each month.

[48:58] On an average month, I borrow

[48:59] around a hundred dollars from my mom to pay the bills.

[49:03] I had to ask my mom to pay for my housing in July and August

[49:06] and at the start of the school year, I had to ask her

[49:09] for school clothes for my child

[49:11] who is a student in this district.

[49:16] My coworker had to sell her laptop

[49:18] to pay her bills this summer.

[49:20] I exclusively buy food using snap.

[49:23] If I lose food stamps, I will be homeless.

[49:27] If the suggested 10 furlough days were to go into effect,

[49:31] it would cost my family nearly $2,000.

[49:34] I did the math. I am already expecting to ask my family

[49:39] for more than $2,500 by the end

[49:42] of this year without the furlough days.

[49:46] How am I going to survive

[49:48] with $4,500 less than I need need

[49:53] at my current rate of pay?

[49:55] I have no ability to set money aside for emergencies.

[49:57] And I live with continual fear.

[49:59] What if my daughter breaks her arm?

[50:01] I can't even afford the copay.

[50:04] A reduction of my salary results in my

[50:06] small family losing our home.

[50:08] And we would likely have to move in

[50:10] with my mom on the coast leaving

[50:11] behind everything my daughter knows.

[50:14] She has been a student here since kindergarten.

[50:17] She loves it here. We both do. As things currently stand.

[50:21] It is becoming increasingly likely that we will be forced

[50:23] to leave rental school district and grham behind.

[50:25] And I'm doing everything I can to stay,

[50:28] but we're reaching a point where my hand will be forced

[50:30] and I won't have any other choice.

[50:35] We can save jobs that are not supporting us.

[50:37] And I say that knowing that I am so new,

[50:40] that I am likely one of the people

[50:41] that will lose their job in the next round of months.

[50:45] Signed anonymous. I want to close out with just saying

[50:50] that just as kids learn better when they aren't hungry,

[50:53] staff teach better when they aren't hungry.

[51:13] And considering the sacrifices you are expecting of us

[51:16] and how you communicate with us, please be kind.

[51:21] These are our lives. Consider the

[51:23] burden you are putting on us.

[51:25] The sacrifice we have no choice

[51:27] but to take to the community and to the state of Oregon.

[51:30] At what point do we stop moving the cost

[51:33] of keeping schools open onto the employees

[51:47] For this employee and others, the choices they are presented

[51:50] with result in homelessness.

[51:51] If they vote yes and homelessness if they vote no, that is,

[51:59] it's hard to hear them say this and they're saying it.

[52:02] A lot of them, the district agreed

[52:04] to tiered financial trigger language,

[52:07] creating a substantial buffer to restore furlough days.

[52:10] Our members have never had a buffer

[52:13] or a cushion in their salaries.

[52:16] The working poor that you employ have no financial cushion

[52:20] and are currently facing.

[52:21] Having no roof, no home, no shelter.

[52:25] That is not a job people can live on.

[52:28] What are you going to do

[52:29] to protect your most vulnerable employees',

[52:31] livelihoods and homes.

[52:33] - Thank you.

[53:29] - Thank you everyone. Now we're gonna have a update on our

[53:32] cell phone use update to get a sense of how

[53:35] that policy has been working so far.

[53:39] Thank you Mr. Chair. I'd like to invite our presenters up.

[53:43] Valerie Schiller, Erica Weber, Mike Anderson, and Neil ler.

[53:48] They were also members of our cell phone committee

[53:51] that worked last winter

[53:54] and asked them to, to come up just for an informal update

[53:57] to the board on how it's been going related

[54:00] to our cell phone policy implementation.

[54:05] Just really I'll ask that. If you hold on, I'll ask that.

[54:07] If you're gonna stay, you're welcome to stay,

[54:09] but if you are going to leave, please try to leave Ali

[54:11] so the rest of the presenters today can be heard.

[54:14] Thank you. Is Sunil here? Okay.

[54:21] Alright. So if you guys could start just

[54:23] by introducing yourselves

[54:25] and then I'll moderate some questions.

[54:28] - Actually, Dr. Fel, before moving forward.

[54:31] I just wanna say that even though we're moving forward

[54:36] with this meeting, I it, it's very uncomfortable

[54:40] to be listening and not responding.

[54:42] It's very uncomfortable know that I, I personally speaking

[54:46] for myself, I have listened to what you said

[54:49] and we're gonna have an opportunity

[54:51] to speak at the very end of this meeting.

[54:54] So if you're not staying till the end, great.

[54:57] It's gonna, it's, it's being recorded

[55:00] so you can watch it at a later day

[55:02] and you can hear some of our responses.

[55:03] But know that we're not sitting here with,

[55:08] you know, business as usual with,

[55:10] without sharing our feelings towards what's happening.

[55:14] I just wanted to say that on a personal level.

[55:18] - Thank you.

[55:25] Alright.

[55:28] - Hello, I'm Erica Weber.

[55:30] I teach ninth through 12th grade ELD at RHS.

[55:34] Hi, I am Valerie Schiller.

[55:35] - I'm a language arts - And social studies teacher

[55:37] - And teaching debate coach at Reynolds High.

[55:42] Mike Anderson, principal Reynolds High School.

[55:46] So the first question wanted to reflect on is just

[55:49] how is the introduction of the cell phone policy been going?

[55:53] These are all from our high school,

[55:55] so I guess we'll talk about it at the high school.

[55:58] Oh, there's Sunil. Is that Sunil?

[56:07] There's plenty of here. Yeah.

[56:12] And Sunil, if you could just start by introducing yourself.

[56:18] Oh, I'm Sunil ler. I'm at HPV Middle School. Thank you.

[56:23] So the first question, these are just

[56:25] the questions that I sent you guys.

[56:26] So how is the device policy going generally

[56:30] and then, you know, in classes versus common areas

[56:32] and what's been the student's reaction to?

[56:40] - Can you hear me with the head speaker here?

[56:42] Okay, so at the high school, from my perspective,

[56:45] it's going surprisingly very well.

[56:48] We, I am really thrilled

[56:50] and the ELB team is very thrilled with how it's going.

[56:54] The kids have been, the kids have been compliant

[56:58] with the procedures.

[56:59] The procedures have been mapped out so well with all

[57:03] of the things thought out from A to D of

[57:06] what could possibly happen

[57:07] and how we're going to attack that.

[57:09] To the point where it is like we're looking at each other

[57:12] being like, this is, this is really working,

[57:14] this is working, right, not, it's working so well.

[57:19] The kids are starting to come alive

[57:21] and I'm having a great time with it.

[57:23] And we're noticing classroom management is dropping down.

[57:28] How much can I say

[57:30] - Keep going.

[57:31] - I'm so excited with how it's going.

[57:33] So the students have calmed down,

[57:36] but in the, in the same vein, they've also started

[57:38] to come back to one another.

[57:41] I'm seeing more positive con conversations in class.

[57:44] I'm seeing more participation in class.

[57:46] I heard a math teacher say when I give them the work,

[57:50] they do it and before they had a fight

[57:52] and then they would start to do it.

[57:54] So we're seeing that there's more time on task than before.

[57:58] I've asked an SMT today like

[58:00] where they have their bidding fights

[58:02] and they were like, no, I talked to a couple of kids

[58:06] and asked them like their perspective on fights

[58:08] and they were like, well I was like, have there been any?

[58:11] They was like, no. And I was like, oh that's

[58:13] because no one has any time to coordinate them.

[58:15] And they were like, that's true. So it's, it's been really,

[58:18] overall it's been really great.

[58:20] And I think we, one of the reasons why I feel

[58:25] that way is because we have consistent

[58:27] implementation across the board.

[58:29] We got buy-in from teachers, buy-in from support staff,

[58:33] buy-in from everyone in the building.

[58:35] Almost everyone in the building

[58:37] by and large, everyone in the building.

[58:38] And so with that consistent implementation, it's been

[58:43] - Thank you il.

[58:44] How's it going at HBE?

[58:48] HBEI think had been surprisingly good as well.

[58:53] I think we're in the honeymoon phase,

[58:55] but that only comes with a good plan,

[58:58] which I think we had in my classroom.

[59:02] I've never had a problem 'cause the kids know

[59:05] that it ain't happening.

[59:06] You can ask Alex right there. Anyone else.

[59:11] And the hallway's been much better.

[59:13] Kids going to class

[59:15] 'cause they don't have that to fall back on.

[59:17] I don't have to be the cop and take it every day.

[59:19] I tell the kids day one, I hate being the police.

[59:22] I didn't become a teacher to be police.

[59:25] So I think that's good. I think

[59:26] that we've had a few incidents with admin having to deal

[59:29] with parents who are not with it

[59:32] and the district will have to step up

[59:34] and you know, let those parents know

[59:36] that this is something we're doing for your child's health

[59:39] and you are the parent

[59:40] and you may not agree with everything that happens

[59:42] but we all gotta buy in together.

[59:44] So I think that will come and more of that will come.

[59:48] I don't know, again, I think we had a good start

[59:51] and I don't know when that pushback will come,

[59:54] but when it comes we have to be united.

[59:56] And I'm not gonna say against it

[59:58] 'cause I'm never against our parents.

[59:59] I'm with our parents and we're not gonna agree always

[1:00:03] with every parent and they're not

[1:00:05] always gonna agree with me.

[1:00:07] But we do have to stand up together

[1:00:10] and say, this is the policy, this is for their health

[1:00:14] and this isn't, I'm not taking anything from your kid.

[1:00:18] I am giving them a life that will be better

[1:00:23] without this thing.

[1:00:24] So it's a, it should be a net positive

[1:00:27] and as long as we phrase it as that,

[1:00:28] I think we'll be okay when the tide tries

[1:00:31] to push back, which I think it will.

[1:00:35] Valerie, I know that part of speech

[1:00:37] and debate has been putting up QR codes around schools.

[1:00:39] I've seen them to get kids to know that that's an option.

[1:00:43] Lacking phones. Have we figured out another strategy?

[1:00:46] I'm just curious as part of your your answer.

[1:00:50] - Yes, absolutely. We, we have many alternatives to,

[1:00:54] to QR codes to the, the small little things.

[1:00:58] You can always put a URL or put a flyer with where to go

[1:01:02] or put something on our speech

[1:01:04] and debate website so that there's alternatives.

[1:01:07] I, I just want to further agree

[1:01:12] with everything that we've heard

[1:01:13] that's been positive about this policy.

[1:01:16] I am extremely relieved just

[1:01:18] with everything that you've heard tonight.

