Dec. 9, 2025 Stony Creek Joint Unified Board Meeting

001need to turn. I like Well, hey everybody. Welcome. We will reconvene to open the session. I'll start with the roll call. Rita Martin is here. Delena Martin >> here. Kathy Bodicker >> here. >> And Diana Corpal >> here. Thank you. Please join me for the pledge of allegiance. Oh, >> salute pledgece to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. Close session report in regards to item A, GV code 54957, performance evaluation superintendent principles. No report. And item B, gov code 54957B1, public employee head coach basketball. We have the resignation of Megan Gertigus for the stipen position and the hiring of Jerel Burroughs for the stipen position for basketball head coach. They were at where

002are they at? Furong. >> Furlong at the first basketball game. >> So it's probably freezing. >> Okay. All right. Item number five, approval of the agenda. I make a motion to approve the agenda. >> Second. >> Motion by Diana and second by Delina to approve agenda as presented. All those in favor say I. I. >> Opposed. Motion carries. Item number six, public comment on non-aggenda items. Oh, I forgot to ask. Are we live and going? >> We are. We're live. >> Oh, I forgot to disclose that we are live and streaming for anybody who's not able to be here today but wants to watch the meeting. So it doesn't it focuses on us here uh and not the crowd. So so you know uh sorry public comment on non-aggenda items. Members of the public are

003invited to address the governing board on any matter within its jurisdiction that is not listed on the meeting agenda. Comments are limited to three minutes per person with a maximum of 20 minutes per topic. Time cannot be transferred from one speaker to another. Please be advised that a schoolboard meeting is a business meeting held in public and not a public meeting. Consequently, the board is legally prohibited from discussing items that are not posted on the agenda and cannot respond to public comments made during this time. Is there any public comment on non-aggenda items? >> I have a question. I didn't see in the valley update. I asked the question last meeting about the logo for the elementary school. Is that going to be in that report or >> Well, yes, please. >> We are still

004researching. >> I still haven't been able to find haven't been able to find them. Yeah. I wonder have you looked in the old yearbooks? I'm wondering if it would be in there. from the Rachel graduated in 2003 and she graduated from sixth grade from Indian Valley and it was they had the green shirts with the little guy on them. Um she graduated high school in 2003 so it would have been six years prior to that they had them. So, I don't know. I don't think I have any of those yearbooks, but maybe maybe there's something in the yearbooks. >> Yeah, >> I have all the yearbooks in the office. So, >> any other public comment on non-aggenda items? >> All right, moving on to comments on agenda items. Members of the public are welcome to

005comment on any business item listed on the board's agenda. Again, comments are limited to three minutes per person and 20 minutes per topic, and the time cannot be transferred. We will take those public comments during the board's consideration of each item. While the board appreciates your comments and questions, we are not at liberty to respond during the meeting, and that will be taken into consideration as we discuss each item. Item number eight is the consent calendar. All matters listed on the consent calendar are considered routine and without opposition. Consent calendar is enacted by one motion. Uh no separate discussion unless a board member superintendent requests that we pull something from the consent calendar. We have minutes from the November 10th meeting, bills, awards, and transfers for November. Uh resignation of Megan Gord as the head

006basketball coach stipen and the hiring of Jerel Burroughs as the head basketball coach stipen. So to not pull necessarily, but I know that you and I both did go. >> Oh, okay. >> Okay. Oh, Desi did he's not doing well. So I I just had um I had a question. Oh, here on page 12 of the deal, there's something in here about um teachers pay. What is that? >> That's Teachers Pay Teachers. That's a website that a lot of our teachers use to get um curriculum. Oh, yeah. Like updated classroom activities and things like that. And I know our a teacher likes to use that. >> Okay. Yeah. I used I used a little bit when I to come up with different stuff that other people have created. >> That's neat because it's called teachers

007pay teachers because it's teachers creating resources for other teachers. Okay. The other ones were just I had questions on all of the food that had been done, but I'm assuming that's from inservice the higher numbers would be like staff in service days we feed everybody. >> Yeah, I think it was there was one board meeting one Yeah, because like biking a cart blanc was like just around almost $500. >> Yeah, I think that >> that was two different things. One of them was for the board and the other one was for um kickoff to the school. >> Okay. Okay. So, that's what was my question. Is this going back to the start of school? >> That one was because it was on the C card. So, we were waiting on some backup invoices to pay

008the bill and so it came all the way to November. So, >> okay, that makes sense. All right. Thank you. >> Yeah. Let me go for that. >> Well, I just Well, I knew that I figured it was probably from October and then I thought, well, maybe it is from Clear Back. So, all right. >> Tri County Schools Insurance Group. Is that the medical insurance, but I guess I had >> Oh, Tig. >> That's what they always call. Okay. I hadn't seen it by that name. Yes. Okay. >> Tri County School Insurance. and we pay a quarterly chunk usually is what it looks like. I just haven't seen that big of an amount. >> Well, it depends, right? Um I actually got the cop back up. So that's actually from July, August, September, and I

009believe even October several months I want to ship any. >> And I just kind I had a general question that's kind of related to all this is I there's a lot of teacher reimbursements for books and stuff. How much how big is our budget? How much do each teachers get? And is it enough? Does it cover the supplies that they need? >> That's a great question. So, each teacher has a $600 yearly classroom budget. Curriculum doesn't come out of that. It's for um supplies that they use. Okay. >> And also for PBIS, herd store supplies. Previous years, actually last year, it was $400 per teacher. and Dusty and I collected all of our PBIS numbers and looked at how much the teachers were spending on the PBIS reward system. And so that's why we took

010it up to 200 up $200 more to $600 per teacher this year. >> Do you have a feeling that covers everything? Nobody has to pay out of pocket. >> No, we encourage all of our teachers to turn receipts. >> Okay. >> Teachers tend to be very generous. We keep encouraging them to turn in their receipts. We don't want them paying out of pocket. >> Okay. Thank you. Do you guys have any questions or comments on anything else in the consent calendar? >> No. >> Okay. With that, I would entertain a motion to to then approve the consent calendar if there's no questions. >> I'll make a motion to accept the consent calendar. >> I'll second it. Motion by Diana and second by Delina to approve consent calendar as presented. All those in favor say I.

011>> Imposs. Motion carries. Okay, now we get to the exciting part. Item number nine, board organization. So, we have two interested candidates for the district or excuse me, trustee area five uh position on the school board. So, thank you guys for being here today. We appreciate your interest in serving as in the role of a community member on the Stony Creek Joint Unified Governing Board. Tonight's interview is simply an opportunity for us to learn about your experience, your perspective on public education and how you see yourself contributing to the district's continued success. I have a series of questions focused on your motivation, your understanding of the role as a trustee, your approach to decision-m, your communication, and your commitment to working as a part of our governance team. After we complete the interviews, we will

012discuss the candidates here in open session and make an appointment the vacant position. So with that, I will start with Mr. Johnson. He's in the front row. So do we have a podium? >> Okay. >> Pretend podium. >> Yeah. Kyle, >> is this an agenda item that the public can comment on or ask for? Just curious because it is on an agenda item, but I'm not sure if we're able to. >> In the past, we hadn't had public comment, but I don't know. >> Ryan, do you have an opinion on that public comment on this item? >> I don't We've never had public comment. We've never >> I would think since it's agenda, >> I don't accept public comment. Yeah. Accept public comment after the interviews have completed. >> Yeah. >> Thank you. >> Okay.

013Thank you for coming up. Of course. >> Um, what's motivated you to I guess well could you introduce yourself since not everyone in the audience might know who you are? >> Good afternoon everybody. I'm Robert Johnson. I live in Elm Creek. I'm on road 308 at the old Butler ranch and been in town for 10 years. I was in the Air Force for 26 years, eight months, and 11 days. And I graduated from El Creek. I grew up in Stony Ford and been around this area pretty much my entire life other than the time I was in the military. Happy to be here. Right now I'm employed at uh HHSA which is the Health and Human Services Agency. I'm a program manager too and I'm over the veteran services office and I'm also over public

014assistance and work there out of uh Willows. >> Thank you. What motivated you to seek position on the Stone Creek District School Board? >> So one of the things that motivated me is just like I was saying I'm from around this area. I went to school in Stony Ford, went to seven through senior here in uh El Creek High School, played sports. Um it was just a great experience for me and I'm a big believer in giving back to the community. So I think this is just an opportunity to continue that giving spirit and so that's why I want to be part of the board and you know just to see hopefully make sure that all the kids have the same opportunity um that I had when I um graduated from here. So that's what

015motivates me. >> And I apologize ahead of time that some of these questions are probably going to be repetitive. So feel free to say the same thing three times. I'm not scared. >> How have your personal professional experiences shaped your interest in serving and what do you hope to contribute to the growth and success of our district? >> So I might refer back to that question because that's a big question. So my professional experiences again when I when I graduated from El Creek it gave me my jump start into the military and from that education level I started my college progression in the military and I ended up getting my master's degree through there but I wouldn't have been able to do any of that had I not went to gain that experience. in the

016military. I grew up through the ranks, made it up to chief master sergeant, did a lot of training, a lot of leadership. Once I retired from the military, same thing in the HHSA. I've done that for almost 10 years, coming up on my 10 year mark. Same thing. Did a lot of training, coaching, and just professional level training that helped me get to where I am now. I think that experience um has shaped my who I am and my interest in serving and I hope to contribute to the growth of the district by leveraging that experience whether it be in leadership or counseling or just being there for the kids. What do you see as the fundamental purpose of public schools and what is the role of trustees in that purpose? >> So the fundamental

017role of public schools is again to give them that start into the world. It's really that baseline where they need to know a little bit about everything whether it's you know math, reading, whatever that subject is to give them that baseline start to go out and whatever they want to do whether it be college or a trade school and be successful in that area. That's what public schools are here for do here to do. And as far as our role as trustees is to make sure that we give the staff, the kids, make sure the facilities are, you know, just the baseline stuff. Make sure everybody has what they need to be successful and then be there. Just be there. Be there for the kids, be there for the staff, and make sure they're able

018to take that success out into the world. That's how I view that particular question in the world. Uh the next question is the roughly the same. I didn't do these very well. How do you define your primary role both individually and as a member of the governance team? So I guess more on the team side. How would you define your part in the governance team? So as far as a trustee on the government's uh governance team is you know the role of the trustee is to set policy hold uh accountability make sure the code and the laws follow um make sure that the money is being spent appropriate just oversight also working with the superintendent in a collaborative way not a confrontational way and same thing with the members of the fellow trustees. You really

019have to work together in order to be successful. You have to always remember too, you're just one of five. And it's okay to be in disagreement as long as you do it professionally and with courtesy. And if you're that one out of the four, that's okay. You uh you vote your conscience. As long as it's for the good of the school and the good of the kiddos, then it is what it is. But you always go with the group two because that's the way it's designed. What are you proud of in the district? >> You know, I it's a good question. I really like the fact that this school, again, I spent a good majority of my childhood here. and you know looking you know coming in and doing a couple things with the school

020and the high school and looking at the sporting events it's you know it makes it it's uh heartwarming for me to see that the school is still flourishing that this the school is still helping kids succeed. Um I really do like the fact that it's a small school still. I know there's been conversations like we need more students, we need less whatever. Um, sometimes it's great to have a teacher to a couple of students or six or 10 students rather than having a teacher for 30 students. And you get that studenttoteer ratio. And that's one thing that I enjoyed when I went to Elri here is the teachers were able to help us one-on-one. And so I'm proud of that fact. I probably I think it's probably the same way now. Um, and I just

021think it's a good uh good place to start. >> What would you like to accomplish as a board member and what would be your highest priority? Why? >> I think continuing the unity that you guys have started already and making sure that we're just going continuing in a positive direction to help the kids. Um, that would be my highest priority. You know, when when you look at what we do or what the trustees do, the number one goal is to make sure the kids have what they need to be successful. And you know, whether that's making sure the right staff are in place, making sure the trustees are all on the same page, making sure we have facilities and money and all of that infrastructure to take care of that. I know that's a lot,

022but that would be my number one priority is making sure the kids are taken care of through all those things. You talked some about communication, but as we know, effective communication is essential to the work of the board and to maintaining strong trustbased relationships with the superintendent. How do you approach communication communication in a governance setting? So I approach communication whether it be governance setting or any setting. You always treat everybody how you'd like to be treated with respect. Make sure that you are clear. And if you're not clear, reiterate it, rearticulate it, however it is. Make sure that you set sit down with whoever you're talking to. Make sure you're listening, getting what they're saying to you. Um, approach everything with curiosity, not with emotion. Look at things logical, factbased, and if you're unclear,

023then go back and talk to that person or the the whole body. Um, you know, and and just work at it, but try to keep the emotions out of it and usually things work out for the better. >> Do you foresee any challenges in communication with fellow board members or the superintendent? and if so, how would you address them? >> So, I'm going to just say no. However, if there are challenges that come up because sometimes maybe someone might have a challenge with me. Um, I'll do the same thing. I'm going to go to that person and just say, "Hey, let's talk it out." And look at it, you know, from all angles. One of the things that I've been taught is in the coaching model is you always approach everything with curiosity. And so

