June 8th, 2026 Regular School Board Meeting with Executive Session

001Take one. >> You tell me when. Okay. We'll call this meeting to order. First thing on our agenda is the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Okay. Do I have a motion to approve tonight's agenda? >> I will move to approve tonight's agenda. >> Thank you. It's been moved. Do I have a second? >> It's been moved and seconded to approve the agenda. Is there any discussion or objection? >> Hearing none me. >> I like the agenda. >> Thank you. Hearing none, the agenda is approved. Um, we are now going to dismiss to executive session pursuant to OS192.660 to review and evaluate the employment related performance of the chief

002executive officer of any public body, a public officer, employee or staff member who does not request an open hearing. and then you can bring us out. >> Okay, >> we're up. >> Okay, I'd like to welcome everybody back from executive session. I don't believe we have any action to take um from executive session. So, we will go on to our consent agenda. Do I have a motion? >> I'm going to let let the folks in in the hallway. Teacher Dan, >> my favorite preschool teachers, >> come on in and join us. >> Do you want to sing me a song real quick with laryngitis? >> Sure. >> It's a really good one. >> Okay, do it. of all you learn here. Remember this the best. Don't hurt each other and clean up your mess. Take

003a nap every day. Wash before you leave. Hold hands together. Look in the little paper cup. First the roots grow down and then the plant grows up. It's the kindergarten song. definitely will be. >> Oh, I'm sorry. >> Okay, we just came back from non-public session. We're not taking any action um based on that. So, we're moving now to um do I have a motion to accept our consent agenda? >> I will. >> Okay. Do I have a second? >> Second. >> Okay. It's been moved and seconded to accept the consent agenda. Is there any discussion or objection? >> What a discussion. Just uh the communicable diseases in schools the GB Eb. Um the sentence changed to clarify that the numbering still might be funky. I just can't tell because it's been edited and changed

004so many times. >> We're in the same boat. I'll make sure that the numbers are correct. >> But but the sentence makes it now the sentence makes sense. So >> some of these are not written >> the way you think they should be. >> Okay. It's been moved and seconded. There's no objection. The um consent agenda is accepted. Okay. I am now going to de Oh, is it six o'clock? Yes. I'm now going to declare open the budget hearing. >> I'm trying to get everyone more access. I hear you cannot open it on the agenda. >> However, it's not my file. >> So, I can't grant more access, but I'm able to download it. I'm going to email it to everybody. Are you logged in on your >> No. share with somebody on the Yeah,

005I'm sharing it right now. I apologize. It was bound to be one technical >> and then David. >> Thank you. >> That's fine. that >> I'm sure you link. >> Okay. >> But my link um so essentially of you were here for the uh proposed budget committee meeting. There have been no changes as there were none recommended by the budget committee. Um, Superintendent Roberts and I have worked really hard at building both a completely new format to this budget document that will hopefully be more uh user friendly as well as balancing it which was quite a challenge this year. Uh, while we are in the 51% split of the state school fund bienium, our enrollment is decreasing by about 60 every year which is about 660,000. Um we're just we are graduating significantly more than

006we are enrolling in kindergarten. Uh as every district or m major number of districts in the state are. So that's not to be unexpected. This was al also forecasted in our uh data forecast for enrollment through 2032. They predicted we'd be down Oh yeah, I was just going off key. Um, you should have gotten my emails now with the link. Um, so um, statewide enrollment is down. Our local enrollment is down. However, that also comes with our grant revenues are down because many of our state grants are tied directly to our ADM. So that specifically is high school success, EIS, um student success act, uh early literacy. So a lot of those grants based on ADM we are seeing slight decreases. Um however, our title funding which we have predicted would go down, they did,

007but very so slightly only by about 220,000 roughly. Yeah. Um so that's great for us. That's as close to flat funding as we could have expected. Um, and we were able to shift the additional costs that would have been tied to that to SIA. Um, and thankfully not as much as we were having to plan for. Um, you'll see this is our projected enrollment next year at just over 2900. So this does include lighthouse used by uh online all of our alto ed programs in all of our brick and mortar buildings. Um general fund. So typically we are really heavy in revenues for state school fund. Uh and then our next source of revenue would be uh general property taxes. And then we see a little bit of intermediate and federal sources. Those are both

008supposed to increase next year because we are um going to begin again claiming for Medicaid, which is a federal revenue. We are in a pilot program to start claiming that more um more significantly next year. And then we are also potentially working with the ESD, the local ESD to pull some service credits that we have not previously accessed because we want to move all of our funds at the ESD plus more uh to fund our ALS program. And so now that we are running the independent spell center within our district, um we have quite a bit of funding that sits there. And so we're able to clean it down um to provide some of those services for our buildings that they don't provide um general fund expenditures. The largest source is instruction. So um that

009is our inbuilding services. teachers, educational assistants, special education, uh both the independent skills center, EGC, it provides everything you need in a building for actual teaching and learning. And then we have our next biggest is support services. So this includes principles, um curriculum, maintenance and facilities. It is significant. It's about 40% of our budget, but that is necessary. We've had two rather large grade one adoptions in the last two years being math and social studies next year. Special fund revenue. We don't actually plan to see any significant changes in here because ESSER was two budget years ago. Um, our SIA, our student success grant is staying pretty consistent. um our early literacy pretty consistent. The only one that we are seeing a large reduction in is the competitive literacy grant which is a federal grant

010that we actually didn't know about when we built the budget last year. So we got a double dose this year. Next year it'll go back to a 30-year dose. Um and then preschool promise pretty consistent. All of our grants are relatively consistent and then the scholarship community is housed with uh but no significant changes. It >> can we find out getting more preschool promise? >> Um it could be honestly anytime even after school starts. Hopefully we'll hear sooner rather than later. Would you agree? Yeah. Hopefully, you'll hear hopefully in June we'll hear some more information and start planning. But because there were rumblings that we may potentially see another classroom, we did build in the staffing in case we do get that so that we don't have to do a supplemental budget the first month

011of the the budget that if we go out of classrooms, we'd have the ability to staff it. So, that is in here. You'll see an additional teacher and two for that. And then uh debt service. You'll see our expenditures are decreasing. That's because uh this month we are paying off our max payment to the PERS UAL bond which is wonderful. That got taken out in 2007. So this is our final payment this June and then we will only be paying the um the p the bond the facilities major bond from 201820. So we have that for quite some time. But it is nice to see those expenditures go down, but our PERS rate might go up, so I might offset next year. >> Um, and then capital projects. So, this one you actually do see

012a pretty significant change from budget to budget. That's because, um, this fiscal year we had some larger projects that we knew we were doing. The Milner Crest renovation, the Blossom Gulch finishing up that renovation. next year we don't have any of those significant projects on the docket and we're really trying to get some of the um annual inspections and really get data fountains and maybe the flipping and so's goal is really to get the day-to-day operations functioning really well rather than do a big remodel or upgrade and so I put significantly more money in support services than we have into facilities acquisition and construction uh That's that's why those two amounts are pretty significantly different this year. >> I was just going to ask about >> did you guys talk about the roof already and

013going out for >> So we we did briefly talk about that at the budget committee and with working with LMA and OD. We are currently working on a seismic assessment grant which we should know about mid fall in which case then we can get everything planned to start doing all the work next summer which would be in time for the next budget. And so that is kind of the direction that we're leaning is if we can get some seismic assessment upgrades that is a pretty um significant amount. >> So they'll let us know in the fall. Yeah, typically in the fall and then you get the funds usually in about January or February and then you can start getting work, you know, the architects, the the together, the bands and then work would start July

014one. >> Good question. Um honestly in this this reduction it was majority staffing reductions because a large chunk of our budget is staffing. Um one wonderful thing is that in all of these reductions it impacted one person who is no longer going to be working for the school district. They could have probably there are lots of openings right now. Um so we reduced two, it's really three FTE teachers at the Lacoma. There was a third after we built this. Um three teachers at the high school based on their ADM, two FTE at the junior high based on their ADM. Uh we did a staffing allocation methodology this year which essentially says if you have this many students, your calculation would be that you need this much FTE. And then we gave that to our principles

015to then build what their ideal staffing would look like. And then we worked with the the positions we already had built. Um then we had a reduction of a literacy TOSA that was because of the double year of that comprehensive literacy grant. We we no longer have that. So we reduced that TOSA position. Uh we're reducing a 0.25 FTE of admin at the high school. Uh we uh had a resignation mid year that was robog and we decided not to fill that. Uh we reduced half secretary at the maintenance department because that was the newest secretary position added. Um two FTE of custodians, two FTE of tech, uh two of the sixth grade support for that level class in sixth grade. They're now moving to the junior high. So, we've reduced that sixth grade position

016at each of our upper elementaryaries. And then, um, we're we're adding actually one online teacher because the enrollment is so high already with that online program that we're we're going to be over the case load. And so, we were required to add one more FTE to balance that out. And then my little note is that we added the extra FTE for one little pirate classroom. And those are the significant changes. It's pretty it's pretty staffheavy. Um however, we did do things as um all the admin are going to be taken to furlow days. We reduced the curriculum and the technology and facilities supply budgets. Um HR business, we don't really have a lot of supply budgets. There wasn't very much that we could trim. Um but Michelle did make a significant FT reduction in the

017group department. We we reduced wherever we could district level travel and then brought that down to the buildings. >> But does anyone have any questions? >> Is that two two days for the entire year for low days for the admin staff? >> Correct. >> We tried to make each kind of group of reduction pretty consistent in comp savings. So that was our our closest that we could get to that. Um, this clicker hates me. >> But that is all I have for you guys. Do you have any questions or discussions before you? >> This is what we went over two weeks ago at the budget hearing also. So you should be familiar with it. >> Thank you all. I apologize. That's budget document. >> Okay. So, I need someone to make >> I think we

018have to open for public hearing. >> Oh, I thought we were >> We don't have to leave it, but we do have to open it up for public comment. And if we don't have any, then we can >> Is there any public comment to be offered on the budget? >> Nope. >> Seeing none, >> I was just questioning. Do we then declare the public hearing closed and do the resolution? Okay. >> Thank you. >> I'm going to ask one more time if anybody has any input on the budget. And seeing none, we'll declare the budget hearing closed. So now we need a resolution. >> Yes. >> And it's a long one. So who wants to read it? Don't be that whole thing. Yes. Numbers including >> Yes. >> That's why nobody volunteered. >> I like

019how nobody just threw me to the polls. Okay. Resolution adopting the budget resolution number 2026-03. Be it resolved that the board of directors for Kuspay School District hereby adopts the budget for fiscal year 2026 27 in the total amount of $79 >> million259,140. This budget is now on file at the district administrative office 333 South 10th Street in Kous Bay, Oregon. Resolution making appropriations. Be it resolved that the amounts shown below are hereby appropriated for the fiscal year beginning July 1st, 2026 for the following purposes. General fund instruction 24,891,890 support services 19 million59,688 enterprise and community services zero facilities acquisition zero transfers 180,000 debt services zero and contingent contingency 1,043,000 for a total of $45,175,224. Special revenue fund is instruction at 9,099,668. Support services 3,029,645. Enterprise and community services 3,28,881 transfers zero debt services zero

020contingency $721,468 for a total of 16 million did I forget facilities acquisition $0 for a total of 16,131,662 $2. The debt services fund support services $0. Debt surface debt service 3,98,400 for a total of 3,98,400. Capital projects fund support services at $797,500. Enterprise and community services, $0. Facilities and acquisition, $250,000. Debt services, $0. Contingency, $400,000 for a total of 1,447,500. This makes a total of 66,662,786 with total unappropriated and reserve amounts for all funds at 12,596,354 for a total adopted budget of $79,259,140. Resolution imposing the tax. Be it resolved that the board of directors for Kuspay School District hereby imposes the taxes provided for in the adopted budget at 4.5276 per 1,000 of assessed value for permanent tax rate and in the amount of 4,330,176 for debt service on general obligation bonds and that these

021taxes are hereby imposed for tax year 2026 2027 upon the assessed value of all taxable property within the district. Resolution categorizing the tax be it resolved that the board of directors for Kuspay school district hereby categorizes the taxes as follows. Permanent rate tax for education 4.5276 for every $1,000. General obligation bond which is excluded with limitation 4,330,176. The above resolution statements were approved and declared adopted on June 8, 2026. have second. It's been moved and seconded the adoption of resolution number 2026.0 or 03 the budget for fiscal year 2026 20227. Is there any questions? Any further discussion? Kevin, >> I'm gonna abstain because I wasn't at the committee meeting and my questions won't fit in this time. So, >> perfect. Thank you. >> I chair votes I motion passes. We have a budget. Thank you.

