[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6223180,"mediaKeyId","3576869-126275b636862addc67ab2fdc29b43a0","parentId",3576869,"title","Parents, students urge Evergreen Public Schools to restore in‑school theater classes after district cites low forecasting numbers","audioSeconds",7374,"startMs",86000,"endMs",7460000,"viewUrl","/Search/View?dp=1&key=3576869-126275b636862addc67ab2fdc29b43a0&start=86&end=7460","thumbnailUrl","https://assets.pipeline.soar.com/3576869-126275b636862addc67ab2fdc29b43a0/thumbnail_86000.jpg","articleUrl","/articles/6223180/Washington/Parents-students-urge-Evergreen-Public-Schools-to-restore-inschool-theater-classes-after-district-cites-low-forecasting-numbers","mediaUrl","https://secure.pipeline.soar.com/6223180-1274540ae1a6b6ce7e469e0703772a36/orig.mp4?Expires=1770511184&Signature=g8sbr8G9XXpCPjDOTEUdvmhz74mzZ6~W9tuW0~2q9SAlGPtVUiEkMZ1wHyxjDx1s~evtNzo4~psGHK-FAxvmq7hA-Vr1E25JErHx6QEtSTgnBrBB9-8JEUW9RuoKx23jcGz4JgS3bZfvxGtR-VHw3wXbNFFCi3s0Lq-zavB3eaa9AJm4mteZysrPW8pLaQMQf8QIkwAW9xKMW-z9TJzL3lvLHgo~RbAvTyDpgPslaPd0PJpCacQDp4MhmeexE3941w5kJBBHdtveBepO5PmCrMcS-gosnIN02ALVRr8vl51kqhDk5JJD77JP-gXdTdty8DcyOwwDpjUj2L8JQd34lQ__&Key-Pair-Id=KUT5TJCACFTXG","author","Evergreen School District (Clark)","date","2025-05-28T20:10:58Z","article","Dozens of students, parents and school theater teachers urged the Evergreen Public Schools Board of Directors on May 27 to restore in‑school theater classes after the district said lower student forecasting and limited staffing would reduce elective offerings.

At the meeting, community members said the classroom experience — not just productions — builds teamwork, technical skills and belonging for students from Heritage, Evergreen and Mountain View high schools. \"The classes that have been cut ... is actually the process in which students learn everything they need to do to put on the production,\" parent Dina Ault told the board during the public‑comment period.

The plea followed Superintendent Dr. Maloney’s presentation earlier in the meeting explaining how the district builds high school master schedules. \"The decrease in theater drama classes is not a result of a district cut or a program cut. It's a direct result of decrease in number of students who are interested in taking the drama theater class as a credit bearing course during the school day,\" Dr. Maloney said. He added that theater club and productions continue to be offered after school at all four comprehensive high schools.

Students and teachers described personal and academic benefits they said depend on classroom instruction. Hanana Bagani, a Heritage High School senior, said her tech theater and acting classes were essential to her attendance and recovery during illness: \"That class saved my freshman year and me.\" Mountain View theater teacher Mitch Garrison told the board that next year only two of the district's comprehensive high schools will offer theater classes during the school day, and that Evergreen and Heritage — which he described as among the district's most economically disadvantaged schools — are losing all in‑day theater courses.

Several parents and students cited specific forecasting numbers and data concerns. Dee Thomas, a parent and paraeducator from Evergreen High School, said she had been told \"only 17 students forecasted for theater,\" then said student outreach at Evergreen produced 52 names of students who would have signed up. \"Decisions made on incomplete data? That's not equity,\" she said.

Board members acknowledged the concern and asked district staff to provide more detail on the forecasting process and whether a reforecast or broader survey is possible. Director [first reference: Director Christine Witherspoon, board president] said the volume of public comment suggested the issue deserved another look; Director Perkins later suggested a short districtwide check‑in to verify student interest. No motion to change course was made at the meeting.

What the district described

Superintendent Dr. Maloney described the district's scheduling practice: forecasting begins in February when students indicate interest in courses; principals staff classes based on expressed interest and enrollment‑driven staffing. \"With a limited staff budget that's based on student enrollment, and our enrollment has been declining, building administrators have to decide what courses to offer based on the number of students who are showing interest in particular courses,\" he said.

School staff and many speakers asked the board to consider procedural fixes. Parents and community members asked for a reforecast, a district survey, and clearer guidance to counselors so that students who were told to \"wait to forecast\" would still be counted. \"I would like to ask that you guys reforecast. I would love to see you put a survey out to the whole entire district,\" parent Dana Taub told the board.