024if there is any challenges, you approach it from a curiosity point of view, and ask more questions, listen more versus just spouting off your opinion. And normally, you're going to come up with either you're going to agree to disagree, and that's okay, or you're going to compromise or collaborate into a solution. How do you approach difficult decisions, especially when balancing student needs, community concerns, laws, regulations, staff, policies, all the things, and your own personal values? That is a big question. All right. So, I do actually balance a lot of these things. So, I'm just going to give you my priorities. Uh my personal values, I'm not going to compromise. I'm just not. Um, then it's going to go into laws and regulations. I'm not going to break any laws or regulations or encourage anybody to

025do so. From that, then I'm going to look at student needs. Student needs is going to be the number one period because everything that we do either as community members or trustees or staff need to be focused on what the student needs. So, as long as we're not breaking any laws or being immoral and taking care of the students, I think you're going to be in line with what needs to happen. And community concerns, obviously, you always need to listen. As trustees, you represent your district and so you need to be open to the concerns of the community. listen to them and if you believe that they're in line with student health and student needs, then by all means bring it up to the trustees and and discuss it and develop policies or whatever the

026case may be to to make it come to light. >> Can you give an example of a time when you had to remain objective, gather all relevant facts and withhold judgment before making a decision? So oftent times in my position there there's several times whether it be a discipline disciplinary thing you know sometimes you'll get some information and it's like it looks kind of I look at Ryan we used to work together on a couple things but anyway um you look at the information that's presented to you right and sometimes you can make a snap decision on that initial information. But once again, you really need to take a step back and just look at it. Make sure you're looking at all sides. Whether it be an individual issue or a discipline issue or just

027the water pipe that got ran into, whatever the case may be, you need to really look at it. Interview everybody that's involved. Keep an open mind. And then once you have all the facts, then you can start looking at the decisions. And sometimes, yes, they are difficult decisions. But, you know, that's never really been an issue for me as far as making difficult decisions. I don't shy away from that. As long as the facts and it logically lines up and I believe again it is in line with our goals as the the trustees, then we'll make the decision. I think we'll come to the right call. >> What would you do if you believed administration had not provided accurate or complete information needed for a decision? >> So anytime again you go back to the

028curiosity, right? It's like okay I'm not quite clear on this particular issue or I don't have all the facts that I need to make a decision or make a you know an informed decision. I'm going to go back to the administration and be like, "Hey, can you give me a little help here? I'm not I'm not fully understanding this." Approach it with curiosity. Listen to what they have to say. Uh do your own research. Talk to other board members or trustees, sorry. Um talk to other people and see if you can figure it out. And most of the time that when I have lack of knowledge, I generally find that it's just me not knowing or not doing my research enough. And then when I do, I can get there. And whether it be with

029the staff or whoever I need to ask to get there. >> What does an effective board meeting look like to you and what should it accomplish? >> Just like this. Um, anytime you have a board meeting, it should have set agenda items. It really should be focused on the goal of what we just talked about, student needs, staff needs, facilities, and as long as you keep it with those goals in mind, then I don't think you're going to go wrong. What happens sometimes if you go off into um things that we can't control or is not within the board's control or should be in the board's control, then that can go a little bit astray. But as long as we do our role, stick to our role, they do their role, they stick to their

030role, that's what a successful board meeting should look like. How would you develop unity among board members and contribute to a positive productive governance team? >> That goes back to the governance and communication. Anytime you're dealing with board members, u trustees, you're going to have differ of opinions. You're going to have the same opinions. You treat everybody with respect and dignity. Um you listen more than you talk hopefully. and you come up with uh again a collaboration and realize in the end that you're only one vote out of five. How should an effective board ensure opportunities for parents and community members to express their diverse viewpoints on important issues? Well, I think having this meeting and being open and transparent and letting community members make any comments that they want, being open to listen to

031what they have to say is a step in the right direction. Um, I know open house is another one. you know, having events and just uh I know we, you know, any any type of event that we have, encourage the, you know, participation from the community. Um whether they a sporting event or any other type of event and just being open to listen to what they uh what they're concerned about. >> How would you respond if a parent approached you in the community and asked for your support on a controversial issue? So, if a if a parent approached me, of course, I would listen to them and listen to their concern. I wouldn't give them my support. I would uh listen to what they had to say. I would weigh out everything um and weigh

032it against the priorities we talked about in that other question. And if I thought it was u a valid concern, I would obviously or even if it's not a valid concern, but it's valid to them, I would encourage them to bring it before the board because again, it's not just my opinion. There's five of us up here if I'm so lucky to be selected. There's five trustees up here. And so I would encourage that parent to bring it to the meeting and um discuss the issue with all of us regardless of whether I agreed with it or not. >> We're getting to the end, I promise. >> What strengths would you bring as a board member? >> One of the things that I pride myself in is trying to keep the emotions out of my

033decisions. I don't make uh decisions in based in fear. I try to make all my decisions based in logic and fact and goals. And based on those priorities, that's just how I operate and that's one of the strengths that I would bring. >> And what would you do to grow within grow within the role? For example, participating in board training and conferences. >> I think any type of training, especially, you know, and I used to say this in the military all the time, if you're going to pay me to train or pay me to go to school, I'm there. And Not that I'm expecting any pay for that, but being um trained is just something I think if you're learning, you're growing. And I'm always willing to learn and grow. So any type of training

034that I can make it to, my schedule is busy, but any type of training that I can make it to, I'm there. I I'll go. I I enjoy trainings and all that. >> Thank you. That concludes our questions. >> Thank you for your time. >> Thank you. I have two of the same notice. Okay. Yes, wrong cop. Okay, so you are up. Yes, >> I would say to the hot seat, but to the hot table. >> Well, thank you for coming. >> What motivated you to seek a position on this? >> Sorry to introduce myself. >> Oh, sorry. Sorry, sorry. Yes, I I wasn't on my notes. So, yes, please introduce yourself. I'm sorry. >> I'm so old Brandon Burger and let me first tell you that I have a bad bad course. So, if

035my voice goes up and down, that's part of it. Um I'm so gr um like Robert have lived in this area basically forever. went to school at uh first here and then to um Indian Valley and graduated from El Creek as well as my children, several grandchildren and several greats have gone to school. Um I'm sorry >> and I'll No, that's okay. I'll hit the rest of the stuff as you know. Um what motivated you to seek a position on the Ston Creek Joint Unified School District board? Uh just a love for the community, both communities, a love for the kids. Um I enjoy being involved in community things. Um I like people. Um and I'm very interested in the school and want to see it do well. >> How have your personal or professional

036experiences shaped your interest in serving? And what do you hope to contribute to the growth and success of the district? Um I have been involved um on the board before. I have been involved in the school in several different types of committees. I am involved again by cons in the community and other committees and I um believe that I can help as far as I um look just um in any way that I can. I mean I would I served several times as uh you know scorekeepers and chaper owns and other things when my children were growing up. So but I just am very interested in this work. >> What do you see as the fundamental purpose of public schools and what is the role of the board of trustees in fulfilling that purpose? I

037see the public school as a place for all children where they should be able to come be safe, be cared for, be taught and use this as their stepping stone to go through the different the grades and if they choose on to college and other types of jobs. And what was the second one? >> Uh what is the role? The role of the of the school board is to number one um ensure that the district is financially healthy to um make sure policies procedures are all being followed and to um support collaborate and work with the uh superintendent and the staff to see that those things are as a trustee. How do you define your primary role both individually and as a member of the governance team? >> As a member and as Robert said,

038you're one, but it's working together, talking things out, looking at things and decisions that need to be made. Um personally I it's um to work with each other and to hopefully come to hopefully a unified decision and again we may not always agree or the the team may all always agree but to listen and hear opinions and before making decisions What are you proud of in the district? >> I think um one of the biggest strengths in the district is the staff. Um I look and I see teachers and staff members who truly care for all the children. Um and I think they're well respected by those kids. Um >> okay. And I think the fact that it is a smaller school gives the the students the opportunity to get more one-on-one um attention or

039needs. >> What would you like to accomplish as a board member and what would be your highest priority and why? highest priority is is uh number one keeping the school um solvent. Um taking care of the students, taking care of the staff um pro and helping to do whatever needs to do to support them. Effective communication is essential to the work of the board and to maintaining a strong trustbased relationship with the superintendent. How do you approach communication in a governance setting? >> In a governance setting by listening, by talking, by communicating, by showing respect. Um, yeah. Do you foresee any challenges in communication with fellow board members or the superintendent? And if so, how would you address them? >> No, but if I did, um, openly, honestly, um, I can't say I like confrontation.

040However, I am not one who would walk away from it either. If you need an issue, sorry, my voice is cracking. That's why you're getting short answers. If something needs to be approached, I'm not afraid to approach it. Um, again, it's a fivep person board. There's going to there could at any time be five different opinions at the onset. So, it takes talking, listening, and I think listening is the key before making decisions. How do you approach difficult decisions, especially when balancing student needs, community concerns, laws and regulations, staff considerations, policy, personal values? Again, openly, honestly, looking, researching, following the rules and regulations. Um, you know, um, I think I mean that I'm not a I don't want to break law either. So, it's it's I think we need to follow those rules and regulations,

041but the ultimate goal is to do what's best for the students. And the the district as a whole, but the students, can you give an example of a time when you had to remain objective, gather all relevant facts, and withhold judgment before making a decision? Yeah. Um I can give just a real simple type. Um I worked for years um for the federal government in a human resource position and there would be times I might get all kinds of little notes or messages to me. Um I would read it over and try not to react. Um, and my normal way of handling things would be to take a look at it, do some research on it, see if I could be all I could be wrong. So, um, but I also, if I if it

042needed a response quickly, well, I shouldn't say quickly. If it needed a response, I would tend to write out my response and then walk away and take a breath and look at it again and reread it. be forever sent me so that I could make sure I said what I really wanted to say without offending. >> What would you do if you believed administration had not provided accurate or complete information needed for a decision? I would seek more information and um communicate that whether it that I wasn't understanding it correctly or whatever the case may be, I would seek more information. >> What does an effective board meeting look like to you and what should it accomplish? Um I think this again is a is a good example um where you are in a setting

043where everybody can see here um where there's community and and um everyone has space to do what they need to do and the and the board is willing to talk and communicate with the How would you help develop unity amongst board members and contribute to a positive and productive governance team? >> I tend to be a fairly say that one more time. I'm sorry. How would a positive >> uh how would you develop unity amongst the board members and contribute to a positive productive governance team? Um, I tend to be on the positive side anyway as far as my outlook on things. So, I do look for the positive. Um, I would communicate, um, discuss things and be open, honest, and respectful. Um, and listen, >> how should an effective board ensure opportunities for parents

044and community members to express their diverse viewpoints on important policy issues by having meetings like this, by allowing comments from the community. Um, and then not just um taking the comments, but doing something with them, listening to them, acting on them. >> How would you respond if a parent approached you in the community and asked for your support on a controversial issue? >> I wouldn't make a commitment. I And again, it would depend on what it was. So, um, if it was a something that was like an open session type item, something going on, I would listen. But again, not not give my viewpoint so much as to say I, you know, we'll gather information. We'll see what the board I'm only one. >> What strengths would you bring as a board member? Um, I've

045been on the board in the past, so I have I have that uh experience. Um, I am open, honest. Um, willing to give my opinion and whether it's whether it's what anybody wants to hear or not. Um, but I I just and I've been here in the area. I know the area. So, >> what will you do to grow in the role? For example, participating in board trainings or conferences. >> I would participate. >> Okay. >> Yeah. And I have did in the past as they were offered. >> Okay. >> Yeah. So again apologize for the >> Thank you. >> Is there any public comments or questions? >> No, >> I would I would just suggest just a gentle suggestion to the board um to maybe ask contribute some questions. Uh for the future. Um

046just because the school district makeup is primarily native students and so I think that um for decision makers when it comes to policies and programs, you all have those decisions before you and uh I I would have loved to seen some questions with regards to tribal sovereignty because we are engaging the tribe more now. Um, also just the unique perspective or the culturally relevant programmings that um, we're all kind of promoting among staff to consider when they're making decisions. Um, so that would just be my suggestion for the process that I would like to see. But um, thank you both for both candidates if they seem like really good um, you know, just committed to community. I recognize that and I just want to say that we appreciate them for their all their work they

047do within community. Um, I'm fortunate I'm in the audience and I have to make this decision that you I just wanted to share that. >> Yeah, thank you Kyle. I'll be honest that that didn't even cross my mind. So, thank you. That's definitely something we'll consider in the future. So, yeah, and to echo Kyle, you know, thank you both for coming and I think that we are lucky to have two very qualified community members that want to be a part of the district and see things move forward. Um, I think kind of my perspective, we're looking for somebody who's going to is going to fit on the board all of the big the big ideas, the big things that we're they're that we're pushing towards. Um, in my opinion, Bob brings a fresh perspective and

048a lot of outside experience to the board, which I think would be very valuable and just a lot of, you know, the trainings and the the experience that you have, I think would be good on the board and a good um, I guess a neutral, fresh viewpoint on the board. One thing I think that the board should consider just from a governance perspective and I mean no criticism to Zo but I think we you know have to address that she has two family members within the district and that would be a time where she would have to recuse herself from many conversations having to do with that staffing group. And I think that it's imperative as we're we're wanting to have a a five member board that everyone can participate in all the conversations. I