[1:01:20] Our conditions are so much worse in the district.

[1:01:22] So this year I am teaching three different classes

[1:01:25] and two different departments.

[1:01:26] My classes have gone up by 40% since the last year.

[1:01:30] I have so many more needs.

[1:01:32] I have new students every single class.

[1:01:34] It's so much to keep up with.

[1:01:35] But having one less obstacle, which is policing phones, I'm,

[1:01:39] I'm so extremely relieved we did not need the

[1:01:42] governor to tell us to do this.

[1:01:43] We already had something excellent

[1:01:44] that this district put together last year.

[1:01:46] And I just once again want to express my appreciation.

[1:01:51] - Mike, I'm curious of your perspective

[1:01:54] and then also how,

[1:01:55] what's been the parent reaction if you've had

[1:01:58] any interesting conversations?

[1:02:00] Yeah, I echo a lot of what's already been shared.

[1:02:04] The high school experience right now was one

[1:02:06] of implementation.

[1:02:07] Implementation over the course of a year.

[1:02:09] There was a lot of groups that went into that.

[1:02:12] There was a lot of effort

[1:02:13] that also went into the reinforcement of our policy

[1:02:17] and thinking about it from the standpoint of a parent,

[1:02:19] thinking about the standpoint of the teacher as well

[1:02:22] as standpoint of our support staff

[1:02:24] and our, so again, I would echo what we are seeing,

[1:02:28] which is higher engagement.

[1:02:31] If you walk into the high school right now at lunchtime when

[1:02:33] we thought about implementation, that is

[1:02:38] who have the opportunity to be on their phone

[1:02:41] and they are to client

[1:04:03] turn it over the board.

[1:04:04] Any questions or, or not a specific question

[1:04:08] but going back to the comment around QR code.

[1:04:11] So that's something that I noticed, you know,

[1:04:12] when I was at the high school the other day

[1:04:14] and you know, thinking about some of our flyers

[1:04:16] but even, you know, like college admissions flyers.

[1:04:18] So after that day I called a friend

[1:04:20] of mine who's like a higher up VP at PSU

[1:04:23] and I said, you know, you really should talk

[1:04:24] to your admissions department about making sure that not all

[1:04:27] of your college flyers have PR codes

[1:04:29] with most high schools across the state

[1:04:30] implemented these policies.

[1:04:32] So at least Portland State will hopefully pay attention to

[1:04:34] that and hopefully that message we need

[1:04:36] to make sure we give back to all the other colleges

[1:04:38] and universities to rethink how the kind

[1:04:40] of materials they put in our high school.

[1:04:42] So we still want our students to know about their schools,

[1:04:44] just not rely on those QR codes

[1:04:45] unless it's something that they can take home.

[1:04:48] So thank you for calling it out.

[1:04:49] 'cause I, I saw that, I was like, oh yeah,

[1:04:51] that doesn't make sense anymore.

[1:04:56] - Yep.

[1:05:10] - Perspective principal, we do have a small copy

[1:05:15] taking phone for medical purposes

[1:05:18] and we're doing that through a system as well

[1:05:21] as prior communication that we'll be working.

[1:05:26] It has been.

[1:05:29] And part of that is we wanna people's privacy

[1:05:32] and explain the why

[1:05:36] - It, it has never come up in my classroom.

[1:05:40] - I have one student who has diabetes

[1:05:43] and he has his phone, he's also in the behavior room so

[1:05:48] that he is my man.

[1:05:50] But that could have been a problem.

[1:05:52] But I had a forthright conversation with him

[1:05:53] and I said, hey every day,

[1:05:55] but everyone knows let's just take it out

[1:05:56] and put it right there on the deck

[1:05:58] if you are cool with that.

[1:06:00] And he said, right, first day of class, I'm cool with that.

[1:06:02] Just put it out there. So no, everyone knows, I don't,

[1:06:05] I don't get into any specifics

[1:06:07] but everyone knows that his phone will be right here

[1:06:09] and he was cool with that in the first place.

[1:06:11] So that hasn't been an issue at all for me.

[1:06:15] And I do have one kid.

[1:06:20] - So we were going through this decision making.

[1:06:26] There was a concern of students

[1:06:30] and families in fact that could be targeted

[1:06:33] by the current political climate in terms of immigration.

[1:06:37] Have you heard any concerns about that in terms

[1:06:40] of students not having their phone, if they were to,

[1:06:44] you know, be contacted by their family members for example,

[1:06:47] in a situation like that?

[1:06:48] Have you heard anything?

[1:06:50] - I mean, nothing in connection to the phone helping there.

[1:06:54] Large concern about that.

[1:06:56] But I don't think that there is comments that there,

[1:07:00] the phone is gonna be the thing that helps.

[1:07:04] - I actually had one this summer, again, I hate

[1:07:07] to be the guy to say I have story,

[1:07:09] but, so he left his house.

[1:07:13] Ice was at his door when he was leaving.

[1:07:18] Mom called the school I run summer school at,

[1:07:21] so this is for summer school.

[1:07:23] And mom called, I'm, I'm very friendly with the parents.

[1:07:27] And I said, do you want him to have his phone today?

[1:07:30] He, he could if you want me to give it

[1:07:32] to him in this situation.

[1:07:34] And she said, no, it's better. He doesn't have his phone.

[1:07:37] It's great. I, he'll be worried on his phone all day long

[1:07:41] and I, I prefer you guys keep his phone

[1:07:44] and I'll call you if, if anything.

[1:07:45] So that's about relationship

[1:07:47] and being a part of our community.

[1:07:49] I consider myself part of my community as these teachers do.

[1:07:53] And mom was like, no, don't,

[1:07:56] it's better if he doesn't have it.

[1:07:57] And she called us later and said everything was fine.

[1:08:00] I went and talked to him and we were good.

[1:08:05] - So I teach ELD

[1:08:06] and I have a large number of students

[1:08:07] that may have have to deal with that.

[1:08:09] And I've heard nothing, nothing at all,

[1:08:12] which is really kind of nice.

[1:08:13] And I feel like removing

[1:08:15] that piece from their school day allows

[1:08:18] their anxiety to drop.

[1:08:20] They don't have to worry about it if, if they're at school,

[1:08:23] they're gonna school This year feels

[1:08:27] much different than last year.

[1:08:28] And I've always had my kids lock their phones up

[1:08:30] and it still feels a lot different.

[1:08:32] They are happier then.

[1:08:34] I've seen them at the beginning of the year,

[1:08:35] the last few years and they were much quicker

[1:08:38] to engage with one another.

[1:08:40] I have more collaboration in my group than I've seen in the

[1:08:44] last few years and it's been really, really fun.

[1:08:46] My classes are much larger too and I was nervous about that,

[1:08:50] but surprisingly like it's not nearly

[1:08:53] what I thought was gonna be

[1:08:55] and having a ton of fun with them.

[1:08:58] And to add to what Mr. Anderson said earlier about like

[1:09:01] the hallways.

[1:09:02] 'cause a lot of kids when I ask them like, Hey,

[1:09:03] how are you feeling about the phone?

[1:09:04] They'll tell you, well we understand why we need it in the

[1:09:07] classroom, but you know,

[1:09:09] we wish we could have it in the hallways or at lunch.

[1:09:11] And so I'm asking them a little bit further about it.

[1:09:13] Like, oh well how do you feel?

[1:09:15] Are you talking to more people?

[1:09:16] And they're like, yeah, we are.

[1:09:17] So I purposely did a couple of weeks at lunch today

[1:09:21] in institution at this meeting to be like,

[1:09:23] let me give some data.

[1:09:24] What I saw today in the comments half full

[1:09:27] of kids, half full of kids.

[1:09:29] I saw four Uno card games going

[1:09:32] and one table that has like 12 kids around it,

[1:09:36] when kids are sneaking stuff,

[1:09:37] they're sneaking cards, like playing cards.

[1:09:40] But they're sneaking now.

[1:09:41] They're not sneaking their phones out.

[1:09:42] It's fantastic. And I pretend that I'm undergrad though.

[1:09:46] I saw students reading actual books at lunch

[1:09:50] in the Common, I saw

[1:09:56] students sketching with their art,

[1:09:58] like sketching on art class.

[1:10:00] And I saw a ton of students just talking

[1:10:02] and having a good time and enjoying one another

[1:10:04] and it just feels calmer

[1:10:08] altogether on our campus.

[1:10:13] - I just wanna kind of a little touch a little bit more on

[1:10:15] what, talk about having to deal with some parents

[1:10:19] who might be pushing back.

[1:10:21] What are like specific strategies at high school

[1:10:25] or at the, apart from just like communicating this to,

[1:10:30] I mean my, my strategy is always gonna be same thing.

[1:10:32] I, I did my 20th year teaching.

[1:10:35] I was a dean in the Bronx in New York City

[1:10:37] sitting at metal detectors in the front.

[1:10:40] And if, if you don't put any money in to the bank,

[1:10:42] you ain't gonna take no money out the bank.

[1:10:44] So I always try to get money in the bank first

[1:10:46] and the school's gotta do that together.

[1:10:49] And if a parent gets mad, I mean you have

[1:10:52] to have those conversations, which happens.

[1:10:54] 'cause I'm a pretty strict teacher, Alex, strict teacher.

[1:10:57] I don't know. I mean, I follow all the rules and,

[1:11:01] and when it's time to take money out the bank,

[1:11:03] they gotta be some money in the bank.

[1:11:04] So most of these parents when the problem, when they go to

[1:11:08] to Mike or to Jenna at my school, they don't get a lot

[1:11:13] of time to actually talk to parents

[1:11:15] and actually put some money in the bank.

[1:11:17] So maybe Mike does, I don't know, Jenna's running

[1:11:19] around all day long trying to do her job.

[1:11:21] So maybe we need to have some more community time,

[1:11:25] some more time to get parents in,

[1:11:26] which is always a really hard thing.

[1:11:27] So then they see us as, you know, one

[1:11:31] of the main problems in school these days to me is like,

[1:11:34] and I I told parents

[1:11:35] that every meeting we had at summer school, it, it's kind

[1:11:39] of, it's kind of flipped where I used

[1:11:40] to see parents in school when I was a kid.

[1:11:42] Parents would be in the hallway

[1:11:44] and I was a bad kid, real bad kids trust.

[1:11:48] And now it's like, hey, I'm dropping my kid off.

[1:11:51] My kid is yours until three o'clock

[1:11:54] and at three o'clock that kid is now yours again.

