Astoria SD Regular Board Meeting July 10, 2025

001Good evening everyone. We are going to go ahead and start our uh school board meeting for tonight. And I'm going to start with the board member roll call. Jenna Rickba >> here. Lisa >> here and Heidi is here. >> And now we stand. >> I pledge algiance to the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. In the Asia school district, our vision is to strive for a learning environment that partners with the community to fully prepare lifelong learners to thrive in a complex world. Our mission is to engage with students, families, staff, and community members as we provide accessible, relevant, and meaningful educational experiences. And item two is our oath of office. So, we have three of you that

002needs are we doing it all at the same time? Sure. >> Yes. >> All at the same time. All right. So, you want to stand here. >> Yeah. >> Okay. So, Yes. >> Okay. So, repeat after me. >> I your name. I >> I solemnly swearly >> that I will support the Constitution of the United States that I support the Constitution of the United States, the Constitution and the laws of the state of Oregon, the Constitution and the laws of the state of Oregon, and the policies of the Atoria School District, and the policies of the Atoria School District. During my term, I will faithfully and impartially discharge During my term, I will faithfully and impartially discharge the responsibilities of the office to the best of my ability. >> The responsibilities of the office to

003the best of my ability. >> Yet, I don't think I love this. >> Ready? Okay. Ready when you are. Ready? One, two, three, four. Two more. Okay. Okay. Item three is to elect a board chair for the year. This is an active. >> I move to elect to cast Ruby to be board chair. I'll second. Any further discussion? All those in favor? adding five. All right, Marissa is our new board chair. And I'm gonna turn this over to you. >> You want to do your last one? Here we go. Oh, you have those. >> Oh, I have to do this. >> You're on item four. >> Okay. So item four is to elect our board chair vice or elect board vice chair. >> Any motion? >> I'll move to approve grace and vice >> I

004will second. I will second. >> Sorry. >> All right. And all those in favor. >> All right. Item five is consent agenda. I move to approve the consent agenda. Oh, second. All those in favor? >> Item six is patron comments and questions. Do you have any? We do not. >> All right. So, we move on to item seven, new business. This is an action item. >> So, I will do some explaining a little bit. Um when the auditors were here in April, I know that was a few months ago, she talked about that we had a binding and because of the size of the dollar amount, it was considered a significant finding. So the Oregon Secretary of State requires a plan of action and it has to be approved by the board. So the deficiency

005was um the district did not properly record a lease in accordance with GASI 87 which is the governing accounting standard board at the time of the agreement commenced. It it is recommended that the district ensures adequate staffing are available to ensure the proper documentation of lease agreements are maintained. Um our response to the deficiency is the district has secured the services regional ESV to help provide expert guidance and support regarding future GS7 and other Gatsby. Um and the timeline is the above plan of action has been has already since the discovery of the air back in January and services have been requested from the northwest region of the state question. service in action. >> I'll move to approve the plan of action addressing the June 30th, 2024 audit finding. >> I'll second. >> All those

006in favor? >> I do post. >> Item eight is comments for the good of the order. start. >> Just welcome Tyler. Looking forward to our next the next couple hours and then looking forward. >> Um, same thing. Welcome. >> Thank you. secret board members >> uh again was I gonna have a question anyway I forget um but thanks for everybody I'm really excited to be here and thanks for Welcome. So, >> uh, welcome. Yes. And thank you, Heidi, for your work as president. >> Um, or chair, I should say. Um, >> it has been a a doozy of a couple of years, so we appreciate it. Um, and Marissa, you're going to be fine. Yes, welcome Tyler. And um I just wanted to share like yes, it has been a doozy of a couple years

007since I've been chair. And I um brought Marissa some flowers tonight because she's an amazing board secretary. And whenever we had some crazy thing going on, she did so much work that nobody really knew about except for me, Greg. So, um I just want to thank Marissa for all the board secretary work that she does. >> Thank you. Thank you. And I echo everybody's everything. Welcome. >> Yeah. So you'll be like, I don't even feel the time fly. And Marissa, thank you for everything you do. You're always behind the scenes doing a little work. So, and I welcome ladies again. >> Thanks. >> She'll be fun. Congrats. >> Yeah. And bear with me if I am. >> I think that's it for me. Um, future meetings, we'll have August 13th, which is Wednesday at 5:45,

008we'll have our study session meeting and, uh, followed by our 7 o'clock regular board meeting. Uh item 10 is executive session. >> Okay. The school board of director will now meet in session under authority of or 192.6502D 6502D to conduct deliberation deliberations with persons designated by the governing body and carry on labor negotiations. Representatives of the news media and definitive staff shall be allowed to attend effective session. All other members of the audience are asked to leave the room. Representatives of the news media are specifically directed not to report on otherwise disclose any of the deliberations or anything said about the subject during the executive session except the state and general subject of the session as previously previously announced. No decision will be made in executive session. At the end of this executive session we

009will return to open session and welcome the audience back into the room. I don't want to talk. It's not my turn. >> Uh, no. Hi everybody. How are you doing? >> Great. Great. >> Thank you. Know me. My name is Scott Justice. um Scott Justice Consulting also through the chamber's nonprofit boot camp and then Xanadu and Sunny as you guys know. So happy to be here and and support what you're doing. I secondly want to thank you for what you're doing because I know um >> deal with all that you have to deal with is very challenging and looking through your strategic plan as I did there's a lot you have going on and a lot of goals and and strategies that you you have to focus on. So, I'm happy to help um get

010those kind of prioritized for y'all and and anything else that we need to help. So, uh thank you for what you're doing. Uh thirdly, um we're going to try to power through this as quickly as possible because you know your time is valuable. Um so, and this is a lot of information and sometimes it can kind of get a little bit um um draining for some people. So, if you need to step away, if you need to get water, food, take a break, just feel free. um and and communicate to me if you guys feel like you need to take a moment um in between to to take a pause. So um otherwise we'll power through it so that way you guys can get home to your your families and and do the wonderful work

011you're doing. So uh we'll get into the icebreaker since we have a new board member. Um and u I have the question there for you so that way you don't have to remember it. um I just see your name um what you do outside of the school board. So you know whether you're a parent or whether you're you know doing something in the community or you know however you identify as a person out there um and what you're doing. And then uh the question is is what's one belief or assumption you held about education or leadership when you first joined the board um or earlier in your career since you just joined the board uh that has changed over time and what caused that change? And so just take a a couple minutes for each

012person to to go around the room, introduce yourself, and then um we'll get going. >> Start. >> You want me to start? >> Okay. I'm Heidi and um outside of the board, I am a mom of one child. He's going to be fourth grade next year. and I am by trade a school psychologist. So I'm a work in education and have since I believe was when I started my internship. Um and yeah that's what I am outside of the board. um a belief or assumption I've had. Um when I first joined the board, I did not know the administrative side of things very well, but I knew a lot about all the rest of the systems in um the schools. So, um I I don't know if I had an assumption. I guess I just

013didn't know how much goes on behind the scenes in the admin until being in the board. So, awesome. Yeah, >> I'm Jenna Rick outside of school board. I'm married to Jared. So I'm a wife and a mother of four to well now three are in college. Oh wow. Yeah. Sydney just graduated. Erin's at Oregon State. Um and his wife's actually have a daughter-in-law too. That makes me really old. >> And one of them was my daughter-in-law studying kinesiology, one construction engineering management, and my daughter with um ecoin management. And six is going to study construction engineering. And so I'll have Sophia elect. Um I I guess first and foremost, I've been a stay-at-home mom and then we have a brick brick and b construction. So, I um work part-time there and then um I I

014like to help. I am a 4 leader. We have lots of animals. So, um I help teach my own kids and others to drive horses. I do a lot of things with animals. I don't have the blind rush chicken coop. Mine has lots of complex. We have beehives. my daughter does, but I basically am involved in all the things that my kids do. So, I'm I watch lots of basketball games and volleyball games and track meets. So, yeah, all the things. >> Well, yeah, I'm Tyler and outside of this, I'm the I supervise the recreation division for the city's parks department. Um, that keeps me really busy. been lost child care right now. So, I'm doing that. I like to play pickle ball. Lots of pickle ball. >> Oh, yeah. I did that yesterday. >>

015Yeah. It's awesome. You know, if you haven't played, you should definitely try it. >> Um have a stepson who's in the district. He's in he's going to be a fifth grader. Um and I guess one of the the things you I'm new to the board. Um but when I first work started work for the city, I was a was a coordinator. And uh I think people sometimes forget how much more goes into administration than it than it really is, you know. >> Yeah. >> Uh now that I am the the supervisor, um how people are like, "Oh, you get to play with kids all day. This there's so many more pieces that, you know, people don't always notice." U yeah. >> I forgot my belief. I'm sorry. >> Thank you. Yes. >> Go ahead. I

016think um something when I joined the board was I guess initially was how little say it felt like that the board had because there's so many things mandated by the state and so um but as I've been on the board it's been interesting to watch evolve and like the strategic plan and where we do where we can have an influence and impact. >> Awesome. That's perfect. You >> I'm Grace. Um I am also a mom and wife. I have two I have one that has graduated from Aster High School is at University of Oregon. Um and another that's going to be a senior this year. So um I'm on the doorstep of freedom. No >> or complete misery alone with my husband. It's also work with words. >> I also work um full-time as a

017dietician um and currently working for Providence and I work a variety of roles within Providence as a dietitian. So I do some um support for um oncology services throughout the state. I do um virtual counseling. I do inpatient work. Um, and then I also teach nutrition online for class at community college and I've been doing that since gosh probably 18 years now. >> Wow. >> Yeah. Long time. Um, so belief. So my education background, I come from a family of educators. Both my parents were education and I grew up in private schools. I'd never attended a public school and so I had a lot of assumptions about public schools. >> Um, and I was pleasantly um surprised at how similar the dynamic is just on a larger scale. Um, especially in our district. Um, and

018I um, yeah, anyway, I just I had always in my head been scared of public school. Like that was how I grew up, thinking public school is scary. Um, I did grow up in Northeast Portland, so that kind of >> Yeah, that but it definitely um being involved in the district for this many years, I like could not imagine having sent my kids to private school. Like, it's an amazing district. So, >> that's awesome. Thank you. Uh my name is Marissa and outside of this boardroom I am a mother of two. I got a now junior and eighth grader. Um, and I am a charge emergency nurse and I'm part of PAC, which is helps make decisions that it's a Hispanic group in the CH that helps make decisions. Um, yeah. Uh, let's see. I

019do a lot of things. I never still and uh at the moment I am currently the crazy chicken lady Marie with with 26 chickens and 50 meat. So I mean >> farm sales, >> huh? >> Farm sales. >> And so I got that going on and just staying busy with my kids. Um and so yeah, what else? Oh, one of my um assumptions. I didn't have any assumptions about anything. I'm a first generation immigrant. Um, and I grew up here in Atoria. So, I went to Storya High School and I joined the board because um, I wanted to make a difference for all the um, Hispanic children partially to, you know, have a voice like I didn't have one when I was younger. I didn't know what was going on and I just wanted to