049think it's imperative that we're all able to participate and get the same information about everything. Um, just based on what I got out of the interviews and their applications, my opinion is that Bob would be the best fit on the board at this time. So, I would move to appoint him to the vacancy. >> I second it. The only thing that well the only thing I think of and this is nothing against Bob um is that Zo has been to all the meetings. She has been participating in our meetings. So she's kind of up on some of the stuff that's been going on and was on board nine years. Is that how long you're on? >> Zo. Um, and not that nothing against Bob because he hasn't been on the board, but um that would

050be my my only my only objective. >> What do you think, Delina? >> We're up here in the hot seats. >> I know. Um, it would be nice to have Bob on board because it is somebody new, but also at the same time, Zoe's been around for many years. Um, so I don't know. I It's kind of I would like to see a new face on board though. >> Kathy, do you have other thoughts? Um I have a concern about the communication. Um at one particular board meeting I had asked Zo to have a sit down with Emily and you Rita and um she agreed to do that but she didn't do it because she had some concerns and the cons concerns were around Emily. So, I thought they should have been addressed with Emily

051and you and that didn't happen. So, I am concerned about communication with our superintendent, any concerns we may have with her. And uh that's that's why I'm more open to a fresher perspective with Bob. >> Okay. Okay. Well, we have a motion and a second. >> Um, well, I think Delena wants I mean, I don't want to go against the grain. If we have three, then we >> formally vote. All those in favor of appointing Bob to the vacancy say I. >> I. >> Opposed. Congratulations, Bob. And so I I really appreciate you and all of your history and experience on the board and I do hope that you continue to be involved and I think that you will and continue to share with us any issues or concerns or ideas that you have. It

052is very valuable. So thank you. Congratulations. So, we will administer the oath of office and you'll come right to the hot seat. Bob, >> I'm sorry. >> We'll administer the oath of office and you'll come right to the hot seat. Is it okay? Do you prefer Robert or Bob? >> Uh, Bob's fine. >> Okay. Ready? >> I'm ready. >> Okay. Go ahead. Use your right hand and please repeat after me. I state your names. >> Hi, Robert Johnson. do solemnly swear >> do solemnly swear >> that I will support and defend the Constitution of the United States >> that I will support and defend the Constitution of the United States >> and Constitution of the State of California >> and the Constitution of the State of California >> against all enemies, foreign and domestic. >>

053against all enemies, foreign and domestic. >> That I bear true faith and allegiance to the Constitution of the United States >> that I bear true faith and allegiance to the Constitution of the United States >> and the Constitution of the State of California >> and the Constitution of the State of California. that I take this obligation freely without any mental reservation or purpose of evasion. >> that I take this obligation freely without any purpose >> mental reservation >> or purpose of evasion >> and that I will well and faithfully discharge >> that I will well and faithfully discharge >> the duties upon which I'm about to enter >> the duties about which I'm about to enter. >> Welcome to the board. >> Thank you. >> Good deal. >> I get to come sit with you.

054Oh, let me grab my paper. So, I look >> Well, welcome to the deep end, Bob. >> Thank you. >> Deep end. Does that >> No kidding around here. >> No life. >> Thank you. Okay, we will continue on with board organization item D, elect board president for the upcoming 26th year. I make a motion to or however to elect Rita as president. >> I'll second that. Uh motion by Kathy and second by Bob to nominate myself as president. All those in favor say I. >> I'm not going to vote. Got it. >> Okay. Item E, elect board clerk for the 26 year. So to serve um in the president's absence, take notes. Eye has not been made. I didn't hear you. I'm sorry. >> Oh, I had nominated Diana. >> I second. >> Nomination

055by Delena, second by Kathy to elect Diana as board clerk for the 26th year. All those in favor say I. >> I. >> No, she's not voting for herself. Okay. Um, next one. Also a very important one. setting date, time, and location of regular board meetings for next year. So, let's start with date and time. So, right now, it's been an anomaly the last couple months because of the holiday. We're on the fourth Tuesday of the month. Uh, normally five o'clock for closed session, six o'clock for open session. How does that work for your schedule? >> That does not work for my schedule. Well, we are >> Does the fourth Tuesday of the month work good for you as far as that? >> It does, but I can work with my >> When Okay. When

056aren't you available? >> So, I have meetings almost every Tuesday except for the second Tuesday. Um the second week I have meetings um Monday, Wednesday, Thursday. the if we want to keep it on the fourth week, uh Thursday would be a good day. I don't have any meetings that day. >> That's my county board meeting. >> I don't know. The fourth week is just feel really late to me. I know it's the same cycle, but >> was Yeah, second Tuesday. >> Second Tuesday. >> That work part >> second Tuesday. Any conflicts that you guys can think of? As do you have like bingo on second Tuesday? Anything good? Bingo would be funo. >> Okay, so second Tuesday. Uh, how about the time? So, I work till 5 and I get off at 5. I can

057make most meetings. I mean, if it's here in El Creek, I can probably make 5:35 earliest. Um, you know, for the close session. So, I mean, I could try to make it here by five, but wouldn't always work for me. So, six would be better and I could probably make it to here and or Stony Court, wherever the meeting is by then. I just have to go straight there. So >> if you had closed at 6 and open at seven, >> that would >> my bedtime >> ideal. I know. All right. It's past my bedtime, too. I'm getting older, so I go to bed pretty early. I try to >> energy drinks with dinner. >> Red Bulls all around. >> Is any opposition from Well, I know it's just it's an hour later for everybody,

058but it is we make it work. >> It is what it is. >> Okay. >> I appreciate you guys working with me. six closed, seven open. I mean, that works better for my I also work in town quite a bit and I have a pretty flexible schedule, but would especially if we choose to do stony board meetings still, it would be useful. So, okay. And then location of regular meetings. Um, historically we've alternated location sites, El Creek and Stony Ford that even though we don't have the school site open in Stony Ford, it's still part of our district. Um, are there thoughts? >> Yes, ma'am. >> Wait. Um, I've tried to log on to your YouTube for when they're out there and it hasn't worked. And so like a couple of them were different. They

059were like cut up. The one meeting was like three different videos and none of them had sound. >> It was an issue. And so, um, I can't I don't I I have transportation issues anyways. And so, um, I I do want to be a part of, you know, coming around and seeing what you guys are doing for our children and everything. And I just think that having them here, I mean, works best for me. I I think that that's um it's a way I don't there's no school in like the kids don't go to school there is that right like it's not open any of not open so how many people are is it is a a good turnout like like this has been >> it's like this >> it's been about the about the

060same as That's what I have to say. >> Yes. >> Yeah. Um, thank you for bearing with us with the live stream. It's totally new to us and so we're trying to work out the kings and we've had some random crazy stuff like a power outage in the middle of the meeting and all kinds of stuff. But we are live streaming right now and I tested it and it's we we have sound, we have visuals. So, I'm hoping that moving forward it'll be a smooth ride with the virtual streaming >> and that the internet and everything up there will still be able to handle it. >> Yes. Okay. >> Yes. >> Okay. >> Frank. >> Yeah. Just for your information, if you're going to have it in Indian Valley up there, the second Tuesday of

061each month is our board meeting for the Indian Valley Fire Department. So, there there will be a conflict in that. >> Okay. Not that we get a lot of crossover, but >> it is going on. So, >> what time is the um commissioner's meeting? >> We vary it between 6:00 and 7. We've been doing six o'clock lately. >> Okay. >> Kyle. >> Yeah. Just to kind of advocate for the communities on the north side of the district, it's it is a burden to try to go all the way to Stonyport. Um, and you know, especially in the winter time when we're traveling at in really dark uh in the dark, I think this is it. It's not necessarily the halfway point, but I think it's it's kind of a little bit easier because it is

062more of a job for people from the reservation to get up to Stony Court. The other issue I think that with Stony Quarter is the facility. Uh, we can be crammed in there. Um, and then also the restroom facilities are kind of just that one little spot. So, I think this is a really great if you have enough space in here to meet um and the facilities are adequate for everybody. And I do like that it's halfway for uh the tribal community to make it up to participate when it's available. So, I like it being here at the district or here at Health Creek because it is a little bit more accessible for all the community to kind of conjoin, especially if you're thinking about uh families that might be coming from Chrome. if we're

063considering families from outside of the district, if we're coming into Willows, Orland, I think it's a little bit easier accessible uh here in this area. So, um I do like the the cafeteria as a spot to thoughts from the board. >> I agree with Kyle. It is it is quite a ways even for you >> in the night too. >> It's not that far from me though. >> And I think that I would like to see I've seen at other board meeting meetings you know at some point in the future we can involve more updates from staff uh families you know I know other districts do you know they do special student recognition and stuff at the board meetings. So, I think if we had it at a consistent location that all the families are

064familiar with, I think, you know, especially new families coming into our district, they don't know anything about Indian Valley. They're not going to be as open to traveling there at night for a meeting. The only suggestion I can make is that um I mean we may get some push back from some of the folks in Stonyport, but I agree with Kyle. This is a perfect setting. This is a thousand times better than library. A million times better than the a room. >> Yeah. Doesn't sound like a jet taking off. >> But we need more comfortable chairs. >> Yeah. I need a booster chair. I feel like I feel like the tables were here but I >> mean I hate to see it not being held in Stonyport because we do get some What are your

065thoughts? So >> what are your thoughts? >> I I hate not having them because I do you know it still is a part of the school district. >> So I hate not having it. I shouldn't say hate. I don't know. But anyway, I I like having them there because it's a visual for people as well as, you know, this part of the school district. But I absolutely understand everybody else. Yeah. What do we have? Six folks here from Grindstone, which is more than we normally have in Stonyport. So that's great. And Aston, I want to say really good job of your post on Facebook telling people if you need a ride. That's really good. So, um I hate to do it, but I'm fine with having them here to accommodate our new board member who

066works in Willows and Dusty who drives from one end of the county to the other. Is that a motion? >> Yeah, I'll make a motion to have him here in the cafeteria. >> I'll second. >> All right. Motion by Diana, second by Bob to I guess all the things. Second. Tuesday 6:00 p. p.m. close, 700 p.m. open session. Um, located here in El Creek at the cafeter. >> All those in favor say I. >> I. I opposed. Motion carries. >> And can I just thank you for having it here because that was one of the things I brought up. >> Yes, I agree. Even though I feel like we're really far away. >> I know. I was just probably have the audience a little closer. >> Fantastic. >> Yeah, it's easy to hear everybody. You

067can see everybody. I agree. >> Okay, now I got that. Item 10, student report. Madame student. pretend. Yes, the clear podium is extra clear today. >> Um, state officer visit. Last week on December 3rd, we have a state we had a state officer visit for FFA. We had two FFA state officers visit. Noah and Sophia. Noah was the vice president and Sophia was the sentinel. They held I think four four or five workshops throughout the day. and they were held in Miss Frell's class. So as each period was the student she had uh she had a workshop going on in there and I think it encouraged a lot of people to want to go to state conference and possibly even become a state officer. So volleyball tournament was postponed to January. I don't know exactly

068when yet. We have to figure out a date. We have a meeting tomorrow for FFA. So we're hoping we can figure that out. with the meeting. Tomorrow, we will also be having um for our activities, we're gonna have snacks and watch a Christmas movie and color Christmas uh p Christmas colored pages for the old folks home as community service. Um CRC veg crop judging was yesterday, December 8th. We had our 11th grade and 12th grade class uh compete in the veg crop judging. And I don't exactly know how we did yet, but we'll find out soon. >> That's cool. >> Again, first basketball game to start off the season was tonight and they traveled quite a long ways all the way to Herong. >> Have you heard update how they do? >> No. Um I

069looked on Max Preps to see how they did do. Um, the game's not put into Max Crips because I don't think it's league yet. It's just like a pre-season game. So, that that one's not put in, but the first home game is Friday. So, everyone does like seeing the board members there and it's really nice. Um, 11th senior project night will be happening. the seniors um the beginning of senior year they have to figure out a job that they're going to job shadow and create presentation and show it to judges. I know Dusty's one of the judges and I Rita you are and Tim Street and they'll judge uh the presentations and that's one of the forget what it's called to in order to graduate you have to complete that. Um ASB will be having

070a movie night movie day December 17th. Um, the high school will be going to Chico to go see a movie, Zootopia, too, and everyone's looking forward to that. And then middle school basketball game December 12th. That's the kickoff of their first season this year. So, >> thank you. Thank you. Thank you. uh GPAC >> Kyle's kind of in >> I don't know. Can you remind me who reported on the heritage month? >> I don't believe so. >> Okay. >> We might have to just briefly. >> Okay. We were trying to figure it out back there. Um well firstly um for we clinical wellness works closely with GPA. So that's why we're kind of showing up here. Um we just wanted to say that uh the Native American Heritage Month event that was held on November

07112th was a really good turnout. Um really good. Um our organization got to come back and work with the students uh in rotation with uh elementary students in the morning, um high school students in the afternoon, and then we even had a small group of leaders from Hamilton City came out and we thank uh Emily and ask for helping coordinate that and getting them out here. It's been a uh really good to have students from other school districts to kind of see the work that we're all doing here in the at this district and encouraging maybe other districts to follow um some of the models that we're establishing here. And and I want to also acknowledge um some of the board members that made it out to the community event. Um I think it's just

072really important um for you all to show up in those spaces. Um especially in the tribal community, we recognize that um and it's really good way to build those relationships. So just encouraging more of that. Um especially for the for the new board member just to um look at ways to invest more of the um opportunities to engage with travel communities and uh get to learn a little bit more because it is important in the decision-m process to um you know we always advocate to uh look through policies. Um also putting on a cultural lens from the travel community because uh we are very unique in the way that we um our students um have unique experiences coming from home in their community. um both strengths and challenges and it's important to kind of um