[1:11:57] And that, that can't be how it's

[1:11:59] the kid is ours all the time.

[1:12:02] And if we can establish that when, when the tide starts

[1:12:05] to push back, I think we,

[1:12:07] we could have some money in the bank.

[1:12:10] And that I think the, the community aspect

[1:12:14] and that's really, really hard these days.

[1:12:15] But left hard without, without phones to build community.

[1:12:21] You've been up to Freedom school, you've seen how it was

[1:12:23] and that's a great chance,

[1:12:24] but that's a hundred kids not seventh grader kids.

[1:12:27] So how do we do that? That's, that's on us.

[1:12:34] Any other questions on the board? Any last comments?

[1:12:41] - Just to emphasize the students talking

[1:12:45] to each other as a speech and debate coach.

[1:12:48] That's all that we want.

[1:12:49] And so that has been a huge success

[1:12:52] for teaching debate specifically.

[1:12:54] - Well, I just wanna thank all four of you

[1:12:56] for your work last spring to make this possible.

[1:13:00] And I know the work that you've put in over the summer

[1:13:01] as well is at your schools to plan for this.

[1:13:04] Thank you for making it successful. Thank you.

[1:13:18] Next up we have a, a report on the integrated programs.

[1:13:22] Mr. Chair, I'll turn it over to Kate for this presentation.

[1:13:29] - Hello, good evening. Thank you for the time

[1:13:32] to share our annual integrated report.

[1:13:36] This comes to the board usually in October each year.

[1:13:41] The deadline by the state was moved up a little bit, so

[1:13:44] that's why you're hearing it earlier.

[1:13:47] The integrated plan is basically our

[1:13:50] district improvement plan.

[1:13:51] It encompasses multiple grant funds to support school

[1:13:55] and district improvement efforts.

[1:13:58] Those grants include the early intervention system,

[1:14:02] high school success, student investment account,

[1:14:05] federal school improvement grant funds for select school,

[1:14:10] and beginning in the 25 26 school year.

[1:14:13] It will also include our early literacy grant.

[1:14:17] Previously that was held separate from the integrated plan.

[1:14:19] This year it will be included.

[1:14:21] So you're going to start seeing more information about that

[1:14:24] whenever we bring the integrated plan to you between all

[1:14:28] of these grant funds, funds, they employ between 90

[1:14:31] and 100 of our staff members in various grant.

[1:14:36] And that range covers administrative license

[1:14:40] and classified, as well as some

[1:14:43] non-licensed positions as well.

[1:14:46] So as you're looking at the annual report,

[1:14:49] there are three questions that we have to address each year.

[1:14:53] And then there are a series of indicators

[1:14:55] that we also have to run through.

[1:14:58] The first annual res response question AR one is basically

[1:15:02] asking us what progress are we making in the implementation

[1:15:07] of our plan strategies.

[1:15:09] So when we, when we build the plan

[1:15:11] and every biennium, we re, we look at it again

[1:15:15] and we change any outcomes

[1:15:16] or strategies that we need to at this point in time

[1:15:20] as we look back, how,

[1:15:21] how is our progress as we implement those?

[1:15:24] And so just a few highlights I'll pull out of here for you.

[1:15:28] One is in that early literacy grants,

[1:15:30] and that is that we have reading specialists at all

[1:15:33] of our elementary schools that is funded through Title one.

[1:15:38] And their focus is on foundational

[1:15:40] literacy skill development.

[1:15:42] And then additionally, one of the strategies was

[1:15:47] to implement letters training at the elementary.

[1:15:49] And that was completed as well. Strategy A two.

[1:15:54] I would point out, and I know Dr.

[1:15:56] Carello has spoken to this

[1:15:58] before as well, the CTE cosmetology program of study

[1:16:02] that is being launched.

[1:16:04] The instructor has been hired

[1:16:06] and the curriculum has been purchased for that.

[1:16:08] So we're, we're well on our way with that strategy.

[1:16:12] And then in strategy for strategy C one

[1:16:15] and C3, another highlight is, again, from grant funds,

[1:16:20] we were able to hire secondary reading specialists, one

[1:16:23] for each of our middle schools as well

[1:16:25] as one for the high school.

[1:16:27] And that again, will be

[1:16:29] to focus on foundational literacy skills.

[1:16:32] It will provide our newcomers

[1:16:34] and students with lagging literacy skills.

[1:16:38] Some much needed support.

[1:16:40] But we're excited about the progress there.

[1:16:43] And I think it's worth noting that many of the strategies

[1:16:46] that are included in the integrated plan

[1:16:49] across multiple years,

[1:16:50] so you'll see the same strategy repeat.

[1:16:52] And that's because we know it takes more than one year

[1:16:55] for strategies to take hold.

[1:16:56] So we are already seeing improvements from some

[1:17:00] of these strategies

[1:17:01] that were implemented in the last several years.

[1:17:04] Notably, there was an 8% increase in our sixth

[1:17:07] and seventh grade reading benchmark metric,

[1:17:11] and a 22% increase for eighth grade from the 2324

[1:17:16] to the spring, 24, 25.

[1:17:18] So it's pretty significant increases in literacy.

[1:17:22] And then there are some additional metrics in there as well

[1:17:26] around our English language learner reading metrics,

[1:17:31] which increased 11% for sixth grade,

[1:17:35] 7% for seventh grade,

[1:17:37] and 9% in eighth grade between the 2324

[1:17:42] and the 24 25 spring.

[1:17:45] So again, significant increases.

[1:17:48] Annual response number two is really asking us

[1:17:51] what our barriers and challenges are

[1:17:53] to fully implementing our plan.

[1:17:55] And remember, this is a district improvement plan,

[1:17:57] not just a grant improvement plan.

[1:17:59] And I think it's pretty clear

[1:18:01] that our greatest barrier is funding.

[1:18:04] We are facing a significant budget shortfall

[1:18:08] that impacts all aspects of our system.

[1:18:11] We are grateful for the grant funds that we have that we can

[1:18:15] carry staff in.

[1:18:16] It's making a difference,

[1:18:17] but it still is a barrier that we continue to work with.

[1:18:22] And finally, annual response. Question number three.

[1:18:26] This is something that the Department of Education

[1:18:30] ODE populates for us.

[1:18:33] They populate the data compared to the longitudinal goals

[1:18:37] that we set, and they ask us to reflect back.

[1:18:42] And what's interesting about that is

[1:18:45] we're reflecting on the 24 25 school year,

[1:18:48] but that data has not been populated yet.

[1:18:50] It doesn't come out until October.

[1:18:52] So really what they're asking us

[1:18:53] to do is reflect on our progress through the end of 2324.

[1:18:57] And so you'll see those dates in here,

[1:18:59] even though it's a one year look back,

[1:19:02] there's really several highlights in there.

[1:19:05] To note the first two have to do

[1:19:10] with our four year graduation

[1:19:11] and our five year completer rate,

[1:19:13] which I know you'll remember when Dr.

[1:19:15] RA shared her presentation.

[1:19:18] There were significant gains there.

[1:19:20] So four year graduation, we have exceeded our,

[1:19:23] our baseline goal, our stretch goal,

[1:19:27] and our gap closing targets by more than 7%.

[1:19:31] And we are on track to meet

[1:19:33] or exceed the annual goals that we were required to set

[1:19:37] through the year 27, 28.

[1:19:39] If we keep up with this pace, we're right on track.

[1:19:42] And then for the five-year completer rate,

[1:19:45] we've also exceeded our annual baseline stretch

[1:19:47] and gap closing targets by more than 8%.

[1:19:51] So those are very encouraging metrics.

[1:19:55] One example of an area that we are continuing

[1:19:59] to work on is in third grade

[1:20:01] English language arts proficiency.

[1:20:03] We fell short of our baseline goal just by 1.2%.

[1:20:08] However, we still feel sort.

[1:20:10] So we are

[1:20:13] continuing our focus on implementing ERI at

[1:20:17] kindergarten through second grade.

[1:20:18] That's fully implemented now.

[1:20:20] And this year we are also implementing enhanced core reading

[1:20:24] instruction for grades three through five.

[1:20:26] And we're able to do that through the grant funds

[1:20:28] that are contained in the integrated plan.

[1:20:33] It's a shift in strategy to be able

[1:20:35] to provide the additional professional development

[1:20:39] and materials for grades three through five

[1:20:41] to support this goal.

[1:20:43] And then back to a final highlight here is in our regular

[1:20:46] attenders, which attendance has been challenging,

[1:20:49] as you know, since COVID to get kids back.

[1:20:51] However, we did looking at the 2324 exceed our baseline

[1:20:56] stretching gap goals by 4% category.

[1:20:59] So we're still on track.

[1:21:02] And then also in your packets,

[1:21:03] you'll have the list quarterly.

[1:21:06] We have to just go in

[1:21:07] and mark any observable changes that we see.

[1:21:11] Not much change, of course,

[1:21:12] I'm still getting my feet under me from what,

[1:21:15] what's happened in the quarters previous.

[1:21:17] But with the help of a very good team, we were able to

[1:21:21] pull this information together as well.

[1:21:23] For you. Any questions?

[1:21:30] Medium, high, low. What? Where did those numbers come from?

[1:21:35] Yeah, so they're very, they're as subjective as they seem.

[1:21:39] So the choices are low, medium, high

[1:21:44] or no observable change.

[1:21:45] And that's it. And it's a dropdown menu.

[1:21:48] There are no metrics for which one you choose.

[1:21:51] Just say it's a self, you look at it,

[1:21:53] you say, I did pretty good.

[1:21:55] Yeah. It's an absolute self-reflection

[1:21:58] and I, you know, not to pass the buck,

[1:22:03] but it is what we were provided.

[1:22:04] So it's what we use.

[1:22:06] I think the more meaningful information is

[1:22:09] what we gather from our actual data.

[1:22:12] Yeah. What we gather from our benchmarking data

[1:22:15] that tells us how we're doing on our goals.

[1:22:17] And as you know, a lot of these markers contain multiple

[1:22:20] points of information.

[1:22:22] So we may be very high, we may be fully implemented

[1:22:25] and in the high area for one point of it,

[1:22:29] but not implemented at all for another point.

[1:22:32] All within the same marker.

[1:22:33] Yeah, that's what I was wondering.

[1:22:34] Like if I can check three, I know I check one and one check.

[1:22:38] Okay. It's very, very subjective

[1:22:42] - Question.

[1:22:43] So I know this integrated guidance

[1:22:44] program is pretty new at ODE,

[1:22:46] just I instituted a few years ago.