Why it matters

Speakers framed in‑day theater classes as more than extracurricular productions: they said courses teach technical theater, acting technique required for college auditions, ensemble skills, and provide belonging that supports attendance and mental health. Several speakers described theater as a key support for students with IEPs and 504 plans and as a pathway to college and careers in the arts.

What the board did

The board received public comment and discussed next steps; directors did not vote to reinstate classes during the meeting. Instead, several directors asked district staff for additional information about forecasting practices and the accuracy of enrollment data used to staff electives.

Looking ahead

Board members, including President Witherspoon and Director Perkins, said they want follow‑up information about forecasting mechanics and whether a limited reforecast or districtwide survey could change staffing calculations. Community members said they will continue outreach to document student interest.

Speakers

- Dina Ault — Parent (public commenter)
- Hanana Bagani — Student, senior, Heritage High School (public commenter)
- Dane Ford — Student, graduating senior (public commenter)
- Mitchell (Mitch) Garrison — Theater teacher and director, Mountain View High School (teacher/public commenter)
- Dee Thomas — Parent and paraeducator, Evergreen High School (public commenter)
- Dana Taub — Parent/educator (public commenter)
- Additional students and parents from Heritage, Mountain View and Evergreen high schools (20 public commenters during the meeting)

Authorities

[]

Actions

[]

Discussion_decision

- Discussion points: hundreds of minutes of public comment stressing the role of classroom theater; superintendent explanation of forecasting and enrollment‑driven staffing; concerns that counseling or communication about forecasting may have suppressed reported interest.
- Directions: Board asked staff for clarification of the forecasting process and to report back; several directors requested a possible reforecast or district survey.
- Decisions: No formal decision to reinstate classes was made at the meeting.

Clarifying_details

- \"Only 17 students forecasted for theater\" — reported by Dee Thomas as the district number she was told; Dee Thomas also reported an Evergreen High School student outreach list of 52 students who said they would have signed up (source: Dee Thomas).
- \"Theater club and productions continues to be offered after school at all 4 of our comprehensive high schools\" (source: Superintendent Dr. Maloney).

Proper_names

[{\"name\":\"Evergreen Public Schools\",\"type\":\"agency\"},{\"name\":\"Heritage High School\",\"type\":\"school\"},{\"name\":\"Mountain View High School\",\"type\":\"school\"},{\"name\":\"Evergreen High School\",\"type\":\"school\"}]

Community_relevance

- Geographies: Heritage, Mountain View, Evergreen high schools (districtwide impact).
- Impact_groups: high school students, students with IEP/504 plans, students seeking arts/career pathways, parents, theater teachers.

Meeting_context

- Engagement_level: High — about 21 people signed up for public comment; 20 speakers spoke on the theater topic; the board acknowledged the volume of testimony.
- Implementation_risk: Low/medium — changes to course offerings are contingent on staffing and budget constraints and may be reversible if forecasting or staffing changes.
- History: Speakers and teachers said cuts have progressed over multiple years; parents reported Heritage had no theater classes in 2024–25.

Searchable_tags

[\"theater\",\"drama\",\"electives\",\"forecasting\",\"Evergreen Public Schools\",\"Heritage High School\",\"Mountain View High School\",\"Evergreen High School\",\"equity\"]

provenance

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salience

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Dr. Jamila Singleton, director of student equity and family engagement, presented results from the YouthTruth student perception survey. She said high‑school belonging held steady at 42% overall and that the district saw \"statistically significant growth\" for Black, Latinx and Native Hawaiian/Pacific Islander (NHPI) students in certain grades. \"We're making some progress here, and we definitely have seen, statistically significant growth,\" Dr. Singleton said. She highlighted growth for LGBTQ students on questions about adults valuing diverse backgrounds.

Research and assessment coordinator Nathan Lee reported on a district‑wide Smarter Balanced‑aligned math interim administered in March. \"We had over 99% of our testing grades work on the interims this year,\" Lee said. The district said 78 percent of students in grade 3 and above completed an interim this year; the interims focused on skills such as fractions and number sense and were intended to give students practice with the test platform and item types ahead of the statewide summative exam.

District staff said they will use the interim results for in‑year instructional adjustments rather than waiting for end‑of‑year summative scores: the district plans two ELA and two math interims next year and a combination of standardized and non‑standardized classroom checks to support teacher decision‑making.