073you know look through that perspective when you're making important decisions that will impact not only the native all students here but also the native community students. So, we appreciate that um and look forward to more in the future. Um and also maybe revisiting the cultural awareness training for the school district um the board and also um just a gentle thing to um you know remind the board is maybe whenever new organizations I know that we're going to be considering new organizations coming into the district to also encourage them to get some form of training uh so that you know when they work with our students they um know a little bit more about the students that they're working with the families um and so that they could uh ensure that we're u not harming ing

074our students when we're working with them, you know, in the work that we do. So, um, we just appreciate all the work that we're doing together. Um, and it's a really good turnout and it was really neat to see community come and show up and ask and cooked Indian tacos again this year. >> over 100 and so it was really good and dancers came and got to share and so it was a really good turnout. And then just some upcoming events for GPAC and it's the college and career day here on December 11th from the vendors are coming in at 8 to be ready to set up before 8:30 and then our students will be transitioning in three groups and then GPAT's providing like snacks and breakfast stuff for the vendors that are coming in,

075coffee, things like that. And then we have our GPA family family literacy night on January 22nd from 5:00 p p.m. to 7:00 p.m. here. So, um, last year was our first event and it, um, it turned out really good, but our timing was kind of off because a lot of people are transitioning to a new sport of baseball and softball. So, we didn't really get like a bunch of kids, but the community we did reach was good because it was like different different diverse. That was good. And then it had Native American um authors. So Heidi set up each table and it had like a big old book and then they had a storytelling. We had a parent come and read and then each child got to take a book home after dinner. So we

076served pizza and um some drinks. And then we have a cultural class on December 22nd and then January through April are to be announced right now. So, we have somebody coming from Chico State or um B College to come in and teach those cultural classes like beading. Um they do lanyards, earrings, different things. So, just some events that are coming up. >> Will those be here at the school or out at Grindstone? >> Um cultural classes are usually there in grindstone. Um it's usually during the break or when we can kind of get but everybody's invited like they're attending the school, they can go up there. So, >> Okay. >> All right. And then one last thing is um we are hiring new staff out here in the valley. So um we are looking forward

077to bringing them up on Thursday to be at the college and career day. Um but also to do introduction to Emily and then also look at um the planning of getting us out here has been kind of slow. Um but we're slowly building our capacity and we have one new staff member that's committed to this area. So we're looking to bring them into school districts a little more and then we are looking to hire we received a large grant that begins in January. So we'll be hiring two additional staff members from uh one will for sure come from the grindstone community and then the other one will be obviously from this area as well. So we're looking forward to bringing those staff members to be more here in the district to support our efforts as

078well. So >> and also we have our vice chairman Darren Burroughs present at this meeting tonight. So trying to get them involved in different times. All right, board members. >> Nothing. >> Gosh. Well, I attended um GCE put on a a leadership type of speaker last week that I attended with Emily. Um Miss Frell also attended and Mr. And um he was a gentleman that really specialized in unleashing well his his phrase is unleashing passion, purpose, and performance in younger generations. And I kind of thought I was a younger generation until I went to this meeting and then I thought, "Oh, okay. They're talking about my kids." So, it was super informative even just for me like thinking about how how I process things and my motivation to do things versus my kids and what

079feels like is they're being lazy. They just have different different ways to need to be motivated. So, I thought that was really informative. It makes me glad. Uh I'm not a teacher, especially high school teacher. Um but I pick up the book that he had. I haven't got to read it yet, but I'll maybe I'll leave it in the office in case anyone else wants to look at or off wants it as a resource. That's all I have. CBO, >> I'll keep it pretty short for one of my voice holds up. I apologize for being a bit under the weather. So, I'd neglected to mention last month that uh we actually completed the tax return for the IRA tax credit for the solar project. And so we worked with Jones Hall and Nova Gratic. And

080so the return on that, it's actually, it's funny because it's a federal tax return. We don't pay federal taxes, but that's how you get the credit. And it's actually going to be $278,688, but a portion of that is going to be going to Jones Hall and Novagratic. Novagratic. Um, they help us out. It's about $11,000 that goes to Democratic and about $35,000 that goes to Jones Hall for helping that. So, in the end, the net though is still going to be $232,688, which is fantastic. >> Is that general budget money, >> right? So, that's a good question, right? So, it does come back as being unrestricted funds. So, it's really up to the district to make a decision. They want to use that to help offset some of the cost because we were hoping that

081it would offset more of PG& cost than it has. But as those costs continue to rise, that changes it seems like every day. Um, but along with that, the timing of when we receive that payment, it could be that payment from the IRS, but it is it's guaranteed to come. It's just the timing of it. And we don't have to pay those that 35,000 11,000 does not get paid until we actually receive that check. >> Is that in our budget already? >> That is not in the budget. No. >> Not yet. >> Okay. >> That's all I got for you. >> And I saw an email just on the way here something about the secure rules. >> Oh yeah. You want to Yeah. Up to the up to the minute news. Yes. So SRS funds

082uh they were approved um in the Senate and so uh that means that um that it's going to be restored. You're going to have the three-year uh guarantee of funding again. It's going back to last year too. So remember the money that we lost as well from the forest reserve funding that we normally received the district and it's the largest amount in the actual county that this district received. So that's great because we're talking over $60,000 just for last year. So, >> oh, just for last year. >> Just for last year. >> So, it's approximately that amount every year. It varies quite a bit, especially if it's not reenacted, but it did. So, um the timing of that, of course. Well, we we'll see when that actually comes through because the president still needs to

083sign off on it, but um he's the one that pushed that through. It's a big beautiful bill to begin with. So, I was thinking that shouldn't be an issue. So, on the federal level, we're looking pretty good. Not something you can normally say at this point. So, Sure. It'll take a while to get things get all the wheels turn on again. >> Okay. Any questions? >> No. Okay. Thank you, superintendent, principal. >> Okay. So, this time of year is really fun and really exhausting. We have a lot of activities going on as you heard from our student representative. Plus, it's just, you know, holly jolly around here. And our students and teachers are working um constantly on preparing for the Christmas program and all the Christmas festivities that happen next week already. Is it next

084week? When is this next week? Isn't that crazy? Time flies. >> There's a lot of recorder playing. >> I'm sorry. >> Tune them or something. >> You can't tune recorders, but it is a right of passage for sure. So, some um enrollment numbers for you. Currently at ECE, we stand at 35 students enrolled. At ECHS, we have 24 students enrolled. Our district total is 59. Our attendance has dipped a little bit. Whatever this bug that's going around, it's going around and it's taken out whole families at a time for several days and it's just it's pretty nasty. So, I think that's kind of where we're seeing the difference. At ECE, their current attendance percentage is 93%. ECHS is 94.1%. So, our district average is at 93.5%. So, we're hoping we get through this holiday germs

085and uh start fresh in the new year and hopefully it's not a super wet winter, so those germs go away quickly. >> But that's still what where do you think we're at this past year? Still a huge increase, isn't it? >> Yeah, it' be in the low 90s, upper 80s. >> Yeah. So, still a major increase. And so, parents, I always want to give my shout out to my parents. Parents, thank you so much for getting your kids to school. It means a lot, not just in the attendance for our district, but also because then they're not missing out on the valuable things that are happening in the classes. The teachers are working really hard with the kiddos. And, um, in case you haven't heard, we have a TOSA, a teacher on special assignment at

086the elementary school, Mrs. Close. She's amazing. and she's working with individual students and small group students on um exactly what your individual student needs. So, we're seeing major gains too in some of our I Ready data that we're collecting. It's good stuff. So, but we need the kids to be here. Also, huge shout out to our families. We're making daily phone calls. The office staff makes daily phone calls to any family whose student is absent. If you're a parent here, you probably gotten a phone call. But what's amazing about that is most of the time the parents respond with if the kids just kind of home, okay, I'm getting them in the car right now and they bring them in. Even if it's late, they're there at school. And so I really appreciate all the

087parents effort. There's no way we could do it without you. So thank you for that. So yeah, we're seeing a a huge a huge benefit to our kids being here at school. So good stuff. Every bit of attendance matters. >> Um and then events and activities. You've got some listed there in your agenda. Thursday's a big day. We have college and career day. This is an event that the district partners with GPAC. Thank you, GPAC. They work really hard to get all of the different college and career people and technical school people to come in and set up tables in the gym. The kids come in by grade level because we take even our TKers, we want to expose them to their college and career opportunities. And so the kids will come through by group

088grade level to visit. Community is also welcome to come in. So please come in, say hi, see what's going on. It's a really fun day. And at the end there's Nick Lemonade. So if you love lemonade, you definitely don't want to miss that. So thank you GPAC again. It's a great event. We look forward to it every year. Saturday, a shout out for the Elk Creek Christmas Parade is happening. I think we have maybe a float in the parade. So, if you're interested in Christmas lights, who's not? Make sure you attend that in Elk Creek. Next week, our high schoolers, as you heard, will be attending a movie field trip. They're really excited about Zootopia, too. Who knows? What's happening? And um another big event next Thursday, December 18th, 6 p.m. Don't miss it. Our

089Christmas program, it's always a hint. There's going to be cookies from Rocket Bread. So, you don't want to miss those cookies. They're the best ever. And I'm going to give you a sneak peek this year's theme, winter wonderland. So, it's going to be cute. You can't miss it. I hear there's teaers with snow. Yes, we have to have that. And and really, the most exciting part of the evening is a special guest come comes. And I hear hear that Santa's going to come all the way from the North Pole driven in a fire truck thanks to El Creek Volunteer Department. So, shout out to them for that. Um, it's a fun night. You really, you don't want to miss it. Everyone's super happy. It's just it's good stuff. Um, and then we rest. Christmas breaks

090December 22nd through January 2nd. School resumes Monday, January 5th. Um, that's all the good stuff. Now, here's the kind of stuff. California Healthy Kids Survey. This is boring, but it really helps me. It helps the district gather information that we need to know how we're doing as a school district um as far as culture and safety and all of those kinds of things. So, the California Healthy Kids survey will be administered on January 6th. Parents can find more information on Parents Square. We put up a post last week about it or in the letter that was sent home last week. We also sent home a paper letter with all of the students. I highly encourage the parents to review the survey. There are some questions on there you may want to take a look at.

091I like transparency. I want my parents to understand what's going on. You can visit our district website, click on the California Healthy Kids Survey link, and you can look at those surveys there before your students take them. Um, for it's for grades five through 12. Grades five through six require active consent, which means I sent home a permission slip. I have to get that permission slip back in order for fifth and sixth graders to participate. Grades 7 through 12 is passive consent, which means all students will take it unless you call the district office and opt them out. So, I just for transparency sake, it's all there. It's on that letter as well. Um, another important piece of this parent surveys. There's a California healthy kids survey for parents. Those are linked on Parisware or

092on our website. Please, please, please parents go in there, click your child's school, take the survey. It doesn't take very long, but it's really good data for us to have. I think last year we had two parents fill out. So this year I'd like to see like I don't know 10 15 maybe 20. That would be really great and it's really helpful feedback for me so I know how you're feeling about where we're going what we've been doing and what kind of changes we need to make for the future. >> Does the data stay here or it's a state survey so it gets aggregated somewhere? >> Is aggregated somewhere and then it's brought back to us but it is anonymous. >> Yeah. it doesn't collect your personal information. And then we also use this data

093to guide us on our LCAP and all the state reporting stuff. Yeah, that's a good question. Okay, that's what I have. Okay, any questions? >> Okay, item 11, old business, Indian Valley update. So the there was a question at the last board meeting just a status update of the facilities and fixes and so forth for Indian Valley. >> Yeah. So Indian Valley update is that we're still in a holding pattern. Um as you can imagine any sort of facility updates cost money and I'm talking a lot of money. Um just because when it comes to the state and following their rules and regulations things get expensive really fast. So there is Prop 2 money um and a percentage of that Prop 2 money has been earmarked for small school districts. We are still part of

094the Sassy grant program which provides support for us to fill out the Prop 2 pieces to try to access that money. The first step, however, is the five-year facility master plan that is required by Prop 2. And I am in the first stages of writing a five-year facility master plan. I never thought I would say that in my career, but I am learning how to do it. So, um, I'm in the first stages where I'm I'm gathering all the information that we need. um that has to do with the history of our district, the history of our facilities, where our facilities stand, and what our budget is like historically and now and looking forward. So, I'm gathering all that information so that I can begin the process of writing a five-year facility master plan. >>

095So, we had refresh, correct me if I'm wrong, there was someone that was going to help do that plan, right? But we can't use >> help with Sassy Grant. >> You're right. You're thinking back to the wonderful people at Vanpel Construction Services. >> Yes. >> Uh that will they were willing to do approximately $200,000 worth of proono work for us, >> right? >> They're still willing to help, but they can't help at these initial stages because of the sassy grant program >> because that will kick us out. So, I have to do so. >> I have to do the first initial steps of getting the five-year master plan. I have to apply for the Prop 2 funding and then they can come in and and start offering their services. >> Okay. >> Yes, it is

096a process. >> What kind of a rough timeline do you think? I mean, feels like a big thing. >> February maybe. I'm hoping I'm sure I'll hit hiccups and road bumps because I've never written a facility master plan before, but I'm going to do it. Okay. That's the update. >> Any public comments? >> I know it feels very agonizingly slow. >> Agree. >> Can you get a master plan from another district and that can help write? >> No, it's totally um specific to your district, your history, your specific building. Is there a a format you have to use? >> Yes. Yep. They have an approved format that has to be used. >> All right. Item B, website. >> Oh, sorry. >> Is there a tribal element to that master plan? >> There's going to be.