[1:22:48] So it goes by the biennium, right?

[1:22:50] So we submitted our application last fall for this 25

[1:22:53] to 27 correct.

[1:22:54] Funding. And is, are these annual reports

[1:22:58] that we submit also part of the consideration

[1:23:00] for our next finances application?

[1:23:02] Like will they look so when we apply

[1:23:04] and fall of 26 right?

[1:23:09] For the 27 on biennium, are these reports also part of

[1:23:14] that consideration when we have to reapply every two years?

[1:23:19] - Are you asking is it part

[1:23:20] of the consideration from the state on whether we receive

[1:23:23] the grant funds or consideration for us on what goal we

[1:23:26] - Set in that Yeah.

[1:23:27] From the state for whether, for whether

[1:23:28] or how much grant funds we'll receive.

[1:23:31] Is it part of the calculation that they, you

[1:23:33] - It is not.

[1:23:34] Okay. No, it is not.

[1:23:34] The calculation is challenging

[1:23:39] to explain. I

[1:23:40] - Know a little bit about the profit.

[1:23:41] Yeah. There's also external reviewers, correct?

[1:23:46] - Yes, correct. But the, the, the value of each grant fund

[1:23:50] that we receive is not dependent on

[1:23:54] what our answers are on the annual,

[1:23:56] annual report or reflection.

[1:24:00] It's not competitive. Excellent.

[1:24:08] Thank

[1:24:08] - You.

[1:24:09] We anticipate that process to change with some

[1:24:11] of the new accountability rules.

[1:24:16] - I think you, you know, we're all waiting to see exactly

[1:24:18] what that looks like with the, the new accountability bill

[1:24:22] and, and processes.

[1:24:23] There already is a form

[1:24:27] of accountability built into this in setting the

[1:24:30] longitudinal goals.

[1:24:34] The, those were set, I'm trying to remember if it was 21

[1:24:37] or 22 school year all the way out

[1:24:41] through 27, 28.

[1:24:43] And in fact, prior to this, at the beginning

[1:24:46] of this biennium, we were expecting to schedule time

[1:24:49] with the state to reevaluate those goals

[1:24:52] and reset those goals.

[1:24:53] And they opted not to do that.

[1:24:55] So that's a long time if you think about, you know, six

[1:24:59] or seven years of goal setting,

[1:25:02] it's a very dynamic process.

[1:25:04] But there are accountability measures built into the

[1:25:06] longitudinal goals If, if a district continually fails

[1:25:10] to meet a particular goal

[1:25:14] - Staple.

[1:25:15] Yeah.

[1:25:18] - Hello Kate, can you hear me?

[1:25:20] - They're, they're doing help write those rules.

[1:25:22] That's where the, in the rule making

[1:25:24] where the rubber meets the road Yeah.

[1:25:26] - Policies. Yeah. And there are several of us that are on

[1:25:30] that engage in those opportunities for meetings

[1:25:34] or webinars to stay on top of what the latest news is.

[1:25:39] Yeah. Kate, can you hear me?

[1:25:44] Thank you.

[1:25:48] - All right. Next up we have the superintendent's report.

[1:25:51] Yeah. Brief report.

[1:25:55] We have a couple things

[1:25:58] that we've started through this year.

[1:25:59] Our dual language immersion program at Davis Elementary is

[1:26:03] up and running at the kindergarten level.

[1:26:07] It's, it's fun to see that happening.

[1:26:09] And it was last week or the week

[1:26:12] before we held a parent night at Davis for the parents

[1:26:15] who are involved in that program to help them understand

[1:26:17] what that will be as it grows out

[1:26:19] through the, through the year.

[1:26:21] So we are on track to continue

[1:26:23] to expand our dual language programs out.

[1:26:27] We are in year two, as Kate mentioned,

[1:26:30] of the cosmetology program.

[1:26:32] And this year we rented a storefront in the Cherry Park

[1:26:36] Plaza to develop a salon studio classroom

[1:26:41] for our advanced students.

[1:26:43] So they will go off campus on a bus to that play, to

[1:26:47] that storefront where it'll be set up as a salon

[1:26:49] and they will continue their cosmetology studies.

[1:26:53] We were hoping to have it open on day one.

[1:26:55] It is a little behind via, we've gotten tied up with permits

[1:27:00] through the, the cities.

[1:27:01] But we are working through that thanks

[1:27:04] to the Reynolds High School staff and admin for flexing

[1:27:09] and keeping kids on campus for that.

[1:27:10] And until we get that second space open,

[1:27:14] but the sign should go up here any day on there.

[1:27:18] Haley has been over there a couple times.

[1:27:21] I hear it's looking really nice.

[1:27:22] We're getting there and we'll make sure the board gets an

[1:27:25] opportunity to tour that space once it's up and running.

[1:27:28] That's something that at storefront in terms of like, is

[1:27:32] that, is that an opportunity we could promote to the

[1:27:36] Absolutely cheaper free low cost free class?

[1:27:39] Yes. Let students out. Yes.

[1:27:43] I, I believe that our, our two cosmetology teachers

[1:27:48] do have that as part of their plan when they feel

[1:27:51] that the kids are ready to, to do that

[1:27:54] might be something I think of those non-profits that provide

[1:27:58] yes, progress might be something

[1:28:00] that we can coordinate along with absolutely.

[1:28:02] Pro season for. Yep, there's some great ideas.

[1:28:07] I will certainly be the first, get my hair cut.

[1:28:13] The other program

[1:28:14] that's in year two is our business and marketing program.

[1:28:17] Also, we were able to, as you know,

[1:28:19] you approved a field trip to send some students back

[1:28:21] to the national conference

[1:28:24] and they were our are are DECA leaders.

[1:28:30] Very valuable, quite excited by implementing those,

[1:28:34] the things they learned back at that conference.

[1:28:38] As you'll see later on as a action item,

[1:28:40] and I'll talk about it more, we are in the preparation year

[1:28:44] for building out a dental assisting programs

[1:28:48] that will be on Reynolds high school campus

[1:28:51] to enable students to train in learning how

[1:28:54] to become a dental assistant.

[1:28:56] We believe that once we have this program fully up

[1:28:59] and running kids, we'll be able to walk out

[1:29:00] of the high school certified as a dental assistant

[1:29:03] and with some summer training cosmetology as well.

[1:29:07] We are using intensive coaching funds

[1:29:09] for both of those programs.

[1:29:10] No general fund is paying for those expansions.

[1:29:15] Those are short term funds that we have, as you know,

[1:29:17] from the state to engage in district transformation.

[1:29:21] Part of the strategy that I, I think we are,

[1:29:24] I know we are using is building programs that are unique

[1:29:28] to high schools in East County that will keep

[1:29:32] and retain our students as well as

[1:29:35] building them based on their interests.

[1:29:37] So have any health occupations,

[1:29:41] CTE programs at Reynolds High School kids have

[1:29:44] to go to Cal if they want.

[1:29:45] I want that. So this will give them an o opportunity on

[1:29:48] campus if they wanna stay on campus as well as being able

[1:29:52] to walk out of high school with a,

[1:29:53] with a scale to earn a living wage.

[1:29:56] So very excited about those programs.

[1:30:01] Wanted to just publicly thank Stacy Tallis for his many,

[1:30:05] many years of service to the Reynolds school district.

[1:30:08] Stacy retired from his principalship at Reynolds Learning

[1:30:12] Academy last Friday, was his last day

[1:30:15] and just want to wish him well in retirement

[1:30:18] and thank him for his, his many years of service.

[1:30:23] And that's it. And with that I'll turn it over to Holly

[1:30:25] for the financial report

[1:30:27] and then back to me for the enrollment report.

[1:30:40] - Do you want me to wait until it's up there? That's okay.

[1:30:44] I can at least introduce it while it's going up.

[1:30:49] So as you know, August is similar to July.

[1:30:52] Things are still being set up as staff are returning.

[1:30:55] So the projections are still

[1:31:00] in progress because most

[1:31:02] of the purchase orders are still being submitted in August.

[1:31:06] And so we're doing our best to do productions.

[1:31:09] So walking through this, the,

[1:31:12] I just wanna call attention to a couple of things.

[1:31:14] So the third grade column, 2020 4 25,

[1:31:19] sorry, let me turn it on.

[1:31:25] Is still we, it's still unaudited.

[1:31:29] Sorry if I can figure it out. I can't figure it out tonight.

[1:31:32] So the 2020 4 25 column is still unaudited.

[1:31:36] Our auditors are working on the final numbers

[1:31:39] and so this is our preliminary numbers.

[1:31:43] This will continue to change

[1:31:45] until the auditors have completed their work.

[1:31:48] So what I wanna show you is down here at the bottom our any

[1:31:51] fund balance of 9,500,371

[1:31:56] is our, the most recent estimate we have for what,

[1:31:59] what last year will end.

[1:32:01] And as you know, that 9 million, 500,000

[1:32:04] that carries forward

[1:32:06] and you're seeing it here as our beginning fund balance.

[1:32:09] So right now we had 10 million in our budget

[1:32:12] as our estimate.

[1:32:14] Right now we're at 9,000,005. So we're a little bit short.

[1:32:17] This number is still continue, it'll change again next month

[1:32:21] and next month should be our final.

[1:32:23] Hopefully we will stop moving.

[1:32:25] It's just whether or not the auditors do any changes.

[1:32:29] FY 26 actuals.

[1:32:31] So this is where we are for everything we have

[1:32:33] for July and August.

[1:32:36] Projections are hard again with revenue

[1:32:38] because a lot of these things are still developing.

[1:32:41] We don't know what the state will do

[1:32:44] with our state school fund.

[1:32:46] It'll change multiple times during the year.

[1:32:48] So right now, this is just sitting at what we budgeted down

[1:32:52] below with our expenses.

[1:32:53] Again, this is where we are with our actual expenditures.

[1:32:57] 11 million, 500,000.

[1:33:00] The projections are very difficult at this time of year

[1:33:03] because of what I was saying

[1:33:04] with people have not encumbered all the funds yet.

[1:33:07] We, one thing that's really difficult with salaries

[1:33:10] and payroll, we can encumber everyone on a contract.

[1:33:14] So everyone that's in a regular position,

[1:33:16] the system will commit all the funds for the full year

[1:33:19] for their salary and their benefits and their taxes.

[1:33:23] What it can't do is all the additional hours things

[1:33:27] that go on a time sheet, it doesn't know about them

[1:33:29] because we don't know what people are gonna work.