022>> Thank you. >> Okay. It is now time to honor those retiring members of our family here. Have something to read. And then if someone could help me by passing these things. Okay. To our esteemed retirees, as the board of directors, we want to express our profound gratitude for the immense dedication, heart, and lifetime of service you've given to our students, families, and schools. While you each walk unique past, your collective impact has shaped the very future and the very fabric of our community. As you step into this next chapter, we honor each of you and the distinct legacy you leave behind. Aaron Braen, did I say that right? >> Boston. As a cornerstone of the Sunset School community, your time as a counselor was defined by an innate ability to make every single student

023feel secure, seen, and valued. Your departure left a deeply felt absence, but the welcoming culture you champion continues to thrive. Aaron, >> no. Okay, Jen Winston, a fierce and steadfast advocate for your colleagues as a longtime building representative. You brought vibrant energy to the classroom by introducing students to the worlds of dimension and perspective. You brought art out of the classroom and proudly shared it with our local community. >> No. Yes. >> Nope. Joe Vieiraa, >> hey, >> from Portugal to California and finally to Kuz Bay, your incredible work ethic kept our district running smoothly behind the scenes. Whether ensuring safe spaces during the pandemic or taking or talking football and the Raiders on Monday, your warmth and humor made a lasting impression on all of us. Boa sort amigo. And I'm SURE if Joe

024have something >> Come on, Joe. We got something for you. Teresa Thurman with an extraordinary 39-year career focused entirely on helping students unlock their maximum potential. You've earned a legendary status. We hope your welldeserved retirement brings you plenty of time for reading, travel, sleeping in, and quiet afternoons with your cats. Joel Jones, for over 20 years at Destinations Academy, your impact stretched far beyond your English curriculum. You provided a steady, reliable anchor for students, constantly seeing the hidden potential in young people and pushing them to move forward. Thank you, Joel. Not >> present. and Anne Barker. Returning to your alma mater to finish your career was a gift to our math department and community. From advising the Pirates for Christ club to revitalizing the boys bowling team, you showed our students immense empathy. You truly

025invol embody the phrase once a pirate always a pirate. >> Addie, I think you missed the picture. Hands up. Okay, there you go. We Yeah, >> I just know. >> Okay, >> Jimmy Jenny Klene, for 25 exceptional years, you've poured your energy into fostering both academic excellence and deep social growth for our youth. Your passion for the outdoors and travel will serve you well as you transition into this peaceful new chapter. Holly Yino, a true institution of local education since 1993. You've gracefully navigated decades of growth, structural transitions, and numerous leadership styles. As the ultimate keeper of everything, your sharp memory, historical knowledge, and deep friendships are entirely irreplaceable. Cherry Phillips, from your initial days as an enthusiastic parent volunteer to new to nearly two decades across five different campuses, your joy for life has

026been completely infectious. Your willingness to dive headirst into any task from reading groups to art projects brought constant light to our schools. Thank you, Sher Mary Margaret Stockard. You have dedicated your life to our youngest learners, sparking curiosity first as a beloved kindergarten teacher at Madison and later at Little Pirates Preschool. Your handson approach built the critical joyful foundations that will support our children for decades to come. Thank you very much. >> Dan Berskovich for teacher Dan. A masterful problem solver and a fierce champion for early childhood education. Your vision was vital in launching the preschool promise program. You empowered our smallest students to communicate and grow, leaving behind an invaluable blueprint for our community. Terry Jones, as the heart of the Madison School Library, you worked tirelessly to ensure that every student could find

027a piece of themselves on the shelves. Your commitment to inclusivity and literacy transformed the library into a warm, welcoming haven for all. Thank you. And last but not least, Lesley Taylor. As a proud Marshall graduate, you returned to your roots to innovate by launching and leading Resource Link High School since 2003. You provided a lifeline of tailored individualized education for students who needed a different path to graduation. Thank you to all of you. You've kept our buildings safe, filled our libraries and classrooms with inspiration, and spoken up for students who needed an advocate. Thank you for the long hours, the patience, and the care you poured into the Kuspay School District. We wish you a lifetime of health, travel, relaxation, and beautiful new journey. Yeah, I'd just like to to to say thank you. Um,

028you know, some of you I knew as a child, Terry Jones. Um, others I had the opportunity to work with at Miloma and I appreciate it so much because uh kept me on the straight and narrow and also provided me uh any kind of document that I needed. Halleluino still did this year when I call and say, "Hey, do you have this?" Of course I do. You have a calendar from this year. Yep. Right here. I'll get it to you in 10 minutes. And then also and then this year I've got to work with with so many more people. And uh I just want to thank you for for all that you've done for for Kuzbay schools uh for the kids uh and for the community. Um you you've all left a legacy. Um some

029of you at least one of you coming back, but you've all left a legacy uh uh that's going to be tough to follow. So thank you all so so much. >> Thank you. YEAH. OKAY, we are on to items for information and we'll start up with Warren. >> All right, my first piece of information is uh my first piece of information is the last day of school is tomorrow. for any Marshfield High School student that hasn't already graduated. Next, uh recently, uh senior prank day, uh the reported highlight had been moving the pirate statue, which was in Maine, all the way inside somehow the boys bathroom. >> Oh my goodness. Next, ASB, SNHS, and MHS charity program along with several others have all recently done elections. So, know if I could list all those. Um,

030next it recently a cultural night and recent the Alice play was in late April. And lastly, summer schooling is starting on June 22nd. Is there any questions? >> No. >> Thank you very much. Warren, >> thank you. >> Will you be back next year? >> Sadly, do you know who our new representative will be? >> I think I can find out in the Google classroom. Would you like me to email? >> Sure, that'd be nice. Or or let David know and he'll let the rest of us know. >> Oh, Warren, please take your little name. >> Yeah, take your name tag with you. Thank you for coming. >> Thank you. We really appreciate it. >> Fantastic job. I really appreciate you gave us lots of information. >> All the questions you've asked places. >> Well

031done. >> Smart. Good night. >> Have a beautiful night. >> You too. Will you use my presentation when I share the one that's >> because there's a few changes >> come up right? >> Yes. >> Okay. >> Good evening. You're going to make our Orty. >> Yeah. >> Is that how you say it? >> Or O R T I I. >> And good evening everyone. This This was precipitated by one of you I think had asked Gary to a little What is a guilt? What What is this? So I figured I just kind of go back to the very beginning, give you a little bit of a history of how this all played out in the district. And I just titled it um instructional improvement and got a few things in there that are related

032to what we're talking about. All right, David. This button right here. >> Yep. >> Is it working? Work. >> There it goes. >> Yeah, >> it says the number there at the bottom. >> Gotcha. Go back. It was delayed there, I think. Well, you started back. There was a delay here in pushing this when it started. See, maybe I just helped if I point it that direction. >> You'll know it works because it'll vibrate in your hand. >> All right. I noticed that. And what kicked this off was the original um legis legislature uh the dyslexia legislation in in 18 and 19 with the Senate bills. And I list them up there what they are. And what it was getting to is they we were they were starting to touch on the wanting in Oregon

033improve the improvement of reading movement really was starting to take place here. And they put in place rules for dyslexia screening um for incoming students that are our lowest grade levels and then also having one of our staff members in each building at those lower grade levels trained in dyslexia screening. And what we did is there was a few trainers in the state and we sent our folks a few from each building to Barbara Steinberg who owns the company leading PDX specialist and she did that training and when they came back after especially after the second time they said we really need to pay attention to what's going on here. Um the training was outstanding and we should expose more of our teachers to it. And this was kind of the the kickoff for this

034change in our district which ended up being what we call now the science of reading movement in our district. And it was good enough to where we wanted to expose everyone and we were also changing the way that we were doing P a little bit that the call was to train everybody in the district. So a lot of times in our district because instead of sending people on a road trip because we have to pay for subs, hotel, travel, all these things and even with the sub shortage, it's even worse. Um it's better to pay these folks to come to us because as it is right now an expensive conference going away for a few days by the time you pay subs and everything get one, it can be $3,000 per person where when you

035bring somebody here it's way cheaper. And the best thing about it is we can train everybody on a full day per our EAS included, secretaries, whoever wants to, whoever we can get to attend. And so that's what we did here in 2019 in October. We brought Barbara Steinberg here and we actually we had so many people we rented out the space, the salmon room at the Milk Casino so we could get everyone. We had these two trainings here, the reading brain and dyslexia and phenology and decoding. Um that's it was interesting at the end of these trainings we did a little exit survey and we had because this flew in the face of what a lot of our teachers believed and they felt like that it was attacking the love of reading. But we were

036at a place in science that we could actually see how the brain was starting to work with to read. And so these exit surveys were anything from this is complete garbage and trash. You're going to make kids hate reading to where oh now I finally understand what what's going on here. For the longest time, I had been presenting easy CDBM data to at board meetings and I always had to say that we were slightly below state average and that was what I was reporting for afternoon. I'm going to show you one of those at the end. And one of our people kept saying, Amelia Ed kept saying, "Okay, this is where we're at. What do we do?" And we I couldn't myself, I couldn't give her a great answer. um teaching I kind of had

037a sense of what I was supposed to do and was successful but it was hard to articulate it to other people. Um it was hard to put it to words and there was a lot of conflicting information especially this was earlier on closer to when I came from outside the district to hear it was really hard to put words to it. See if I can get it to work here. >> That buzzing noise is a good thing. Try one more time. It vibrated. But >> last time it delayed too when I tried to do it here. >> Try now. >> So, one of the things that helped us here is in May of 2019, um, the student success act passed and it took a little while for the funds, but we were able to start

038planning what do we want to do with this funding? It was split mainly between um we knew we needed behavior support. So a lot of the funding went towards SEAL and support staff to support behavior assistant principles, counselors, deans, um the staff and then a big portion of it also went to literacy and it allowed us to kick off and hire Ameilia Ed as our as our first TOSA our literacy toa. What was great about her is her finishing up in that time where she kept saying, "Well, okay, but what do we do?" She decided to study and figure out what we were supposed to do and get advanced training. So, she came back and kind of kicked us off in terms of, "Okay, we need to go towards the science of reading and was

039able to put it towards and explain it for us." And some of these next slides, the the timeline overlaps, but it's it's somewhat sequential. So then um she led us towards letters training and it's language essentials for teachers of reading and spelling and we started off small groups of teachers taking this training amounts to about 80 hours in 10 and it's intensive over the course of the year doing self-study PLC's meeting some days um turning in some work and we adjusted the way we did it sometimes teachers used a substitute and sometimes they did it on their own for a stipen and then we also started giving micro credentials so that they can move over on the pay scale. And that's kind of where we are now. For the most part, people are getting a

040siphon and micro credentials. if they're having trouble getting it done on their own, we still get a set so that they can work for it. Because with our principal group going through this and mainly speaking uh about um Amelia was a toast at the time, but Cara, Carly, and Gary um we we decided that this wasn't important enough training that we were going to get it done one way or another. So either people were going to do it on their own for the stipen and the micro credentials or we were going to get subs and they were going to do it. Not too many people could escape. There was some reasons due to the proficient profession teachers first year teachers we give them a little bit of a break but we were going to apply

041a lot of pressure to get everybody else involved because this was dead center with what we needed everyone to know. So starting at K level working our way up. Um, so at at this point after working on this for several years, the vast majority of our K3 teachers have either been trained. There's two volumes that we are working on and at least one volume were in the training. About half of those folks have also completed volume two. um less of our fourth through sixth grade staff has completed the training, but that's kind of where we're going to redouble our effort in the next few years here. And please stop me if you have questions on these. The other thing that was going on at the time, Amelia was leading us towards selecting the materials that