Student Advisory Council update

Student board representatives reported the Student Advisory Council met eight times with 10–15 students attending regularly and discussed belonging, cell‑phone policy feedback, safety, multilingual learner services, and participation in the superintendent search process. Student rep Neveah Peebe (student board representative) and Jonathan Ramirez were recognized for their participation.

Why it matters

District staff said perception and progress‑monitoring data together give a fuller picture: YouthTruth gauges climate and belonging, while interim assessments help track discrete academic skills and allow educators to respond during the year. Presenters tied the survey gains to district efforts on student voice, targeted school improvement work and multilingual supports.

Speakers

- Dr. Jamila Singleton — Director of Student Equity and Family Engagement (presenter)
- Nathan Lee — Research and Assessment Coordinator (presenter)
- Student representatives Neveah Peebe and Jonathan Ramirez (Student Advisory Council report)

Authorities

[{\"type\":\"other\",\"name\":\"YouthTruth student perception survey\",\"referenced_by\":[\"Teaching, learning and equity update\"]},{\"type\":\"other\",\"name\":\"Smarter Balanced interim assessments\",\"referenced_by\":[\"Teaching, learning and equity update\"]}]

Actions

[]

Discussion_decision

- Discussion: YouthTruth showed notable subgroup gains in belonging and culture; interim math assessments provided near‑universal exposure to test format and content practice.
- Directions: District will continue to use interim assessments for in‑year instruction and will administer two ELA and two math interims next year; staff to report summative results after state release.
- Decisions: No board action required; informational item.

Clarifying_details

- Student Advisory Council met eight times in 2024–25 with consistent attendance of 10 to 15 students (source: Student Advisory report).
- The March math interim participation: district presenters said \"over 99% of our testing grades\" engaged with interims and that 78 percent of students in grade 3 and above completed an interim (source: Nathan Lee).
- YouthTruth: high school belonging held at 42% overall; the district reported statistically significant gains for Black, Latinx and NHPI subgroups in select measures (source: Dr. Jamila Singleton).

Proper_names

[{\"name\":\"YouthTruth\",\"type\":\"other\"},{\"name\":\"Smarter Balanced\",\"type\":\"other\"},{\"name\":\"Student Advisory Council\",\"type\":\"other\"}]

Community_relevance

- Geographies: districtwide
- Funding_sources: not specified
- Impact_groups: students (especially Black, Latinx, NHPI and LGBTQ subgroups), teachers, school leaders

Meeting_context

- Engagement_level: informational presentation with board questions; moderate public interest.
- Implementation_risk: low — informational data to guide instruction.
- History: ongoing equity and data work; prior months included attendance and equity interventions.

Searchable_tags

[\"YouthTruth\",\"interim-assessments\",\"equity\",\"student-survey\",\"Smarter-Balanced\"]

provenance

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Diane Morris, the district secondary math TOSA, told the board that the district reviewed three low‑ or no‑cost, College Board‑approved resources for AP Precalculus and recommended an online AP‑aligned resource that mirrors the College Board unit structure. Morris said the recommended online option carries a per‑teacher subscription cost of $225 per year and that the committee recommended a free supplemental print‑format resource, \"Precalculus and Investigation of Functions,\" for student access.

\"Each of those three options ... are preapproved by the College Board for use in AP precalculus,\" Morris said in her presentation. The board voted to advance the materials to a second reading after a motion by Director Perkins and a second by Director Bocanegra.

Crystal Wolf, district science TOSA, presented a separate review for high school physics. The district’s review team compared three curricula and recommended Patterns Physics, an open educational resource the team said aligned to the district’s three‑year high school science sequence and emphasized phenomena‑based units and science practices.

Wolf described implementation costs for physics training and lab equipment but told the board the first‑year net cost of adopting the open resource would be about $5,000 and that ongoing costs would be lower than the district’s current per‑student textbook expense. \"While the OER itself is free, with implementation there's always a requirement to train our teachers,\" Wolf said. The board voted to move the physics adoption to a second reading after a motion by Director Bocanegra and a second by Director Perkins.

What the board voted

- Motion to advance AP Precalculus instructional materials to second reading (mover: Director Perkins; seconder: Director Bocanegra). Outcome: advanced to second reading.
- Motion to advance Physics 1–2 curriculum adoption to second reading (mover: Director Bocanegra; seconder: Director Perkins). Outcome: advanced to second reading.