097>> Okay. >> And you're going to know it. >> So, yeah, I'll reach out to you and let's see what we can do. Okay. >> I don't know that there is. You're right that there should be So, let's figure it out together. >> Uh, okay. Old business item B, the website. We've been talking about the website for a couple months and we just hadn't had time to really review what Emily had sent out. Um, I do want to say I know you've worked a lot on our current website and it I really like it. It's really it's up to date and it looks it looks much more user friendly than it was. So, I guess I mean now that you've kind of revamped our whole website, what is your thoughts still on a new website?

098Are you happy with kind of where we are now? And is it usable or do you still think that a different website would be better? >> Well, considering the time that it takes to do those updates with our current system, I would still recommend moving forward with um smart sites through Parent Square just because we're really starting to rely on Parent Square a lot. the feedback from our families has been overwhelmingly positive and so to have something that syncs with the parent square that we're using I think just makes sense. >> I looked at quite a few of the sites that you sent for the link to those sites and they all look they're all very different a lot of lot of customization. I was overwhelmed but that's not my thing. So um so again

099we have a quote here in the packet the first year with the setup content migration onboarding which I assume is staff training of how to do it um 6250 and it's roughly in the middle and then I believe that the next part down would then be is that like the yearly maintenance fee is so then 3,000 annual cost after that to maintain it. So, so 6250 to get it all set up and then we pay 3,000 a year. >> Yes. >> What I know you answered this before, but what is our current one cost? >> It's like 950 a year. >> So, it's quite a bit more expensive. >> But didn't you say that parent square and this talks to each other? I mean, it's kind of all in one spot. >> Yeah. Post it

100once and it goes. >> Yeah. And would this help? I know we talked about we made a lot of progress this year, but getting more enrollment forms and all the paperwork online instead of paper forms. So, would this help? I mean, because I like the app, but I can only do so much on my phone. I would think logging into a site and putting it in would be much easier for folks to do. >> Absolutely. And this also is part of the air system, so it syncs with our our online areas. As you know, as a parent, we're trying to get our parents and students onto Aries so they can keep track of their grades on their own and not have to ask their teachers. it all meshes together >> and right now we wouldn't

101be able to do that or it would only be through app. >> Yeah, >> I think that's good. We're trying to get our parents more involved in what our kids are doing. >> So, everything is going to be on that website. everything like parents that have issue with staff or something, they're going to be able to utilize that website to go and do phase one, phase two, however that is. >> You mean like if there was a complaint? >> Yeah. >> Let's just get right down to it. >> Well, yeah. I mean >> I mean I I haven't thought about that, but I don't see why not. at least for us because there's a lot of things I mean as a parent but also trying to help somebody else that don't know what they're doing

102to just go to that website or to the app because I was just telling my aunt I said the parents wear is good like if we have to do something else we're just learning this and we have direct contact with each uh the principal to the to Jill to >> the teacher so we're not waiting for that phone call like when your child's not, you know, being paid, you can you can tend to it right then and there. >> But also having access to that like where parents can just get on that and not have to go to the district office and print it out like 40 pages, you know, you can do it right then and there. >> I think so. I mean, it's kind of clunky how we get to all of our

103policies now. Now, I don't know if there's a way to streamline that because that's a whole different website, but you know, some of the forms that we could pull out and put on there as you know, here's a hit list of all the things to download if they were filmable and you could submit them right from there. >> This is the second, >> I think. So, there's another >> Oh, sorry. I'm not looking. Yes, K. >> I I appreciate your guys' fiscal, you know, u making sure that you guys are being fiscally responsible. Um I really do think that if if it talks with parent square, I think that's a huge uh asset district. Um and I would also yeah reach out to see if they can digitize those forms as a part of because

104I know doing that can be time consuming. So, if you can hand that over to if that's a part of their meeting or if you need a quote for that, like what would it cost to include them digit digitizing all of our forms that we currently have uh so that it is easier for parents um especially those that um I know like a lot of parents on Brandstone don't actually have computers. They might be doing their mobile devices. So ensuring that those things are um kind of structured to be uh used on mobile devices as well, not just the desktop computer or laptop. Um because I think that would be very helpful. Um but I do agree. I really like Parent Square. Like even as a community organization, we're able to uh see what's happening

105in the district because of Parent Square. And I think we're slowly starting to outreach to the tribal community on how to actually use it. Um so I think um the more integration of it is is a a very positive thing. >> Yeah, that makes me think I wonder kind of a different line. Could we have you know maybe once we got this up and going, you know, have a couple of nights where Emily or someone came out, you know, like to the grind to the tribal office um to help people set it up on their phones or to help them find, you know, because there's going to be a million in one things on there. You know, where do I find my kids? Great. where how do I connect to the teacher? Do you think

106that would be helpful? Or or we could train you guys and you could be the ones to do that. But just to make sure that quick >> or even just at our community events because we still have parents in the group that don't have parents where >> Oh, to just have a table to >> I think it would like at our like >> have enough Hey, if you don't have access, I think it'd be helpful. >> Yeah, that's a great idea. >> Uh, I'll make a motion that we approve moving forward with the new website for the Aries platform. >> I'll second it. >> A motion by Rita, second by Delina to move forward with the new website. All those in favor say I. I >> do you need any other guidance from us? It's

107all you already have it back down. >> Okay, perfect. >> All right. Uh we will move into new business. Um maybe we could take a five minute break while we're getting set up for the presentation. >> My foot needs a chair. >> Yeah, in front of you. Thank you. be sitting on these middle chairs. >> Stretch. >> You want it right here, Rita? This one. I got >> started. It certainly doesn't come in like midnight. you know, I had a long Hi, >> how are you? >> Thank you. I appreciate it. Everyone is getting the same pressure. I knew that. I don't understand I don't know who you guys are. >> I don't know how many years Christmas tree. Oh, it's >> No, you want to switch sides just here. No, it's not. >> Do

108whatever you want. >> No, I think that'll >> do. He's playing the role of the clicker. >> Oh, okay. We will get started again because I realize that we all missed the NFR tonight. I apologize for that. >> You're watching. Um, so new business item a town hall meeting. So the district has been presented an opportunity to host the Osprey program which is a program through GCE and um the Selba department of which I will butcher saying anything else. So I'm going to hand it over to GCOE. So we're going to have a uh this first part is going to be a town hall style. So question answer discussion so that we can get everyone's questions answered and then if we were to take any action that'll be separate from this conversation. So please take

109it away. >> Right. Um thank you for allowing us to present tonight. I'm going to talk about both the crowd since this is a town hall portion. Um so I'm Ryan Vance superintendent of schools. Um we at the county are the provider uh for the regional programs and we have um nine regional programs uh variety of campuses all the districts within our county are part of the SLPA. Um, and so one of our hosts, uh, a year ago, um, notified us that they would no longer like to be the host of the Osprey program. And the Osprey program is TK8. Um, and Jackie is going to get in to exactly a little bit of that in just a second. Uh, this is our Jackie and Dusty from GCE. Um, and so we're going to go

110through the presentations, but like as Rita said, if you have questions, please um please ask us. Uh, throughout the SULPA, it's every superintendent holds a seat on the SULPA. Um, and so as a group, we're here to support um the regional students, which are the highest need students in our county. So, >> okay. So, I'm Jackie Compost and I'm the self director and that's just another way of saying in charge of special ed for the county. So, it's an accident. Um, and so I've been with PCOE for 18 years and um I am really excited to kind of present this opportunity to this community and um we did a study session last week and I just left there feeling like my heart full and that there are people out there who really care about kids.

111Um, and so the Osprey program is a tier three program. It's for students who have um, intense behavioral and emotional needs. And so there are kiddos who have really tried hard in their current district and they haven't been able to be successful for a variety of reasons. And so then they're referred to this program and this program has um, a lot of really enhanced services. So, we have um a teacher, we have instructional aids, we also have a mental health clinician who's there daily. Um and then we also have a school psychologist that's involved and then we have a program specialist, but it's his own principal for the program. Um and then we also have behavior support specialists that come in and then we have other services as needed. Sometimes students need occupational therapists and

112things like that. So we currently have six kiddos and um all of those people are there um supporting them. So our mission and we have permission for these um pictures is to um provide our most needy students with the most comprehensive services so that they can be successful and that they can grow. And um you know the thing about our kiddos in Osprey is that these are kids who are going to get diplomas. Yes, they have special education services, but these are children who are going to go out in the community. They're going to get jobs. they're going to get a diploma. Some are going to go to college. Um some of our students um end up going to the Eagle program at Willows High School. Currently, we have two that are on the football

113team. So, these are kids who are capable with the right supports. And so, we are looking for somewhere that can support these kids. Um, our vision is to partner with a district um who would be welcoming in a community who would be open to our students with um compassionate teachers and um a community that is understanding where they can thrive and be supported and be accepted and find belonging. Um these are just to kind of give you so you can see like the real people who support the program. So um Tom Cox is the program specialist. Next to that is Amanda Cono. She's the school psychologist. Um then Britney Troutton, she's um the mental health clinician. There's another clinician that serves the school, um Jasmine Buck. So this would be in addition to that, so

114it doesn't pull any services from your students. Um and then we also have a behavior support specialist, that's Andrea Santos, and and then um Ashley Nuse is also behavior person. So these are the folks that are supporting um Osprey. So these would be faces you would see if this was approved. Um, why Stony Creek? I can keep going. >> Okay. Well, when we originally did this, Dusty had a voice. So, um, uh, it's a basically within our county, we have there's two districts that we feel are kind of eligible to have TKA campuses um, in one site, one being Hamilton, one being Stony. And um we we think that you guys have a a great setting here with the campus uh with administration and board um and the small small we guys have small class

115sizes. And so with if if these students if the board was to to approve this tonight, um it'd be an opportunity to add resources to this campus at no cost. So, additional uh when students go into a mainstream classroom, which they will for part of the day, um someone's going to go in there and so that that someone that pair professional or one of our staff members is not only going to help the student they're in there with, they're going to help all students. Um, and so for example, it might not just be one student that they go in. It might be two or three students that they go into a classroom with, but it's like, like I said, it's like adding another pair professional to that whole classroom. So the uh benefit I know

116we just added a new board member brought in and as uh the interview there's was that financial responsibility of the board to make sure that any decision you make is going to have some benefit to the school and and there is going to be uh some some incentive there. So the funding looks like past the first slide. Um the Glen County SULA provides a regional host credit. So the regional host credit is a certain is an amount that's been determined by the SULA committee who that governs the the operations within Glen County. And it it helps pay for certain costs such as um as Mr. Ben's already brought out that'll pay for personnel that will be in the in the site uh in the classroom um as well as any other needs that might be

117um presented for facilities and such repairs that sort of thing. Um, as Dustin also had shown here, LEA's also received 9,500 last year for copies, utilities, and custodian service on the campus in 24 2425 and 9,637 is the amount that will be received in 2526. So that would be the amount coming into Stony Creek. and the LEAs or districts that host regional problem programs also receive compensation for students being included in general education. So that means that even though those students are coming here, they the uh ADA because I believe Emily you mentioned from this pandem there's 59 students. >> Yes. >> Okay. So 59 students, but you're getting ADA for each of those students. Those students are assigned to different districts in Glen County, but when they're here and they're spending time in gen

118ed or general ed classrooms and not just the Osprey classroom that allows uh Elk Creek or Scony Creek, whichever site they're at, but the district itself to receive a portion of that 88 back into El Creek. So I think we have seven or eight students in six. Six >> one of Gota. So they wouldn't be spending 100% of their time. That six of that 59 is a fairly large percentage when you look at the 88 that would be coming back to the Eastern Creek District as a result of this. So in 2425 just as an example, Willows Unifi received 53,000 back 53,191 and Plaza which is another district that has a regional program. They receive re received 67,690. That was just for the students that were being served on their side but were uh their

119their assigned district was another another location and things like that. So those are fairly nice to have in your back pocket >> and Ares Stanfield is our um senior fiscal specialist and he uh is the person special department who does all the numbers. >> I should have started with that. I apologize. Thank you. >> J can you walk through I know when we had our meeting last week. Can you walk through kind of a typical day and how those kids would be separate on campus and then when and how they would push into the classrooms? >> Sure. Yes. I um worked with Miss Pendell to identify a classroom down at El Creek High School that's right by the um the little road path that goes up um and it's in the A building and then

120right next to it is like a little like office and there's like a glass thing there and we're thinking we'd block off the glass but then the students can go into the classroom to do their therapy and individual things and then they have their classroom right next door and then um typically the class starts with meeting so we do a check-in how's everybody body doing? You know, how was last night? Did anybody have a rough night with their family or they're feeling grumpy or whatever? And they kind of do that. They do some skill building. They talk about, you know, social skills and coping skills and things like that. And then typically then they would um in my imagination cruise on up the hill and then they'd be pushing into these classes for English, for

121math, for um any kind of fun activities. and then they will be supported by a staff member from the Osprey program when they do this integration. And so that's kind of what it looks like. And when a student is having a rough day, they might spend their whole day in the Osprey classroom getting support and just kind of getting through the day and coping. And then other days they might be out, you know, four days in a row with, you know, no with just a, you know, a support in the class. So, if one of the Osprey staff is in, let's say, this the um second grade class, they could, you know, if the students doing okay, they could be helping other kids. They could be helping the teacher with something and they could be

122providing those supports. And so, that's that's kind of how a typical day would go. It would want we would want to mirror whatever they're doing at El Creek Elementary School and making sure that our students are participating to the greatest extent possible. Does that answer your question? >> Yeah. I think one of the things you'd said when we had our meeting also is that um Osprey staff would be working collaborating with the teachers up here to make sure that they're not bringing other work in. The kids are going to come in and do what's being done in the classroom with the general ed kids. >> Yes. >> So, yeah. Thank you. >> Because we want them to earn that diploma, right? Go out in the community and be successful. Yes, ma'am. So is there any

123type of program before this happens if it does happen for the kids who are here to get an understanding of what's happening so they can be more welcoming to these children and not just all of a sudden have this program here and maybe some kind of encouraging things for them to learn how to be kind and gracious and patient. >> Yeah. >> With this is there what are the plans for getting the students who are already here prepared? >> I think that's a really good question. Um, and something that I think it would be important for us to meet with the staff and the students and do some disability awareness and a little bit of like especially understanding invisible disabilities because I think people are really compassionate when they see someone with a physical disability.