042aligned with what we were trying to do and there wasn't that many and that led to the selection of amplify CKLA and ELA materials. We also moved from easy CBM to Dibbles and both of those were created at the University of Oregon and they've been around for almost the same amount of time and I used to call it easy CBM Dibbles light and because Dibbles went a step further and had what was called nonsense words in their inventory. So it was asking students to read words that aren't really words. But what that allowed for is to isolate. Can they actually sound out the word or did they memorize the word because it wasn't a word? So they had to sound it out to be able to say the word. Well, politically going way back to

0432006, people were saying that's nonsense. Why are we teaching kids nonsense words? And it wasn't about teaching them the words. It was about isolating the skill. But that's where we were in, you know, as a nation and even discussing these things. So we upgraded to dibbles at that time. It's a bigger inventory. It's a little bit better and politically it was an easy do. The other good thing is uh Amplify purchased or leased dibbles from the UFO and built a software system. So it's not paper and pencil. So it's all integrated into the Amplify system which the third part of that that we ended up adopting is the adaptive reading software for students to learn. So it has three pieces now. The CKLA is K through five. ELA is the sixth grade portion. We also

044have the assessment which is Dibbles and then Boost which is the adaptive software. Also at that same time and for several years before COVID the principles were saying we need to apply to ORTI and that it's a group and it's a grant by the state uh that leads you through this process and Ameilia and I applied in with the help of a few other principles and we received the grant. It started with OTI project in 2324 and it goes through steps each year. So the first year we took our principles Tossas and some other teacher leaders mainly our intervention teachers. So a few of our it was intervention teachers and a few other teachers uh to the core one and core core tier one core is regular classroom instruction and how to sh that up

045and start putting in our processes and putting everything on paper. This is the way we do things in bed. Everybody uses Amplify because you go back six years, if teachers didn't want to use Amplify, they use something else. If they didn't want to really get involved in EasyCM, they just didn't do it. And we really didn't call them out on it very well. But when we started putting things on paper and with our principles that we had at the time, we all agreed, we're all doing it this way. We're going this way. And once all of us decided that we're doing that, from principles to the superintendent, it started to happen because we were able to say, "Look, it's written down this way. We're doing it. Everybody's doing it. You're doing it." Yeah, I know

046you don't like to do it that way or that's not your back in the day, they'd say, "Well, that doesn't fit my teaching style." Well, we know now this is the best way to do it. Learn how to do it if it's not your teaching style. And we use se several examples. If your plumber comes to your house and he says, "Well, I do it this way." and go like, "But nobody does it that way anymore." But I like to do it that. No. Okay, you're not the right plumber. Or we could say that about a heart surgery or whatever it is. We need to do it the best way that we know how, not just because I like to do it that way. And so we started putting those things down on paper for

047the way that we do classroom instruction. Tier two is intervention. Tier three was intensive intervention and also special services um learning about it. And then this next upcoming year is sustaining an ongoing coaching because what the best professional development is supposed to be is where you learn bits over time instead of just going to a conference one time and then you practice it. You get coaching and that's the literacytosis part, the ongoing coaching. So it's ongoing and embedded and we track it. Um let's see where we're at next one. Oh, guilt down there at the bottom. It's kind of held held um hidden, but the dilt is our leadership group that puts all of this in place. So, ORTI trained us on how to do a Dilt. And so, our Dilts are comprised of some

048of us directors attend the meeting, um principles, TOSAs, intervention specialists, some classroom teachers, some sped staff, and we talk about all these. So, it's not just me putting it on paper and saying this is the rules. We study about it, hear from the experts in the room and then make decisions. Our o oi coach Sharon um leads us through this process and is on call. We can call her anytime. Sometimes she comes and meets with us. Sometimes she attends on meetings and that's the guilt. The built is a building leadership team and sometimes she also meets with those groups. So it's trying to break down the leadership team. The guilt makes a lot of these decisions and it goes back out and the dilts are in the building. So there we're trying not to leave

049anybody behind. Everybody can take an active role in in participating in implementing what we're trying to do. See here some of the other things that the deal does is visioning goal setting. Uh we try our best to make decisions based on data. So, we review data, we coordinate the the intervention, the MTSS um multi-tered support systems, we build leadership capacity because we're all learning and getting better and getting coached oursel by Sharon. And we monitor the the implementation of the curricula and assessments, intervention, and instructional practice. It's stuck again. It's like it's going to sleep. And then another layer here, and this is this is great luck on our part. We we started to receive the early literacy and comprehensive literacy grants, which are amounting to, and they're temporary to a certain extent, but they're

050adding about $650,000 to our budget. And you can see the years that they came into place here. and they allowed us to expand um the number of literacy doses that we had. It also allowed us to maintain high dosage tutoring and organ defines that is small group intervention of four or less students 30 minutes a day at least four times a week for at least nine week cycles and at the end of nine weeks we're supposed to analyze the data to make sure that the students are receiving the intervention that they need. also training. Um, we we haven't been able had we haven't had to turn anybody down that wanted the letters training or to go to the fori conferences. For the most part, we've been able to take large groups which has really been

051beneficial to bring everyone on board and expose nearly everyone through letters, through the conferences, through the deal uh to this project and work. It's had a huge impact on our staff through consistency across the board. Most people at this point can speak to what we're doing. This isn't foreign to them. It's built tons of capacity for many of our teacher leaders and we use data and we know how to use it and it's impacting the decisions we're making. This is the a chart an example of the easy CBM data that I I presented going way back to maybe even 2008 but this is a 201213 example and some of the grade levels are hidden down there but it's it's a fall and if you can't read this small print it's fine you'll get the gist

052of it but it's fall and spring starting at kinder first second third so it's pairs and what you're seeing is the data at the beginning of the year and then end of the year, beginning of the year, end of the year. And one of the things that Carly would state to me when I present this data is she she thought that our data was actually should be worse than it looks up here. Go back there. Um, and she used to question if it was accurate or not. And so what you're seeing here is the kids in the red are at risk, solidly at risk. The yellow are like a little bit below grade level depending on where they're at in the yellow and green are at grade level or above. And if we're doing things

053right, the green should grow and the red should shrink. The yellow it's kind of depends on how they which direction they go, but focus on the green and the red. And you'll notice over time here that depending on the grade level, it's kind of waffly the way it went. But at a lot a lot of grade levels by the end of the year, the red was growing and the green was shrinking. And if you look where they came in at kinder, and this isn't exact exactly apples to apples, but if you look at where they're coming in at kinder, we're doing worse by the time they're leaving us at sixth grade and going to junior high. The red has grown. I mean, if you average it anyway, and the green has shrunk over time. So,

054we were losing ground. And that's what I had to keep reporting to the board year after year. So this is what our most recent data looks like here. And again, you can't read this fine dump small print. Just focus on the colors. Um this is 2223. And then now this last end of the year test that we did in 2526. And you'll see that the red is shrinking. And this new chart has just put the green and the blue together. The blue is doing really well outstanding. But just put those together and you'll notice that the red is shrinking and the blue and the green is getting a lot bigger. This is dramatic. And that's just the last two years. And over time here, looking across the gray levels, the same thing for the most

055part is happening. We're not losing I wish I could get rid of this box down here without blowing it up. >> Um, but what you'll see here is down here at the bottom is that it's going the right way. Now the the green and the blue is getting bigger and the red is shrinking over time. So this investment, this effort that we're putting in is making a difference. The the students when they're leaving in sixth grade, they're in a lot better place. And I'm hearing that from the high school and the junior high teachers. And we've only been doing this really great for maybe I'm going to say three years. I mean, if you go back in that timeline when we started, but you don't see the effect right away, >> but our junior high

056teachers are telling me solidly that the students that are coming in right now, they're noticing a big difference in their ability to read and write in the content areas. That's noticeable. And I didn't solicit that from them. They brought it up. I'm we're we're definitely on the right path. >> Questions or thoughts? questions. >> Will there be an opportunity to for you to show us at some point? I thank you. This is great. I really like seeing um I like seeing all the numbers. Um having done it for three years, are we going to be able to look at three years ago the kindergarteners who are going to be in fourth grade next year and do that longitudinal look at the same group of students? >> Yeah. Yeah, >> we can bring we can bring

057that the the cohorts. >> Yeah, that'd be cool. >> And this is with Dibbles. No, this is with Orty. >> This is with Dibble. >> This is Dibbles. And because EasyCM was the one, the first one. Okay. And and one of the cool things also with Dibbles is not only are we able to see, you know, red, yellow, green, blue, we can also go in now with the way that Dibbles works and we can say if a student has made below average growth, average growth, above average, or well above average. So, not only can we look at it, we can also go into to classroom teachers and look at their individual students and say, "Hey, you know, you started out with a ton of reds and maybe you got some of them to yellows. you

058know 85% of your kids make above average to well above average growth. That's a good year. >> Yeah. >> So we can actually break it down one step further than just >> so the or is really methodology. It's really a pedigogy coaching >> and then and then the the bibbles is really >> the assessment. So is there not a this isn't Sabbath. This is the other one. >> Yeah. Amplify. >> This is amplify. Is that is there an assess another assessment for amplify? >> Dibbles is >> or is it dibbles? Dibbles is their assessment package. They also have chapter and unit type tests, but specific to reading skills, it's amplified. >> Yes. >> Thank you so much. >> Is this data used to place kids with certain teachers >> for intervention groups, but not necessarily

059the regular classroom teachers? >> So, all the greens are not in one classroom, all the reds in another classroom. >> Yeah. And what we'll do is when we go to do this dibbles assessment um at really the uh specifically the K3 level of we can do it all the way through sixth grade uh the students that are in the red and even some of that are flagged in the yellow we could take them down an additional road of assessments to try to dig a little deeper at the gap that's there and then uh at least at the 36 level um we use Amplifi's intervention toolkits and once you dig the deeper in the gap it'll say place these five kids in this group because this is their gap >> and then place these five in

060this group because this is their gap. And then you can teach directly to that skill gap. You do 10 lessons, you do a progress monitor, you do 10 more lessons, progress monitor, and then as kids move uh as they as they gain the skills, it'll take them to another intervention path. And so it's very scripted and very um um diagnosed. >> Yeah. Perfect. Thank you. >> Do they take the test even in kindergarten on computer or is it an individual teacher? It's >> it's both. Okay. Because when Diddles was first being done, it was all direct, one person, one child conversations. I I will say I was fun to see the the two different bills you brought up. 612 was one of mine and so was um student success act. Um 612 was an interesting

061history in that a group of teachers in the Portland area 08 spent got some training in how to work with the sex kids and said it was the first time they had ever been given skills to actually work with these kids and it changed their lives >> and they went to OEA and said we need this bill that these parents are trying to form up the legislature and so they the teachers themselves got OEA to be supportive which helped us get the bill through in 2015 But it was a big struggle because in college it was they didn't believe that there was really discip >> right >> um that was they just had learning disabilities. There was no well I'll tell you parents don't believe that and I think the test is in the footing

062that we've actually seen stuff work again but it was a it was an interesting time in the legislature those bills and that was fun to see it from there and >> and Kim you came a couple years ago and watched I think it was here when Milome was here for the year I had you came down and watched us do the screening >> I was just going to say that that was one of the most insightful things I loved seeing the kids in action they had nonsense words and they were individual realizing it and you could see them, you know, and Gary would just talk about, you know, here's here's what they're working on and it was it's one of my favorite times because Milo was here at the time and I don't know if

063a teacher is able to do that with one of the board members, but that was so >> Yeah, they I recommend going and watching assessments only thing I've ever felt different about is that >> you have a child who's very right to that. I mean, you can sometimes make kids that are really good that could site readad just go ahead read the book. It makes them go crazy sitting there and having to go through this stuff because that is not the way they read. And putting all kids through the same thing will help those of us that have dyslexia and give us a chance, but it doesn't necessarily build build the love of reading that is necessary for some of these other kids. So, that's the only thing I ever get up. Yeah. One of

064the things we found though too was, and it's a it's a take on what you're saying, is that the students that are able just to memorize, straight memorize words, they still need those rules because at a certain point, they're going to max out on what they can memorize and they're going to get into more difficult content and they the first time they see the word, they still need to be able to sound through sound through it because when they sound through it, they're like, "Oh, okay. I know what that word is." But until they if they're not able to sound through it. >> Yeah. And that's true with some but there's a bunch of those kids that learn that intuitively need >> and I had one of those kids too. So I it's always that's