Why it matters

Both proposals reflect the district's effort to adopt materials that align with course rigor and state standards while minimizing cost. The AP Precalculus recommendation seeks College Board alignment to allow students the opportunity to earn college credit, while the physics recommendation is part of a district‑wide effort to standardize a three‑year high school science progression (foundational 9th‑grade science, biology in 10th, chemistry in 11th) and to emphasize science practices and phenomena.

Speakers and presenters

- Diane Morris — Secondary math TOSA (presenter on AP precalculus)
- Crystal Wolf — District science TOSA (presenter on physics)
- Director Perkins — Board director (mover for AP precalculus advancement)
- Director Bocanegra — Board director (seconder for AP precalculus; mover for physics advancement)

Authorities

[{\"type\":\"policy\",\"name\":\"Procedure 2020 (EPS curricular resource selection)\",\"referenced_by\":[\"AP precalculus adoption\",\"Physics adoption\"]},{\"type\":\"other\",\"name\":\"College Board AP course audit requirement (textbook or named resource for AP courses)\",\"referenced_by\":[\"AP precalculus adoption\"]},{\"type\":\"other\",\"name\":\"Oregon instructional materials criteria (used as guidance)\",\"referenced_by\":[\"AP precalculus adoption\",\"Physics adoption\"]}]

Actions

[{\"kind\":\"other\",\"identifiers\":{},\"motion\":\"Advance AP Precalculus instructional materials to second reading as presented\",\"mover\":\"Director Perkins\",\"second\":\"Director Bocanegra\",\"vote_record\":[],\"tally\":{},\"legal_threshold\":{},\"outcome\":\"approved\",\"notes\":\"Motion carried by voice vote; 'Aye' recorded; second reading scheduled.\"},{\"kind\":\"other\",\"identifiers\":{},\"motion\":\"Move Physics 1–2 curriculum adoption to second reading\",\"mover\":\"Director Bocanegra\",\"second\":\"Director Perkins\",\"vote_record\":[],\"tally\":{},\"legal_threshold\":{},\"outcome\":\"approved\",\"notes\":\"Motion carried by voice vote; 'Aye' recorded; second reading scheduled.\"}]

Discussion_decision

- Discussion: Curriculum committees used Procedure 2020 and external criteria to review resources; AP Precalculus options were preapproved by College Board; physics reviewers prioritized phenomena‑based OERs and implementation training needs.
- Directions: Both items were advanced to second reading for board approval at a future meeting.
- Decisions: No final adoption vote occurred; the board advanced both items to second reading.

Clarifying_details

- AP Precalculus: recommended online AP‑aligned resource costs $225 per teacher per year; district has seven teachers in the precalculus program this year (source: Diane Morris).
- Supplemental AP resource: committee recommended the free PDF \"Precalculus and Investigation of Functions\" as a student‑facing print/supplemental option (source: Diane Morris).
- Physics: review team recommended Patterns Physics (OER); first‑year net implementation cost estimated at approximately $5,000, with longer‑term savings compared with current textbook costs (source: Crystal Wolf).

Proper_names

[{\"name\":\"Precalculus and Investigation of Functions\",\"type\":\"other\"},{\"name\":\"Patterns Physics\",\"type\":\"other\"},{\"name\":\"College Board\",\"type\":\"other\"},{\"name\":\"Open SciEd\",\"type\":\"other\"}]

Community_relevance

- Geographies: districtwide high school curriculum.
- Funding_sources: district general fund / implementation training budget (discussed generally; no new appropriation approved at meeting).
- Impact_groups: high school students enrolled in AP Precalculus and physics courses, high school teachers.

Meeting_context

- Engagement_level: Moderate — presentations from two content specialists followed by board motions; no public controversy at the time of adoption votes.
- Implementation_risk: Low to medium — contingent on teacher training and lab equipment procurement for physics.
- History: District began a multi‑year review of high‑school science sequencing in 2022 and identified alignment needs for physics and other courses.

Searchable_tags

[\"curriculum\",\"AP-Precalculus\",\"physics\",\"Patterns-Physics\",\"open-educational-resources\",\"Procedure-2020\"]

provenance

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Article not found

Parents, students urge Evergreen Public Schools to restore in‑school theater classes after district cites low forecasting numbers

Evergreen presents YouthTruth and interim assessment results showing gains for several student groups

Evergreen board advances AP precalculus, physics curriculum adoptions to second reading