2. KG-- Use of MESD Facilities
Board Policy KG is being brought forward for update to ensure alignment between Board direction and current operational practices related to the use of MESD facilities. As facility use has expanded and diversified, particularly within district office spaces, it has become clear that clearer expectations, consistent oversight, and shared accountability are needed to support efficient and appropriate use of MESD facilities. Concurrent operational work has focused on improving room reservation practices, use standards, and stewardship of shared spaces to better support MESD programs, staff, and community partners. Updating Policy KG allows the Board to reaffirm priorities for facility use, clarify parameters for access, and ensure that policy guidance accurately reflects and supports day-to-day implementation.

3. JECDA-Transcript Evaluation
Students transferring into MESD programs arrive from a variety of educational settings, including public schools, Department of Defense Education Activity (DoDEA) schools, private and alternative programs, home-school environments, and online or distance learning institutions. In order to ensure appropriate academic placement and the integrity of graduation requirements, MESD must review and evaluate transcripts to determine the value of credits earned, years of attendance, and proper grade-level or program placement. This policy affirms MESD’s authority, consistent with Oregon Administrative Rules and state law, to accept or reject transfer credits and require validation when necessary. It also directs the Superintendent and Cabinet to establish administrative regulations to ensure consistent and equitable implementation.

4. Artificial Intelligence (AI) use for Language Access, Translation, and Interpreting in MESD K-12 Education-(Working on getting a Code for this new Policy)
As artificial intelligence (AI) tools become increasingly integrated into educational environments, clear standards are necessary to ensure their responsible and lawful use in language access, translation, and interpreting services. School districts have longstanding civil rights and statutory obligations under Title VI of the Civil Rights Act, the Equal Educational Opportunities Act, the Americans with Disabilities Act, Section 504, and the Individuals with Disabilities Education Act to provide meaningful, accurate, and timely communication to multilingual students and families and to individuals with disabilities. This policy establishes guardrails to ensure that AI serves as a supportive tool—rather than a replacement for qualified human language professionals—while maintaining compliance with federal and state law, protecting student privacy, upholding professional translation standards, and safeguarding equitable access to educational programs and services.

5. EFA-Local Wellness Program
A triennial assessment, required by one of the components of the federal National School Lunch Program and delayed by COVID, of the ESD’s local wellness plan (aka policy) has become due for the first time. In anticipation, the Oregon Department of Education (ODE), Oregon School Boards Association and other stakeholders (OEA Choice Trust) began discussing how to help members realize more effective local wellness planning and implementation in their ESDs. One of the supports was to revamp the model local wellness policy and bring elements of the accompanying model administrative regulation into the policy.


 

6. DDBB-Board Attendance
This Policy is being revisited at the Board request to review statute language and Board Policy language.

7. EBBCC-Recommended for deletion-No longer required