065the art of teaching. It is >> is how do we make sure that kids get what they really need? >> Um those of us who couldn't read until they were in fifth grade, we needed that. And >> and that's where like last year um we changed our intervention to called win time, what I need. And so we we work a lot with our kids that are that have the skill deficits with the small group intervention. And then we try to steer the kids that are in the blues and greens uh towards novel studies and some of these other avenues that are going to try to build the um build on the love of reading and their their thirst for knowledge. while we're trying to, you know, build and intervene. So, it's kind of the intervention

066and the enrichment piece. So, >> are you keeping up with the high dosage tutoring? Is that still going? >> As of right now, we have the funding to be able to do that. Yes, we we're trying to keep our groups as small as we can. when we lose funding, then we'll have to make some hard decisions. But I'm hoping that because of these numbers here, we'll there'll be less students that we have to intervene on and so it won't be as big of a problem as it was in the beginning. >> But when you mentioned losing that funding, when does that come for another cycle? When that happen? >> Probably we'll lose a little bit of it sooner than later and it will If I'm remembering right, we'll probably say comprehensive literacy grant in a

067in a year. I think we have one more year. Does that sound two? >> Yeah. 26 27 and 27 28 >> and then the early literacy grants probably a little bit longer in C. We we don't see foresee that that's going to fall off anytime soon. >> And Dr. Ogasi, we're kind of in that it's kind of like when we were applying for summer school grants. We've improved enough that phrase it this way, but we've improved enough enough that we're not a shoe in anymore for some of these things. >> Like we were in the past, we were like, well, we fall in this category. We're going to get it. Well, now we've improved our scores enough that we're not >> for sure. >> We're not for sure anymore. And that's funds to pay for

068tosses. We're using them to pay for EAS toas like to try to keep instruction there and numbers down on those intervention group is big part of it. >> Any other questions? >> And we have summer school funding for three years set right now. >> Great. Thank you. >> That's wonderful. Thank you. >> Love it. >> We're on to public input. I don't see any public here to address us. >> So, >> nobody signed. >> We will move on. Mr. Crook, >> it's your turn. >> I'm going to say why Mr. Crook's coming up. I saw him at a track meet. It was 83 degrees and he was in almost the same outfit. >> It was warm. I am a creature of consistency. But I'm going to change it up a little bit today. Uh, no

069slideshow today. >> Um, >> okay. I'm just read this thing for you. All right. So, uh, this year has been an interesting year as as union president. I usually prefer to stay down in the basement and work to prepare students for what may come after graduation. However, this year I have been forced out of my comfort zone and pushed to do things I really don't like doing, such as going to meetings and speaking. Uh, this year has been very challenging for me, but I know that I'm getting better. I know that these things are causing growth for myself. I am getting a taste of my own medicine since I am consistently trying to push my students to get them out of their comfort zones to promote growth. I would like to take this moment to

070thank the board for listening to me at these meetings as I have stumbled through slides and or just read them as fast as I possibly could. I would also like to thank David for giving me grace and patience as I always seem to give him my slides in the last possible minute. Um, but he still finds the time to get them in. Uh, I would also like to thank Michelle and Gary for sitting with Tracy Kates and and I at our labor management meetings. I believe that we have uh some great conversations. I truly feel that we have done a great job working together to create solutions for the districts even when our opinions don't necessarily align. is all too easy for people to become defensive and combative towards each other when there when there's

071uh disagreements, but I do not believe that this has happened with us and I appreciate that. After this school year is over, I hope to reflect on what went well and what I could and what could be improved upon and I will try to make those necessary changes so I can continue to grow in this role. Uh thank you all and I really appreciate what you do for our staff, students and community. Thank you, Glenn. >> Thank you. And thank you to your union members for everything you do for our school district and our students. >> I want to say from as a member of the scholarship committee and knowing the people who interviewed our vocational students, you have pushed some of your kids in really great ways. >> Yes. >> A number of the

072interviews people came and said, "This person and this person, this person happened to be all your kids going off to these schools." It was amazing. And they actually got to introduce one of them to a parent of one of those kids to say, "Your son is impressive." And they said, "Thank you for saying that." Um, but I think their ability to to speak in those interviews and do the kind and the goals that they could present came through your pushing of them in their home. So, I I just want to say thank you. And some of them got 16 or 17,000 for the location did really well. >> That's amazing. >> Wow. >> I think you've done great. you've done a great job and representing your union and getting up here and when you got

073the award was that a year ago, two years ago out in front of everybody, man, you've done a great job and you're continuing to do wonderful things in our school district. And one of my I love I'm a hands-on learner, so I really appreciate getting to go to people's classrooms and seeing things in action and going to see your students working on like I mean all of it. It's so cool. It's really neat. So great. >> Don't let your son throw the javelin after the guy that throws it farther than anybody else in the country. >> That's not fair to play right in that place at that time. >> That was always fun. Good learning experience. >> That's right. >> It's always next year. Well, have a nice summer. >> Enjoy your time off. Are

074you going to be teaching summer school learn? >> I am not. >> I am. >> Enjoy your summer up. >> Well, I'll probably be in the shop. I got a lot of stuff to fix and uh so I was able to go to nationals with uh seven students and I learned quite a bit there. And so I'm going to kind of overhaul my curriculum and kind of restructure some things to get them introduced to like for example um get them introduced to CNC equipment faster in their first year. Right now they're getting access to it a little bit late. Uh and so um are you guys familiar with like a CNC mill? >> No. No. CNC music factory. >> So CNC just stands for computer numerical control. Uh it's a fancy way of basically you

075draw something in CAD and then you create tool paths using CAM and then you take it to a machine zero everything out and then it basically makes the part for you >> like >> kind of yes it's like it's like the opposite of a 3D printing. Uh 3D printing is additive manufacturing. Uh CNC machining is deductive. It removes material from the fish. Um, and so a lot of students when they finally get to the machine, they are afraid of it. And so my hope is to um, implement it at the very beginning of or like during the first year, even if it's something as simple as just chucking up a marker and then giving them a piece of paper with like a maze on it and they have to actually handwrite the code instead of

076just relying on the computer to do it all for them. And so they can handw write the code to find out a way through the maze. So they have to zero everything out and then we draw that up that way and if they break it out sharp instead of expensive tooling, >> right? >> And just to kind of build that confidence in themselves and stuff like that. So little things like that, but I have to get all that stuff set up >> for them for next year. >> Should be fun. >> Exciting times. >> Thank you. >> Thanks. >> Well, thank you. >> Take your time. Good evening. >> Bye, Kayla. >> Hi. >> Okay. Um, Bri does not appear to be here this >> Oh, Bri, >> I'm online today. Thank goodness for technology

077this year. I think I've used it more this year uh since uh during co um I uh have a slideshow put together. David, are you able to share it or should I share it from my screen? >> Uh you can share it and then you can click through at your pace. >> Okay, it'll take me just a minute. >> No problem. >> Make sure I share the right one. Right. Mhm. >> Bri, while you're loading that, I want to acknowledge the number of students that I saw walking across the stage with beads during graduation. >> The necklaces. >> Yeah. >> Yes. I had 21 students walking this year. >> Yeah. And they all en they all looked very happy. So, >> thank you. Okay. Um, I just have a short side to kind of update

078uh some things this year. And then Glenn's speech made me think maybe I should have done something like that. Um, I'm going to start texting him to see what he's doing before the board meetings. Our uh we held elections um but we didn't have to have formal elections because people did run unopposed. And so we will have a new uh board for our local uh chapter 33 for OEA. Uh you guys will continue to see me for the 2627 school year as president. Kate Hess who is at Sunset will be our vice president. Allison Bingham who is at Madison School will be our secretary. And Brenda Gber who's up at the Milner Crest Education Center will be our treasurer. and Ann Rodriguez Fuller will be our hospitality. And I just want to give a huge

079thank you to Amarell and Shelley for all their hard work and time commitment that they put into uh chapter 33 within the vice presidency and the hospitality roles that they were in. Um I couldn't do it without them. And then the the fun part, Addie, since you mentioned graduation. Oh, I have to figure out how to go to the next slide when I have two screens. There we go. Uh the fun part of uh being in the union is getting to award these scholarships. Um and so I know that we had mentioned their names, but it's always nice to put names and faces together. And so we got to give out three $1,000 scholarships. I went to Lexi Eine who was a graduate at Northend High School and is the grandchild of Val Eisine who

080is an educational assistant at um Mildercross Education Center. And then we also had uh Mallerie Ed who is a graduate from MHS and is the child of Trevor Ed who works in our tech department. And then Anna Lemons was a graduate from MHS and she's a child of Anna Lemons who works at Sunset as an educational assistant. So, that's always exciting to see our kids. And then for our retirees this year, uh you guys had already kind of did the retiree spiel this year, uh but to put faces to names in case you guys haven't met them before, is Sher Phillips who's currently at MLM. And then Joe Vieiraa, who is at Marshall Junior High, uh though he is not retiring until September. And that is uh you know what I have for you guys

081today, unless you guys have any questions. >> How did you get Joe in the exact same shirt that he wore today? Did you take a picture today? >> Well, I'm not allowed to drive yet, but I texted somebody else and asked them to get pictures for me. >> Okay. I was like, that's the exact same things. >> Kim, I have my resources. >> That's pretty good. >> Okay. Are there any questions for Kim? >> Nope. Kim, thank you very much for all you did this year. I mean, Bri, >> thank you guys. Have a great evening. >> Have a great one. >> Who was I >> do it all the time. >> Me, too. >> You did talk. >> Okay, now we are on to Marina and the business office updates. >> Thank you. Tonight,

082I'll keep it pretty much informational only since I had it for you guys last week. Um, but does anyone have any questions on the checklisting outside of the two rather significant Mud House School payments I wanted to address? Um, there was one, it was the first check for almost $572,000. Um, that is their May adjustment. So we pay them a set percentage all year of the projected amount and then in May we pay out the remainder of that um in case ADM or the charter school rate changes significantly. But then later on there was another significant amount of about 170,000 um that is their portion of the SIA grant that they send us an invoice for and we pay and claim on our end. Um it's the only one left now that we have to

083invoice and pay out. Um and hopefully OP will handle that where it's they handle their own. Um but other than that, there was not any abnormal checks. Does anyone have any questions? >> On the the Granger, I've seen that one forever. What actually is that for >> for Granger? Let me see if I can >> It's been on them forever. I kind of thought it would disappear at some point, but it's still showing up. So I wouldn't know. It is likely. I'm just seeing if I can pull it up. >> It's a maintenance thing. >> Yeah, I want to say it's maintenance equipment, but I can't verify that. Um I for >> Yeah, because that person's been on the list. >> I think it's WW Granger. It's a It's a company. >> Okay. >> Y

084>> I think it's for like service, but >> the greeners and use that a lot. Okay. So, there were two checks, both for more than 20,000 to a shirt. wondering is that just like a yearly fill up of oil tank somewhere that heats a building or what is that? >> Yes, Basset Highland got purchased. So, it's just a new name of uh what we use called BHC which is the Basset Highland. Um and so we we have propane tanks and oil tanks all throughout the district and probably two just came in a couple for refill. And then maybe this is a question for for Gary or just for general. I noticed that when we get work done architecture standpoint often goes to HG and we get uh work done legal standpoint often there's a lot

085of different law. Um how does that work uh when we have those relationships? um what happens when there's a second architecture firm in town that wants our business, right? Like I guess as a public entity, how are we how are those relationships managed? >> Yeah, that's a great question. So um GHR, we do an RFP for legal services for the um for the school district. they put in a bid at our last RFP process and they are every year voted on by the board as the um attorney of record because of that RFP and they won the contract. Um and that can go out for an RFP at any point, but the RFP is typically about five years long where they guarantee a rate. As for the architect, because we typically do not do work