020reach out to the Hispanic community and just their involvement with them and of course I've learned a lot and I've enjoyed a lot of it and it's been quite eye opening and I'm glad I'm here and I yeah my thoughts have changed so much. Um you don't know what happens behind the scenes until you're behind the scenes. So um yeah, so I try to make life fun and I joke a lot because life is too short. So yeah, that's me in a nutshell. >> That's awesome. Well, thank you all for sharing about yourself and and kind of what drives you and what your beliefs and assumptions. The reason we discussed that is we really want to reflect on um how we've grown as individuals and leaders. Um the last part of the question uh about

021how our beliefs and assumptions have changed really allows us to practice reflection um and humility. It's two essential qualities for effective leadership here in the community. It's part of what I teach as leadership through the the chamber as well. So these are kind of some of the questions we ask our leaders and I thought it'd be a good one to for us to get to know each other and especially you guys are leaders in our our community around the kids and so they look up to you. They look up to folks in the community. Thank y'all for being standout uh folks doing that and kind of reflecting on what caused that change in your life and it's now we same here as we're running a business it's like oh it's way harder than and more

022work than you ever thought it was going to be. So um as we kind of dig into our goals and review those these ground rules and everything that you're going to do um just kind of keep that in mind just as we reflect on that as well. All right. So, Craig has come up with these wonderful ground rules. Um, >> this group came up back in 20123 >> and passed them to me. >> Yes. So, I'm going to um review these with you real quick. Just make sure um we're all in agreement. If you want to add or subtract anything, let us know now as we we jump into that. Uh but it says here, ground rules, respect each other, willingness to listen to each other. uh point of view, courtesy, speak your opinion, cooperative

023spirits, disagree, agreeable, uh support your group's decisions, no surprises, come prepared for board meetings, and serve and respect the district. Does that sound like a good set of ground rules? Anything else to add or subtract? Excellent. Um roles of the uh board members are to serve uh represent the district oversight, provide direction, checks and balances, sound budget, provide updated policies, hire and supervised superintendent and work as a team. Team members to adhere to goals, learn and use knowledge to make best decisions for students, teachers, parents, and patrons. work as a team to produce policy and strong interpersonal personal rel uh communication skills which I just had time in a good agreement with with those. Awesome. And then the Atoria school district board needs um from the superintendent, open communication, uh represent different views, information, recommendations,

024help with ways to improve performance, uh items of importance, education brought to the board, and self-care. Anything else to add to his list or subtract? >> Lots of selfare that doesn't remember that I was last time. >> We we added it last time. >> Yeah, >> we did. That was like at the end. Yeah, >> no. Last time we met I did this. >> I made I made note of that. Yes, I did. >> We were like, you need to take some time and see. >> And honestly, Craig, after three years of running a business. Yes, that's extremely important. I forgot to put that for a while. So, um, anything else to add to Craigslist. Okay. And then, uh, superintendent needs from the school board, trust, care consideration of recommendations or careful considerations of recommendations,

025open communication and feedback, and avoid micromanaging. Is there anything else that Okay, >> all sounds good and and ready to go. Okay. Okay. Well, those are our ground rules, roles, and responsibilities. So, that's really another way that's going to guide us through. Uh Craig also passed out um or gave me um your three standards of um your three standards for um self-ealuation. >> Self-evaluation. Yeah. So do we need to review those or is everyone clear on the standards? >> So you have a handout and based on what people get their feedback standards, >> right? So that's standard one which was vision directed planning uh standard six which was cultural responsiveness and then uh standard seven which is cultural climate. And so I think y'all were supposed to decide on kind of what your uh self

026evaluation standards would be >> based around the survey >> I don't think it did >> one six and seven >> that is correct six and seven so vision directed planning cultural responsiveness and cultural climate um were the three direct Do we do you want to review those? Now, uh the reason I'm asking is because it's important if you guys are um going to use this uh the self-evaluation to include those in your goals and objectives for your annual planning. Um so, let's go ahead and do that real quick. So, standard one, um the board collaborates with the community to articulate core values and beliefs for the district. Uh board members can clearly articulate the vision and strategic goals of the district. Board collaborates with the superintendent to develop long range strategic goals for improving student

027learning. The board regularly monitors the progress of strategic goals focused on improving student learning. The board adopted a budget that aligned resources to the district vision and strategic goals. Uh the board establishes a modeled culture of high expectations for all students and the board promotes a vision and expectation for excellence beyond the present performance. So that's your standard for for one. Number six, cultural responsiveness is the board outreach and community engagement activities accommodate cultural differences and values in communication. The board actively encourages and expects the superintendent to facilitate the participation of cultural diverse groups. The board has a process to review policies for cultural responsiveness and buy board members approach decision-m considering the many facets of cultural diversity including those indicated in the cultural responsiveness standard. Uh the board ensures district employees are uh representative

028of the values and culture of the community. A climate of caring, respect and the valuing of students cultures is established through the board's policies and goals and the board ensures the superintendent holds all employees accountable for high standards and expectations for each and every student. Standard number seven around culture and climate is the board models relationships uh built on trust and respect. The board takes time to reflect and improve internal and external relationships. The board regularly assesses, holds the district accountable and provides support for the improvement of the district culture and climate. Uh the board creates a system in which high levels of student learning are expected. Uh the board establishes policies and ensures practices to foster a safe positive learning climate for students and the board models and holds the district responsible for improving

029a culture of service. Um, is everyone in agreement on these standards for self-evaluation? And Craig, do you want to talk a little bit more about what these are about, why you you guys are choosing them, and and why they're important for us to consider? >> That's up it's up to them. It's their standards, but just pick these three. >> So, >> are we supposed to evaluate ourselves on these three? That's the idea around is you evaluate those yourself and to try to see which ones you're doing okay with and which ones that you probably need to work on as a lord. But I can tell you just from not I'm not evaluating you but number six is done within our strategic plan for our district. It's hard just hard to get good training about cultural

030responsiveness and it's and we're doing it but it's slow. >> Yeah. Well >> that's from a not from a board standpoint that's from a staff understand. >> Okay. And then we we're going to reflect on that here in just a minute as we go through our our um kind of reflection of this past year and for a couple years it sounds like. Um but again it sounds like these are requests for yourself holding your your board accountable for these things. Um and also I would if you want to run through those the other ones especially if you haven't done it so far and something else stands out to you and you want to share it with folks it wouldn't hurt. Um but I think those are good ones to follow and especially looking at your

031strategic plan and some of the things that you have to do. So um any other questions about the self-evaluation three standards? >> Let's go to our goal setting session now. >> So you'll see there that we are going to talk about wins and what's important. So, the first thing, well, let me let me uh let me jump back. So, we're going to rip the flag because this is going to help us ground our goals in reality. Uh not just what we hope will happen, but what's actually worked. Um what hasn't and why it hasn't worked. Uh this process clarifies how we got there. Um whether your assumptions are sound, uh and what patterns and practices you need to continue to stop and improve. Uh it's not about rewriting your goals. is about ensuring we are

032aligned, realistic, and intentional in groups suing. Okay? So, uh, as I ask these questions, just give me your best answer. I'm going to ask each one of you to give me your what you think is a win from last year. And so, I I'll start at this end, something like that, the other way. >> Um, a win from last year. >> Yeah, just one win. Um I one of the ones is that I'm having one of the largest graduating classes uh this year in the last what 20 years or so. So I feel like that's a win kind of bounce back from co times. >> Perfect. >> Yeah. >> All right. Great. Um, I would say that um minimizing losses of positions with very dramatic budget cuts was a win. and programs, >> positions and

033programs. >> Yeah, >> you weren't on the board. >> No, but I think they did a really nice job uh with the budget during a difficult time. This might be more credit, but um with the district with not having you here and things ran really smoothly and there when Craig left there were a bunch of problems and things that came But I think we had things set up and the district was running well enough that it I think that was a win that it um the district carried forward well. >> It seems like some good administration on the back end. >> Excellent. >> Right. Um Craig, do you want to share a win? >> Um at least God knows I wasn't here maybe a month for medical reasons. So, I was just there were some

034things that got brought to my attention that I helped with, but I just was appreciative that we got through the day-to-day stuff and um and kids got a good quality education for a year. I mean, every year, but it didn't stop kids from so I thought that was good. Really appreciate the board administrators really stepped all of them really stepped up. So, >> you guys have all said everything. Uh okay. Um trying to say something different. I think it was a win that during um the legislative session, our district was the leader in Class of County for outreach to legislators and most of that was Craig's work. Um getting the meeting together, having other districts come here and speak to the legislators. I think that we showed um leadership within the county for that outreach.

035>> All right. So, now that we have the wins and what you guys think stood out, what else went well last year or even two years ago while still >> graduation rates >> this year? I don't know. Do we have an official? >> Not for this year. >> With the largest class that's you know has been large all the way through but >> well and on track to graduate like the ninth graders are what what was it 98%. >> So yeah like the highest it's >> ever. Yeah. also don't have numbers to back it up, but our special education I do I do feel like people come from other districts to our district for special education. >> I heard great things. >> We're not allowed to track that, but this >> we have a lot

036of teachers that come in to uh end their um week, we'll say with the kids, but they all say good things about you guys, that's for sure. So, and and and where they're working. So, uh anything else? What else? But well, anything else that stands out that we didn't already highlight? >> I just think the board as a whole, like I feel like we do really well, convert a lot of districts during a very tough time. So, I feel like that's always a plus and goes well and a win all in one. And I would say too like um being able to continue to implement our strategic plan even like following through on that work even with you know the spearhead out for part of the year and like um continuing to monitor that and

037and really Yeah. group that for >> awesome. >> Yeah. >> Anything else? >> Excited about last year, year before. >> Trying to remember the whole year. >> I know. It all ran together. >> What happened? >> Yeah. I feel like there's all like there's a lot of great things, you know, >> did really well, too. I feel like our sports um went really amazing. We had a lot of >> um high achieving >> situations. Yeah. A lot. And I feel like we did the you know the students did amazing this year. >> Even the arts, the music, >> everything. Everything. Yeah. Music they were doing. >> Every contest, everything they did this year. I feel like they just exceeded everybody's expectations every time. >> That's awesome. >> Yeah. Oh. Oh, shout out. Um, our food

038service, too. Being able to provide free meals to all. >> Oh, yeah. That's good. >> That's right. It was a That was a ser. >> That's huge. >> It's all blending together, >> right? But I mean, there's a lot of things to be proud of and sometimes it's that's why we're reflecting on because it does it's it's a lot. You're doing a lot. Um, anything else kind of stand out before we move on to the next little wrap? >> Let me ask you then. What do you think is important to all those things that we just pointed out, all the wins and and what went well? >> The whole district working together as a team. >> Perfect. And I think having the clear strategic plan for everyone to use and make those decisions as a

039team >> Yeah. >> helps a lot. and having voice in that >> and and I also think being intentional about the voice too like I feel like that I mean that's probably another win is that we have really recognized like it's a it's a thing that needs to be worked on still but I feel like that's something that we really recognize like that there are people missing from the table that are really powerful voices that we need to be including and like identifying them and being able to bring them in to really do that work. And um that's obviously still a challenge, but um having multiple voices and and differing voices, but respect among them um it like makes a big difference. doesn't. >> Yeah. Just another whim that we are starting a new um