124But when it's a student who has something going on, you know, um, with the way they process information or the way they learn, it's really hard for people to understand that. And so I think it would be important to do some some awareness activities and age appropriate. You know, obviously what we would do with the littles would be different than the middle school activities, but I think that's a really great idea and something that we should do for staff and students. >> Yeah. I'd hate to have these six children come in and just be because you know how kids. We all know how kids can be, right? We don't want our kids to be that way. We want our community to be welcoming. >> Yes. So >> well and they would start the beginning of

125the school year alto together too which would it it wouldn't be until next year >> right that >> so so for clarification we're talking about 26 27 school >> and I'll let Emily speak to that too because that was a concern that we had as the board well we mainly thinking of the teachers like what are the teachers here going to think I know Emily had talked to the teacher so I'll let you share >> yeah so I had a meeting with our teachers and I kind of had a feel in on what they were going to say but I I've got to say we have the most loving, wonderful group of teachers in this district. I met with them and I pitched this idea because I wanted to see how would they feel, what

126would it be like for them and bringing new kids into the classroom and new adults, new faces and and our teachers are just wonderful. They said, "Of course, of course we want these kids. Of course we want to help these kids." And I love that you brought up training for students, but also for staff, too, because my teacher said the same thing. They would like preemptively this spring before these students join us in the fall to have more staff training so that they can make sure they're prepared to be the be their best selves to serve these students and also to bring in some sort of training for the students as well um about disability awareness and things like that. So, I love the way you're thinking. Um, my teachers are totally on board and

127they're excited for this potential opportunity to add more kids to their classroom and be able to make an even bigger difference than they were already making. >> And I think to Kyle's point, too, I think I hadn't even thought of that. be critical to have this new staff that's going to come up do some cultural awareness training because even though I don't think any of the current participants are native students, those staff are going to be working with native students when they come into the class to have it be as seamless integration as possible. It would also maybe be nice to have the students maybe learn something about the Native American population too so that they can be also more ready to receive and meet other students. I would love that >> if someone's willing

128to come with us. >> So the offspr it's a new program. What about this kids that are current are currently on IEPs, right? Are they considered to be eligible for this offspray program that you guys are bringing in? And then >> and and then another question on top of that is >> is there going to be more staff coming in because >> I I work with the behavioral health and they're they're stretched. And so that's and and I've seen a couple faces on there that I work with. And so is it going to be more stress for them to do that or you guys hiring more pair of whatever professionals coming in? >> This program already exists at W at Littles Intermediate School. It's already staffed. >> Okay. >> So we're just moving. We're just

129changing that business. We're going from W to join. So staffing >> it's going to double the >> Yeah. So st so in terms of it's not going to affect any of the staffing and the mild mod. You are correct. IEPS can be from very mild uh disability to more extreme and that's why these are the tier three. So that's the the spectrum we're looking at. Okay. >> And um so a student that's on what we would consider a general IEP like for speech or or a or a minor learning disability. That's not going to we're not going to take any resources from there and go over here. This is a a program, like I said, just the easiest way to think about it is change. We're going from Willows to Delare. >> Another thing, so

130I know we've talked a lot about more resources in the classroom to serve our students here. So, one of the reasons I love this opportunity is because what we see up here is that we struggle to get the resources we need, right? I have a student that needs something. I call down to behavioral health. I need help now. Sorry, we don't have anybody to send up there to you. By having Osprey on our campus, we have more specialized adults on campus that not only will work with the Osprey kids, but are also here and available. >> Should we have some isn't that correct that staff here? >> Yes, they'll be staffed here. And um they're GOE employees, so that's great. >> And when they push in to the general ed classroom, when they go into

131Mrs. Vot's classroom, that's just more adults in the classroom. We're not taking away from the adults we currently have. We're adding and the Osprey staff will not only work with the Osprey kids, but we'll work with our students, too. >> Yeah. So, it's providing more resources at no cost to us. And in fact, it's bringing revenue into our district, which we don't always like to talk about revenue, but we have to have money to keep the lights on and pay staff and everything. And we're looking at quite a bit of revenue. Dusty, can you go back to that revenue slide? I just want to make sure that we're all on the same page. That the revenue that comes in is a regional host credit, which generally is about $30,000 just for hosting. Approximately $9,500 for

132copies and materials and supplies and things. And then on top of that $40,000, then we get the the money for having the Osprey students push into our general ed classroom. So that that money stacks. So it's an opportunity to bring that revenue in. And when we bring revenue in, we can help our students even more. >> I have a few questions. I don't know. Um I could break them up to give other opportunities, but um why is there a need to change locations? Okay. So, Willow's un uh Willow's school district has been for over 15 other regional programs and so they feel like that they kind of posted they have some other needs for their district and so they are saying we'll keep the Eagle program which is basically Osprey once it gets to the

133high school if a student doesn't graduate out because we do have students that exit the program and go back to um they they still have an IEP but they go back to a general ed setting 100% of the day. Um and then we have students that graduate grade and they go to they would go to Willows High School if they're going to stay in this program if they still need the tier three support. Um, so they would go there. And then Willows also has uh the high school program. Um, another one of our regional programs. Um, and I'll let Jackie talk a little bit more about that. >> Yeah. So they they're hosting our extensive support needs program. That's for students with intellectual disabilities and autism, things like that at the high school. And then

134they also have Eagle. So I think they're kind of like, we're doing two, we're doing our share. Somebody else can can take this on. And and as I went back to the SULPA where there's a superintendent from each district. So um we have a preschool um that child family services operates and then Cape has two hosts two regional programs. Plaza hosts the program. Um Will is currently hosting three so they'd like to go down to two and then Unifi hosts the whole transition. So and they have two classrooms there. So, are you aware how many fairly recognized tribes are in county? >> Are you aware how many fairly recognized tribes are in Blink County? >> I'm only aware of um Grindstone. Okay. I I I point that out because a lot of times we're a

135lot of people that serve the population aren't even aware of a lot of just the the the local um demographics and in the way that we're set up. Um, I think the the one thing that I would really uh why I think I'm kind of curious to know is the I would hate to this program to come in um and then leave. And that's I think the biggest concern that I would have. There's a lot of need especially in rural communities. And I think that u there needs to be a big commitment. Um cuz it almost sounds like because the other districts didn't want it that they already had a lot of their needs whatever maybe they might felt that u why aren't these programs already here? And I think that's uh just just from

136a a community advocacy position is that um there is a lot of need here. Um, and that I think that there hopefully would be a commitment moving forward to sustain these programs and also look at other ways to support the district um to build up the infrastructure and programs necessary to to meet the needs because I u there is a lot of support that could be um and I think really important to really if you're going to be here um is to build that relationship with the local tribe um and looking because Uh it is important for providers to be aware of Indian child welfare. Uh because a lot of sometimes students and that are coming from homes where they're they're involved in the foster care system, involved in um you might see some behavioral

137challenges in school as a result of that. And so it's really important for um you know those that are coming into the community to understand the who they're serving and the unique uh challenges um and also the structures that that are um you know we've worked really closely here and built a good relationship um and so I'm really excited for this because it we've always issued capacity and to have um additional staff here would be really helpful. Um I don't know if there's opportunity to hire additional staff or subcontract um because uh you might be aware of the California wellness coach framework is to hire um nonclinical staff members um from the community that they're serving. Um because one of the best approaches to working especially the tribal community is having people that come from

138that community to serve that community. And if there's a way that there can be that kind of collaboration to support that approach to um supporting our students, I think that would be great. Um and it would be great to have I don't know if the the superintendent of schools have been coming to any of the GPAT meetings and to learn about the tribe and the and the students. I think would be really helpful for you all. But it is exciting to see this resource coming. Um, and the last question that Joe has, is there a lot of turnover with your staff or have they have your staff been here for some time? >> Okay, I'm gonna let Jackie talk about the staff because she deals with the staff on a daily basis. I will say

139that when we we spoke to the board in the workshop, um, we're asking for we're not going to ask we're not asking for a 20-year lease because we want to make sure that it fits your district and it fits our program. Um, but we aren't but on the other side, we're not asking for a one-year lease. We're asking for a three-year trial period, you know, two to threeyear trial period to make sure that it's a good fit for everybody. Um, so I think that that was one of your questions. >> Yeah. And and I think the reality too is um it's a challenge to get people to work out here because it is such a rural area and having to commute out here. And so also like I think that's kind of my next question

140of staff retention and also have you spoke to your staff about what this would look like for them to meet out here um however often they're planning to be because that that is also a a challenge that people will get burned out coming out here sometimes. So so we are working on that part of that is u the transportation u transportation. So, we're not going to have a pair professional and an aid. It's going to be probably two two different bands coming up. Um, and so they would be a driver. So, trying to facilitate some of that commute and things like that. They'd already be on the clock where they're picking up students um or picking up the van. That's when they would would start their day and then they drive uh Osprey students up

141because transportation is part of the program. um and then taking them home after school. So, um that that is and and I know that uh travel was was one of the questions. We have other students that are on um a bus longer than it takes to get from Willows to El Creek or Orland to El Creek. So, um, while it is a little bit of a jaunt, we currently have students that it's a long ride from South Willows to Cape Elementary or Plaza Elementary. Um, so or to Orland to the old transition. So, we already have students that have unfortunately long um transit time. So, just Jack, you want to talk about the staff journal? >> Yeah. So with our um professional staff like the folks who you know our school psychologists, clinicians, behavior board

142certified behavior specialists, and our um behavior support specialists or behavior analysts, sorry. Um those folks are usually willing and able to go, you know, they're paid at a higher rate, they get mileage, all of that stuff. So I'm very confident that these will be the bases that will be on your campus and they love those kids and they're committed to the program. Uh when it comes to our aids, that is a concern and something that we've tried to figure out how can we incentivize it. We have some internal pieces. In terms of presenting this to staff, we haven't done that yet because it felt premature. If we're not going to move, there's no reason to rile people up, right? Um a lot of them have kids in the district in Willows of our pair of

143professionals. Um and so, um you know, we're going to have to do some wheeling and dealing for that piece. So that that is something that we're concerned about as well. But it could also be an opportunity for someone in this community to apply for the job. They'd be hired through Glen County Office of Ed and they could work in their own community. And so it could end up being a job opportunity too for um folks who live here. >> But just to clarify, all that the hiring, firing, HR stuff is all handled through GCE. I mean, we couldn't hardly fill our own positions, much less your positions. So that would all be >> burden you guys. Yeah. >> Well, just to push on that is if there's a way to integrate the grants advisory committee

144into that process. I know that if there's a way to provide some maybe they said on the interview panel um for if that were the case because that is something that you know we advocate for is to have um some representation on that who who might be good candidates to get some feedback from the local community would be really helpful. important. >> Since this district is so small, how many students are you talking about bringing out? >> Currently, six and we could go up to 10, maybe 12 if things got crazy. >> Some classes are small, so if you impact it very much, it'll make a big difference. >> Yes. >> But with that, with the six, we're talking grades spans. What's our youngest student right now? >> Uh third >> third through 8th. So

145it's not we're not talking about like bringing five second graders to impact the second grade, you know, class. >> Third, a fourth, a sixth, and three eighth graders right now. And we have a third grader coming to the program and one just left. >> And so the eighth graders will be done this year. >> They'll go to Eagle next year. Yeah. >> Go to Eagle next year. How long have you guys um you probably already told the other folks, but how long has this program been going? >> So, Osprey's been at WHIS at Willis Intermediate for over 15 years. And before that, it was at Learning Center South, which is the GCE building. And then before that, it was like a portable. So, it was here when I started in GCE in 2007. >> And

146do you have percentages success rates of the students that went through? We do have graduation rates for this um population of students like high school graduation and then annually our earns team presents to the self- aboard kids progress on goals and then they have um a couple of screeners. They have the cans and then they have the risk resiliency and they show the students measures as they do that annually to see are they improving in their coping skills, are they decreasing their risk at risk behaviors and they report on that to sub each year. them. I think we did it in October this year. >> One of the things I liked is that the pair professionals that are coming in with the Osprey program that are going to be going with the kids that are