086of the amount through the architect that's above the threshold to require an RFP, we've used GG, I'm sorry, HG um because they've been with the district for so long that they have all of our historical documentation and it has been more cost effective to continue to use them if they have all of the past records. We have used others in the past and you know they um they specialize in something but for the most part HG has all of our historical data. >> So for example, Dr. Gowski, we had a facility issue uh item at facilities committee in Marshall Gymnasium and HG. He's like, "Well, we pulled the file from 1992 >> and looked and said, you know, this is the company to Wallet in 1992 to do the roof trusses and they're still avail

087they're still in business and they still do this thing. So, we're going to contact them about, you know, so they have all of our files from Ari. >> I think I'm not necessarily questioning that just just as a public body. curious because >> we're going to you know use those companies we have to have good reason >> and then the Hungerfords specialize specialized in special education law so that's where we use the Hungerfords and then the Hungerfords are also our backup when we um are in a a situation where another entity also uses GHR so there's a there's there's attorney there's conflict right so the hunger for our backup >> so it's dictated by procurement rules and when an RFQ is required and so that's how we determine that as public funding. >> So do

088we have procurement rules in policy or >> we do and and you reference the um administrative regulations is those amounts change sometimes regularly and so depending on the cost of the work or the potential impact of the work such as legal services could be pretty significant. We do require that you get go out for bid. Is there an amount that you can not go out for a bid go under it? >> A last contract was 150,000 >> for for those kind of services which is why like for for student for large contractors we're required to get in >> because I was wondering about the um uh BNT if >> those are fairly low amounts. So you don't have to go out for bid for any of those things. You just get to choose. >> And

089we tend as much as possible we go with a local a local entity to keep the public funds in our community. Any other questions? Okay, we will move on to special revenue funds. um it is pretty busy in the special revenue funds at this point in the year because we're trying to send out as much of our grants as possible for the June 30th uh fiscal year end date. So, um just the the final in all these little purple boxes, the the little bottom purple amount is kind of the fun balance with all expensed and encumbered year to date. You'll see a lot of them at this point have a negative fund balance and that's because those are the reimbursement grants that every every month we have to identify what we've expens report that to

090OD and then claim that down. Um, some of our bigger grants are now dispersement, so we get a lot of money up front and then we pay all year. Those are things like high school success and SIA. But most of our grants are still reimbursement, which is why you see such significant negative balances. Um I try and do the monthly but sometimes standard. Does anyone have any questions on grants or special revenue? >> So for instance little pirates you're not negative but you also that's a bianium grant right. So you can >> are you looking at fiscal promise fund 209 or little pirates. >> Okay. So that is our tuition reimburse or our tuition fund. Okay. So, we build $300 a month for 18 slots, >> right, >> that are over the income cap. And

091so, that that's where all of that money goes. Um, and we have begun using it to pay for one EA. >> Gota, which is why there's a balance in there, >> right? Gotcha. >> You've been holding on to that money since it started. >> Yeah. Any other grant questions? Okay. Um, I do want to apologize that I don't have financials for you uh for May. Uh, with the board meeting being on the 9th, we didn't get our bank statements until Friday. And then my staff member who does bank statements is on today. So, I wasn't able to get that completed for you guys. But, uh, when she's here, she'll get it done and then I'll email those out um to you all and Damon and provide any feedback. Um, as for May enrollment, it's really

092June enrollment. Um, it's June 1st enrollment. Um, that'll be the final enrollment that I pull for the year. And what I find most, um, telling in June is when I compare it to two last June's board report because that really tells us where we're ending in ADM because at the beginning of the year, we start significantly higher, but things change all during the year. So, this is the closest to ADM that we will claim. Um, this is kind of what I use to track budget to budget. What percentage of what I budgeted actually attended June to June. Um, so in the far bottom right hand corner, I added two new boxes that say June to June comparison. Um, the left column is the actual ADM comparison from June of 2025 to June of 2026. You'll

093see there's a significant decrease actually at east side. Um they have reduced 33 students from last June to this June. Uh Madison had a reduction of six students, meloma 18, sunset 7, the junior high 31, and then MHS 15. This is pretty in line for that 60 60 ADM that we say we're approximately losing each year. But you'll also see there's a 220 jump in online. >> Um because of our synergy practices, it is really still hard for me to identify who's being coded aware. And I'm working over the summer to really get a report I can pull out of there. Um but it's significantly higher and some of these students are where we're losing. >> Yeah. That'll be interesting to see when you can get that coded in a way that helps you >>

094even next June. I think you'll you get a really really good idea of where stu where students really truly are even if they're moving in our system. >> Um >> yeah, it's it's really incredible. One thing to note is AYA the the very bottom row they are down 17 um from last year which I find to be really interesting. I don't know the reason for that, but they're down almost 43% of their enrollment. And so, we want to speak in Scott Cooper and really identify where some of these students are going. That's pretty significant. Um, destinations because the board goal was to expand online. You'll see destinations increased eight, which was 16% and then resource link increased to two, which is about five and a half% of their enrollment. So, good news. I think all

095around this is pretty um pretty on par for what we projected in the budget. Uh and that online number gives me hope that what we are doing is working. Um and I hope to see that grow and that we have teachers to help that grow. Does anyone have any questions on enrollment? >> Thank you. How does our online offering compare to uh just other offerings in the region? >> It's really hard to compare because like Coke is got they have Winterlakes which is standalone school. Northbend has Evergreen Virtual which is a standalone. There's no cross enrollments like we are allowing hybrid schools. Um, I'm going to Seaside to a conference, the annual KOSA conference next week. And one of the sessions I'm going to is Silver Falls School District, uh, which is up by S

096in Silverton. Uh, they have hybrid online, a system that appears on paper to be pretty similar to ours. And I'm going to go spend an hour in that session learning about what they do, what they're doing, and how they're cross kind of enrolling and how things are going. I'm also going to go visit Esticada School District, which has a virtual school an online component and a hybrid component. So, I'm going to go visit Ryan Carpenter this summer, too, and have some conversations with him because um for example, today I was in a new our new superintendent uh forum and um the superintendent from Ben Leai um was messaging me on the side as I was talking about online and saying, "What are you guys doing? How are you doing this? How are you having kids

097in multiple buildings?" And wants to talk. So, um, we're, I think, kind of a little bit of a trends setter, but we also still are a work in progress when it comes to how we code kids and how we identify and move them around the system. So, but on the South Coast, we're the only one of its kind that has students that are that can that are cross enrolling in buildings going hybrid options or online options. and is, you know, we have a a systematic way of trying to let people across the South Coast know that because from what I can tell I've heard in these meetings is if we can increase our online enrollment, if we can be the place on the South Coast that people choose to enroll online, that would be financially

098beneficial to the district. >> Yes. And we um David and I and Kayla have been working on those branding documents. Um we weren't quite ready to present them tonight, but they're going to be presented at some point. I'm hoping to get them to you before before the fall just take a peek at them and then we can go over to board meeting. But we have some brand new documents we're going to do for um Builder Crest itself, for our online programs, uh and our alternative ed programs. And so, um, that'll allow, um, families to see online like here's what we're offering, here's the contact, here's how it could benefit you. I know, like I said, I' I've met with some of our homeschool family resources in the community. I'm working on getting them those documents.

099But, um, I think branding for our district is a good way to get that out to, uh, families in the region. But I'll also tell you power or Myrtle Point is adding an online uh component as is Bandon. And so um there's going to be more and more online offerings that are going to be around. But I think the more that we can continue to talk about like our program for K8, our AP offerings that we can do online and things of that nature, the ability to cross enroll, still possibly offer some CT courses on campus. the the more um uh the more uh beneficial it will be to us to enroll >> it for ADM it's about 10 students um it equates to salary and cost of one teacher but the case load for

100an online teacher is 35 >> yeah yes 35 with a K8 and then it's >> 35 Yeah, it's high. So, it's like if if we even get 10, it will pay for that teacher. But if we get all the way up to 35, it's now paying for that teacher, plus keeping more supports in our buildings or expanding support to the online program, not just a teacher. Um, it is highly beneficial financially to have an online program, but also highly beneficial to our our future. And legislatively there may be coming some changes to how they fund online schools not for their benefit. >> Well, you I mean there's this is clearly a uh sort of a mistake in the way that schools are funded. Um or you know it's the same kind of thing that you

101can give prescription drugs for free because the reason you get prescription drugs for free is what the what the drug compan has realized is that they can take the money from your insurance and they can give the portion they can write off the portion for you as a tax break. There's it's stuff like that. Well, it really works. >> That's what they're doing with these online schools. They're trying to enroll everybody in the state is we'll give you part of the money to come enroll with us and we'll keep the rest. >> No, we shouldn't do that. No, no, but where they where they've looked at it is they've looked at universities like Grand Canyon and um Western Governors and some of those universities that are for-profit universities and they've learned kind of the system

102of you know if we undercharge them by 2,000 a term there's no you know there's not a campus to run now Grand Canyon has a campus now but I mean the cost of of associated with that are so small that they can afford these breaks. We're seeing that. We were seeing that like um TSPC when I was on the commission as an elementary principal, they were talking about the um the new uh reading um literacy components now that are in the in the Oregon University systems for teacher prep programs. And we were talking about this as a commission and saying, "Hey, it's great that you've added this literacy component and this science of reading um requirement, but we're seeing more and more teachers that are coming out of out of state schools like Western Governors

103and Grand Canyon. They're not getting that now. We have to go back and do this this requirement. So, how are we going to do that?" And originally just we'll just put it in the teacher prep programs in the Oregon University system and that'll take care of it. No, it's not going to. So anyways, um Ari's right. There's there's going to be I think a lot of changes next year. I think it's going to start with the schools that are offering either just cash incentives or um or you know, you send us this and we'll reimburse you. I think some of those are going to be talked about and dealt with first and then I think it's going to trickle down to will schools get full ADM or will they get partial ADM? But but I

104suspect that a pro a a well-run program like ours that is hybrid and run the way ours would is not in the crosshairs the same way. >> It's yeah that was what was talked about. I was in a meeting today uh and that was discussed was you know how do we address the issues without harming the school districts that are doing it the right way. So I think that's going to be a big conversation. All right. uh June board report. I'm gonna try to do it without my readers on. Here we go. Um just want to go over uh tonight we're going to talk a lot about goals. Uh just a real quick overview of the goals that I had, the four goals uh from the board this year. Just a reminder, raising the academic

105expectations, uh long-term alted plan and priorities. The reason I'm kind of skipping is I'm going to go into a little bit more depth here in a moment. uh investigating and establishing the need for the additional programs in Kouspay school district and administering at least two community and student surveys focusing on climate and student voice and then reporting those back to the board. Uh goal one raising the academic expectations and the outcomes of the district with alignment to the state accountability metrics. Um got some data for us. Uh third grade uh our dibble scores uh our end of the year assessment is 57% um at or above grade level. And I should pull this up because I have notes in one of these that I want to. So now I am going to put my readers

106on. Um uh and our OSA scores are going to be released in October. But as I said earlier, our OSAS scores as a district are higher than they have been in at least going back and looking at about 10 years. Um not official, unofficial, just me digging in and reading them and looking at them. I'm excited for when they come out. I think we're going to be on par with the state average, which we haven't been in a long time. uh and continuing to build off of that. So, I'm pretty excited. Um OSAS or excuse me, Savis Math, right now we're at 42% at or above benchmark. Um that's about a 35% increase of where we were at the beginning of the year. Um Chad, correct me if I'm wrong because I always get this

107mixed up with Dibbles, but SAVIS, when you do the beginning of the year, you're actually being assessed on the end of the year standards. Correct. So, so it's expected to be >> major changes because you're assessing end of the year assessments at the be end of the year standards at the beginning of the year. So, you expect that growth. We still have a ways to go obviously to where be where we want to be. Um, and then our OSAS scores for math will be released in October. Um, seeing great growth in third and fourth grade OSAS scores in math. Um, which I think is a product of having the same curriculum for the last two years with Sabbath and some of the things that go with Sabbath. I think when you look obviously at math,

108just like with reading, the older the student get, the further behind, the harder it is to catch up. I think over historical you're going to start to see that bump now go to fifth grade and then the sixth and seventh and eighth. So, I think while we'll continue to intervene and do our best, I think we're uh three, four years away to start seeing those mask really jump on the state report card at the junior high level. Um, ninth grade on track. This is completely unofficial. Getting the data from the high school. Obviously, there's still two days left, too, for kids to make things up. Right now, we're sitting at about 83%. We still have two days for kids to make stuff up, then summer school. Uh, so we expect that to go that to

