January 26, 2026 Work Session Meeting Minutes

 MINUTES OF THE SCHOOL BOARD OF DISTRICT NO. 40,
YAMHILL COUNTY, McMINNVILLE, OREGON

The Work Session was held January 26, 2026 both in person and via Zoom at the
McMinnville School District Office, 800 NE Lafayette Ave., McMinnville, OR 97128 

The link was https://msd40.zoom.us/j/97721628814

Provisional Minutes-Not Board Approved

At 6:30 p.m. the Board of Directors of McMinnville School District opened the work session meeting.  The meeting was called to order by Chair Larry Vollmer.  Roll call indicated the following:

BOARD MEMBERS PRESENT
Chair Larry Vollmer
Vice-Chair Gerardo Partida
Director Lu Ann Anderson
Director Christine Bader
Director Jason Bizon
Director Abbie Warmbier

BOARD MEMBERS ABSENT
Director Jasmin Juarez

ADMINISTRATION
Kourtney Ferrua, Interim Superintendent
Cherice Bowden, Board Secretary

AUDIENCE
Brian Crain, Jason Hall, Lauren Berg, Hiran Amerasinghe, Shelly Simonyi, Emily Linnertz, Davey Altree,  Autumn Foster, Melissa Parker, Miranda Medrano and Stepani DeLatte.

• Youth Truth Survey Results
  Communications and Community Engagement Manager Autumn Foster and Director Lauren Berg presented a detailed review of the 2024 YouthTruth Survey results, providing a deeper analysis following the initial overview shared at the prior Board meeting. 

  The YouthTruth Survey, last administered in 2022, gathers anonymous feedback from students, families, and staff and supports the District Improvement Plan requirement to assess and report on school climate. The survey measures engagement, academic challenge, instructional practices, relationships, culture and belonging, well-being, and overall school experience. Results are reported using national percentiles to compare McMinnville schools with similar schools nationwide rather than as a longitudinal measure. 

  The cost of administering the survey is included in the district’s service agreement with Willamette ESD. Participation rates included approximately 85 percent of students, 22 percent of families, and 53 percent of staff. Data is available by building and may be disaggregated by grade level, gender identity, and other focal groups.

  At the elementary level, results indicated districtwide opportunities to strengthen instructional consistency across classrooms, increase academic challenge while maintaining strong relationships, and improve communication with families regarding learning goals and student progress. School-specific celebrations were shared, including strong academic challenge and relevance at Buel; strong, trusting relationships among students, families, and staff at Grandhaven; high student engagement and positive adult support at Memorial; caring teacher-student relationships and a supportive environment at Newby; a positive sense of belonging and inclusive culture at Wascher; and high levels of student belonging and meaningful learning at Willamette. Staff noted that recent districtwide efforts focused on belonging, inclusion, and support are reflected positively in the survey results.

  At the secondary level, consistent opportunities were identified across the middle schools and high school, including increasing student engagement, motivation, and ownership of learning; strengthening student voice and pride; improving students’ sense of belonging in larger school settings; and increasing consistency in communication, expectations, and support systems. Celebrations included Duniway’s strong school culture and sense of belonging, Patton’s improved family communication and engagement over time, and McMinnville High School’s dedicated staff and improving communication with families. In response to Board questions, staff reported that feedback trends were generally consistent across students, families, and staff within both elementary and secondary levels. Each school team is reviewing its building-level data and using the results to refine School Improvement Plan goals and determine whether adjustments to current strategies are needed. Staff emphasized a commitment to transparency and continued reporting to the Board as this work progresses.

  Science of Reading
  Davey Altree introduced a curriculum department team to provide an update on the district’s work around the science of literacy, noting the presentation was an update on work the Board has previously seen. The team shared a guiding quote that has remained “top of mind” throughout the work: “Literacy is a bridge from misery to hope… a bulwark against poverty… a basic human right.” The team explained the intentional shift in language from “science of reading” to “science of literacy,” emphasizing that reading and writing are intertwined and cannot be separated. The presentation referenced Oregon’s Early Literacy Success Initiative, a state-funded effort focused on birth through grade three, passed by the legislature in 2023, and the district’s work since fall 2023. Presenters reviewed Oregon Literacy’s framework, highlighting eight focus areas that begin with family and community partnership and student belonging and build toward the skills students need to know and be able to do.

  Stephani DeLatte explained that as research has evolved, instructional practice must also evolve, comparing literacy research to moving from powdered Tang to freshly squeezed juice, noting “the research has been around, but it has evolved, and so we are evolving with it.” The team reviewed how they examined district practices by asking what to continue, what to change, and what the research is compelling them to stop doing. They emphasized the importance of the five pillars of reading identified by the National Reading Panel, along with the more recent inclusion of oral language and writing.

  Miranda Medrano explained the Simple View of Reading, noting that reading comprehension is the product of word recognition and language comprehension, and shared that research shows “over 80% of students that struggle with reading are missing pieces in that word recognition category.” This led the district to shift practice toward systematic and explicit foundational skills instruction, particularly in kindergarten through second grade.