040student rep on our board next year. >> Okay. So, that's a what went well >> student rep. >> Yeah, student voice is being included. I was going to say we've had a student rep, but it's >> but it's more indepth utilizing that. So you have a different program that's set up so they have a a way to communicate. >> Yeah. It's like part of their senior project to be on the board. And >> that's awesome. >> Yeah. And I think that reflects in some of the things that I I saw in your your your self-reflection and also in your strategic plan goals for what we're creating. So that's awesome. Um what else was important to the successes? You know, working as a team, clear strategic plan, having a voice, including voices. I just think uh

041just the communication >> in general, having good open communication and transparency really plays a role and I would think everything and every choice you make >> and people doing a lot of work. >> Yeah. I mean, that's like people kind of it's we have a I mean, and maybe we're not unique, but I feel like our district has a lot of people that do a lot of work that is beyond what is expected or need. Well, not necessarily needed, but what we what they should be doing. >> That's helpful. But that also reflects on you as a board because y'all are the ones that make those decisions and support. You know, as I teach in nonprofit boot camp, it's it's really the board that supports the executive director, which is technically what you are of

042the school system. So, um you know, making sure that he is supported, has everything he needs, um you really reflects on y'all. So, uh great job. Um, and then what do you think based on the successes that you're going to continue to do more of in the future? >> I just go down the list and say everything that we're continuing to do, but I mean, is there something that really amongst these things are standing out as things that have just not worked in the past, but now that we've implemented them, these are just kind of help steamroll change and progress. I think one thing that was interesting in the last two years especially that I in my time on the board which has been over a decade um is that like we're in a stage

043now where budget is like a hot topic like it's always been pretty stable now it's very not stable and it's interesting because it brings people out of the woodwork like we have people coming to our board meetings which doesn't typically happen and I think that that um engaging those people and because I mean those are the people that the budget decisions affect >> um and it's super helpful to >> be able to hear that voice in like prior to the budget a and not like after the budget's been released. And so like bringing those people, getting those voices prior to budget time would be like I think that's a huge like I've learned from the last two years that that would be so helpful in Yeah. Anyway, >> so communication and transparency. Yeah. >> Where

044that hits back on um and that is part of your strategic plan. So >> can I follow up with that? So, one thing I shared with Heidi was um the timeline that was used for the board for the budget, excuse me, has been my timeline for the past 15 years. From an outsider this year looking in, I was like, "This feels rushed, >> like really bad." And I talked to Mindy about it and because it really bothered me, but I put those people in like I would tell them, "You got to go do this, you got to go do this." just scrambling around. It seemed like the last second. We start that process in April. But Mindy and I have talked about we want to start like with that budget guide in February >> and

045then do some more outreach between February and May to hold community forums, those type of things. Show them our strategic plan, show them our decisions we made. But at the same time, I think there needs to be one or two, maybe one next year, maybe two presentations to the board from September through January or December on different facets of the budget. Like I think Grace, you talked about like what is the ending fund balance or how do you figure that out? So I've talked to many about we need to bring that stuff to the board. It's okay to like mention it at the end of the agenda at the end of the agenda, but it needs to be important from the fact that we've had to cut probably over $3 million $3 million worth of

046stuff over the last two years. >> So, as a board and a budget committee for that matter, they really need to understand more facets that we're giving them to understand. >> Yeah. >> So, so we are going to, if it's okay, we are going to move that up to like February instead of April. We are going to do a couple presentations in the fall as study session items and then we will do there was I think the survey um I think was great. The problem I have with written surveys is that people are not accountable for what they say on surveys. So you get all this weird stuff so you had to go through it. You can only fire the superintendent so many times and say, but if you do outreach like you know at

047each school and you meet where talk about the budget then people you get some real authentic conversations. Those type of things are >> I think that data is helpful too. um just ongoing data like information >> is super helpful >> in making decisions and so yeah >> I would love to know like going along the budget I'm sorry this off track but like there's a lot of things in the budget like as far as like when you're talking about like specific things like things of concern like facility costs and rising maintenance costs and things like that we should be keeping in like on our radar as far as like I don't know like how things they change the title programs like all of that like I mean there's there's a lot of nuance in our

048budget >> hard to read in the budget >> yeah and and it's really difficult and like what's coming from the state what's coming from federal government what's coming from county taxes like What could we >> Yeah. Talking more like how does the board prioritize items on the budget? >> Yeah. But like but just to know because like I don't like >> you know the state school fund is the most volatile piece of the whole thing but now the federal >> funding is now also volatile. And so like what parts of the budget are like >> are federal >> federal and what's what are state and what are >> like what percentage how much of this is going to be impacted spend on and with this money and what's like >> yeah to just know so

049as we're seeing things if this is being cut well how does that directly impact >> yeah if we have to lose a title teacher is that because the state is doing something no necessarily like >> better going to the state coming to us. How is that to us? >> We'll start in September with like every month doing like two or three items out the budget next. I mean I federal is like really volatile right now. >> Every day we feel like they you know June 30th they put out the feds put out a memo and you now no longer have title 1 C and title four. It's like >> a budget. >> So yeah. uh we'll break those down and bring out two or three different ones each month. >> I know that on our

050uh budgets that we usually submit, we have an acronym or you know like a little sheet with all the acronyms and then uh it tells in our our income statement kind of where those are located and where they're coming from um as we're looking because you know nonprofits have I mean same >> but even knowing where it's coming from, how does it get here? Like what's its root? Is it does the federal money go to the state and the state? >> We just got $162,000 in title one. We don't know why. Additional. >> Okay. Thank you. >> Thank you. Unless I was curious like if some of the cuts that's why we're getting some >> I'll bring like we'll bring start a section we'll bring like two or three different mark explain them in detail.

051>> Let's uh go through the next uh section really quickly um and then we will jump into our goal setting. Um so what I want to know is what didn't go so well this past year? >> Enrollment. Enrollment. >> What else? >> Practically problem solve. >> It's great that this is a hard hard question for y'all. Greg, do you do you have any reflection on what didn't go so well last year? The one I didn't sleep on is roll with. >> Okay. >> Very attentive. >> It needs to like that's like the true health of our district. We don't have kids. We're not we're in those programs. Yeah. >> And there's not much we can do about that to kids. And >> um I don't hard part for me is I have a whole fourphase

052process to look at enrollment including first phase just getting data together and look at every moment. But um I just don't know if there's kids out there or not. I don't know if they're there. >> Right. >> I haven't I haven't made any community contact even know they're out there. >> Right. Well, that was my next question is why didn't it go well? So, why is enrollment not happening? And it sounds like you don't have the answer. It could be everything from a lack of a population growth to >> housing housing, private school, homeschooling. >> There are more private school options than there ever have been >> and homechool. Yeah. >> Growing rapidly. Speaking of the homeschool groups, I have some context for you. You asked me if >> I feel like it's change of

053generation, I al feel like that has, you know, some things to do with it as far as like, you know, making your kids go to school or take getting them to school and parents, you know, it's just like values are different. I think things have changed ever since, >> you know, postcoid and just our new age. I don't know. I signed two forms for parents last week. We're going to send their kids to charter schools, which is fine. They bring them to me and I sign them and I don't I can't stop and sign them. But reach out to those parents and they even know we have an online school. >> So there are some things in turn we could do that. >> We're losing kids because we're not communicating and getting information out. >>

054Yeah. So with a private school, lots of population, generational change, um value changes postco, um charter schools, online schools. Um what else do you think is is behind this enrollment thing? >> People have less kids. >> Yeah. >> It's expensive. >> Some perceived values not lining up. [Music] And uh what do you think wasn't in your control? So what what wasn't I'm sorry, let me rephrase it. What wasn't out of your control having to do with enrollment? >> Knowing where those kids are versus part of it. I think that we have some for that like finding those kids but >> not out of our control. like in the control. >> What's in your control? How could you how could you have >> done something different? >> You just mentioned I guess marketing online >> communicating

055asking why or if there is a why. >> So surveying parents I >> think we're kind of concerning about competing you know it's not just that with that >> competition. >> I mean, how I don't know. I have no idea, but how easy is it for parents not in the district to get a um permission to come for their kids to come in? Do I mean, is it easy for them to find that information >> or like to get a waiver or whatever? >> It's on our website and they call. >> Okay. >> I mean, you wouldn't allow courtesy enrollments in cut about everything. They got over 100 kids going more to >> and I had three today. I gave two to but still still losing some. >> And you're called that courtesy enrollment. >>

056So is that something that is in your control is courtesy enrollment >> except that it's not can't necessarily recruit. >> Okay. So you're not you can't go. >> We can let them in but we can't go and say come on come on over. But it gets back to >> but it gets back to budget >> anytime like we >> I don't know if we've cut full-blown programs in the last two years. We've cut staff mainly because of enrollment but I always look at budgets and I talked to Linda this year when you're do you looking at budgets you look at like when someone moves to town does our district have programs that are enticing for them to want to send their kids here? That's that's how I looked at the budget. So try not to

057cut programs if they're successful programs. I will tell you too that this guy is a freaking superstar in I will always sing praises but >> when we are working like whenever there are people that are thinking about moving like they're hiring at the hospital for instance >> and they're wanting to know about the school district Craig will come in on a Saturday or Sunday and take them around and talk to them about the school district. And anyway, we just the we CH just hired a chief medical officer from Portland who has two kids in the district next year because they really Yeah, they really liked >> Yeah, I get it because it was high school. >> They like he is amazing. He sold us on this place. >> It's a good part of the not

058college. Yeah. >> So, having >> there's some there's some things going on that I don't think the board understands and I caught on to it this year. You should know. Um, parents by law have to sign up for home school if they don't send their kids to school. But because a kid parent signs their kids up for homeschool, they don't do homechool, >> right? >> What they do is they sign their kids up for homechool so that we get off their back attendance. So like seven, you know, we talked about the graduation rates, great at the high school, but they had over 19 kids going to homeschool this year that one of the things that I've talked about and was part of people's evaluation down there is that uh we have to drop after 10

059days by law. We're not done and I don't care if they go into homeschool because they're not getting education. We need to get those kids back. They've been told if our graduation rate drops by six, seven, eight% and we have those kids back in school, so be it. But we are losing too many kids to homeschool. >> So at their senior year is what you're talking about? >> No. >> Well, in fact, to be honest with you, I had to lecture staff about you don't even give them the option of homeschooling. You don't give them you don't tell them what the phone number is for homeschool. You don't tell them the phone number for charter schools. That's not an option we provide for them. Their kid and if their kids out of school, we have

060to pound on their doors, work with their parents to get them back in school. So on the flip side of that, there's two homeschool groups with hundred kids each that meet together and do co-ops school district area >> and there's one more forming in Seaside >> with and they are active and doing things. It's like not getting a hostile relationship with them. I feel like there's some ways we could >> refer to as high school kids. >> Yeah. Well, these have high school kids. Yeah, >> they have all the grades. >> We have kids that are sitting at home from video games watching TV. >> That's not I'm all for I tell parents all the time, you have choices and that's perfectly fine, but sit around with nothing is not a choice. >> Yeah. I'm

061curious um like with the homeschool groups, one of the moms I because I called and asked a couple people if they'd be willing to talk to just give them number. And just in talking to them, you know, I just had a thought like it would be really nice to go and do an introduction to the groups like how we can partner with them, you know, here's the programs that we have at the school like even if they don't want to come full-time or whatever. Maybe there's some classes that they would like to take and kind of start building bridges >> with them rather than it's like us or them, right? because I feel like >> in some ways it's that way and I yeah I think there could be a lot more partnership and one