109go up. I believe last year we were 81% on the state report card, uh, which was a growth. So, um, stay tuned. We've talked about in uh next summer in 2027 uh having a f an eighth grade to freshman transition class um now that our summer school grant is funded and like we're solid for the next three years to try to help get our kids better ready in that transition from 8th to 9th grade year um or four-year graduation five-year completion rate. There's just no way to measure that right now compared to what OD is going to give us in October. We part of that reason is we have students that have left us over the years and while we think that they were enrolled in other schools unless we get a records request we

110don't know that for sure. Um when we went and looked at last year's data and we're cleaning it up we found some kids that never had enrolled even at Marshall. They left between their eighth grade and freshman year we never got a records request. So um uh or we did in some cases and we just haven't taken them off the book. So, that's part of the data cleanup we do over the summer. Um, K2 attendance and overall attendance, again, not official, but we're about 66% o uh K2 slight increase from last year and 63% overall. That's a 3% increase from last year. Again, not official. Uh, one of the reasons that, you know, we talked about that local meth metric of postsecary readiness. This is a big reason for it. Dual credit, we had 352

111total enrollments, dual credit. Now, some of those could be kids that are enrolled in multiple dual credit classes. So, not 352 students, but 352 enrolles. Uh earn about 2400 college credits this year. Uh and uh expanded options, those are the kids that actually went to SWAT for a class. That was at 352 total credits. Uh AP tests taken this year, we had 424 tests taken by 308 students. So, pretty impressive numbers for us at Marsh High School. In our spring SAT results, we had 23 students that tested for spring SAT. We were 11 points higher than the state average and 128 points higher than the national average. So, those are some of the reasons why we're choosing to use the post-secary readiness for the first metric for us. Uh in terms of those OD welcome

112that OD local I really do think as Chad thinks at some point there's going to be a K an elementary local metric and a secondary local. I think that's going to happen um at some point that the interim assessments are going to be a mandatory local metric and then they're going to let you add one of the secondary ones but stay tuned. We'll see. Uh some of the things that we've done to prepare for next year. We've revised the teacher uh the educator certified and administrator evaluation. Uh we've established that uh Kouspay school district attendance team and looked at those protocols like I've talked about. Uh we're going to continue to expand advanced math options and opportunities for students. We're going to continue moving students from Miloma and Sunset over to the junior high for

113math opportunities and maybe even possibly science depending on numbers. Um, and we are also looking at continuing to roll enroll students uh in expanded math classes as they uh are in the junior high working out towards the high school. We also have our math block at the 36 level so students can more easily adapt and move up uh move up a math class as needed. Um we've implemented the writing revolution at grades 3 six. next year's year or two of that uh writing revolution helps build writing skills and I think that was an area as we were looking at state testing last year we were seeing that more students were passing the in the comprehension part and the reading part the writing part was a huge struggle for us and I think that's also part

114of those third and fourth grade gains is the combination of our amplify work and the writing revolution uh K2 is going to be doing a book study next year on the writing revolution with uh working for um uh implementation of of that program that they're building coming up here over the next few years. We're going to continue working with our secondary groups on priority standards, proficiency based grading through first education. And then we're going to continue to push our strong dual credit and advanced placement opportunities. Uh which in talking with Eli, we cannot find another 4A high school. L Grand might be the one that offers as many dual credit opportunities as we do. The fact that our location near SWAK is gold for us. And um I know L Grant's got really impressive things

115going with their partnership with Eastern Oregon University, but we're in a really unique place right now and we're doing some great things. So pretty happy about it. Uh my KPI goals for 2028, if you remember, I I plan to have six of these by the end of this year and all of them by the end of 2028. Um I'm going to continue to refine and work on these as we get into our student partnership as well, but right now I know that we have three that we can check off the box. Our CTE concentrators were at 40%. We don't offer enough CT programs right now to get to 50%. We're at 40% for what we offer our five program. We've looked at and I'll talk a little bit about where we want to expand CT

116when finances will allow us to. Um in terms of that uh reading proficiency, we're up at like 60 um in terms of dibbles. We're at 60%ish uh for our our elementarymentaries. Um we continue to grow that number each year. Um, and uh, we're going to continue to to to hammer away at these things until we get as many of them accomplished. Uh, goal two for long-term alternative ed planning and priorities. Uh if you remember Kayla uh Kayla and I presented that back in March and um you know our alternative education programs destinations Kuzbay online resource link little pirates are continuing to meet the expectations and expansion 87% graduation rate almost 88 at destinations and 92% completion of our bay online. Um our enrollment in alternative ed continues to uh increase. We're going to continue to

117ask kids what they want, what we can provide. We know, for example, at some point if we want to quit losing kids to winter legs, we've got to find a way to do cosmetology and alternative event. If we can ever figure out a way to get the heavy equipment simulator and the aviation simulator at the secondary level, that's going to help us too. So, we know that those things are out there. It's just going to become funding and people that can be involved in the instruction of those items. Um, our key drivers as as we we spoke to back when we presented the mental health needs, flexibility, scheduling, credit recovery, learning environment. Um, we we talked about uh the effectiveness of what we've been doing to serve teen parents, and our recommendations were strengthening existing

118programs, expanding tier three supports, evaluating the Madison pilot program, which we are now going to expand into our other uh K6 buildings for next year. um that was that pilot program uh for our students that are most striving behavioral students using the Aselis online program mixed with our SEAL components. Uh we've saw a lot of great growth. Carly's going to talk about that in her data presentation at the end of June and then we're looking to expand that like I said into the other K6 buildings for next year and pilot it there. Um and then continuing to monitor our enrollment trends and explore regional partnerships uh that we've talked about. Um, goal three, investigate and establish new programs. Um, currently we have five CT pathways, manufacturing, broadcast, journalism, culinary arts, construction, computer science. We have

11910 in-person AP courses and 18 available online AP courses. And we're sitting at next year going into 25 dual credit classes. Eli and I have already been talking about ways to expand dual credit classes. We're looking at things about, you know, ceramics, for example, all those things that kids can take and transfer and make a better opportunity to earn that AAOT when they graduate. You know, ceramics is a class we offer at the high school advanced ceramics. If we can get that as a dual credit class that checks off one of the boxes for the AAOT for for the arts, fine arts, and electives. Um, so looking at outside the box ways that we can offer those programs uh at Marshall High School, we're going to continue to expand. We've added two more math dual

120credit classes for next year. One of them I know will meet math 105 and I can't remember the other one. I don't think it's statistics 250. I think we already have that one, but there's one other one that we we're going to add in the fall. So, credit to Eli and his team. They keep finding ways to take our high school classes and convert them into dual credit options as well for our students. And it's going to just continue to pay dividends more and more for our kids, saving money. Even though next year, we think right now we may have one or two kids with AAOTS, we're going to have hundreds of graduates next year though that are going to have advance. They're going to have enough college credits to at least say they're through

121their first year. So, um engagement opportunities. We have 34 clubs, about 28 sports and activities. We're going to continue to pursue grants and pilot partnerships to reestablish after school programs. For example, um Carly right now and I are working on a we presented to Marina and had her take a look. A group called Champions that came and spoke to Carly. They're running an afterchool program currently at Hillrest. Um and they're looking to expand into Kouspay schools. Carly's talked about uh piloting this program next year. It is a cost to families. is not a uh free program, but it does supply three hours of afterchool programming around STEM, reading, math, uh as well as movement um activities. Three hours a day after school for $80 a month. So, that's a pretty reasonable opportunity. We're looking at

122that. Um and I'm going to bring that opportunity to you guys uh in our August meeting after we check a few more boxes and look into it a little bit more. But uh from what we've received in terms of references and things like that, it's a state program. Hillsboro School District has it. Beaverton and then like I said, Hillrest has been doing it and looking at expanding into Goosebay. Carly's offered up the space to try it, see if we like it. Then we've got to look at expanding at least to have a westside option and a side option. Um and then possible expansion CTE. Uh we want to get our health occupations um back. We lost that when a teacher left us uh last summer. We want to get that that program back going for

123health occupations. We feel really bad that we had some students that were close to becoming a concentrator and we had to disband it because of a lack of staffing. We also want to look at early childhood education. Um, we have several elementary folks that have the um the uh TSPC endorsement that they could be site coordinators for early childhood um education opportunities. We just need to get the ch early childhood development and the child site classes at Marshfield, check those boxes to pass them on to the elementarymentaries to work in that setting and become CTE concentrators. Eli is also pursuing at the state level a way that our junior ROC program can be a CTE program because of military science and those kids going down that avenue. That that junior ROC is a four-year program.

124We feel like it should be a CTE uh program of study. And so we're working on that as well. >> What do you need for the the health occupations? What what person >> um do you need to meet that? We need somebody that has the advanced. It was um spaces now the basketball. It was Doug Miles that was our health occupations person and you need to have a three classroom sequence. Um and Doug was the one that taught the third one. I'll get more information from you. I'll have you chat with you because it would be great to get that program back. There was a um wasn't anatomy and physiology, but there was a health component. Uh, and then there was another class and then they went on to duck in the concentrator. So, I'm

125going to have you get a hold of me for the motor more specific. >> I just I know some people >> Yeah. Yeah. Yeah. You do. >> If somebody's looking for steer steer them that way. >> Um, and then in talking with students about activities and athletics that they'd like to see, we're working on possibly junior high cheer and dance in the fall. Uh because of the generosity of the Cous Bay Community Schools Foundation, we have a new high school cheer mat. And so we're looking at passing our cheer mat from the high school to the junior high, which is the most expensive cost when it comes to cheer. Um and then finding an advisor and doing junior high cheer, dance, um to try to expand and provide more opportunities for our kids. Um girls

126flag football has been an OSA emerging sport. it is going to be um crossing over into being an actual OSA sport come very soon. The numbers are there. Um and um so we're going to be have we will have girls flag football next spring. That's going to happen. A matter of fact, I'm actually um all all the administrators want to coach girls flag football. Mr. Montiel, Mr. McCord, they're all chopping at the bit. We have a lot of people that want to coach girls flag football next fall or next spring, excuse me. Um, they've all been coming to me and begging. And then, um, and then we've had an interest from kids to start a sailing program. They've talked to Mr. McCord about a sailing program either down at the marina or out at the

127yach club at 10 Mile Lake. >> I We're looking into it. I don't We're not >> boats out there. >> We're not going to be able to purchase any boats. >> No, they have club has boats. >> The club has boats. So, okay. So, >> this has come up in the last week or two when I was talking with Casey and I said, "Hey, what do we what do we got?" He's like, "Man, I've got all these kids talking to me about sailing. I'm looking into it. I'll get back to you." So, we could be looking at a sailing club. >> My junior high granddaughter the sailing team at her, not middle, not middle school. >> Really? >> The other one's on the crew. >> Yeah. We had a crew team at her. >> So,

128stay tuned uh for that. Um, and then that afterchool program, that uh, champion program pilot that we're looking at over at Madison that I'm going to bring you guys information on in the fall when I when I've got a little bit more time to investigate. Um, and then the last goal for is administering at least two community and student based surveys focusing on climate student voice. I mean, we've we've done so many things to get both the voice of our students versus, you know, we had this uh superintendent advisory committee, which was great. It was such a fantastic endeavor. We had our last meeting uh last Wednesday, did some donuts, had um some of the older kids, talked to the younger kids, you know, advice. We had them give me advice for what I should

129do over the summer. Um and um and then we have our student success committee led by Damon uh which we brought you that data earlier this year about how they felt about technology and cell phones and uh opportunities, how safe they feel in school. We're going to continue that practice going into next year. I feel like the town halls even though at times have been low in numbers um it's a starting point. We'll continue to build off of them. I want to invite I want to make sure that we have one opportunity month for the community that I can uh get in front of them that they can come and talk with me whether it's in the morning or the evening. Um and then um we have done I think a really good job this