  Presenters described major instructional shifts, including moving away from reliance on leveled texts and implementing articulated foundational skills instruction, with all K–2 teachers dedicating 30 minutes daily to explicit phonics instruction. They reported “really positive results” from this shift. Assessment practices were also updated, replacing reading level benchmarks with tools aligned to foundational skills. These include the Amira universal screener for K–2, the Core Phonics Survey, and MAP Growth with oral reading fluency measures for grades 3–5. Teachers were provided with new scopes, sequences, materials, blending boards, and significantly expanded collections of decodable texts, adding more than 3,000 books across elementary schools. Amira was also described as providing intentional independent practice, fluency tracking, and comprehension checks.

  The team shared professional development efforts, including partnerships with Willamette ESD, Stand for Children, and PDX Reading Specialists, along with grade-level training, building walkthroughs, administrator training, and internal leadership teams. 

  Melissa Parker emphasized the “layers upon layers” of professional development and support, noting that shifting long-held practices requires a mindset change, especially for veteran teachers, but that “we’re seeing these really great outcomes.” The team also highlighted SRSD (Self-Regulated Strategy Development) training for all K–5 teachers to support writing, reporting strong feedback and enthusiasm from staff.

  Data from Amira was shared showing positive trends, with 42% of students entering kindergarten below benchmark, improving to 34% in first grade and 19% by second grade, indicating the district is “filling that gap for kids” and that “our systems are working.” Staff noted excitement to review upcoming winter data, particularly for second graders who were the first cohort to receive articulated foundational skills instruction beginning in kindergarten.

  In response to Board questions regarding secondary literacy, staff acknowledged that current funding limits materials and training primarily to K–3, with some expansion through grade five, and that secondary literacy remains a significant need. They shared ongoing efforts including work with AVID teams, exploration of additional supports, advocacy through Willamette ESD for secondary literacy training, upcoming K–8 science of literacy sessions, distribution of new research resources to secondary leaders, and the continued use of Lexia as an interim aligned tool. Staff emphasized that they recognize the gap, are advocating for solutions, and that “it is taking us time to get there.”

  Board members commended the team for the depth of work, the extensive professional learning required, and the willingness to “unlearn and relearn.” Staff responded that while the current level of professional development is intense, they expect it to become more sustainable over time as newer teachers enter the profession with stronger preparation in the science of literacy. The administration expressed pride in the team’s persistence and collaboration, noting that the work required difficult conversations, steady commitment, and a shared belief that change was necessary to improve outcomes for students.

• MSD Rental Property Updates
  Director Crain provided an update on the district’s bond planning work with Arcadis. Task Force meetings have been completed, with input gathered from Board members, staff, principals, and community stakeholders. This feedback has been compiled and is being cross-referenced with the Facility Condition Assessment to identify and prioritize district needs. Projects identified by multiple sources are being given higher priority, and internal district experts are reviewing all data to validate accuracy before final priorities are set.

  Director Crain outlined upcoming meetings focused on safety and security, accessibility, and student services, and confirmed that cost estimates for potential projects are underway. The district remains on schedule for a possible November 2027 bond measure, with the goal of maintaining the current tax rate. He explained that priorities are based on factors such as safety, system age, and risk of failure, noting the statewide requirement to convert fluorescent lighting to LED by 2030 as a significant future need.

  Board members emphasized the importance of clear communication with the community, including explaining project priorities, timelines, and how the district’s bond planning aligns with, but remains separate from any future city bond measures. Director Crain reaffirmed the district’s commitment to a thorough, transparent, and data-driven process to support informed decision-making and community understanding.

  Board Retreat Follow-Up
  Chair Larry Vollmer reported that the Board retreat held on Saturday was very positive and productive. He noted that a wide range of topics were discussed, with some covered in depth, some at a high-level overview, and others briefly. Chair Vollmer invited Board members to share feedback on whether there were any subject areas where questions remain, additional information is needed, or conversations should be continued at a future work session. He explained that this feedback would help guide planning for upcoming business meetings and work sessions during the winter and spring.

  Chair Vollmer also noted that there are several follow-up deliverables to be brought back by himself, Kourtney, and Mike Scott. He reminded the Board that an exit ticket was completed following the retreat to gather individual feedback, and that this input will be reviewed, so some comments raised during the meeting may be duplicative.

  Director Anderson echoed Chair Vollmer’s comments, stating that much of the feedback was already captured in the exit ticket. She emphasized the importance for herself of receiving timely and ongoing education related to the district’s budget and bond planning, noting that additional information on these topics would be helpful in supporting informed Board decision-making.

  Directors Comments
  Chair Vollmer gave a shout-out to Superintendent Ferrua, Mike Scott, and the executive staff, thanking them for their work in leading the Board through the retreat exercises. He states the information provided was clear, practical, and valuable, and expressed appreciation to staff for giving up part of their Saturday to support the Board’s learning and that the retreat was very well done.

    Upcoming dates:

  • Board Business meeting February 9, 2026 and March 9, 2026
  • Work Session meetingFebruary 23, 2026 and TBA March 2026

  Meeting video

  The Session adjourned at 7:53 PM.