062of the moms I was talking to she said oh yeah we like she has questions about you know some graduation requirements or um one had questions about um what was it oh the FFA program like if they did the FFA pro like a class but their homeschool co-op meets on a Friday, how could they do the class and still do their homeschool co-op because they do classes that you know like >> but um like things like that I think would be really beneficial to start >> vending because I know just been a little bit talking with them some have gone that route because they have grievances with the school some because they don't feel like they've been heard as parents you know and I And there's others that just simply like the freedom like they're

063actually scared like when we talk about um school choice like they don't want the state's money because they don't want somebody in there saying now you have to do this and this you know and um and then there's others who I talked to who um have children that are neurode divergent and they just don't fit well and they haven't found something that works well for them. And so they're like, we're just going to do our own thing. So, I don't know. >> So, it sounds like some of the homeschooling stuff and um you know, parents taking their kids out of school, getting them off your you know, you getting off their backs, that sort of thing, these are not in your control. So, what are you going to stop doing? And um what will you

064adjust in order to help some of these things or that are not going well or not out of your control? >> I think it's within our control to reach out to them. >> So, build bridges. >> So, I know you have in the strategic plan there's there's outreach within that. So that so again these are these are we're talking about this so that way we can start digging into the um strategic plan and your goals for the year >> but it's within I guess is it within our reach to reach out like you're talking about the students who are homeschooled yet not doing like getting them back. Yeah, we have to just together. >> I I will share like you know we do an online school. When we started online school 12 13 years ago,

065it was strictly for homeschool kids. We would provide you the curriculum. You you stay at home. Yeah. >> And then it's evolved into Yeah. >> Hasn't it changed now if they have to come up here? >> It's a high school because they had a large number of kids who signed up online never did anything. So they have to check in in they have to check in in person. So they need to be flexible with that because some kids work well online. >> Yeah. >> So online school is that something you can adjust? >> Yeah, we will. >> Okay. And then is there other things that you can stop doing or you're going to stop doing that's going to help correct some of the things that are not going well or things that are not out

066of your control? Um, and that could be anything from, you know, stop making assumptions or stop, you know, listening to certain things that are stopping you from doing certain things. So, I mean, it's not necessarily a a specific um task. It could be something a way mindset or a way of changing your mind about the way you're thinking about things. I >> I think as superintendent, the communication that goes out around attendance and enrollment needs to be have a more positive flat to it. And I think the lesson learned was those letters we sent out for a couple years were pretty brutal to parents. And that's not going to help. But one-on-one interaction being positive go a lot further, especially when you can support students and support families. >> Okay. So less negative. >> Yes.

067Reached. Yeah. Okay. Is it I mean this is just down the homeschool avenue but you know some feel that I think um like either political values or whatever it might be are kind of pushed on their kids from teachers and stuff. So maybe like I don't know education on policy and how to advocate. We've talked about that kind of I don't know what's the policy like it's kind of around religion and um politics in the classroom you know. >> So being more transparent about how you teach things. >> Um what is it? I don't I don't know if it's more transparent less transparent. That's okay. [Music] >> Well, what I got >> the personal value is that >> but what I'm trying to get is is that do you think that the public needs to

068know is that what's happening here is that they're not getting the information so they can be informed about what you're actually teaching or >> I think there's >> are you are you sharing too much? >> I think there's people that feel that political values from teachers and things are being pushed on their kids. >> Okay. I I also I also think that we a lot of the >> media coverage around education has to do with political issues and the majority of the education that the kids are getting has nothing to do with that. And so maybe in the media highlighting what we're doing with kids, I I don't know like I just feel like and that is somewhat out of our control because >> yeah, >> media is media. But anyway, I it's Yeah. Well,

069the other things I was thinking about is maybe adjusting uh partnerships, outreach, you know, working with different groups throughout the city like the chamber and and whatnot to find out what you were saying is why is enrollment going down? Are we losing people? Are we uh you know, is housing one of the issues that that we're facing? Because these are some of the things that are out of your control that you're not going to be able to deal with that you're going to have to communicate to your representatives because they're the ones that have the power to do that. But this is again some of the things that to figure out like what what do I not have control of? So I'm going to worry about the things that I do have control of. >>

070Yeah. I know like what along those same lines like we've learned after the fact about like Coast Guard stuff like Coast Guard is a huge piece of our enrollment and we'll learn like way too far into the process that like oh there's a boat leaving and all these people are going to be moving out of the district. Um, but it would be interesting to know like with some of the bigger employers of the of this area that are in our that house people in our district like what how is hiring? What are they saying about like your you know like the family age demographic? What are they saying about why they're not coming here? You know, >> how do we entice the guard families to want to be stationed in escar? >> Well, no. But

071I'm talking about like I'm talking about like the hospital, the government, city government, like all those people that when you're hiring in positions like why why are people declining offers to come here are not even applying for jobs like you know like when you're screening them what what are you hearing? What is the human resources what do human resources hear? >> Um because I guarantee they will say things about education. They have I've actually had a I chief somebody ask me why our score for our school district was so low on Zillow which I didn't know you could see on Zillow >> and so they wanted they wanted they asked me how come what is going on in your school >> that your guys are scoring very low and >> I think it is the

072lowest score for people we used to go in and control. >> Honestly, >> and your funny thing is this person doesn't even have children. >> Yeah. >> That go to school age at this point, but then I get other doctors and you know that they hear from somebody higher up and then you know it's like you guys you can't base it off a health review. It feels like, you know, people do >> that, but we're also not like a big city like Portland where we have so much abundance of money and and students and you got all this other stuff. And so it's like you got to >> Well, the crime rate too, it says is very high here. And then yeah, I was living in East Oakland and I'm like, you can't you've got

073to be kidding. I mean, so it's like, yes, >> people look at that and people look at that there has to be a way to find credible education information. They probably shouldn't. >> Well, because they they're looking for a house. They're looking for >> that's a good way to look at it. >> That's what they That's what they do. They're looking for housing to move here and they're like, "Why should I send my kids here? I don't even want to live here. There's crime and there's >> so maybe that's something we shouldn't do off and look into what's what else is out there." >> Yeah. And then I was kind of first of all I was taken back. I was like I didn't even know this showed up on Zillow. Like what are you looking

074at? >> I'm always on Zillow but you never looked at that. >> We need a social media like media guru to look at. >> So that was one of the things I'm going to recommend is maybe that's something you can adjust as a branding issue >> because it word of mouth is is more powerful than anything. >> Very powerful. And so once you build a brand and once you build a powerful brand which you I mean I tell you when when I talk to people that that have kids in this school and I talk to kids that you know have gone to this school and how lucky they feel that they've gone to this school and how supported they feel when they're at this school is incredible because I certainly didn't have that when I

075was growing up and I know they're not getting it across the river sometimes but I hear horror stories from from folks over there >> so we need a video. So yeah, I mean, well, but that is it's it's more of and maybe that's something that Craig does is partner with somebody through the chamber and through the county uh to see if there's some maybe some grant money or whatever in order to fund this. >> And I feel like maybe promoting all the good that does come out of our school district. Like I was just reflecting when I was talking to this person, I was like, I don't know what you're talking about, but we have, you know, kids going to Harvard, Yell, like we have some of like the most amazing, like we have 13

076valid Victorians. We have so much good and we just won like the 4A stage like Devon and Zero. We like there is just a list of endless good stuff. So when somebody like says something also it hits home because like I went here. So it's just kind of like I don't know what you're talking about because I don't think there's any other school that I ever wanted to go to like I love to hear the statistics like that. >> Yeah. I feel like this is how many students part Ivy League school trade school. >> Yeah. They're so successful, you know, there's so many. And so I just kind of like >> there's money there is money for this marketing through the chamber and through travel Oregon, through uh travel, all the stuff that's bringing people

077to town. There's money for that. And your and the school is one of the most important things that drives that. And I I can guarantee you they want to focus on families. Families are what we need here. I mean, I know I need educated students that come in with critical thinking skills and and are able to actually do the work instead of me having to actually show them like the amount of training that I have to do to get somebody to do a job that's dishwashing and or you know just a simple thing is incredible. So um it's a value to our whole community >> and then those students do come back also like you got example like that Peru that always you know runs the the little football camp and he's always donating to

078like CH to like the fundraising to like raise he's very proud of his hometown >> so or you have someone that comes back to be a nurse in hospital in their ER >> that is a huge asset to their community >> right >> keep on hearing >> huge right I mean but that's what it's all about. So, let's real quick we're going to review um what went well, which was um or the wins, large scratch equation class, loss of um I'm sorry, minimal loss of position programs uh with the budget cuts. Uh good job with budgeting. Um district ran smoothly without Craig. Kids uh got what they needed with Craig out. And then uh leaders who outreach uh to legislators show leadership um what went well to graduation rate special education board as a whole

079um does well during um I can't read my writing today does well as a whole um or during difficult times continues to implement strategic plan uh sports arts music uh contest exceeded expectations the free males and student voices. Um and then what was important to those successes is working as a team, as a district. Um clear strategic plan, having a voice. Um and that was for everybody um throughout the system, including the students. Um let's see, intentional about the voice as well, identifying people to include um and do it with respect. Um and then communication and transparency, people doing lots of work. Um and then uh you're going to do more uh uh people are coming now. Uh you're going to start communicating early for budgeting. Uh invite more people in in that process. Uh

080voices are are going to be prior to the budgeting. Uh give more time for community input and you're going to start earlier in planning and implementation um with workshops in the in the fall and budget presentation in February. Um, again data. You're going to need more data. And that includes data for, you know, what you're about to face, which is what didn't go so well as enrollment and and why. Because without the data, you're you're just thinking and you're making up in your mind. So, it's like it's going to be important for you to have that information so that way you can focus on what the things that you can control versus the things that are out of your control. Um you know again what didn't go well you know private school um you know

081charter schools online schools less kids the economy um you know values not aligning and generational change with value change in postcoid um stuff that's not out of your control is this rating or is it out of your control I don't know right now >> we effective, >> right? >> Open 20 different emails. That's all, >> right? Make sure you go rate us on Zillow, right? Parents. Okay. And then, uh, knowing knowing where the kids are located, you know, uh, uh, marketing, uh, surveying parents, your competition, um, courtesy enrollment, Craig's ability to outreach and recruit potential, uh, new members of our community. Of course, we got the Coast Guard coming in and out. Um and and then parents signing up kids for homeschool um just to get the districts off their back, but they don't actually

082complete their schooling. Um and then partnership opportunities um with home schools and other um uh schools that are out there or ling uh online platforms. Um and then what are you going to stop doing or what will you adjust is outreach um your online presence uh communication around attendance uh more positive less negative outreach um policy education around um possibly politics or how how that's discussed in in class um so folks have a better understanding and then um branding uh is really going to be a great thing for you. and then um stop offering homeschool for those kids that are signing up for online school. So that's what I have for kind of reflection about what went well, what didn't go well. Um and again some of the things that are out of your control.