[1:33:31] And so those costs,

[1:33:33] which I think are budgeted over a million dollars,

[1:33:36] those ones plus all the associated things

[1:33:38] will not show up here.

[1:33:40] And so those are the things that we are hard

[1:33:42] to put into a budget at

[1:33:43] or even in the projection at this time of the year.

[1:33:46] So those just little things like that, that we just have

[1:33:48] to be mostly are usually the budget as a guide.

[1:33:53] And then as a year wears on, obviously we'll get better at

[1:33:56] what our forecast looks like.

[1:33:58] As we have more contracts in place,

[1:34:00] we have more encumbrances that are known.

[1:34:03] And obviously as our additional costs start rolling in

[1:34:07] right now, based on this very, very preliminary time

[1:34:11] of year, we are showing a $9.7 million

[1:34:15] ending fund balance.

[1:34:17] We're required to have 8.4.

[1:34:20] I would caution around, hey, we should just use this

[1:34:23] to fill in the gap right now.

[1:34:24] Even though I know we all want that.

[1:34:27] The hard part is, again, we don't know all the expenses yet.

[1:34:30] So until we know for sure where this is headed,

[1:34:34] we don't wanna spend money

[1:34:35] that we don't know if we have yet.

[1:34:36] We don't know if these are the real revenues yet.

[1:34:37] We don't know if these are all of our expenditures yet.

[1:34:41] So this is our best projection two months in

[1:34:44] before everyone's really even quite returned.

[1:34:47] August 31st to get all

[1:34:49] of the encumbrances and contracts going.

[1:34:54] Is there anything I lost over I've missed that you want me

[1:34:57] to talk about?

[1:34:59] - No, but I, I did have a question.

[1:35:01] So in particular, that forecasted balance is

[1:35:06] just continuing to adjust

[1:35:07] that forecasted balance right there in the Yep.

[1:35:11] Is continuing to adjust as we get digital information.

[1:35:14] 'cause I looked at, you know, I did a last month

[1:35:16] for this month comparison and in the total operating

[1:35:20] expenditures we are up about 2.7 million.

[1:35:23] Yep. And that's just as, as things get closer

[1:35:26] to understanding what the actual cost is, right?

[1:35:29] - Yeah. For example, right now we're getting our

[1:35:33] alternative placements.

[1:35:35] We're getting any of the maybe maintenance contracts

[1:35:38] and things as we know what our facility projects can be.

[1:35:41] So those are the things that we can use the budget

[1:35:44] as a guide or at these first initial month.

[1:35:47] But as we get further into the year, we'll know for sure

[1:35:49] what we've actually committed to

[1:35:52] - And an ideal situation.

[1:35:53] If our forecasted balance is less than our adopted budget,

[1:35:58] that demonstrates savings for us, right?

[1:36:00] Yep. That's what we want to try

[1:36:01] to aim for as much as possible.

[1:36:03] Yeah. So we better, so that'll better understand what our,

[1:36:06] you know, what our differences,

[1:36:07] what our delta is so we know what we can work with.

[1:36:09] - Agreed.

[1:36:19] - Questions from the board members. Alright,

[1:36:24] moving on to our first early enrollment report.

[1:36:27] This is as of September 15th.

[1:36:31] The report looks a little different this year.

[1:36:34] We made some changes to try to create some more clarity

[1:36:37] and particularly to answer the board's question about

[1:36:40] the boundary changes in the impact.

[1:36:42] So I'll walk you through that.

[1:36:43] On the top you'll see the overall by level

[1:36:48] actuals versus what we projected

[1:36:50] and how that plays out for our schools.

[1:36:54] And then the charters out there at the addition.

[1:36:57] So early numbers at elementary is slightly up,

[1:37:01] middle school is slightly down

[1:37:03] and the high school is up about 120.

[1:37:06] But again, still very early.

[1:37:09] This might not be all of the 10 day drops completed yet.

[1:37:13] So these numbers will likely, will certainly shift

[1:37:17] going into the elementary schools

[1:37:21] by grade level and class.

[1:37:23] The dark boxes you'll see there between like first

[1:37:25] and second at Alder, that is a blended classroom, so

[1:37:29] that's 17 plus five.

[1:37:30] It gives you the, the number

[1:37:31] of students in that blended classroom.

[1:37:33] We also highlighted dual language at Alder

[1:37:36] and then the dual language at Davis, the number two

[1:37:41] in the, compared to last year.

[1:37:43] The way that we thought it was best to answer your question,

[1:37:46] vice chair about what were the impacts of boundary changes

[1:37:49] was to compare that on a month to month basis.

[1:37:51] So we'll update this every month.

[1:37:53] How many students at Alder in September 24?

[1:37:56] That was 3 49 and this year they're down six.

[1:38:01] So Alder wasn't affected by a boundary change.

[1:38:03] So that would be what we would expect.

[1:38:05] Davis, we knew Davis was going to grow.

[1:38:08] That was by design

[1:38:09] because in September they were about 3 0 1.

[1:38:12] So they are up about 65.

[1:38:15] They receive students from Hartley

[1:38:16] as part of the boundary change.

[1:38:19] Fairview was unchanged, one affected by boundary changes.

[1:38:22] So again, they're right about where they were last year.

[1:38:25] Glen Fair last year was 488, now they're at 4 0 7,

[1:38:30] which was a primary goal of the boundary changes was

[1:38:33] to reduce the overcrowding at Glen Fair.

[1:38:37] Moving on to Hartley.

[1:38:38] Hartley received students from Wilkes

[1:38:41] but then also gave students to Davis.

[1:38:44] So they're essentially unchanged.

[1:38:46] I'd say 16 students essentially unchanged.

[1:38:49] Margaret Scott gave some students to Wilkes,

[1:38:53] but then received some students from Glen Fair.

[1:38:55] So again, essentially unchanged

[1:38:57] and the numbers reflect that.

[1:39:00] Moving on to Salish, they were not impacted

[1:39:03] by the boundary changes they are down

[1:39:06] from, they were last year.

[1:39:07] We'll keep an eye on that Sweet Briar again.

[1:39:11] And Troutdale as well, not impacted by the boundary changes

[1:39:15] pretty close to where they were last year.

[1:39:18] Wilkes gave students to Hartley

[1:39:20] but received students from Glen Fair

[1:39:22] and gave some to Margaret Scott.

[1:39:24] There was some some exchange there as well.

[1:39:27] So we expected them to stay about the same size as they were

[1:39:31] and they're slightly down from where they were last year.

[1:39:35] Woodland again, not affected by the boundary changes,

[1:39:38] so they're right on there.

[1:39:40] So in some of the boundary changes, we're doing

[1:39:43] what we had hoped of making some schools smaller

[1:39:46] and some some larger at middle school, HBE,

[1:39:50] as you remember, was scheduled to become smaller

[1:39:54] to give students to Reynolds Middle.

[1:39:57] And primarily through that boundary change with,

[1:40:00] with Harley and Wilkes.

[1:40:02] And it did what we were expecting it to do.

[1:40:06] HVE is down about 114.

[1:40:09] So there are about 611 from

[1:40:11] where they were last year at this time

[1:40:13] when they were about the same size as Reynolds Middle

[1:40:16] and Reynolds Middle is larger by about 95.

[1:40:19] Walt Murray not impacted by the boundary changes

[1:40:21] or Reynolds High School RLA.

[1:40:25] So in some the boundary changes are,

[1:40:27] are did what we expected.

[1:40:29] We definitely had some bumps along the way with making sure

[1:40:32] that bus routes were set up.

[1:40:34] I think we tried to quickly address those.

[1:40:36] Generally what we're seeing is the effects of those were

[1:40:41] what we anticipated class sizes at elementary,

[1:40:46] as you can see there they are, the averages are, are still

[1:40:51] for the most part in the twenties.

[1:40:52] We do have some high spots here

[1:40:54] and there, particularly in fifth grade.

[1:40:56] We will, Shanise will meet with our associations

[1:40:59] and look at possible additions

[1:41:02] or moving of staff if needed, to address some

[1:41:04] of the higher class numbers if possible.

[1:41:08] So that'll happen before the October board meeting.

[1:41:12] Any questions on the enrollment report?

[1:41:16] - And these were, these were national.

[1:41:19] We did not 10 day drop

[1:41:23] - It.

[1:41:24] This, the September 15th date would've been right

[1:41:26] after, yeah, the 10 day drop.

[1:41:28] So they should okay.

[1:41:29] Unless there were, for some reasons, one that didn't happen.

[1:41:35] They

[1:41:40] little, little more complicated.

[1:41:42] Yep, Yep.

[1:41:46] It was like right at the day, like ninth grade

[1:41:49] and sixth grade with a staggered start.

[1:41:52] So they had a day prior

[1:41:56] Kindergarten had a, they're staggered start

[1:41:58] for a couple days as well.

[1:42:05] All right, Mr. Chair, I'll turn it back over to you.

[1:42:10] Thank you. So we are now moving on to our consent agenda.

[1:42:15] Just a few items here.

[1:42:17] Approval personnel order approval of prior meeting minutes

[1:42:21] while we have a RLA commission forest ecology trip

[1:42:26] to the Olympic National Forest, accepting a grant

[1:42:29] for the comprehensive state literacy,

[1:42:31] state development grant

[1:42:33] and policy updates that were discussed at the last reviewed

[1:42:38] by the board at the last work session,

[1:42:40] or which probably not here,

[1:42:41] but they get a chance to read the notes

[1:42:44] and yeah, that now we, we will be approving those policies

[1:42:47] after that discussion.

[1:42:49] I did want to point out in those policy updates, one

[1:42:53] of the policies that I know came up under, under discussion

[1:42:56] and consideration were board member stipends, which the

[1:43:00] state had finally figured out all

[1:43:03] their policies around that.

[1:43:06] But all the board members agreed

[1:43:07] that we will not be accepting any

[1:43:09] stipends for the board members.

[1:43:11] So we are volunteers

[1:43:13] and we will remain volunteers in these positions.

[1:43:18] - I have a question. - Yes. You wanna

[1:43:21] - Take it or you want me to start?

[1:43:23] - Alright, yeah, let's go

[1:43:24] - For it.

[1:43:25] Okay. I just have a quick, the,

[1:43:27] the grant exception acceptance,

[1:43:29] the comprehensive literacy literacy state development grant,

[1:43:32] was that the one you just was explain.