147pushed into the classroom are trained in dealing with these sorts of kids. And we probably have these sorts of kids already in our general population here. And with the instructional aids or pair professionals coming in, they could even help our paraprofessionals or instructional aids, whatever title we want to put them under. They're going to learn. There's a way for our folks to learn from these folks. And there's a way for these folks to help our folks help our kids. I mean, I think personally I was all for it. I mean, I I think it's a it these aren't severely emotionally disabled or disturbed children. They are kids that are naughty sometimes. And um one of the things is they may throw around the f-word, such as life, but um I do think it's a win-win

148for here. I really do. Can you talk a little bit about what behaviors might be seen in the classroom? And I think Yes, I agree. I think that we probably already see see some of those students here that maybe we're not serving to the best of our ability because we don't have the resources. So, what type of challenges might are I guess they wouldn't if they're having a bad day, they wouldn't be up here, but what might it look like if they're having a bad day in their classroom? >> Yeah. So typically what we have with the children in Osprey is that um they maintain out in the world and then when they get in their little safe place in their classroom that's kind of where they save their meltdowns for. And so you know

149it can't be table flipping chair um you know throwing. It can be you know cursing very creatively. It can be um you know getting in each other's faces. Um, it can be, you know, sometimes it's been hands-on fights, but, you know, with the staff to break it up really quickly. So, but that's all within the Osprey classroom. So, typically like if they're starting to have some trouble out, it's like, nope, let's head on back to home base and let's, you know, do this, you know, like you know how you like argue with your family in private, non-public. It's the same kind of thing, right? So, that but you know, I don't I'm not trying to sugarcoat anything. They they're challenging kiddos and that's why they're in the program, but with the right supports they can

150be successful. >> But also, you have six kids right now with four staff. >> Yes. >> At there's not the other folks coming. >> Yes. Yeah. >> Where the six students are from different districts. >> Correct. It's a regional program because we don't have enough resources to have this kind of program in every district. So, we bring all the kids together >> and none of the students are already from this district on that program. >> Correct. We have had students from um Stony Creek before in our programs. >> No. >> Yeah. We just currently don't because it's always changing. Like as kids build skills, then they go back to their district and then someone else is having a hard time and they come in. >> And that's the whole point, right? We want them to

151build skills and and grow. Well, what do you guys think? Do you have more questions? >> The transportation you said is provided correct the program. Okay. So, what if a student gets to the point that they're ready to go back um into the regular class? I don't want to say it that way, but to the general classroom um alone and what if that student and their family have maybe chosen that they would like that student to go here to Creek, would they still be eligible for transportation? So, that's a really good question and I would tell you that often, especially at Eagle, we have students who graduate out of the program and they feel so comfortable and safe where they are that they their parents do an inner district and then they stay in the

152district. And so, we we do see that. But if they were to exit out of the regional program, then they wouldn't be they wouldn't qualify for specialed transportation. But I am sure that there is some sort of general ed situation that I'm not aware of. I was curious. >> Yes. >> And that could be an added benefit that these students finally find a place that they belong and that they want to stay. >> I have one last question. How uh in in the I guess the past experiences have the parents been involved? I'm just wondering if that u the parents are going to be calling the office and asking for that. So there there might be in historically has there been a more impact to the staff as far as um providing support to the

153students or how is that handled? is um I'm just wondering because we already have a small district office um and if we have parents that are maybe more involved in their educa their students education that there might be more communication that has to happen with our principal with that parent like historically has that been an issue of you know the what is the actual kind of level is there any increased engagement um with parents and the staff at the school that we would need to facilitate or facility. >> Yeah, I'll answer it in two ways. So, one, um Tom Cox is a program specialist and so what that means right now is he comes to some IEPs and you know he just kind of helps special ed. But when it comes to Osprey, he is

154the principal of that program. So, he is in contact with those families usually weekly, sometimes daily, and he is that person. He's the person who does the suspensions. He's the person who does, you know, the the discipline issues. he's the one who comes flying up the hill if there's something going on. Like he's that person and that's his role. And then Emily would be kind of like the host school. And so, you know, making sure that parents are informed about the Christmas program or that they're part of Parent Square, that they're part of Aries, that kind of thing. Um, and so that's typically how like how it works at WHIS is um it's a different program specialist, but that's the person who does all the things. And then the the WHIS principal Derel Ciplin, he

155is, you know, the guy on campus and kind of the face for the school, but he's not the one who's, you know, kind of coordinating and running the program, going to the IEPs, developing, you know, relationships with the kiddos and things like that. >> Oh, great. >> So, the parents would call him? >> Yes. >> Not this office. >> Correct. >> Would he be on site here? >> Um, yeah. Not I mean not all day every day because he has other sites that he works at, but yes, he would be up here. So our current and when he was the Osprey um program specialist before it it's daily. It's a program that you check in daily. It doesn't mean he's going to be here for six hours. It might be the first hour of the

156day, but it would be a daily check-in. It's not the kind of program that you just let sit for, you know, a week or two. Other questions, thoughts? I mean, I guess I would I it's going to be a big burden on you to organize this and make it all work. So, what's your feeling in general as far as how it's going to impact the district and is it is it worth any potential hassle that could bring? >> I think there's a real benefit not only for our students but for the offer kids. I feel that we can provide a safe nurturing environment for more students in our county and a place where they can belong. I think we have a unique place here with with small class sizes with a very welcoming environment. It's

157therapeutic and how beautiful it is where we're moved from town and all of town stuff that happens. Um, so I think it's an opportunity to serve students in the county but also bring the resources to our kids and our kids need the resources, too. And and I I can't ignore the fiscal side of it, too. There's not a lot of opportunities for us to bring in more revenue to serve our students better. This is one of those opportunities. So, I think it's I think it's worth the hassle of a a two or threeyear and let's give it a try and see how it goes. I mean, you could potentially add 90 grand to the budget and its general budget, which could help everybody. >> I would just say I I think it's a great thing.

158My my uh I would suggest the board approve it. I think it's a great thing to do. Um again I just want to re really that uh there I think there should be some type of training and it's kind of more awareness around that. Um but I I would say urge the board to vote to improve the kids. >> I have one question. How does a kid get into offspring? Is that through an IEP? >> That's a really really good question, but I'll let Jackie elaborate on it. It's it's a longer process than just an IEP. >> Yeah. So, they're on an IEP and um it's outlined in these whole guidelines that we have um that are on the cell phone page if you're ever interested and have some downtime. Um but anyway, so they

159have an IEP and they're like struggling. And so typically what we add Sorry, >> what is an IEP? >> Oh, I'm sorry. So, when a student is eligible for special education, we put them on an individualized education plan. And that's what an IEP is. And so it's basically a written document that's legal that says here's the services we're going to provide. Here's the needs that the kid has and you know and everybody comes together and agrees to the plan and it's very specific to that individual student. Yeah. I'm sorry. >> Okay. I don't mean to use acronyms. Um and so they they have this plan, they think it's going to work and then it's not working. Maybe the kids, you know, having emotional problems or behavioral problems. Those are typically the the things that happen.

160So we start adding services, right? So, we add a clinician and they're getting one-on-one therapy. We add social work services to support the family. Then, we're adding behavior services. We're writing a behavior plan. We're training people on the behavior plan. We're implementing all these things. We're trying alternates to suspension. We're doing all of that stuff, right? And then it's just still not working with that particular school district. It could be a mismatch with the teacher. It could be that the student is just triggered by being on that campus from bad experiences. It could be a hundred different things. So at some point the mental health clinician and the school psychologist get together and look at the kiddo and say we think they need more and then they present the student to a multiddisciplinary team that

161meets every week and they're available always to evaluate um students coming and going and they review the students records. They read their assessment reports they talk to the staff in the program and they say yes we think this student should go to Osprey or no they shouldn't. So it's a very involved process. >> Thank you. Bob, what do you think? This is kind of maybe more in your realm than any of our realm. >> I think it's everything that I've seen so far and everything I've heard, it seems like a positive thing. So, I think we should move on to uh item B. That's my thought. >> Last call for questions. Any questions before we decide what we're going to do? Claire, >> you got that look. What are you thinking? >> I've got a

162grandson that takes care of these kind of people up in school can a nightmare. >> But are the but >> I don't think they're near as far as long as helping the kids as these people are. They are. These kids are pretty well written off. It's terrible. >> It's very sad when they get when children get to that point. the SED kids or the Yeah, that is very sad. But that's not >> dropped up there. So, this sounds way better. >> Yeah. Well, my what I really like about is the uh basically on any given day, you could have more than oneonone with staffing in the Osprey program. When you got six kids, you could have seven staff in there. So, um they would get every kind of help possible. >> I've just seen the

163worst stuff. Oh, so nothing like this. >> Yeah, just to address that. So if a student is struggling so much that they can't maintain in the Osprey program, then they go to the next level which is called a non-public school or residential treatment center. So we did have a student who was an Osprey who wasn't able to maintain and he's currently going to school in Southern California and he lives there and he attends school there. So there is a step above Osprey as well if we're like we can't make this work in a school setting. It's not safe. >> My my grandson has to sit arm on arm with with another child >> one. >> Well, let's move into item B. Well, we were we'll consider approval. I did want clarity. So, you said two

164to threeyear commitment. Is there anouou or something or that will come after we >> that will come after we just need the we would like the board to approve posting you know say 26 27 or 26 through 28 uh for your motion and then work with the board administration >> so there would be a formal to follow >> yeah be a formal there'll be a formalou for you to approve >> okay perfect will I make a motion to accept accept the Osprey program with at least a two-year and possibly agree. >> Um, okay. Motion by Diana, second by Kathy. >> No, I already worked. Sorry. Motion by motion by Diana, second by Molina to move forward with hosting Osprey program for a two to threeyear commitment. All those in favor say I >> opposed. >>

165I would just like to thank the board for uh for you know it's been a process. Um but I thank the board and the community for your questions. Well, you know, I had some reservations and I think that, you know, in the past there may have been situations where Stony Creek has just, you know, shoved them up there, but I don't get the feeling that that, you know, everyone wants to set these kids up for success and set your staff up for success. So, I think that it's going to work. >> We want to come here because of the campus and administration. >> Perfect. Thank you for having the trust in us to give it a shot because these are important. There might not be a lot of these kids, but they're important and they're

166going to have an impact as adults someday. >> We just got to save more. >> All right. On to item C, the first interim report in sign language. >> No sign language. Yes. >> They would like to read. to save my voice for this. So, uh first off, uh you know, welcome to the new board group. Appreciate your being here and participating with us. Um, normally I would go through the SAS forms with a new person coming to the board, but I'm not feeling like I can do that at this point. So, I'm just going to go through the PowerPoint >> and the length of the board meeting as well just to save time >> because I don't want to put everybody to sleep if that's all the highlights. >> So, um, the first report,

167uh, this is the first time we're looking at the school budget for the current year after the budget was adopted back in June. It takes into consideration actuals that have hit the budget through October 31st. It's reviewed by you, the governing board, the county superintendent who happen to be just here as well as the superintendent of public instruction, the state controller. And it's just trying to make sure that we can meet the financial obligations of the district for the current year and the two out years. The two out years being the next fiscal year and the fiscal year after that. And again, our fiscal year runs July 1st through June 30th. So, we're doing a comparison right now. We're looking at where we at at in June and where are we at now. That beginning

168fund balance, uh, that is only in fund one. So, those two numbers are going to be the same. That's from the audited actuals. So, back in, uh, October, we worked with the auditors. Uh, we figured out what the ending fund balance was uh, from the 2425 year, and that's the beginning balance that's here. At budget adoption, we didn't have that. So, if you looked at the budget, it would look a little bit different. The numbers a little bit better here, which is a good thing. If you look at LCFF, the majority of the district's funding comes from LCFF funding. And so, that would be the local control funding formula. And so, that's the state funding that we received in combination with property taxes that we received as well. And so, you'll notice no change at

169all between the two. And you'll be like, "Wow, that's fantastic." Well, reason for that is that when I put in the new projections, it was about $2,000 difference. And that's not enough to make a change on here considering again we're using projections and we haven't taken into consideration um P1 attendance and attend this means for us and the changes that will happen there. I just wanted to make note that I didn't up the projections when it comes to being a necessary small school and the funding that goes along with that because with current enrollment, current ADA for what's going on at the high school, we would actually be in the second band of funding. And what that would mean is instead of 1.765, that number would grow $171,000. So right now we're meeting that. I

170didn't want to put that in here yet because we got to actually get there. We got to get through. Um the last complete month before April 15th. That's when our funding is set for the for the school year that we're in. And so I left that alone. I said, "Okay, I'm just going to leave that at the 1.7 million." On the federal side, you notice, wow, that that went up quite a bit and that's a good thing. And I had to double check because what happened was our Title One money that we received went up dramatically. Normally, we're getting somewhere in the the 60 to $70,000 range being a title one school and and that is based off of the lowincome students that we have that attend the district. And so it's based off the

171census. So we don't have a lot of control over that. So I did call CD like, okay, is this really what it is? And it is. It's actually um $118 thou sorry the wrong number here. you know, and it's $118,000 more than what we normally get. And so that's that's quite dramatic than where we're at before. Um, also impact aid. So, um, when it comes to the students that live on the reservation that we don't collect property taxes on, we actually get money from the federal government because of that. And that actually is coming in higher than we originally anticipated as well. So those two things are the major major changes uh from when we're at budget adoption to first interim to help that federal number get higher when in fact a lot of districts