083Did we did you mention the C CEOs of the I just think that >> human services like what >> oh what the different human resources are hearing around the town >> HR of businesses in town >> why families aren't coming >> okay >> reaching out to other um >> employers are employers >> thank you my brain It's It's got a thought. >> Yeah. And that's going to be Yeah. to your chamber. You're also your um county. Um they're going to have numbers um as well. And state local census, that's where I found out where, you know, couples are living. Um when I was doing my research for Xanadu, you know, how many gay couples are in per capita. So, they have that data in there. And it'll be interesting with the new census where everybody

084went, but um I think going back you can see a trend. All right. So, y'all ready to set some goals? >> So, the first thing I want to ask is Craig, do you want to pull any goals or any information out of the strategic plan? I did highlight a few things that were specific to the board. There wasn't much specific to the board, but that's why I wanted to review it with you. Go ahead. you didn't talk. I'm so sorry. Um >> always excellent. Um but there are a few things in here. Um when you're talking about your communication strategies on the front page of the strategic plan, um there's a few bullet points there. And then especially within the relationship building, There are actually there's really one that highlights the school board specifically and

085that's the commitment to anti-bullying and anti- harassment of the strategy. >> The rest is tied to superintendent Craig. >> These are all three. >> What is is this just each area? Yeah. You look at one of the top pages of the office one, two, and three. >> Yeah. >> On this top page that you gauge. >> They're only three. Oh, yeah. That's right. the data. >> All of them. >> This is what we narrow down to. >> Yeah. So, what we're going to do right now is we're going to narrow down everything that we just talked about, plus everything that's in the strategic plan that focuses on what your goals and objectives are and then everything that Craig has recommended, which is these things to consider, budget, communication, transparency, um around cutting budget. Um, again,

086we we talked about the strategic plan. Um, maybe pulling something out of that strategic plan that focuses on one of your goals for the year. You have a legislative action, I believe, coming up in August or September. Is that correct? Um what I plan to do is OSBA who's their association and co through his mind puts out a uh documented review of the legislative session or you can just go online. Sorry, >> but you didn't mention education. Okay. >> Didn't >> maybe there's some outreach around that. Um and then loss of educ enrollment. Um I have notes here. The loss of about a thousand students. You had 1,700 enrollment in June. Is that correct? >> 1690 under 1700 I think. >> Okay. >> Lost a thousand students in my 29 years. >> Oh, in the

08729 years you've been there. Okay. Sorry. It was not a year. Wow. >> But I don't think we've had a year where we've gained students since I've been on the board. >> Maybe like for a month, we'll gain two or three of them. >> So again, as you reflect on your and what you have control over, maybe this is a trend that's something you may or may not have control over by yourself as a school board. >> And then what are the programs that could benefit our students and provide more resources for the district. So, those are the things that that um Craig shared with me as as things to consider as we're planning these goals. Um and then as well as the strategic plan goals that you have um right that you have available.

088So, let's start reviewing everything that we just talked about and see if we can pull out three to four things that we want to work on. I think goal number one is enrollment. Is everybody in agreement of that? >> Awesome. So, how do you think what strategy, method or action do you think is going to help you with your enrollment in the next year? >> So, we're on goal one. >> We're on goal one and we've we've determined that enrollment is is probably one of the >> topies. So with that determination, what strategy, method or action do you think would be best in order to start >> just one? >> Well, no, we're going to have we can have up to I would say no more than three or four, but we can have up

089to five. Um because you don't want you talking about enrollment or you talking about different areas other than enrollment. >> No, I'm talking about enrollment specifically. So this is in order to tackle this goal as so let me ask you this question at the end of the school year we will have done what for enrollment >> but I mean have we increased enrollment by a certain number >> you want a smart goal >> you want to do it >> so can Can I share a couple things? >> Yeah. >> Because I've done a lot of research on this in the past month because it really bug me. >> So all the stuff that's good around marketing homeschools and I think that needs to be part of it. But like I started this a couple weeks

090ago and I I'm stuck because I don't know what I'm doing. But we got to really like spend time analysis of data. >> Yeah. >> And I have all the data. I just don't know how to figure it out. And I plan to go to our high school stats teacher and say here help me understand this because I can't it's been 30 years since I took a stats class. >> So that's actually that's one of the things you're going to analyze data. >> Yeah. But the second thing is um >> gather information. >> Yeah. >> One of the things we need to make sure that we tailor our offing offerings to identify the needs and desires. that there's a lot of outreach in homeschool charter school parents during that phase >> though as far as

091enrollment is concerned outreach. >> Yeah. >> Okay. >> Is a is a strategy. >> Okay. >> And then to me the third one is and it could go along with the second one is like I'm not a marketing person. I'm not I have to go find a grant for 30 $40,000 and hire somebody to market this district like you would do for your physics. And um I mean there's ideas and stuff that I have, but like it's just not my thing. I don't think they hired me to do it, but >> I need to go find 30 $40,000 dollars and hire somebody to do it for us. >> So maybe that's not maybe the enrollment number isn't the first goal. Maybe our first goal is to have fund a position for a marketing or like

092>> market like Yeah. create a marketing strategy. >> The analyzing the data and the outreach is that part of the marketing you're thinking or is >> well marketing is like you brand yourself >> trying to sell us the data. >> So you may have two goals. Maybe one of your goals around enrollment is to find out why your enrollment is down. >> So goal one is why you know at the end of the year I will know why our enrollment has dropped over the last 29 years. So why don't we do that enrollment? Um so >> reason >> will know why enrollment >> and question that I have like what are the historical enrollment figures for the past five 10 years that's easy to get >> what are the current trends grade level breakdowns so

093is there a trend in each grade or a transition from one building to another whether some schools that are experienced a significant problem and why and I don't like pastors. I don't know why but they're in their hundreds almost now and all their classes and I'm like I don't know why. >> Right. But information is power. So this is uh knowing why is going to help you >> and just understand how how many kids are in homeschool. >> Where are those kids at? I don't even have any contact. >> Right. Do you is I mean is there any way to get like census data for age ages of the like how many >> people in the how many year olds are in >> Atoria school district. >> Yeah. I mean technically from a census perspective.

094Yeah. >> Yeah. I it would be interesting too to compare to other local districts and what if they're experiencing the same trends or if it's dramatically different here. >> I can get that. I I don't know if they break it down by school district, but they break it down by community. I see. >> That means for the county versus >> because one of the things I worry about too is in line with what you're saying if we're doing actually a little better than other school districts. But >> but I just heard of people stopping their courtesy enroll or not allowing students to go out of their district. But it would also be interesting though to know if like when you're talking about grade level like are are all the districts locally experiencing lower elementary school

095enrollment because there's more like K2 private school offerings, right? >> Which there are. And so is that and if not, what are they doing to keep their kindergarteners coming to their school district? >> So, >> okay. >> So, yeah. So, by the end of the school year, you'll know why attendance is draw. You'll do that by analyzing and gathering data. You'll do that by outreaching to uh other organizations, uh companies, businesses. Do you get information about um like Head Start in our preschool program and how many go into our kindergarten? >> Go to our kindergarten >> like Yeah. Do you know the numbers? >> Do transitions in the spring. >> But I mean, do you know how many end up not coming from those programs? Do you have that information? >> I know. I could

096ask for that information. >> That'd be interesting. Yeah. And I think it's partly is because Head Start here takes into consideration Napa comes here here district and war and my also I think they got a head start center. >> Yeah. >> So any other strate So we have strategies right now is collecting data and analyzing that data outreach to community businesses and um trends Are there any other strategies, methods or actions that could help you, Craig, and you the board be able to analyze this data or gather the data so that way you know why you have a loss of enrollment? >> So when you talk about outreach community businesses, you're talking like outreach to >> so employers to find out trying to get information from their employees through them. >> That is correct. So

097you're reaching out or or even even the board is reaching out through your network and and connecting with the folks that you know to find out can you help us analyze this data. Are you experiencing the same thing? Can you share what you have um maybe around the hospital or maybe around uh you know like you said talking with David at the chamber and seeing what data he has and does the county have data um either through you know maybe some of the things and programs that they have through health and wellness or um you know public health are they out gathering data and is that something they can share with you? Um so this is this is something that if when we're talking about who's responsible for ensuring this and that's the next question

098um for outreach it's everybody in the room because whether you're doing the actual collecting of data or it's just more connecting Craig with the right people um so that way he can then do the the collection and stuff like that. So it's kind of thinking that way. Um and then trends. Um I think everybody could do a little bit of research, share what you've learned. Um AI is a wonderful tool. >> Um when it's when it's um when you when you check your sources and all that kind of wonderful stuff. So um >> use the high school statistics class. They can >> Yeah. Yeah. Exactly. Give them a project. >> Yeah. >> I thought we'll talk on it. real hard. >> Wouldn't that be a good project though? They can call the other >> real

099life. >> Any seniors want to be a marketer? >> Well, that's going to be on the next goal, which is is going to be increasing enrollment. But, uh, is there anything else that that you think that at the end of the year we'll know why enrollment has dropped? Um, besides just gathering data, doing some outreach to the local community on what they know and looking for trends and doing research around those trends, do you think there's any other way that we can find out more information or things that would assist us in understanding what's going on? Would that be outreach to um maybe our public representatives um finding out if they have that data as well? anything that's reflecting nationally and statewide or locally. >> I have an email where you go out a week

100to all social service agencies that I want to meet with them once a month online and talk about how to support families and students because we only have conversations with those agencies when there's a problem. >> Yeah. >> We don't do any preventative work. So that's you talk about community businesses. Those are also the juvenile department, class of behavior health. Yeah. For the majority of our kids, that's where actually go for their mental health services. So we're going to start those conversations starting September. >> I I think that and because this is a board retreat, I feel like that would be a role of the board too. I don't feel like to support you in that. I feel like h like I mean we're representative of the community at large. We should be in on

101those conversations too. >> Yeah. No. Because there's a lot to do around police >> giving you anyway. But I feel like that is >> Yeah. But when I but when I thought of that and I've been talking to administrators for a while because I'm part of this secret leadership group Chris was on for a while. >> He got it is Yeah. >> He hasn't been here long enough. It's a secret group that meets every other but they get a lot done. We get a lot done and um but we don't there's nobody there that does like social services and things like that. But one of the things I thought I want to do that you know Tyler can actually play a dual role. He's representative of the board but he's pro providing parks and rec

102services for the community too. So it would hurt for parks and rec to be on that secret. >> It's not a secret. That's >> folks. I know I believe I have a breakdown of students by age in Atoria because of our expansion that we're working on. So we have kind of a a breakdown of age groups u number of kids. >> So I think I could share that with you. >> Yeah. Speaking of also your universities that information too folks are doing the project universities localities >> state does a lot of that work. >> Yeah. >> So they may already have it all done. So, uh, what's the time strategy like around analyzing data? >> When do you want that done? >> Like what would be helpful? >> What's >> like you're going to start

103and you should be done by? >> Well, can I say something here? >> One of the things we're not good at and um I have a big problem with it is that we don't analyze the goals very often. Uh I think like I think it could be done totally done by May but I think there needs to be two or three times before May that information is brought back to the board on what we have collected >> and where we're at in the process moving forward. So it'll be study session type. >> Perfect. >> Does that sound all right? Mhm. >> So, do you have the resources uh that you need in order to make that happen >> to make >> to to gather this data? >> Yeah, I think um I think so. >>