[1:43:35] Okay. The problem that I have, like when I was reading

[1:43:38] through all the pages is that a lot of the pages,

[1:43:41] it's just a lot of legalese, which, you know, like,

[1:43:45] I'm not gonna change any of that,

[1:43:46] but could there be like, like kind of like one little sheet

[1:43:50] that says this is what,

[1:43:51] what we are actually doing with our money.

[1:43:53] Because that I was looking to see, I, I see all the goals

[1:43:57] and I see all legalese, but what are we exactly gonna do?

[1:44:01] And that's probably not part of your

[1:44:03] - Profess - Here, but I'm

[1:44:04] - Curious.

[1:44:05] Yeah, that's comprehensive literacy.

[1:44:07] State development grant was a competitive grant for open

[1:44:11] to all districts in the state of Oregon.

[1:44:13] It's federal dollars. And we were,

[1:44:17] we received the grant.

[1:44:19] So I'll turn it over to Kate to talk about some

[1:44:22] of the specifics here in a minute.

[1:44:24] The grant has some very specific requirements

[1:44:27] for percentages of dollars that have to be spent on pre-K k

[1:44:32] five and six 12.

[1:44:34] It also has some very strict limitations on

[1:44:37] what we can spend it on.

[1:44:40] We, it's mostly designed

[1:44:42] to provide professional development curriculum

[1:44:45] and very little, if any, can be spent on staff.

[1:44:51] And again, this is a time-limited grant.

[1:44:54] Right now we know we're receiving year one

[1:44:57] and two funds from the federal government,

[1:44:59] but the state has not, to my knowledge,

[1:45:01] received in any information from the federal government if

[1:45:04] this grant will be continued beyond this year

[1:45:07] or it will be able to carry over funds from year to year.

[1:45:11] So there's a lot that's unknown,

[1:45:13] which would then affect how we spend it.

[1:45:15] Some of the things that I think we are looking

[1:45:17] to do in this grant would be to expand our,

[1:45:20] our preschool offerings that are co-located in our schools.

[1:45:24] We've been using a model where we provide space

[1:45:28] and then invite a community partner organization to run the,

[1:45:31] the, the preschool like we're doing at Davis

[1:45:34] and for example.

[1:45:38] So we're trying to look to expand those.

[1:45:40] Elementary, we are looking to continue

[1:45:42] to advise some professional development opportunities,

[1:45:44] particularly around accessing language development

[1:45:48] and using it for training for our DLI,

[1:45:50] our dual language staff and expanding in that area.

[1:45:54] Six 12, there's a real focus on how state

[1:45:58] required in the grant, a real focus on how do we,

[1:46:00] are we teaching literacy across the curriculum?

[1:46:02] We teaching it in classes other than language arts.

[1:46:06] Our reading specialists at the secondary level are not in

[1:46:09] paper by this grant,

[1:46:11] but that would be an example of

[1:46:13] how we are providing some

[1:46:14] literacy support through other funds.

[1:46:16] Kate, what? Just turn this over to Kate.

[1:46:19] So I'll, I'll hand it over to her.

[1:46:20] She's still getting her feet on the ground with this one,

[1:46:24] but has been attending the meetings.

[1:46:27] - Thank you. Yeah, I, I don't have really much

[1:46:30] to add to that at all.

[1:46:33] The breakdown of spending is a, it is a,

[1:46:37] an absolute firm requirement that 16%

[1:46:40] of the grant be spent on pre-K, 42% on K five

[1:46:45] and 42% on six 12.

[1:46:48] And so the original grant application

[1:46:52] included a general budget just to go

[1:46:54] through the approval process.

[1:46:56] And now with, with the board's acceptance of this grant,

[1:47:01] then we, they will open it up to us to revise

[1:47:05] and refine what that budget process looks like.

[1:47:08] And I would be more than happy

[1:47:09] to bring back a more detailed list of items.

[1:47:12] But Dr. Carello covered everything that was in the original.

[1:47:17] Okay, so this is the,

[1:47:19] this is the first time we've gotten this grant.

[1:47:21] So then this was just, hey, here's a grant.

[1:47:23] So we write out and say here's,

[1:47:25] and then they say, well here's what you can spend it on.

[1:47:27] And then we're like, oh, now that we have it,

[1:47:28] here's what we're gonna spend it on.

[1:47:30] Yes. And it was my, and it, it's interesting.

[1:47:32] So the state received the money a year ago

[1:47:36] and they, they, they used all pretty much the full year

[1:47:39] to do rule writing for this grant.

[1:47:42] So actually what we are receiving with the grant that's

[1:47:45] before you is money for year one and year two

[1:47:50] because during year one,

[1:47:51] the state was in the rule writing process.

[1:47:53] So once we receive the grant

[1:47:55] or have acceptance of the grant, then we're able to go in

[1:47:58] and revise what our, our needs are.

[1:48:03] - I have a question is in, in, in the legal liens.

[1:48:09] I said the effective date

[1:48:10] and duration is from July 1st through

[1:48:14] Tuesday of this

[1:48:16] - Month.

[1:48:17] Yeah, so exactly.

[1:48:21] So was it two weeks ago?

[1:48:24] I think we were on a webinar with, with the,

[1:48:26] the folks at the state

[1:48:28] and they were still waiting

[1:48:30] for confirmation from the federal government

[1:48:32] that there would be a continuation of these funds.

[1:48:35] They knew for sure we would have the first allocation,

[1:48:38] which is in the grant in front of you.

[1:48:39] But there will actually be,

[1:48:41] once they received verification from the federal government

[1:48:45] that the additional years of grant funding are coming,

[1:48:48] we will be bringing the additional grant back to you

[1:48:51] with the updated date.

[1:48:53] Expecting that any moment.

[1:48:55] It might even be in my email inbox now. So

[1:48:59] - Unfortunately, - Yes.

[1:49:01] Then we can carry over. Correct.

[1:49:02] - Unfortunately, IDES procurement processes allow

[1:49:05] for backdating up to the beginning of the fiscal year,

[1:49:08] but in reality it's just really hard to implement, you know,

[1:49:11] because it's like, oh, here's a grant in October,

[1:49:12] please tell us how you think you spent this grant

[1:49:14] money starting from July. Don't get,

[1:49:18] - And this is a great example of that.

[1:49:20] We actually get two years worth of money

[1:49:22] to spend in one year course

[1:49:24] and then the subsequent years we'll get

[1:49:26] the actual allocation.

[1:49:27] So it will feel like we're getting less than subsequent

[1:49:29] years because we're getting two years upfront

[1:49:32] and unfortunately we are if we get it.

[1:49:36] And unfortunately it's very limited in

[1:49:38] what we can spend it on.

[1:49:40] So

[1:49:41] - On Tuesday,

[1:49:50] any other questions on the consent agenda?

[1:49:52] Can I get a motion to approve board chair?

[1:49:56] Move the board, approve all consent agenda items

[1:49:59] as presented a second.

[1:50:01] Any final questions for all to vote?

[1:50:05] All those in favor say aye. Aye.

[1:50:07] The opposed Senator item passes.

[1:50:13] So we have two

[1:50:18] action items for the board.

[1:50:19] The first one is a procurement exemption.

[1:50:23] Part of the board's responsibility is to serve as the local

[1:50:27] contract review board.

[1:50:29] And we are asking for an exemption.

[1:50:31] So we can use what's called the design build method

[1:50:34] of procurement instead of having to put out a separate

[1:50:39] RFP for designing the dental space, then of building it

[1:50:43] and a separate, separate design

[1:50:45] and then another bid for actual construction of it.

[1:50:48] So the design build exemption allows us to put out one RFP

[1:50:52] to secure one company who can do all of

[1:50:55] that from start to finish.

[1:50:57] And that would be our preference.

[1:50:58] We believe it's a more efficient, time efficient as well

[1:51:01] as a financially efficient way to,

[1:51:03] to complete design builds.

[1:51:05] This is the strategy that the board

[1:51:08] passports have used when we built the three elementary

[1:51:10] schools and, and for the 2015 bond

[1:51:14] and we brought a similar one.

[1:51:16] We were trying to spend some master funds

[1:51:18] to the board a couple years ago.

[1:51:20] So part of the process is that you'll see there, we have

[1:51:24] to do a scope work

[1:51:27] and explain why we want to have this design bill.

[1:51:30] It's called the finding of facts.

[1:51:32] And that's what legalese there is on those pages.

[1:51:36] And then once

[1:51:37] or if we have the board's approval to go in this direction,

[1:51:39] then we will release A RFP

[1:51:44] over the next week.

[1:51:45] I would say we're in the final stages of prepping the RFP to

[1:51:49] receive bids from companies that are interested in serving

[1:51:53] as our design and builder for this space renovation

[1:51:57] to set up our dental space.

[1:52:06] - And so I know nothing about construction.

[1:52:10] Are there specific companies that like, like this is like

[1:52:15] what they like to do and are they good?

[1:52:18] - Yes. So part of, so part of our, our preparation

[1:52:22] for this has been talking to other districts

[1:52:25] that have a dental space already set up.

[1:52:28] So Portland public put one in the new Benson High School.

[1:52:31] We've been in touch with them.

[1:52:33] PS I'm sorry, PSU built a space.

[1:52:36] We've been in touch with them.

[1:52:38] Salem Kaiser has a space as well as Willamette,

[1:52:41] SD I'm sorry, north and then Willamette, ESD as well.

[1:52:44] So Justin Birmingham has spent some time in conversation

[1:52:48] with the, the key individuals in those districts as well as

[1:52:52] the equipment vendors as well as the individual companies

[1:52:56] that have constructed those spaces to get an idea.

[1:52:59] And it, it seems that if

[1:53:01] that they all have essentially here's

[1:53:04] how much space do you have, how many chairs

[1:53:07] and workstations do you want?

[1:53:08] And then this is what you need.

[1:53:11] And it's sort of a package if you will.

[1:53:13] Not like a package, but you're gonna have a chair,

[1:53:15] you're gonna have this, you're gonna have this, you this.

[1:53:17] So all of that will be specified in our RFP,

[1:53:20] but we want what our space looks like

[1:53:23] and then they take it from there

[1:53:25] and respond to our RFP with a design

[1:53:28] and what they would engage us with us

[1:53:31] and as well as the cost.

[1:53:33] And then we interview them and,

[1:53:35] and pick our, we have a team that will pick

[1:53:38] and based on the cost

[1:53:40] and the other factors outlined in the rp,

[1:53:44] we anticipate getting several bids.

[1:53:46] We've had people contact us already

[1:53:49] just from seeing this in the board book question.