172are reducing that number because federal funding is being cut in a lot of areas. Luckily not in the areas that this district currently has. We talked a little bit about SRS funding or forest reserve funding being reenacted which is fantastic for the district. Um so that that's that's positive as well. As far as the state funding, you'll notice also quite a dramatic increase from 213 to 356. Uh some of those things are CIC funding. So CIC is one of those grants that we receive is in where we don't recognize the revenue until we actually have the expenditures that go along with it. And so we weren't sure when we were going to purchase the truck, the a truck that they current currently purchased. It happened to hit this fiscal year instead of last. And so

173that bumped it up about $72,000 of revenue that we recognized in this year. So that state revenue went up. UPK funding, universal uh prek. So we're coming to the end of that cycle and we have to spend that money. It's about $53,000 that we need to spend by June 30th. And we also need to recognize the revenue that goes along with that. It's called deferred revenue when the revenue moves with where the expenditures go. So we're recognizing that as well. So those are the two biggest things. That's over $120,000 right there. And that's the biggest change that goes there. As far as local, you'll notice a nice increase in local as well. And growing from 102636 to the 16680. Two big things that are in there. The first one being interest. Interest rates have been

174crazy high. And so, which is fantastic, but it's not something that we actually build into the budget until we actually see the money. And so, we've seen the first quarter come in and we we're looking at projections going forward. So that's about a $40,000 increase just in interest that that's coming in for through local funds. The other thing in there, it's about $21,000. It's a cowshape grant. And so that was money from a couple years ago uh when it comes to uh updating HVAC units and inspecting them and cleaning them. And so that money had to be spent. And so we're recognizing that money now. when they actually came and did the work. IEES indoor environmental solutions came in and serviced all the HVAC units and helped keep them up to tiptop shape. And so

175we recognize about $21,000 there in revenue. So you notice quite a big uh difference in the total revenues going from the 2.5 to the $2.9 million, which is really great. You'll notice on the expenditure side that that also means an increase in expenditures because just like I said with the CIG money and the UPK money, you're recognizing the revenue and the expenditure in that year and we weren't sure when they were going to hit. And so it actually was going to increase $120,000 with those things. Uh and then actually uh another sorry 120 140 when you take into consideration the cowshape grant up UPK and CIG but the district did have a situation where they didn't fill a position a teaching position and so that helped to offset some of that increase in cost as

176well. So the revenues increased more than where the expenditures did. So that's that's a good thing. And if the district continues to go at this level, um that will affect funding obviously going forward as well. Transfers up and notice that did go up. So the expense of going out of fund one into other funds increased. And you might say, well, why why would that happen just in a short time frame? Well, unfortunately, the freezer over here kind of had a a meltdown that we weren't expecting and then quite an increase in cost to actually fix it that was anticipated. So that increases about $10,000 to the cost that goes to the cafeteria because there's quite a bit of contribution has to go to the cafeteria because we don't have what we consider economies of scale

177because we have such a small district. We don't have enough students that create reimbursements from their meals to help support the cafeteria and so it does need a contribution from the general fund transfers in 14580 that's staying the same. That would be the money that we have in another fund in fund 20 for retirees. And so that helps to supplement what we have to pay our retiree benefits every year. So it's coming in from a different financial function. So overall we were looking at deficit spending of about $360,000 at budget adoption. Now it's looking at about only 102. And when you actually look at the sax forms themselves, you differentiate between what's restricted and unrestricted. Actually the unrestricted balance went up. It's actually increasing that restrict which is great because that means that's those are

178those things that are ongoing. That means that the district is in a good place at least for this ne this current year that we're in. Uh because we're spending down a lot of the restricted fund balances we received over the years in this year and that's why it's even a deficit at all when it looks that way. So looks can be deceiving when it comes to that number. You have to see whether or not is that really in regular unrestricted revenue or some of that in fund balance that's paying off restricted funds that are going to be expiring that don't have that same uh regulation where you have to show the revenue expenditure in that same year. Sometimes we show the revenue in the past year and now we have the expense that follows it

179years later which looks like deficit spending when in actuality it's just spending down money you received in a prior year. So again a healthy fund balance now going from the 1.8 8 to a little over $2 million which is great. Then we're going to look at that. So this first column here is just from that last current year that we ran for general and then projecting out for the next two years. You'll notice the LCFF funding kind of flat in there. Uh actually going down a little bit 2627 and then starting to go back in 2728. Again, that's with using just the projection we still had um at budget adoption because we don't have all the attendance numbers that we need to to do a better job projecting that. But it's also not taking into

180consideration that the district is meeting that second band of funding. So that money when I talk about the increase of $171,000, if they meet that 19.58 at the high school, it would be $170,000 for this year and an additional $170,000 for next year. Even if they don't meet that next year, that 19.58. So when it comes to P2 and we get closer to that that date and that number, we'll have a better idea if we really think we're going to meet that number and we can actually put it into the budget if it looks like we're going to meet that. You'll notice uh between the federal funding going down. So, um this is because we're no longer getting um uh CSI money. So, we spent down the last the CSI money. The district no longer

181qualifies for CSI. Uh that's it's comprehensive improvement. It's really what's been helping to fund the reading intervention specialists that the district has been receiving the benefit of for the last several years. And so, that's going away. So that's that federal revenue is is going down quite a bit when it comes to that. Um I also took it down because of the um title one being so high and so dramatically high that I was a little worried that it's not going to stay at that level. So I reduced where I thought a projection would be for 2627 just to be a little bit more conservative. When it comes to the state revenue going from 356 to 281 there that's state programs that are going away. um that would be a reduction in CIG. We no longer

182have two egg teachers that can help support CIG and therefore there's a matching requirement that goes along with that and so we can't match as much so we can't receive as much revenue when it comes to CIG and then along with that the cow shape that I had mentioned earlier the program with with the HVAC units that's going away. So those two things are are reason that's going down going down 26 27 the local um local going down quite a bit there when you look at that um that's just because we don't normally budget that high of interest and so that's being a little more considerate conservative and going back to more historical interest rates because they've been so dramatically higher the last two years and so that's why there's a reduction there in the

183local revenue transfers out you'll notice about kind flat with a where you'd see maybe an increase normally in transfers out just because we're not we're not thinking that the cafeteria is going to have another issue when it comes to the freezer going out. And so it's more of a a a flat increase when it comes to the cost of running the cafeteria. transfers in a little bit less on the transfers in because the person that is receiving the benefit of retiree health and welfare is going to age out of that and therefore there's no longer going to be the need for that transfer from 20 into one to help pay for that program. And overall with that, you're still only spending about $168,000 with some of that also being on the restricted side. So really

184more like close to breaking even in the 26 27 year which is still far better than where we looked before budget time. But then you get into 27 28 and things kind of take a turn a little bit in that when you look at LCFF and not much of a difference. federal flats, state flat, local flat expenditures just going up with normal uh expenditures except for the fact that we no longer have some of these smaller grants we've been receiving to help supplement paying for the reading intervention specialist or paying for the counselor. When those funds expire, then they're going to hit the regular budget. So, those are two big ticket items that are making that dramatic change between 2627 and 2728. But again, this isn't taking into consideration hopefully the increase in ABA that's

185going to help LCF funding not only for this year but for next year as well. And then if they get it 2627 helping to 2728 which would be good going forward and maintaining the same level of services that you currently have. You're having a TOSA you still have a TOSA helping to pay that with some additional title plans that are coming in. Um, and so there are some good things when it comes to looking at these projections in that you still have now you exceed to have an extra year. You can make decisions when it comes to 2728. You still have a healthy fund balance of 1.6 million when you get to the end of the 2728 year. Other district funds, I don't talk much about fund 13 just because technically it has a negative

186balance because you have to transfer money in from one to 13. But fund 20, what I talked about, um, what's in there to help pay for post-employment benefits, health and welfare for those that qualify for it, there's still at the end of $43,000 available at the end of this fiscal year. And then fund 40, this is a resource zero fund 40. There's about $46,000 that can be committed to capital projects, any kind of big um you know, $46,000 doesn't get you very far when it comes to capital projects, but if you needed to do some kind of roof repair, you need to paint a building or something like that, money could come from other than fund one to help support that. >> Any questions on anything? Thank you. >> This is much better than the

187last time you gave us a >> Oh, yes. Much much better. Yes. Title one really helped out quite a bit. >> Yes. And and of course we have the extra position that we don't have. Not that it was extra, but >> All right. Are we looking at filling that position? >> Any questions? >> Anybody live out there? >> All right. I will entertain a motion to approve the first interim report. >> So moved. >> Second. >> Motion by Bob, second by Diana to approve the first interim report. All those in favor say I. >> I. >> Opposed. Motion carries. Item D, small school district association state conference. Um, so this is a professional development opportunity available for the board as well as the superintendent. Kathy, Crystal, and I attended last year. I also attended the

188year before. It's tailored just for school districts with small populations uh held in Sacramento. It's probably one of the best conferences that I've been to. They have specific tracks just for board members, specific tracks just for administrators, and some people bring their other support staff or there's some teachers and stuff there, too. So, um I've asked Emily to sign myself up again, and I just wanted to make sure the board was aware of the opportunity and hope that other folks would want to attend again. It's really neat when you see some of the districts that have their superintendent and their full board there. That's it's four days. >> Is it four days? You got to think about it. >> Yeah, I'll try to go. I mean, it obviously it'll depend on my uh work schedule,

189but yeah, put me down for now, please. >> Oh, what's the registration deadline? You'd have to have it. Oh, usually you can register right up until it's the rooms, but I can book the rooms as long as I know three days in advance I can cancel without any >> Oh, okay. But we would have them in case. Okay. >> And is it fully all four days? >> It starts Saturday evening. Um, but it also it's early Sunday morning. >> In the past, I don't think I went down until Sunday morning because I had other stuff going on. But I know there was more I think it was more for administrators. There was like networking and that but it does start so early. >> It was a fun run. Start the fun. >> Oh, I'll be

190on that. >> Pretty sure. No, >> I just have to check. It's my daughter and son-in-law's anniversary. So, >> so then it's just the 7th and the 8th. Is that >> 7th through the 10th? >> Oh, okay. Tuesday. >> So really Sunday through Tuesday >> is Tuesday all day also usually end. >> All right. Well, we'll move forward with that. Uh last item, tenative agreement with CEA. So we've been in negotiations with the classified union for the current school year. Um, we have the all of the stuff, the tenative agreement is there for you for our reopener negotiations. Um, so we can just kind of briefly go over this. So this reopener, this tenative agreement includes uh salary increased. This is for our classified employees, so non teachers. Um, so 1% on schedule, so that's

191on the salary schedule and a one and a half% off. That's a onetime payment. Um, also an additional $73 added to their health and welfare benefits. So that makes it a total of $15,05 if the district contributes towards their health and welfare benefits. Um, and then you'll see it says agreements on district rights, lean, safety conditions. Um, and if you keep going and keep flipping your packet, you'll see all of the contract language and uh what's been changed and added. So, a lot of this is basically updating to current blog. Um, especially adding in the piece around domestic violence. >> So, it's really just updating that contract language because it is a little outdated. Um, and then also a big addition is the video cameras. So, we had previously negotiated with the union to add

192our security cameras around the district. Now, we've negotiated to add um cameras and GPS on district vehicles. So bleed for victim of domestic violence on page 14. That's a new statuto requirement. I think it makes sense. >> And then also a notable piece is that we are still in the process of negotiating hours of employment and salaries. Um and we are meeting again on Friday to continue the conversation. It's going really well. It's been good conversations and we're getting a lot done. Um, >> say that again. What's left? >> Hours of employment. So, 4 day week and job descriptions for bandwidth. >> Yes. And and I'll let you know that if you do approve this, we're able to get this on December payroll next Friday. So the classified employees would be very thankful if the

193board approved this tonight because Dusty and his team will get them paid the workers. >> What else being talked about for everything? I make a motion that we accept the uh agreement with CCA. >> Second. >> Motion by Diana and second by Bob to accept this agreement with CCA. All those in favor say I. >> I. opposed. >> Motion carries. Uh, final item, board consideration for any future agenda items. Um, do we need to agendaize talking about the cultural awareness training again or I think that would be great depending on how we could structure it. Um, so Konokai Kyle who was here the gentleman they host um the cultural awareness training. Emily has had it here for the teachers kind of an abbreviated version. >> Oh, for everybody. Okay. Uh talked about having that for

194the board and now I think that would be a perfect integration of bringing in the Osprey staff at the same time. Um possibly open to the community even depending on the cost. That would be kind of neat if there even a portion of it could be open to the community too. We talked about that just the timing of how we would do it if we're going to have Yeah. other school employees and their schedules. >> If we want to collaborate with GCO, we may need to give this a couple months while GC is working on this hospital here. >> Okay. >> So maybe we could look at a cultural maybe like in April. I hate to say May because you know how May is but maybe in April we could look at something like that

195in 23. >> Yeah. So, I don't know if it necessarily needs to be on the agenda again. Just came to mind because we talked about it today. >> How about I put it on my radar for future need and I can work with Kyle looking at our schedules >> and a cost. Any other items that the board desires to have on future agenda? >> Okay. Well, thank you everyone for bearing with us. start, >> but knock on wood. The last one is so quick.