104Okay. >> I don't know what I don't know yet. >> Okay. >> But I will like like Tyler bring that forward. I haven't had that and I'm sure when I go to other >> birth rates and you know those documents you talked about grades in other schools, those are public documents that I can get. >> Yeah. And then what do you think are indicators of progress that implement uh implementation of this strategy around gathering data? Is that just presenting to the board? Yeah, but I also think that there's like the things that you've covered, there's probably about 10 items that I'll bring back to the board initially probably in September, maybe in August about okay based on our conversation and the information that information that I have. >> These are the 10 areas around data

105collection analysis we're going to look at. Yeah. So the progress would be how many how often do I get those done? >> That'll be the progress for getting my work done. >> Okay. So there's 10 areas of reflection. >> Couldn't I just change that? >> Okay. Okay. And then um how will you gather the evidence needed to prove um that you demon demonstrated progress? >> How we gather? >> Yes. And achieve the strategy. How are you going to gather that? So you're going to do outreach. You're going to do >> data. Find data. >> Data research. Okay. Perfect. And for your outreach uh to businesses, community representatives, other schools, um who's responsible for that? Is that just Greg or is that everybody? >> I I can do it. It's part of my job. >> I

106feel like that we can help though. Like we have connections too, you know, like this is realistic. >> We also have secret clubs. >> Yeah. Right. Exactly. And don't forget you are a member of the chamber so you can always go to the after hours events and that sort of thing >> which was tonight. >> So um so those are available too that if you want to get out and ask. Um and then what timeline do you think you're going to have? Is it we're going to do May again? >> I think so. Okay. >> Progress two or three times during the year. >> I know some of this is mundane but it's filling in the blanks. And then do you need any resources for that or you think you have everything you need for

107outreach >> for now? Okay. >> Yeah. until you know >> you need connections like yeah to connect with >> I don't know if anything they would ask me to get cost money I don't know about >> right >> but as far as like resources and whatnot just yeah everybody outreach and share that information with you >> probably brainstorm exactly who to outreach >> who feel like >> yeah like make a list of people to reach out to >> yeah and nonprofit we we for annual funds and and that sort of thing yeah that's What we do is we create a list and then we grade the list. We give them, you know, red, green, and yellow based on who we think will, you know, be the best to outreach to. So, y'all can do the

108same thing for that. Um, what evidence do you think is going to demonstrate progress or implementation of this strategy? So, as you do outreach, uh, evidence is going to be you're presenting to the board these folks that I spoke with, um, you had meetings with. So, x number of meetings or I don't know do they want a number? I mean I wouldn't yeah I wouldn't base it off a number but I just think you know presenting uh at each meeting who you met with and and the progress in that >> present at a meeting and then how are you going to present or gather this evidence needed to demonstrate the progress just >> well when I have data I'm going to report >> okay >> and then with trends are we going to do the

109same thing >> okay so I'm just going to do that trends are going to be more that research so you know what's happening locally versus um and then that could include just >> marketing trends you know family trends um housing trends, all that kind of stuff. So, >> look at your school district on Facebook and see what comes up. >> Yeah. I mean, do you have a Yelp page? All that kind of stuff. Maybe you do and you don't even know it. >> They have a whole B. >> I know someone. >> Yeah, there's people. There are people. Yeah. >> That my husband is in charge. >> Yeah. >> PI like a private >> No, a BI team like business intelligence. >> Their HR department does gather like kind of it's not exit interviews, but

110like they do surveys of why people decide not to take the job. So, they have data on that. And like >> um anyway, >> are they full-time employees? Are they people that they hire consultant wise? >> No, they I in their HR and their BI team >> they bring a lot of things to like and they show us a lot of data like as far as numbers go and trends and all the time >> please. >> So anything else with and and finding out why enrollment has dropped? >> Thank Can I hit the >> nail on the head with that? >> Yeah, that's what I was looking for. >> How about enrollment increasing? Is that the goal for you? >> Yes. >> Yeah. >> Just >> But my question my question is, >> and I

111don't want to make this sound negative, is that an impossible goal? >> No, >> I don't think so. >> You know, unless something strikes us in the data that just says there's people aren't having kids and there's no place to live, then I think it's doable. Yeah, >> there's some things even without the data we know that we can do now, right? >> Yeah, we've absolutely no outreach to homeschool and as a district charter I signed for a bill. >> So, is a 2 to 3% increase a significant increase for you? >> Even if by one student >> I think if we staying >> a push is a win is what we're saying. Okay. Well, that's why I'm asking. I'm like, what do you think is achievable? >> I think anything. >> Drop one person

112in like that's one more student that we didn't have before. >> No. So, enrollment will have a positive. >> Yeah. >> Or a >> not enrollment will not decrease or will increase. I'm trying to figure out how to say this. >> Increase and or maintain. >> Yeah. as the same >> maintained and or not dramatically decreased. >> The hard part with that is um and we've dealt with it a little bit reflected. We have a goal in our strategic plan around um it's like percentage of staff that stay or leave and like I've contemplated a couple times this year when people talk to me like can you kill Coast Guard into that or not because you can't hold on to them. I mean that's not an option, >> right? And that that in itself impacts

113our role. We don't >> I I guess I need to do I've done some outreach with Coast Guard before. They >> they their struggle is they don't have enough housing for people. >> Yeah. >> So they can't tell us how who's how many people are coming or not because they may not even live in our district. They'll live in Orange or Seaside. They'll walk wherever they can find housing. So when I ask that question, I don't get an answer because they don't know. >> Yeah. So that's not something you can base your numbers on. But it's very um >> Can you do an average? >> I could probably look at an average and we know where those kids are. >> Okay. >> Yeah. >> But also about like um transfer orders and timing of that

114through the school year too because it seems like they're that it's like a constant revolving door. Like it used to be like they only left in the summer, right? Like they stayed through the school year and now it feels like >> now they we'll lose them halfway through the year and we'll lose them in November. Like it's weird when they decide to >> now because I talk to employees that we hire to say like they don't like they don't know when they're going. Like it could be you could be given a two or three month notice and then you're gone. >> Yeah. >> And they don't even used to be able to tell because you drive through there. Now they got to move themselves >> let me ask you what what do you think is

115a strategy, method or action that's going to help increase enrollment this next year? We talked about it earlier a few things >> when so this kind of the question I had. So what counts as an enrolled student like if you had a homeschooled student coming and taking some classes. >> Yeah. >> Is that a chargeable? What how does that >> So they you're either a full-time which is like I don't know six or eight hours. That's how the funding is. Or they come in and take a class then we switch them over to hourly. So they're a one hour student or a one and a half hour student and then you just get to add those up. >> So it does contribute. >> Yeah. >> That that gets you some money. So yeah. >> Okay.

116>> Can I just have a lot of questions? >> Well to answer your question. >> Yeah. >> Um there's things that I had already planned before this to do with administrators around administrators. Like this year we have we as a community school have to make outreach to a home school or a charter school. That is like and so that's them. But we have to do a better job as a district on doing outreach and support for kids who just drop out. >> Just drop out. And go by the wayside. Nobody checks on them. I'm just just driving me nuts. >> Do you think that these are separate strategies within outreach? meaning out. >> Those three ones are like the outreach we can do. We know that they have an impact on our enrollment because we

117already know they're here, >> right? So, homeschool, charter school, and dropout. >> Yeah. >> So, do you think that's a specific line item for the strategy or do you think those need to be separated out because they they have different strategies or methods in order for outreach? >> I don't know how you wanted a goal. It's three separate things for me when I do my work, but I I I wouldn't make it three separate. That's outreach. >> Well, you're gonna also have outreach to other other things as well because >> But isn't that in the first part of the rule? >> It Yes. Well, I mean, you have outreach based on your numbers and then you have outreach, homeschool, charter school, dropout, but then you also have, don't you have outreach? what we're talking about.

118It's like folks coming in to town um you networking opportunities for folks that are at that level um to chat with them for bringing them into town because in some ways it's it's just like fundraising is the more folks that you get on that end that are bringing their kids into town, it's kind of more of a trickle effect and a domino effect. >> And that may be where you're discovering the trend is happening is that you do have a a demographic change. So for the increasing enrollment goal, the outreach is different than goal one. >> Yes. >> Yeah. The the other thing I would other strategy would be marketing. >> Yeah. So I was >> the limited that we without special marketing professional >> right specialist >> unless becomes >> the low strategy. I

119mean unless that becomes a resource right we want to >> and that includes your social media outreach includes online presence uh even maybe creating some type of YouTube channel stuff like that >> yes we hired a marketing person to do our bond >> it really brought this community together and like they told me what to do we went and did it >> like and it was like it really brought I mean it was like a 66% passing rate Yeah. >> So your return on investment was was there. Yeah. >> Which we kind of learned some things. I don't know if I remember him, but it was like, you know, simple. >> Yeah. But you have to have marketing people that do that. >> They're trained. I >> mean, I could go find a consultant that

120would work with us for a year, pay him $5,000 a month. >> And we It's not a full-time job, >> right? somebody locally, even our parents that could convert. >> So, you're going to be responsible for both the outreach and marketing, branding. Yeah. you're going to do the outreach uh to folks that are >> well because one of the things like the fourth part is like how do you recruit people like Grace said like >> um one of the things when we did outreach during the ball was I took board members with us to those different women hospital >> uh different different groups and I had board members at each one of them with me and it was great because they had a different perspective other than me as leader >> so why don't we

121put that line on is recruitment versus outreach. >> Yeah. And it and it helps too to have that other face because I think there's and not that it's you're intimidating, but I think that people assume you're busy, which you are. And so like to have another person to say like, "Oh, this is a person I could contact if I had a question about the district or if I was interested in knowing more or had somebody that I wanted to >> talk to about the district." Yeah. >> Um >> that perspective you shared right there Grace worries me about making it up in front of home school and charter kid charter school parents that they will not share what is the real purpose of it >> and I think I think us as board members would

122be way more effective because we're also >> like my family research center like I told >> Yeah. Yeah. I mean and we're or like some of the special program like you know >> take tests. >> Yeah. or >> or special ed like >> instructors and things like that >> yeah just to talk about what's to be offered and I don't know >> so it sounds like the board wants to be included in the outreach and should be included in the outreach >> and staff >> okay >> like go talk to for you agree test with us >> you know something that >> okay and what's the timeline for the outreach pretty quick. >> Get going, >> right? Because technically enrollment would be at August, September, right? >> Well, it changes each month. >> Oh, yeah.