[1:53:53] In terms of that selection, do we usually select the lowest

[1:53:59] cost bidder or is it more like, are we looking

[1:54:03] for specific things?

[1:54:05] Yeah, I think I can't get in too much of the RFP.

[1:54:08] I think it's a combination of cost for sure as well

[1:54:12] as experience in doing projects in schools

[1:54:15] and doing projects that are aligned with the project

[1:54:17] that we are contemplating that they know.

[1:54:22] Yeah,

[1:54:43] we've had folks contact us wanting to know when

[1:54:46] the RFP will be so they can apply for it.

[1:54:52] And the funding to this is

[1:54:53] through the intensive pro intensive coaching?

[1:54:55] Yes. Very specific to these types of things.

[1:54:58] And about how many students do we anticipate

[1:55:00] what the program is up and running?

[1:55:02] Generally what other districts have done is they run

[1:55:05] essentially a cohort model, an intro class,

[1:55:07] and then kids continue on to the program.

[1:55:10] So I would say that, you know, with one

[1:55:12] or two teachers, we're looking at one

[1:55:14] to 200 students in the program a year.

[1:55:18] Yeah. Once it's up

[1:55:20] and running, we have multiple classes

[1:55:21] that have different levels going

[1:55:29] chair, I move that the board acting

[1:55:32] as a local contract will review board, approve the

[1:55:35] utilization of a design built human method

[1:55:38] for renovations at RHS for a dental assisting program.

[1:55:44] Motion. Do I have a second? I second the motion.

[1:55:47] Any final questions? Clarification? All all vote.

[1:55:51] All those in favor say aye. Aye.

[1:55:54] - Aye. Opposed? - Thank you.

[1:55:57] We'll certainly keep the board updated as we go

[1:55:59] through the process and need further approvals.

[1:56:03] The second action item tonight is the requirement

[1:56:07] that the board approve the superintendent evaluation

[1:56:11] standard and goals similar.

[1:56:13] It should look similar to what it did last year.

[1:56:16] We're using the same standards, the goals have been updated,

[1:56:19] but otherwise we should look very similar to

[1:56:22] what the board engaged in through that process for us.

[1:56:24] So each goal has objectives that are updated

[1:56:29] that will primarily fall to our academics department

[1:56:34] with oversight.

[1:56:35] And then goal number six, which is

[1:56:38] there's no objective score there,

[1:56:40] but that is the, the support services goal.

[1:56:42] Again, we will have our support department managers come

[1:56:46] and present to the board about the metrics

[1:56:48] that they are tracking.

[1:56:50] This will be last year was setting a benchmark

[1:56:53] and this year they'll give you an update on progress related

[1:56:55] to those, those different metrics.

[1:56:58] So those will, we have a report scheduled there starting in

[1:57:01] November with nutrition services.

[1:57:17] - You go to five,

[1:57:19] - Did that get, which is graduation?

[1:57:21] Did we move that to not being scored

[1:57:23] because of a hard time with

[1:57:25] when we do your evaluation when Yeah, actually get the data.

[1:57:29] - We can move it to, I think the,

[1:57:32] what would be appropriate would be

[1:57:33] to consider the objectives,

[1:57:34] but not necessarily the, the goal, not score.

[1:57:38] It says there for the goal itself,

[1:57:40] but what the objectives is to get the score.

[1:57:42] - Yeah, we can still talk about it,

[1:57:44] absolutely, but we won't have,

[1:57:52] - Still have

[1:58:00] instead of like getting rid of talk about

[1:58:04] - If we work for what We won't know the answer.

[1:58:06] Right. Okay.

[1:58:10] - Our most lagging, lagging indicator.

[1:58:18] Can I get a motion board chair?

[1:58:23] I move the board, approve the superintendent's goals

[1:58:25] and evaluation plan as presented.

[1:58:27] We have a second. Second. Any final questions?

[1:58:30] Clarification? All right. Call to a vote.

[1:58:34] All those in favor say aye.

[1:58:36] - Aye. Opposed? - Okay. And that's it for action,

[1:58:40] - Mr.

[1:58:42] - All right. Moving forward to board member announcements.

[1:58:48] Gonzalez, do you wanna take off?

[1:58:51] - Yes, I took us off.

[1:58:53] I definitely was very intentional about

[1:58:58] speaking to the teacher.

[1:59:03] So I've been a board member

[1:59:06] for six years going into my seventh year

[1:59:10] since being elected in this volunteer position,

[1:59:14] I have witnessed our district navigate both significant

[1:59:19] challenges but also meaningful success.

[1:59:24] I've been, I've seen firsthand

[1:59:25] during my school visit the pride

[1:59:28] and passion our teachers bring to their work.

[1:59:32] I've also seen the dedication of our four staff,

[1:59:35] whether in the cafeteria, in the library,

[1:59:39] custodial services, on the bus,

[1:59:42] or in the classroom, each one ready

[1:59:45] and willing to serve our students in our community.

[1:59:49] However, all that passion, dedication,

[1:59:53] and pride often seems to fade away during bargaining session

[2:00:00] and their, in their in its place.

[2:00:02] Like when it's anger, frustration,

[2:00:06] aggressive behavior and disappointment, largely

[2:00:11] because expectations are not being met

[2:00:14] and demands are not being fulfilled.

[2:00:16] The public comments I read this week

[2:00:22] included stories about challenges

[2:00:25] many teachers are facing related to additional workload

[2:00:29] and certainly about their future.

[2:00:31] At rental school districts, excessive number of case loads,

[2:00:36] illnesses related to their work environment.

[2:00:39] Teacher breaks down from stress and worrying.

[2:00:43] I read that and I hear that every single time.

[2:00:47] My question is, how is the union leadership supporting

[2:00:51] and standing by their members during this crisis?

[2:00:56] The ongoing rhetoric claims of hidden funds

[2:01:00] flaw, mass accused accusation

[2:01:03] of district leaders are not bargaining in good faith.

[2:01:07] And that board members are not questioning the budget.

[2:01:11] And it is not only misleading,

[2:01:13] but also affecting the teacher's ability to focus

[2:01:16] and perform their work effectively.

[2:01:20] The district held a bargaining session via Zoom on

[2:01:23] September 18th at 5:00 PM to engage in further discussion

[2:01:28] with both OSEA

[2:01:30] and RA neither association attending.

[2:01:35] Why? Because they held a separate in-person session

[2:01:39] open to the public.

[2:01:42] I don't interrupt when I when we have public comments,

[2:01:45] so please, I I deserve the same respect.

[2:01:49] Where did the partnership

[2:01:50] and collaboration efforts go when that happened?

[2:01:53] Two separate sessions organized separately

[2:01:58] from the beginning of this bargaining that season.

[2:02:01] The associations have been fully aware

[2:02:04] that all furlough MOU bargaining sessions were going

[2:02:08] to take place in closed session without a public audience,

[2:02:13] but with a zoom access

[2:02:15] provided for staff to watch and listen.

[2:02:17] So why are the association not now attempting to break

[2:02:21] that agreement and

[2:02:23] that profit without any coordination with the district?

[2:02:28] Our district budget no longer reflects the full financial

[2:02:31] reality due to three major key factors.

[2:02:36] Federal funding for many

[2:02:37] of our educational programs is no longer

[2:02:40] being accounted for.

[2:02:43] Safe funding has decreased compared to previous years.

[2:02:47] And student enrollment has declined affecting the

[2:02:51] further impact of revenue.

[2:02:54] Why isn't the union speaking truthfully about the real

[2:02:57] reasons why we're in this situation?

[2:03:03] Federal funding is a major factor behind budget challenging,

[2:03:08] yet they continue to ignore it.

[2:03:12] Business lead staff and shift narrative away from the facts.

[2:03:17] Our district leaders have constantly bargained in good faith

[2:03:21] and we will accept any the land from the association.

[2:03:25] It's time to set aside the distraction,

[2:03:29] the misinformation, the halting tactics.

[2:03:33] This present demands honesty, transparency,

[2:03:36] and mutual respect.

[2:03:38] I'm in agreement, I'm in full agreement with that.

[2:03:41] But it has to come from all the parties involved.

[2:03:46] And I'm gonna end with the quote

[2:03:47] and this quote came from public comment

[2:03:50] I received via email.

[2:03:52] We have to hold the children of this district from front

[2:03:57] and center when making these hard

[2:04:00] choices, unquote.

[2:04:03] This is from a mother

[2:04:04] and a staff from our district

[2:04:06] that has been here for 12 years.

[2:04:13] - Oh, I have my own thing to say as well.

[2:04:15] You know, we had a lot of students up here,

[2:04:18] you know, saying a lot of things.

[2:04:20] You know, I agree with a lot of it. Yeah.

[2:04:22] Transparency is very important.

[2:04:25] You know, I'm also mad about furlough days, you know,

[2:04:29] affecting students' ability to, you know,

[2:04:32] get the education they need.

[2:04:34] So my question is,

[2:04:39] is union membership asking any questions

[2:04:42] of transparency of their leadership?

[2:04:44] Are they asking, you know, how did leadership come

[2:04:48] to the conclusion that district's lying?

[2:04:50] Hmm. You know, because they're

[2:04:51] supposed to be out looking for you guys.

[2:04:53] They're supposed to be out there protecting your rights

[2:04:56] and making sure that you guys get the best benefits you are.

[2:04:58] You know, if I was union leadership,

[2:05:01] I wouldn't put us ourselves in a situation where

[2:05:06] quality of service throughout the entire district is gonna

[2:05:09] go down just because we can't come to an agreement, right?

[2:05:14] Students here we're talking about

[2:05:15] furloughs affecting their education.

[2:05:17] I wonder how they would feel hearing student

[2:05:21] teacher leadership discussing about how to put as many

[2:05:25] of those furlough days on student facing days

[2:05:28] as possible in order to protect paid holidays.

[2:05:33] I asked you guys where is the leadership's plan?

[2:05:38] What, what do they hope to do?

[2:05:40] What do they hope to accomplish? Alright.

[2:05:42] Because what I'm seeing right here is actions

[2:05:44] that are bordering on suicidal.

[2:05:56] - Yeah, go ahead. Not at the moment.

[2:06:00] Eventually will. Yeah.

[2:06:09] Children

[2:06:17] we have, we have received worse comments towards

[2:06:21] as well coming from professional teachers

[2:06:24] who have been in our district for many

[2:06:26] - Years.