130year in terms of uh my superintendent solutions meeting with staff. Uh we've changed you know bell schedule around advisories. We've heard about student behaviors. Uh just this last week we're at the junior high and they talked to us about our synergy component and how we can do different dispositions for student behaviors and synergy. I brought that to the admin team today and said hey look at this is a really good document put together by the junior high team. Um and uh so I think it it's offered great opportunity for to get staff voice. Uh looking ahead, I'm excited for our partnership with Stuart education, uh developing our strategic plan, which we are going to hear from them in July and then start to build that in the fall. Um the creation of our district and

131school report cards to improve the accountability, transparency, and our student outcomes. So I feel like that's an area this year that we've been above and beyond just those two um uh survey and value two survey, excuse me. Holy smokes, it's Monday. and then celebrations kind of to wrap up. First of all, just again happy retirement to our folks that that some of them were in in attendance tonight. Um such a a great uh deal. We've we've got a lot of retirees this year and uh wish them really well on their next endeavor. Hopefully several will be around to help some or supply some mentorship and things of that nature. And then, you know, graduations, obviously, Milner Crest Education Center was Saturday the 30th, and that was a great ceremony. And then Marshfield High School, uh,

132just this last Saturday. Also a really great opportunity, great speeches in both by the students. Um, I thought Mr. King did a fantastic job, uh, the high school social studies teacher. Uh, as did Mr. Ashton. Um, and just a great experience. Yes. And Arie, awesome job as well. >> Ashton needs to get to the microphone. >> Mr. Ashton does. We'll let him know. >> He needs to what? >> Hard. Yeah. Okay. >> Okay. We'll chat with him. We'll make sure next year. >> He just needs to practice. >> A little slower. >> Yeah. You did go fast. A lot of standing with that, you know. So, um but but a great ceremony. Really great. It's awesome. So, thank you everybody who were a part of of one or both of those >> and it's great

133recognition to all those kids. >> Yeah. Yeah. Yeah, great. >> And any questions? Uh, my next step with my superintendent goals is, you know, it was mentioned to take and make them into a dashboard. And I've shared a little bit of that with Mie um who made the suggestion and we're going to continue to have some conversations. I got kind of a template that I built in a Google spreadsheet that eventually will turn into some images on the website of go a gold dashboard before uh hopefully before we get through the end of June, end of the summer. That's >> quick term. >> It's ambitious. Um, yeah, these are beautiful, beautiful slides and so much exciting work on them. And I, >> you know, one of the things I really want to be able to

134do is remember everything from meeting to meeting. And because um as we haven't quite sorted out a a a technique that um that allows us to read just the to see past, current, and future, you end up telling us a lot, which means I would have to take notes, which I don't have time to do. And so I'm really looking forward to working out a way that we can walk track a lot of the things that you've talked about many times in the same format. So there's more time for us to ask questions about the new information that you're giving us and you can let us and expect us to read for ourselves, you know, and keep up with the the data that you're presenting. um because it's all so good and um and I

135want uh want to be able to really take responsibility for what I feel like my role is which is to to understand it and ask questions about you. You know, you just touched on a few things that I would ask questions about, but there's not really time. And so, um I'm looking forward to to working on that. >> Absolutely. >> Any other questions? >> All right. Questions? Thank you. >> Thank you, >> Mr. Dubisar. >> Okay, here we go. Uh LMA and his team over at facilities have been going full throttle getting the grounds mowed, getting ramp set out and all little details to make our graduation ceremony happen. Uh they went around even with painting spots where there was some graffiti here and there. So the family showed up looked real nice and pretty.

136They've been working really hard on doors. doors are really expensive. So, if they can fix them, they can. If they can't, they're really expensive. Uh, and this summer, it's uh Sunset's going to get new part, new paint on their parking lines at Sunset. Uh, Milner Crest is going to get an additional classroom. It was some kind of other part of the building. It's going to get turned into a classroom. We're going to take out some old kitchen stuff and put a new kitchen sink in. The Marshall High School Auditorium is going to get a new curtain right there. So, everyone will enjoy that. And uh let's see. On the second floor of Marshville, they're going to be getting a staff room. So, I'm sure everyone's going to be really excited about having a place to

137have a pet. The main gym has uh a possible truss that may need repaired or replaced. And so, HG and uh LMA and some engineers are trying to figure out if it's going to be a repair or replaced. And so they're just collecting data right now. See, we're out on that. Uh 35 new water features throughout the school district. Uh something to do with the the lead count is is higher than what we've been doing. So these will take care of that. That that's going to stress everybody out. Yeah, >> we passed all of our lead instructions. But I remember these fixtures though are a little bit uh they do a better job of filtering as well. And we got a great promotion to cover most of the cost. >> And then the MHA h

138track secured three days of them to come in and do as much as they could get done. So it's going to be repairs. There's some bubbles, high spots, drip spot, hazards, and then um obviously three days taking bids on the sprinklers. If someone out in the community, they install sprinklers, a softball field, he's taking bids on that. And then the district is in the process of building a new vault and I'm not authorized to comment anymore cuz it's top secret. >> It's not top secret. It's in my office. >> Boy, you were good. >> It's just fire. >> She was not in the military. >> No. >> We legally have to keep our check stop in a um fireproof room. >> Right now all of our checks are in a concrete room in our old

139office in a different building. So every time we need more check back stop, we have to go interrest. So they're gonna set up in the high school. >> Yeah, I know. We have a vault up there too, but for like record. >> So if anybody breaks into it, it's not my fault. >> I did not disclose the location or anything about >> she hasn't told us where it's at. >> She didn't have access to mine, but >> it is public record. Okay, thank you. >> Okay, David, policies. >> Yeah. Uh, first off, is there any prospective policies you would like the committee to review? Awesome. Uh, so I have a few first reading for adoption. You'll notice uh the first one, VBA, uh, it's it's a new version, so we'll be deleting the old one.

140Uh, sometimes they update them. Sometimes the updates are so immense that they say just delete the old one and take the new one. That's the case here. Um BD is a new policy that does uh relate to you all. It's board meetings, notices, and communication. So we will have a policy on that uh should you guys choose to adopt this. Um integrated pest management that is a required policy. Uh we did a few updates. Most of these updates were prompted by uh OSBA and then I've separated out the ones that that weren't. Um veterans and state service member preference. Uh it's just adding that state service member. >> So that one links to the municipal diseases, not to the >> Oh, does it? >> Yeah. So I didn't I wasn't able to maybe I could

141have found it, but I wasn't able to find intense. >> Yeah, I will send out the link for that one and then update it on the minutes as well. Um, and if you have any questions about it, please let me know. And um, >> I did have a question about the integrated pest management. It says that uh we have to have uh we have to have somebody who is designated as our like plan coordinator. >> That's Yeah. >> It also says that he has to attend six hours of training about pests every year. >> And he does do that too. Okay. >> And this he's got all kinds of certifications. >> No, I don't. But is that >> is that like a a standard that we have to that that it's law? It's not not

142a policy we could say you don't have to do six hours. >> And and our staff have to take the same integrated pest manage management training every >> every August. Every >> It's not six hours. No, that's not six hours, but it's >> Oh, I'm I'm just I'm thinking about the uh you know the 30 hours a year or whatever of of HIPPA and other type of like sometimes these trainings are so long and so redundant and they're every so year. >> We we we hear every year from staff, is there a way that we could take the train like we just take the test and if we pass it then we don't have to do the training again and again and again. >> our insurance. So yeah, so we we at the beginning of

143the year we have what we call vector trainings >> and the only time know it's important when that kid is allergic to something we sprayed on the field and the parents go ballistic and then they go ballistic >> and it's a $10 fine. >> That's right. >> It's huge. And and we've had some we've had some scenarios and especially coming out of >> co >> where we had some kids that had allergies to the supre and some of the sprays we were using to disinfect the desk and we had to go to other avenues, right? >> Um and uh um >> and a lot of families that were very um uh thankful when we were coming out of this, oh, okay, this isn't work. We're going this direction. So, but yeah, it's it's vector training

144that we do as a staff every year, including me, >> probably hours, six six hours. >> Uh, vector training is roughly eight hours. We pay for eight hours. >> Um, then we have uh sexual harassment polic. They're duplicate policies because they're in two separate spots. They're exactly the same except for the title. Um then we have that one I mentioned for deletion that we'll be replacing. Then these next ones are around uh our IDP process admission of non-resident students and its associated AR. Um these were not changes prompted by OSBA. These were changes um prompted by the district uh by us to uh better improve our process and add a little more clarity. Um, and then I've linked a uh a communication that we hope to send out to our families and post on the

145website uh that we wanted to run past you first that discusses because our policy has always said that we can weight list and that um we'll use an equitable lottery process, but it didn't really allow. We've never done it since I've been here. we just kind of accepted them and as we have a better system for tracking IBTS and we're actually setting numbers and we're reaching limitations in uh certain schools, we wanted to make sure that we were transparent with our families so that they know what to expect. Um so I've updated the website and I posted in bright colors our numbers you guys approved and I've noted if there's a wait list for those grades. Um, so they can go right on there when they look at the form and say, "Oh, seventh grade,

146I'm gonna expect a weight list." And then this will help them understand what that is. And this will be posted on the website as well. Um, as far as the equitable lottery process, I did a little uh research from other districts and without exception, every person I talked to, it's a a name in a hat or a bowl. Yeah, >> it's how I think we'll probably do it digitally, but it amounts to the same thing. Uh so what we chose um to go with in this policy is I believe what Core Valis does because the question for me was well our policy also says that some students have preference. Well how is that preference applied in an equitable lottery process. So how they do it is students with preference get first available seats. Once students

147with preference, as noted in our policy, are not in the applicant pool anymore, then it goes to the equitable lottery. But that's how they apply the preference rather than you get two names in a hat because you have a sibling and you get three because you have a sibling and you went to Lighthouse, you know. So, um that's how we determined uh would be best for our district to do it and that's what's reflected in the policy. >> So, it's a true preference. >> It's a true preference. So, and and it's not a there's no time on the wait list as part of >> what do you >> So, a lot of weight a lot of weight list the longer you're on the wait list the more likely you are to be selected. So, that

148would not be part of this. >> No. Um and I and I kind of looked into that because I I thought first come first serve you know you are the first name in um but that doesn't jive with the equitable because some people are as soon as we open IDTS maybe they don't have to work and so they can sit there and be the first person there and it's it's not equitable to other families that can't apply until 12 pm or 12 a.m. Um, so I thought the same thing, but that's that's why uh it's set up that way. >> Two different families. They both have a kid on the wait list at the same grade level >> and you only have one opening. Who do you give? >> Then then we would probably lottery

149those. >> I think yeah, if we reach the same situation with those of preference, there's two seats and we have four people, then we'll lottery those four first. percent too. >> Um, so that's kind of where we're at and what we want to uh let f because I have a number of families that are kind of waiting in the wings. Um, but we wanted to run this past you first and make sure we were all in kind of agreement that um we communicate with families and let them know that hey, so >> these are on first reading for now, right? Yes. So next board meeting they would become the policy. >> Yes. >> Well, and nothing >> there's nothing in here that that change like we're still able to send this communication. >> Um it's

150just describing it in the policy. Our policy doesn't say we can't do that. It just is ex >> further expanding on what it already says. Well, I think from uh like operation standpoint, one of the big changes that I've seen is that instead of board transfers, Gary >> and that that's how it's always been in practice. So, I didn't think you guys wanted to >> sit here and look at each question. Sure. the rest of >> I do think we will to make sure that have a clearly written lottery policy for the person who isn't chosen that's going to ask >> what tell me that >> you know >> and a number of our districts or of of our districts of districts that I talk to um do it in the presence of usually the

151person in my position does it in the presence of another staff member and so there's some safe checks and balances accountability. >> Uhhuh. And so yeah, we'll develop that u and make sure that that's posted on the website as well so it's as transparent as possible. >> So you can go with >> y'll be fireproof. >> Uh and so that's all I have. Is there any questions? And I will get that um correct policy out to you guys to review >> with the link. >> Yes, with the link. And I'll update that in the agenda and the minutes. >> Okay, we are Is there any other questions about policies? >> Thank you, Dad. >> You're welcome. >> Okay, moving on. We're on to action items. Chad, >> you're back up. Thanks for being patient. Yeah.