123>> And how you're out >> Christmas. >> Yeah. >> You're out of here, right? >> About until Labor Day, really. >> Yeah. Uh, >> so it sounds like the board's going to be doing a lot of outreach. >> Um, so how can we do that? Facilitate this. >> Yeah. >> So, is this that is this a goal that's this year's goal or is this a year for next year? >> Can't afford not to do something this year. >> Right. Right. But I'm saying for your for your increase. Well, hopefully by the end school year. >> I could see for instance the homeschool group. >> I know >> taking when Jackson >> and a board member and somebody cuz he knows you know the questions about you know how to get credit or college. I think

124some one of the questions was about college credits or you know or maybe somebody from a department or >> I mean I know some people in town that have homeschool students and they are connected with all the groups but I guess my thought is like do we want to have like questions specific questions we want to ask them because I'm happy to contact my friends and say hey can you answer the questions for me you know like >> or find out from the group as a whole like what kinds of things we want to answer. Yeah, that that kind of silly brain. >> And it's not like a to me I don't push I don't think it's like a push like they can go there and try to sell it. It's like what do you

125need? >> We are public entity that you are paying in Texas or how can we support you to send your kid to school full time. >> Maybe you need some curriculum or something. I know we can. >> So you have a you have options. >> Oh yeah. >> And maybe maybe folks don't know that >> because I would think either we're old or not enrolled. So >> yeah, communication, education. So maybe having a set of talking points that you can give to these folks that >> speak specifically on that so that way you all have information. And then anything you can't answer, just give them your number. And >> yeah, like I don't know if people know, but like we have homeschool kids that come in and play sports, right? >> Around their kids all

126day long. That's what we other districts around saying it's all or nothing. Like >> my my niece complains every day she had to be homeschooled. I know we have ones where students come into the high school to take electives, but do we have middle schoolers that >> Yeah. >> Nothing in the elementary. >> Well, that makes Yeah, that's harder to >> So, outreach and and for home school, charter school is going to be pretty quick. So, we need to get that going. By September, it'll be done. And what >> I think by the end of September is realistic. >> Okay. And then what does that look like? Meaning what are indicators of the progress that you've done this outreach or is that enrollment of students? Is that a list of folks that you've reached out

127to to say you've had these conversations? Um >> the data analyzed. >> Yeah. Okay. So, uh list of meetings. So like you say list of meetings like you said you know a few people like >> like a text if I was texting someone or you know like >> Yeah. Like I don't even like and like you mentioned I'm glad you did but like I don't even know who these people are. I don't >> Yep. >> So like part of it is figuring out who are these people. >> Well that's your data analyt. Maybe that's maybe that's one of the questions that we ask is are you willing to speak to our superintendent about or you know like >> that's what I ask these individuals. There's you know two different families and they know more so

128I can ask even more but we're trying to figure out how to partner with homeschools in the area. >> Yeah. They like the idea of getting together you know them so they would know within their co-op group who would coordinate that. I'd like to meet with these groups as many as possible by the end of September. >> Like that's a fair >> you and and board members and staff. >> Board members. There might be times I only need to go. >> Okay. >> Not that I I would, but >> And is there a certain list of of homeschool and charter schools that that you have? I mean like there may be like 10 charter schools here in the area that you can reach out to. So >> there's no charter schools in the area. That's

129part of the problem is the kids are signed on. >> Pardon? That's awkward. Is that considered? >> No, that's private school. >> But they they're like we have kids like two kids this spring sign up for charter school in New Jersey. Yeah. >> Like really? Like >> there's like online ones. >> Yeah. So >> I have a list of kids who are in charge. >> Okay. Because I'm just trying to figure out what how you know how you're going to tell the board that there's >> puzzled by that just a little bit. I was trying to figure out like who and maybe it's not groups as much as it is like how do you know it's three people? Well, reach out to those three people. Yeah, >> you know, and maybe Jenna can get a

130group together of 10 parents and a couple of us go, including myself, maybe come around or talk and board members go, they can ask the same questions I can. They might want to talk. >> I was going to say, can we everybody submit a three names or four names of folks so that you can reach out to or they can reach out to and share what they've learned. >> Yeah. >> So, that would mean that every board member is involved. Every one of you is going to submit um for >> they know you. >> Yeah. Three to four folks. Um, >> I mean I wonder too like parks and wreck, like the library like Suzanne, you know, like people working in those um services might know homeschool people too, you know, and you could >>

131but you'll need talking points pretty quickly for that >> encore school because um we do have I know one student at least that comes and does a class here or whatever and >> well and and a lot of So, aren't there like three in the county that are just like K through two right now? >> Well, Christina started one. I don't know what anchor is through. >> Discover one too. I saw >> there's one in Seaside now, too, that's opening this fall at the church that's right by um like I don't know where I turned to go to work. at the end of Louiswis and Clark Road where [Music] >> they're opening a K through2 private school. >> I think Sarah's changing to a K. >> She was K5. Yeah. >> Oh yeah. Yeah. >>

132Cuz she has like a small group. >> Yeah. >> They're not huge but I think they're active in the home screen. >> Is there like a like where do you find those groups? the groups that are talk to each other. >> There's just some film people in them, but >> well, there's one family out in Jewel that isn't here, but she like help run it. So, I mean, I can ask her who's like >> like, is it possible just to say, "Can you get 10 or 15 of them together?" I don't like need to know a title or anything. You should get 10 to 15 of them together. >> Yeah, >> we'll bring snacks. >> Yeah, >> I can do that. And I'll try to find out because snacks can be really cool. The ones

133I've been talking to, they kind of they're meeting at the old only school. That's a church school. And then they're >> the other one I think it meets at the Nazarene >> church at the top of the hill. >> So for the marketing strate uh and branding strategy, what is that going to look like? Or is that something that you're going to be in charge of? Is that something you're going to outreach? >> I'm going to go find the money to do it. >> Okay. And then I think we need to like I just need to find the right person and tell them what we need. It should be their job to pay them to figure out what the market strategy is. >> That is correct. >> Yeah. >> So it sounds like all you

134need to do is find the the money and the right person. Okay. >> Is our person is our person still doing it? That would it for the bond. >> He's a senator. Great. >> He's what >> is he a state senator? >> No, not that guy. There was another guy named >> Okay. >> He did really good work, but he was not very reliable. >> We was last second and it was just like was too >> So evidence is going to be that you have a marketing plan submitted by your the person that you've hired by when? >> January 1st. >> This year. >> Yes. >> Oh my goodness. >> I like it. >> Look at >> Perfect. We're gonna fix those zeos in review, >> right? They can do that. They can do that.

135>> Like if we don't do something, this is going to get worse. >> Do you think two stars are three, >> right? >> Do you think Do you think Point North has people? >> Do they do anything like that? >> Maybe they could. >> I thought about that. I was thinking about that. I think about that student that used to be yours that now works for them. >> Oh, yeah. I'd be like, how good could that you know? >> Well, I'm going to recommend that y'all keep y'all think about who you're going to recommend and we're going to move to the next strategy so we can >> keep on time. That's a good question >> because uh yeah, hold on just I just want to make sure that because yeah, we're we're we're hitting our

136hidden our moment. So, we have one more >> I can ask it later. >> Gold to set. So, yeah, unless it pertains to actually how we're going to and what we're going to do, then save it for a minute. Make note of it. put it on the paper. >> It kind of does. >> Well, I mean, if it does, it pertains and let's ask the question. But >> so it was about like the school that Christina is starting and what is it called? >> Anyway, >> no, it's not anchor. >> Oh, anchors. >> Anyway, well, either of those, >> can you can we go talk to them? Is there a way that we could support this? She has a full-blown school. >> I know. >> Like kids are going there all day kind of thing.

137>> I don't think she's going to want us to go talk to her there. >> But we have >> It's not going to happen. >> Yeah, it's true. >> They could they could by law dip into our title started. >> Really? >> Yeah. >> So that would have a negative effect. >> But there's so much paperwork they have to do. They don't have the infrastructure to do it >> for the amount they're getting. I'm just when we're talking about hours. >> Yeah, I can I can have that conversation with Christine. I'm very >> What about What about Sorry, maybe we only have two goals because we're too >> goal three is like stop chatting about >> what about though like I mean when they're done at that school what is their option, right? And so

138like how can we facilitate a relationship with those schools so that the kids funnel back into our district and making sure that like I don't know curriculums like I don't know >> we don't formally do that but we need to like there's kids coming out >> transition plans >> is that part of the recruitment strategy >> okay >> it would be >> keeping positive relationships so outreach >> how can we support them and what they're doing. I mean and same thing with all the K2 home schools like can we have work with them to have trans transition plans into Louis and Clark you know that kind of thing if they want to >> because those kids are like >> I'll say this nicely like some of them are we've getting some older kids that come

139in they're not socialized very well in those homeschool programs >> because all they've been is with younger kids the whole time and they throw them into middle school and they're like it's like shock to them >> and they struggle for the first two or three months until they get their bearings and figure that were able to do that. >> Well, there's a lot to deal with at school, too. Sure. And that's part of the reason why people choose to homeschool is because >> and not just sports, too. I wonder if they could be involved in our clubs, >> like the after school programs that we have at the middle school and things like that because there's a lot of good >> clubs, >> just ways to build bridge, >> make friends before starting. invite them

140to the what is that like activity fair or whatever >> at the high school where they have all the clubs and stuff at the beginning of the year to learn about each of them >> and ultimately we all live in the same community so I mean it's >> so recruitment um recruitment for you know as you were saying folks outside the community it's different than outreach, meaning it's focused on you um and the board connecting with folks at a at a at different level in order to get their kids to come and and that sort of thing. So, it's a little bit different than outreach. And does that include recruitment transition >> strategies as well? Because that sounds like more like you're actually recruiting people into the >> because outreach is like sounds like you're

141more used like you're trying to figure out why you're not participating versus you now have people that want to participate. >> We're sending questions out as part of this home school outreach. You ask that question. What can we do to help you? >> Are there things that we can partner with you? Yeah. >> Transition. >> That is great. >> That is very but but invitations and things. I don't know. just that they're aware of what is going on. >> Well, even if they like we mentioned earlier that the grade schools, you know, wouldn't, >> you know, we get their email address. We send all of our parents messages to them. They're going to feel like they're part of the >> but like things like book fair or like you know literacy night or you know

142things like that that would >> events that they could do. >> Yeah. Well, I think those strategies are going to last throughout the year. Is that correct for your recruitment? So, you're going to be working to just talk with like you said, this this school that that you were talking about and um you know, is there a way to partner with them and get them to to transition and that sort of thing? Um versus outreach to, you know, folks that are homeschooled. That's a little bit different, I think. So, um >> so that's going to be a strategy for timeline >> for that part. >> Yeah. Do you want to do that part? Yeah. >> So, this is your recruitment strategy, your transition. So, this is different than outreach. It's it's, you know, working with

143other schools in order to talk about your transition strategy. Um, versus, you know, like we were talking about outreach to homeschool and charter schools about finding out why you're not enrolling to begin with. >> I think the second one's a full year. >> Okay. >> Type of thing because it could talk it could be numerous conversations. So, we're gonna talk about this again next June. >> Yeah. >> Okay. >> That's the one you're talking about. >> And then >> celebrate our increase in enrollment. >> Do you need resources for that? >> No, I'll just >> Okay. And then um what evidence are you going to present that shows that you've reached progress in this? >> The number of students transition. >> You the board. >> Yes. Yes, that is correct. You >> are we talking

144about the marketing? >> No. Feedback of the in transition. So >> the number of um programs that um partner with us to build a transition. >> So you've increased the number of programs to partner with. >> Yeah. >> Okay. >> I'm just trying to get a just like keeping >> all right. So you have two goals now. You have >> two. >> Yeah, I know. Yeah. >> Is it marketing and recruitment? Is that together? >> Uh so no. Uh marketing and branding is a total thing. So he's going to hire somebody. he's going to get the money and then that person is going to then present a plan to you based off of what they've learned, what their marketing analysis is, what and so that actually will assist you and and your other enrollment. Um,

