November 9, 2026 at 6:00 PM - Regular Monthly Meeting of the KFCS Board of Education

Description:  The board welcomes you to its monthly meeting.  Public input is welcome and encouraged during the Public Comment segment of this meeting. 

All those wishing to address the board have previously submitted their comments electronically or have submitted a  Request to Speak form prior to the start of this meeting. Three (3) minutes is allotted for each individual speaker, with a total of fifteen (15) total minutes for this segment of the agenda.  

Amy Stercho, 1001 Loma Linda, KFO 97601 (in-person)
The lack of transparency and communication regarding changes at Pondorosa has been unsettling. The district adopted NES without input from parents or teachers. We have significant, genuine concerns and need answers. Refusing to meet with parents who want to have open conversations about our children’s education is unacceptable.
District policy was not followed in adopting the new math curriculum. Computer generated slides are developed in the administrative office and handed over to teachers without a supporting manual or a textbook.  What qualifications do the people adapting the Eureka math curriculum have?  How are you assessing student learning?  Dr. Brown told parents that "NESA framework provides ... structured curriculum..., instruction, pacing, and feedback are managed by ... [teachers]."  If this is an untested adaptation of the curriculum, you need to be evaluating the materials you provide as well as the instruction.  Who is evaluating the curriculum?  Are you asking for teacher feedback?  Waiting to see if there is improvement in test scores is a gamble with our children's education. Test scores are a limited tool for evaluating educational outcomes and student understanding.
Reteach is important for students who need support, but enrichment should also offer students the opportunity to learn at their level.  In 6th grade, math enrichment is working on packets without assistance from a teacher.  In ELA, enrichment is silent reading.  Under no definition is this enriching student learning.
NES was first implemented in Texas just three years ago. Klamath is expediting adoption of a new version of NES.  Who is assessing this program and how are assessments being conducted? The district is developing this program and asking teachers to implement it with limited support for the teachers and students.  We need accountability and assessment at the administrative level.  We need parent and teachers working groups and open conversations.

Jessica Steensland, 1974 VanNess, KFO 97601 (via Zoom)
1. Early Release and Student Success
I want to thank the board for allowing weekly early release for our students and teachers.
These last few months have been extremely draining on our kids, and I can see the exhaustion in our teachers as well. I appreciate the board recognizing that both students and staff need time to recharge.
2. NES Program and Student Success
What steps is the school board taking to ensure that the NES system is effectively helping our students succeed?
I’ve heard from several students that once they pass their DOL, they are sent to another classroom where they’re expected to simply read or complete a basic math worksheet, with no talking or socializing.
Shouldn’t students who are meeting or exceeding expectations be rewarded with opportunities to grow and be challenged further, rather than simply being given busywork?
I understand the importance of giving students who are struggling additional time to review, but is separating the students who have passed really setting everyone up for success?
I’m also concerned about how this prepares our 8th graders for high school next year, where this same system won’t be in place. Are we preparing them to be independent learners who can manage their own time and responsibilities?
3. Measuring the Success of NES
At this point in the school year, have we seen any significant improvements in student grades or academic performance since adopting the NES program?
If not, is the board planning a midyear evaluation comparing student performance to previous years?
I believe it’s important that we’re looking at actual results and not just assuming that a new system is working. How are we measuring whether this program is truly benefiting our children?

Garrett Steensland, 1974 Van Ness, KFO 97601 (via Zoom)
4. Middle School Bathrooms and Student Safety
When was the last time our school board members personally walked through and inspected the middle school bathrooms?
I’ve heard that the boys’ bathroom stalls don’t have doors. If this is true, why hasn’t it been addressed?
Could the lack of privacy and security in these bathrooms be contributing to the ongoing issues with fighting?
Our students deserve bathrooms where they feel safe and have basic privacy. What is being done to address these concerns?
5. Zero Talking in the Hallways
Why are students expected to maintain a level-zero voice while walking through the hallways?
I understand the importance of maintaining order and minimizing disruptions, but school is about more than academics. It’s also where our children develop social skills, friendships, independence, and maturity.
Especially during these important developmental years, students need opportunities to socialize and learn how to communicate appropriately with their peers.
Requiring complete silence during hallway transitions seems unnecessarily restrictive and takes away opportunities for natural social interaction.
Shouldn’t we be teaching our children how to communicate respectfully and responsibly rather than simply expecting complete silence?
I believe we should be encouraging independence and personal responsibility, not just compliance.
My Biggest Question
My biggest concern is whether we’re creating an environment where our children are learning to think independently, take responsibility, and develop the skills they’ll need beyond middle school, or whether we’re simply teaching them to follow a very structured system.
How is the board making sure we’re accomplishing both?

Judd Lehman, 2080 Portland St., KFO 97601 (in-person)
I have had one kid go to Ponderosa for sixth and seventh. At that time there was a lot of teacher turnover and she chose to do online school for eighth.
My younger daughter is now in sixth at Ponderosa. They both have really enjoyed the music programs - thank you.
I have a few concerns:
First, I am disappointed with the adoption of a new system and curriculum without input from parents or teachers. I am very impressed with the listening tour the County Schools Superintendent is doing that will be followed up by working with focus groups to create a strategic plan. I bet she ends up with support for her plan.
Second, Ponderosa currently has a great group of teachers and I am concerned the District has not engaged them in a meaningful way. To the contrary it appears they have been promised many things that have not come through such as an update on June 8, 2026 from the Superintendent that we would have super-supported teachers by others doing things like grading and making slides. Has this super support happened? With the amount of class time each teacher has, when are they supposed to create DOL’s, Grade, communicate with parents, etc.
What opportunity has the District provided for teachers and parents to be able to provide input?
Third, things like DOL’s and enrichment/behave out room is taking from functional lesson time. For example, my daughter says DOL’s does not leave time for a full lesson or any review of the past days lesson. Is it really enriching the way it is currently set up?
Lastly, I firmly believe that to be successful, a school needs to have buy in from parents, teachers, and students. Does not appear effort was put towards this?
Thank you!

 

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BACKGROUND

Description:  This section includes policy sections J and K/L. It also includes IIABB, IICC, BDC, GCBDA-GDBDA, DD, and DM