[2:06:27] This how seriously I'm taking this people, alright,

[2:06:29] you can feel again your emotions as much as you want this.

[2:06:32] How seriously I'm taking this?

[2:06:51] - Yeah, I guess I will speak.

[2:06:56] This is, well this is the way that I feel.

[2:07:00] I, I joined the bargaining for the district side.

[2:07:03] Late came in.

[2:07:08] We as the board looked at the budget that we were given, we

[2:07:14] asked over a hundred questions of Holly.

[2:07:18] We had those, they were answered to our satisfaction.

[2:07:25] The di, the membership showed up

[2:07:28] for the first budget meeting.

[2:07:30] Packed. Packed the room we're all mad at Salem

[2:07:32] and we should still all be mad at Salem.

[2:07:35] The next week it was back to the same 10 people here.

[2:07:41] No one came and spoke for public to be heard

[2:07:44] during the budget committee meetings.

[2:07:46] No one sent me an email

[2:07:47] besides Jeffrey to talk about the budget.

[2:07:52] So as far as I knew, everyone was cool with it.

[2:07:57] I can only receive the information that I get

[2:07:59] and you can make faces and you can say

[2:08:01] what you want about me.

[2:08:03] That's fine. Also, remember that I'm sitting in this chair

[2:08:06] because I used to lead you guys

[2:08:09] and I'm sitting in this chair now

[2:08:11] because I'm trying to see it from this side.

[2:08:13] And I also, if you would go back

[2:08:15] and you would look at the the budget thing, you would see

[2:08:20] that, I'm trying to look at the columns in my head.

[2:08:23] The first budget there was a 25% carryover.

[2:08:26] The next year there was 14 and now it's nine.

[2:08:29] That is one thing I worked on. We spent the money.

[2:08:33] We're not sitting here with big pockets of money anymore.

[2:08:38] And this is my take

[2:08:40] and you can take my take for whatever you want.

[2:08:44] I think the furlough day offer 10

[2:08:47] days was built into the budget.

[2:08:49] It was offered. There were triggers,

[2:08:53] three separate triggers.

[2:08:56] If you guys really believe that the numbers are so out

[2:09:00] of whack and that the audit will prove that you are right.

[2:09:05] I don't understand why the MOU didn't pass

[2:09:09] because that would be a perfect chance for you

[2:09:13] to pass the MOU say, okay, we'll take it.

[2:09:17] We're we're, we will bet that your numbers are wrong.

[2:09:20] Have the audit come back

[2:09:22] and say, oh god, those numbers are wrong.

[2:09:24] We get days back. You know

[2:09:26] what if we could give you the days back,

[2:09:29] I know I would stand up in here cheer.

[2:09:31] I think all of us would stand up and cheer

[2:09:33] and say yes, more education for our students.

[2:09:36] We want that. This is not the same board

[2:09:39] that I was up against that wanted to ruin

[2:09:43] and consider teachers their enemies.

[2:09:46] That's who I face.

[2:09:47] And I'm telling you that for us here, that is not,

[2:09:52] we don't see you as the enemies.

[2:09:53] You may feel like we do, we don't.

[2:09:56] When I was leader, they literally did

[2:09:58] and said to our face, we, we think you guys are.

[2:10:02] But I think if you would have accepted

[2:10:04] or some combination, then if the numbers come in, then all

[2:10:09] of a sudden I will look

[2:10:11] and I will say, my God, what happened?

[2:10:13] And I know Holly will be saying, my God, what happened?

[2:10:16] But we would be happy.

[2:10:18] We would be happy to give you those days back.

[2:10:20] We are not trying to,

[2:10:22] and I guess the pain that comes from my side is

[2:10:26] that while the 10 furlough days will be hard as a teacher,

[2:10:30] I took them, I know what it's like

[2:10:33] to see your paycheck go down,

[2:10:35] but to lose 30, 40 more teachers,

[2:10:40] they won't come back.

[2:10:42] They won't come back to lose 30, 40 more classified people.

[2:10:46] They won't come back no matter what the audit says.

[2:10:49] If the audit, all of a sudden we are wrong

[2:10:50] and the audit comes back, you got 30 million

[2:10:52] and we're like, woo day.

[2:10:54] Oh we can't give days back.

[2:10:56] Oh we we're not gonna hire people in January.

[2:10:58] I guess we're gonna sit on 30 million.

[2:11:00] That was my thinking going into the budgeting at this point

[2:11:07] I have, Holly has answered, anytime I've asked a question

[2:11:11] of Holly, she has said, here's the answer

[2:11:13] and maybe you disagree

[2:11:15] and maybe you don't have that relationship with her.

[2:11:17] I can talk to you about my experience

[2:11:19] and if I'm wrong, then in January I will say,

[2:11:23] oh my God, I was duped.

[2:11:25] I'm wrong Holly.

[2:11:27] Why am I sitting here with egg all over my face saying

[2:11:30] that I trusted you

[2:11:32] and Holly will tell me why this is not

[2:11:36] someone who will sit there and say, oh well I don't know.

[2:11:39] And maybe that, as I say,

[2:11:41] that's my impression since I was called out.

[2:11:43] That's my answer. No, I won't say anymore

[2:11:49] thoughts, but they're on the social thing.

[2:11:51] But maybe rent is so high in Gresham

[2:11:53] and that's why people can't afford to live here anymore.

[2:11:55] But that's a whole another.

[2:12:01] - Yeah. You know, this is hard

[2:12:07] just one to listen to, to stories of teachers

[2:12:10] who are struggling, teachers that I know that

[2:12:15] poor their heart

[2:12:16] and soul into teaching, who chose a career

[2:12:20] of giving and not receiving.

[2:12:24] You know, I hear stories from my own son who attends

[2:12:28] Wilkes Elementary about the teachers

[2:12:30] that he has the librarians vocational assistance

[2:12:34] and he loves them all.

[2:12:36] He's like, I love my teacher

[2:12:37] and you know, he loves going to school

[2:12:39] and you know, that brings me joy.

[2:12:41] Just knowing that there's a a safe space for him to go to.

[2:12:48] At the same time, it is hard to make decisions that affect

[2:12:53] not just teachers, but staff in general as well.

[2:12:56] You know, bus drivers, custodians, aides.

[2:13:02] Because at the end of the day, we are stewards of, of

[2:13:07] the money and we need to make these hard decisions so

[2:13:10] that we can balance the books.

[2:13:13] It's not as easy as to just say, oh, like, like Joy said,

[2:13:18] yeah we would love to give you guys the 10 days

[2:13:20] and hire all the staff.

[2:13:22] The reality is that it is been coming for years.

[2:13:26] There's a teacher who mentioned that, you know, it was

[2:13:30] that they had more during during COVID, but that's

[2:13:33] 'cause there was those esser funds,

[2:13:35] there was additional money that came during COVID than

[2:13:39] sadly has ended the year prior.

[2:13:42] So it is, the budget itself has been just going down

[2:13:45] and down and down and you know, we,

[2:13:50] it's hard to see another solution other than what's being

[2:13:53] presented to the previously in bargaining.

[2:13:56] So

[2:14:02] - I'll close this out, just know noting a few comments

[2:14:05] that were made during the public comments

[2:14:07] and by the bargaining unit.

[2:14:09] So there was a comment that stood out to me

[2:14:11] around no choice.

[2:14:13] And I think who left us No choice. Who left us No choice.

[2:14:17] But the current federal government that's actively trying

[2:14:20] to dismantle our public education,

[2:14:22] these fascists are tearing us apart.

[2:14:25] Yeah, I said it. These fascists running the federal

[2:14:27] government are trying to dismantle our public education.

[2:14:31] They have been for decades.

[2:14:33] This is a culmination of their work of Project 2025

[2:14:36] and we're all falling prey to it

[2:14:38] and if we don't work together to organize against them,

[2:14:41] they will tear us apart.

[2:14:43] So they left us no choice. The state left us no choice.

[2:14:46] When they did not give us enough funding,

[2:14:49] we were calling representatives,

[2:14:50] we were calling the governor

[2:14:52] and all they said was, there's no money.

[2:14:55] There's no money. Because they're balancing the healthcare

[2:14:57] needs of Oregonians,

[2:14:59] the education needs and everything else.

[2:15:01] We lobbied so hard to try

[2:15:03] to get more special education funding again.

[2:15:06] They just told us over and over again there's no funding.

[2:15:10] We keep telling 'em their formulas are broken,

[2:15:12] we know the state school fund is a broken formula

[2:15:15] and they refuse to change it.

[2:15:18] Those are big policies that we have to push back on.

[2:15:21] So when we think of who left us no choice, it's the state,

[2:15:24] it's definitely the federal government.

[2:15:27] You know, three of us here do have kids in the district.

[2:15:31] I have a a, a sophomore

[2:15:33] and an incoming kindergarten next year.

[2:15:35] So for some of us it's very personal.

[2:15:37] We're here because it's very personal work

[2:15:39] and for some of us even more personal

[2:15:41] because we know that this will impact our kids.

[2:15:43] I do not want to see our block schedule undone

[2:15:47] that will cause irreparable harm to our students to

[2:15:50] to my own kid and to all the kids that benefit from this.

[2:15:53] So to me that's one of those places where I draw the line

[2:15:57] and for us the 10 furlough days, that was always part

[2:16:00] of the budget when we designed it

[2:16:02] because we knew we could fall back when we knew we could

[2:16:05] undo some of those furlough days.

[2:16:07] Should we be wrong about the projections?

[2:16:09] And believe me, we wanna be wrong.

[2:16:11] I want to be $6 million wrong so we can undo

[2:16:14] and delete all those furlough days,

[2:16:15] but we cannot undo layoffs.

[2:16:19] You know, it's important that we have to get on, you know,

[2:16:21] we have to get on the same page.

[2:16:24] I don't want those days to to be student facing days.

[2:16:28] We have to maintain our student days as much as possible.

[2:16:31] So again, I asked us to think about who left us no choice

[2:16:35] until we need to stay united.

[2:16:37] We are Reynolds, all of us here. There is no us and them.

[2:16:40] There's us here Reynolds.

[2:16:41] And we have to stay united

[2:16:42] and remember who gave us no choice.

[2:16:47] Any other comments from board members?

[2:16:50] - Okay, - Well thank you all for attending

[2:16:55] and please you know how to get ahold of us.

[2:16:57] You know, you can always email us and we do read

[2:16:59] and we do respond and you can contact us.

[2:17:01] So thank you and we'll hear in tonight's meeting.

Reynolds District School Board Mtg.

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