145>> and so you're saying part of our outreach here for enrollment first goal will be >> so and so your goal number two is enrollment will increase or maintain current numbers. You're going to do that by outreaching to homeschool and charter schools. You're going to do that through marketing branding by hiring somebody um and then them providing you with a marketing plan by January 1. And then we're going to talk about recruitment and transition. So that's a little bit different than outreach. That's working with folks that are already that are not homeschooled or or or something online school or different that that transition you back into and or working with folks that are coming into town or a higher level, you know, maybe director and and um you know, seuite level folks um that are

146having the issues of misinformation about our you know, Zillow ratings and that sort of thing so that Craig can talk to them specifically and say that's not true. here's here's our numbers, here's how much we've graduated and our students, you know, here's their satisfaction, you know, all that kind of stuff that he can then go out and and start and or you can start u communicating to the general public about >> who are the marketing people. >> Yeah. Now, they're going to give you some talking points as well because, yeah, they're going to dig into what's amazing about the school district and then highlight that and y'all are going to go out and shout the rooftops about how wonderful it is because it is to live here in this view. Geez. >> Well, there's little

147things like, you know, the bad report card came out in the nation for Oregon. Look, our numbers were stellar compared to >> So, in the strategic plan, um, one of your goals, uh, board specific and superintendent specific was a commitment to anti-bullying, anti-hate, and harassment. Um, so when I reviewed your the strategic plan, is that something that you want to focus on for one of your goals this year? This is I mean this is a part of your strategic plan. It's one thing that specifically highlights the board. In fact, it's the only thing that specifically highlights the board. >> Information about those need to be brought to the board. Some things that happened at the end of the year, but I figured out when I got back, but schools and I think it was happen

148before I left. Schools were not following policy. >> Okay. But I mean to the point that I'm actually providing the training on August 21st just for administrators to come up with the policies. So understand my question is is this a goal that you guys want to set for the year? Is this something that already it sounds like you've already got it handled? >> Well, not never brought the board to talk about. >> Okay. >> That's up to them. The district's going to work on that. >> So do you have a policy in place and communicated in um the building throughout or through the building to students and staff in the handbook? Have you done that yet on anti-bullying? >> So yes, you've done that. And then varying degrees of implementation across grade levels. >> It's

149varying degrees. >> So yes, that's that's been implemented already or is in the process? >> Well, when you say varied, I mean inconsistently implemented for grade 11 schools. >> Okay. And you're about to include in staff required training at the beginning of the school year. >> Yeah, but that's also training. It's online training. It's not the greatest. But I'm going to ask I'm doing training for administrators in August and I'm going to ask them to go back and train because one of the problems we're having this is that we're building administrators are supposed to investigate cases of harassment. What we're finding is is that staff don't tell. They try to deal with it on their own, but they don't say anything and then we don't know and then we get ourselves in trouble because people

150are upset that we don't know. So, right. >> There's got to be training. Yeah. >> Oh, yeah. Yeah. >> Yeah. >> So, so my question is this is a board goal. >> I say that hasn't been met fully. It should probably just continue to be a goal. >> Yeah. >> It is a goal though, right? regardless of whether it's a board goal. >> Yeah, it's a part of your strategic plan. I mean, you it's it's something that they get done, but my question is is have you already got it done? >> We're working on it. So, I feel like it should continue to still be a goal. >> All right. So, we're going to add that >> to be a goal. >> Yeah. >> So, by the end of the year, what are we going

151to achieve um towards a commitment to anti-bullying, anti-hate, and harassment? >> Sounds like a lot of data. is collecting data. Okay, >> I think at the end of the year the board should be able to understand I don't know smart >> but they should know that they should be able to understand if our current policy is effective or not based on the data we bring. >> Okay. >> And sounds reasonable >> and the accountability that I have to make sure it's implemented properly which is a problem. Okay. All right. So the goal is by the end of the year we'll understand if the current policy is effective and if it's implemented properly >> and how will we know that? What strategy, method or action are we going to implement to make sure that that happens?

152>> Bring that report that guy requested >> sense from disclosure. >> Yeah, >> I'm getting stunned about that. No, I I've been talking to Ron Brown last couple days. Um, >> I don't think the goal is asking us at this point to reduce the amount. >> The goal is just the goal would be just like let's just communicate. >> Yeah, >> we'll figure out if there's a problem or not. >> So, do you have a policy in place currently? >> Yes. >> Okay. And what you need to do is understand if the current policy is effective. So, how would you do that? Would you be surveying teachers and students? >> Yes. >> Okay. How else would you think is a a strategy, method or action in order to understand if the policies are effective? Will

153you see a reduction in visits to the counselor? We see um less visits, you know, for the a certain teacher um less suspensions out of >> options. Do the hip reports have numbers like numbers of incidents. >> The what >> the that he's requesting? >> Yeah, that does. >> So, I mean, >> it's a it's a federal report. It's a I can't remember what it's called, but it's a federal report. I mean without sharing information on students maybe just the numbers on that. >> Yeah. >> Well, one of the things >> Yeah. But one of the things I'm concerned about is and it's it's not a bad thing. It's just that like if we implement it properly, we'll have more cases because so it's like >> People will start reporting they should have because I

154got kids walking around school scared right now. So we could see an increase before it goes down. Yeah. So that's why I was just sort of saying like if we could just get the communication piece in and the steps on how to do things properly that is like enough and then we'll start long term today. >> So implement the communication piece. >> Yeah. >> Okay. And what does that look like? >> Keep asking the same question. I know. >> I don't feel though that like this is a board. I I get like the emphasis and the importance of the board being involved, but like as a goal like this isn't our >> it's internal. It's a it's a like >> we set the policy in. >> Yeah. Like I think I think the goal for

155us would be around reviewing the policy and seeing how it's being implemented and and knowing how it's being implemented >> based on information and bringing. >> Yeah. Rather than like actually us implementing it. like I want to know like I'm going to look at the policy and say okay policy says you know whatever this needs to happen in this order like show me that that's what's happening you know um >> just that the policy is being followed through on >> and there's indicators within the policy without even looking at it that I could get that information like every harassment case supposed to be reported to me I don't remember the last time one was >> okay I on that. I'm like, what? That's not happening. And then >> so, >> well, I mean, looking at

156the strategic plan, it's just basically says for y'all's responsibilities to have a policy in place and communicate in each building through student staff handbooks. >> That is what was already that's what's >> already been done. >> That's the action item, right, for the strategic plan. So, our >> your review of the policy and protocols. >> Yeah, we should be reviewing it. >> Yeah. Measure. >> Yeah. So it being done with fidelity >> because I put those statements in handbooks and everywhere but doesn't mean they follow it. >> Right. So so that's why your goal is then to understand if the policy is effective. >> Correct. >> Right. So in order for you >> and that it's being >> followed throughout the district. >> So for you as the board member, you need that data. You

157need to so we're going to get the surveys from the teachers and students. Um you're going to review the policy. Now Craig needs to implement communication strategies around that. Um so that's that could be part of the goals just >> for Craig is responsible for it but the board is responsible for collecting the you know getting that information from Craig. >> Yeah. >> Um the board is responsible for reviewing the policy and then and determining its effectiveness. I will look at the policy and I will share with them what data I will collect from that based on what's in the policy and based on the reports that we're required to do federal civil rights reports around harassment. >> And then the timeline for that is going to be in June. >> Yeah. Okay. Just because

158it's going to take time to get data. There's other implementation like training staff, the training they do with their staff. >> All that will be part of this. >> And do you need any resources to make that happen? And then does the board need any resources besides what you're going to present to them with the data? >> No, I would say from the board standpoint if they plan to make a change that the resource they would use is OSBA's policy that's not going to create a policy around a law around harassment without having >> OSV a policy. >> Okay. So that's going to be the resources that you need is the data from you and then the use of the OSB policy or USBA policy and then what kind of evidence that will indicate um

159progress and that's just going to be a report to the board by the June. >> Okay. All right. That was easy. Got through that one. So we have three goals now. Do you all want to be ambitious and go for one more? >> No. The answer I heard was no. Um Craig, you did mention are there programs that could benefit our students and provide more resources for the district. >> All part of um that goal. >> Okay. So we can include that. >> We'll keep our kids. Well, my my question is is can we then add that um programs that could benefit our students to increase enrollment as one of the goals >> as a separate goal or >> as a strategy method and action to increase your enrollment. >> So a strategy for goal

160one >> it would be that's goal >> two. Oh yeah, >> two enrollment uh you'll understand why enrollment has dropped is strategy one. Uh enrollment will increase or maintain current numbers is strategy to understanding the current policies are effective um and implemented properly for bullying is strategy number three. And what I'm asking is is >> um adding uh programs that benefit students um and provide more resources. Would that be an action item or strategy under increasing enrollment that you are responsible for as a board? The only way we're totally responsible is the budget. >> Yeah, that's kind of >> so not in your hands. You don't have to worry about programs and service >> I mean maybe being aware of what they are and >> yeah but that's marketing and >> but that's like I

161was going to say that like isn't that part of the marketing? >> It is. It is but that's you have this on you this is >> going back to we talked about earlier. So I want to make sure that that that we include it in the thing. So if you don't want it to and we're we're at three wonderful goals and >> we have the numbers about around popularity of programs because even if a kid doesn't take it they uh when they uh when they come in the spring >> by sign up >> we'll sign up for certain classes you can tell we we make budget decisions based on what they sign up >> well that's my question I just want to make sure that we have everything we have our three goals >> for

162you guys for the end of the year. So, I can what I'll do is take everything that we've discussed today, which is a lot of information. I'm going to um put it in a concise little packet for you. I'll send it to Craig and email it out to y'all um so you have it and just for your information um and then hopefully by next year um all these goals will be accomplished. Enrollment uh everybody will know how great this school system is. >> Story is the best. >> Um it really is. Um, and yeah, most of it is just making people aware because I think we started off with that about making assumptions and then realizing, you know, it's like there's a lot more to it. And I think that's that's what folks just don't

163realize and maybe that's what we're realizing is you need to communicate all the work that you've done, how hard it is >> so they can help you make things wonderful. So, thank you again for everything that you're doing, for spending a lot of time tonight to make sure that your your year goes well. Thanks for Craig for an incredible >> the initial stuff that we went over and Scott this isn't putting pressure if I get it back in time and manner I'll bring the initial stuff they talked about back to the board in August at the study session and then we can look at it and share things that maybe we missed in the conversation or something else pops in your head that we didn't think about we'll bring whatever he has available. >> Yeah,

164I hope to have this to you by next week. I don't want to off I have a camp to plan. Yes, we have a bluegrass camp starting uh June 21st to the 26th next year and then hopefully ending it with a music festival. Was on the phone with a Grammy winning um meet songwriter today >> for hearing that story >> for hearing story. Yes. >> So yeah, so I have a lot of work to do. >> You're very welcome. >> I may have to reach out to you classroom. It's getting bigger than I thought. Y'all come have a I don't know if you're aware we we start lunch we start lunch service >> for at sunnies which is I call sunnies cafe but we do grinders now our big sandwiches. Yeah, they're hot. They got

165the comeback sauce on pickles and peppercinis. >> This is Sunny's right next to San. >> Oh, >> and we're available on Door Dash, too. >> Speaking of market, >> marketing. >> Yes. >> I was like, I'm gonna That's where I'm going to be the next. >> I make a motion to adjurnn. I'll second >> everybody in favor. [Laughter]