152on our yearly textbook adoption. Um some some of the social studies textbooks that we want to adopt here. They're listed on this paper. So I'm asking for a vote of approval to move forward with adopting these books. So the the social studies textbooks from seventh to 12th grade. Uh we'll we'll keep digging into sixth grade books next year. Um we're limiting our funding and how much we're spending this year on textbooks to the budget. So bring a seventh grade and above for this year. And then we're also um want to purchase a statistics AP course statistics test textbook um and that's an everchanging target classes work and the teachers work with a cohort around the state and they try to figure out which materials are best suited to help the students pass the test in

153its current form. So we want to switch that up. Forensic Science. We've never had a textbook and that seems like that course is here to stay, forensic science. So, want to purchase that book. Uh last year or this year, we we piloted a Celis learning online software for some of our online coursework and we want to adopt that as working solution for many of our students. Um, we're moving away from accelerate learning software at the K to six level and we found that this is better and this is better for some of our students for high school courses also. So sometimes engineerity works better as sometimes a solace works better depending on the student. Are we are we saving or are we getting out of a contract that is saving us some money and replacing

154it with a cellus or are we adding a cellus to what we already have? >> We won't purchase I mean accelerate we won't contract with them next year contract with the sol one or two more years on the current ingenuity contract. Um, but because we use so many seats, we going above and beyond that contract cost. So, it'll be the additional seats we won't be paying for anymore from. >> So, it is a savings. >> Yeah. Pretty simple. and at least K8wise because we haven't used it as much at the high school level but Kate wise we've received rave reviews from families about that time so Dr. Gowski, your boys have messed around with that a little bit. You would have a little bit of a knowledge about it. >> My my boys have completed

155multiple grade levels of different curriculums on it. They enjoy it quite quite a bit. >> And then we will pilot a marine biology textbook next year to still be determined. You don't have the vote on that. to know. So, at some point, maybe in August, we'll come back and maybe we'll select one or maybe we'll pilot, I guess, is a better way to say it. And that's because we're in biology, it was we were going to offer the course and then we weren't going to offer it and then more students than we thought signed up for the course. And we have a book that we've been using, but it's dated to 2012. So, um, we're looking at a few books and I might come back in August and say we've selected a book or we

156might just pile it next year. And then next year we're looking at um completing sixth grade social studies and then looking at world languages textbooks and then anything that we need for PE PE or art which we usually don't purchase textbooks for PE or art but we might purchase other materials in a textbook for them. At the K5 level um we've been using uh social studies weekly which is a weekly magazine. There's also an online component kids have. We're to continue with that. It updates yearly, so it's always kind of fresh. It's cost effective uh for us. Um and that when you couple it with Amplifi's uh social studies component takes care of the standards that we need. We have to get a little creative with fourth grade because they have the native Oregonian standards,

157but um for the most part, it takes care of our needs at the K5 >> and it teaches history. Yes. Real history. >> Yeah. Thank you. Yeah. Do you need a motion for each one of these things or just to >> Never done that that way. We just adopted the whole list. >> Yeah. >> So I had a question. Is it going to be for physical hard books or like tablets and online? >> Physical hard books >> right there. Okay. >> We will have online accounts that students can use because what we do is we purchase a class set to stay in the classroom, but instead of the kids carrying those back and tearing them up, if they want to sign in at home, then they can sign in online. But so it's a combo

158>> stays at school. >> And there are things that are online that you can put in the book, some interactive maps and other resources and videos. So it's nice to have the combo. And if there is a student that doesn't have online access, we purchase enough books that they can check out. >> I'd like to move to adopt the instructional materials as presented for >> 26 27 26 27. >> Okay. Yeah, that's because we were doing it right now, but they're actually for next year. >> 27. >> Okay. So, we have a motion to adopt the instructure instructional materials for 2026 through 2027. Do I have a second? >> Second. >> Been moved and seconded. Is there any further discussion? Army. >> Hi, >> Kim. >> Hi, >> Derek. >> Hi, >> I >> Kevin.

159>> Chair votes I. >> Thank you. >> Thanks for sticking around. >> Thanks, Chad. Appreciate it. >> Am I good to go next? >> Pardon me. >> Am I good to go next? Oh yes, you are. >> Perfect. So I'm presenting to you the uh contract extension for one year for um SNEXO. We uh went out for RFP in 2024, but per OD regulations, we have to do a one-year extension after that uninitial RFP process. Um this contract has gone to ODA and been approved and was um approved to be brought to you guys. It is for a 3.5% increase which is great considering cost of living expenses are going up and cost of food um is significantly rising but this is a 3.56% increase from last year's costs. Does anyone have any other questions

160on this contract extension? >> Is the food going to improve? >> 3.5%. Okay. So, I so I I had a a meeting with Jean Lee who is the head of Exo and I'm really impressed by what they are doing and the program that she runs and the level of detail and but my question is deeper than that is is is contracting this service the right thing for our district to be doing? Um, and know I think this is a no-brainer. We we we go forward with this right now, but I just raised the question of SEXO is not a company here in locally and the people that are running our Sedexo. The people who are employed by Sedexo in our community are members of our community and they're doing a fabulous job and we would

161need their expertise to stay here and continue to work for us if we were to do this as a district separate from SPEXO. But I guess my question is from a strate thinking strategically do we want in 10 years do we still want to be contracted with SEXO or do we want to as a district take over our own food service? >> It's something we're going to explore next year. We're one of the few schools on the coast that still use a contracted service for uh for food ser food service. >> Yeah. >> Um our neighbors to the north don't nor do nor does any of the other EST schools that I'm aware of. I in talking with them it all sounds like they all do their own one. Brookings I'm a little fuzzy on

162but um I so I think it's a conversation to have next year as a district office and as a board is you know do we want to go down continue to work with Sedexa do we want to look at another company or do we want to just look at bringing our own similar to what you know a lot of school districts that are similar size to us run their own food food service when I was in South Lane we had our own food service so I think that's a a conversation for next year throughout the year to have >> I just yeah I just think one of the things that one of the things that sort of leasing or contracting does is that ultimately it leaves you with less capability to do it yourself. When

163you tour the kitchens in our schools, a lot of them are no longer fully equipped kitchens. We are microwaving food for our children for the most part including or or oven or you know commercial ovening reheating >> reheating not not cooking and um I just don't know that district side we want to continue to do that and we have the avenues in our community through wholesale uh distributors to to get everything that we would need. I mean, it's not like we're so out of the way that we we can't get fresh fruits, vegetables, and we're doing that already. >> We do it through Dishop. >> Yeah, we already do that through and I really and I and I don't mean this in any critical way of gener because they're doing a great job and they're

164bringing in lots of fresh and local stuff too like but fundamentally the system is set up >> to for for them to provide a service and to take some profit for the company to run it. >> Yeah. And that's normal. That makes sense. That's a good business. That's a normal business relationship. But do we as a district want to continue that? >> And that's been a conversation in the last budget cycle this spring is cost savings lives. Would that be beneficial? Obviously, there's other things like staffing and the reporting. Um, but we currently do all of the OE monitoring and a lot of the documentation we are still responsible for even though we have a vendor. Um, so that is something that Gary and I our goal is to really cost out and have that

165available for the next budget cycle. But that could be a conversation during the budget season. Um, and we could build it. >> Yeah. One of the things that one of the things that big organizations like that bring is so you know she was showing me all the binders of uh compliant you know food uh food that is compliant with FDA regulation right so you know the USDA you know the amount of sodium in every everything it's not it's not a chef tasting it it is this many milligrams per this many liters right >> and so um they bring a lot of that compliance uh and drop, you know, drag and drop easy planning that we would have to build or or have or or retain staff who know how to do it. >> Yeah. >>

166So, the reason we don't have this was budget issues a long time ago and when we hire our own employees, they get hers, they get a whole bunch of stuff. So, the employees you're bringing on are going to be much more expensive than the employees they're paying. And so recognize that I I personally I don't want them to have those things, but I'm just going to tell you that all of a sudden you have 30 new employees >> who all have benefits of the things that are part of one of your union that are going to cost you more money than what's XL. And so when we were deciding a long time ago to do this, it was all about can we keep teachers in the classroom at reasonable sizes and they weren't all that

167reasonable at the time. But it was a difficult decision time. They also were going to do all of our custodian stuffing. They finally didn't do that. Please. That's when we also lost busing which we used to do. And you're absolutely right in that one. We couldn't afford to do busing because buy the buses. >> Once you take busing away, it never comes back. Yeah. Because of the cost of the buses. >> Cost of buses. Yeah. >> Well, and it might be the right decision to continue to work this mix, right? It would just um I'm I guess as a new relatively new board member, I'm just asking the as the contract comes up, I'm asking the question longit we'll get it all cost out next year and uh provide you provide the board data on

168on the cost and what we think the direction we should go. >> Great. >> So can I get a motion? I will make a motion to approve the SEXO contract extension >> For one year >> for the 2627 school year. Correct. >> Do I have a second? >> Is there any further discussion? Hearing none. Kevin >> By >> I >> Derek >> I >> Arie. >> Chair votes I. The contract is extended for one year. >> Adult meal price resolution. >> That's me again. Um, every year in June, I bring to you a calculation of what we should be charging for adult meals for the upcoming school year. All of our lunches and breakfasts are free lunches. As a district, we work really hard to do that. Um but for an adult a staff member

169we are char I would like to propose that we continue to charge the 4.99 um per >> can we just round it to five people got to worry about pennies and all that >> because pennies are out of circulation to you guys >> it I think it'll make everyone's lives easier >> this is exactly what we charge which is why I just but I think regulation. >> Yeah. >> Also, I would just like to point out that it is it does have Dr. >> is the exact same resolution. >> Y ignore that. Don't >> just Thank you. We can send it to >> Is there a reason why we have breakfast at 284 and not $3? >> It was the calculation of what the meal equivalent to costs. And so this was all a pretty

170intense calculation with ODP ando as to what the actual meal cost. We're not making profit off of it, but it is covering food cost. So at that time we might >> you guys have you guys can decide >> we could make it $15. >> How many of these adults are >> Oh less than 15. >> It takes more time for me to calculate it than revenue that we receive. I would like to make a motion to adopt the adult meal price resolution with the increase of from $4.99 to $5 and from 2 to 285 next school year. >> You'll second that. Okay, it's been moved and seconded. Is there any further discussion? Hearing none. Kevin, >> I Derek, >> hi. >> Kim, >> hi. >> Chair votes I. >> We have our meal prices for

171next year. >> Okay, now we're on to our board meeting calendar. >> All right, give Marina a break and I'll do this one. >> Got a really stressful meeting in my seat right now. All right. So, I just took the same that we've done all the years I've been here. Uh second second Monday of the month. Um we didn't run into any holidays for our regular board meetings this year. uh except for Columbus indigenous people day that holiday I don't I don't think that we don't have the district so I I didn't know if we should schedule around that. So that's the only one. Um but if you guys are okay with meeting on that day I'll be here. >> Does anybody plan on going away over >> today? Is that >> it would be

172the October >> 9th 10th weekend, you know, before >> you could still come virtually. >> Yeah. >> Oh, I think I think they all >> um and then the only other one to talk about is uh special board meeting work session. Typically, we've done that in August. In the past, I believe maybe it's always been a Saturday, uh, but it's a longer meeting, four, four or five. It's where we talk about our goals. Um, maybe have OSVA join workshop. >> Yeah. Yeah. Workshop. >> Yeah. >> Um, so that one I left to be determined because I don't know all of your guys' calendars. So, I'd like to poll and see when a good time in August, but just know that we do plan to have an August work session. Um, >> I'll send that out.

173>> Yes. Yes, I'll send something out. Um, and that got me thinking that we we just did this for cabinet and it might be beneficial for us as a board to get a shared calendar where we put vacations and things on it just because it I think it would save all this little back and forth of when hey, we need an emergency meeting. If I already know he's in Salem and um, you know, Add's in New Hampshire. Yeah. >> Um, then I I won't, you know, I can work around it and then suggest dates that probably will work. I'll tell you that I will be unable to provide that >> I already have I already have three separate calendars that don't talk to each other and so I can't >> and onto another calendar but

174I'll be as available as I can >> use the Google calendar that's attached to our Google emails. >> Sure. Yeah. >> Or even the Outlook. Outlook's got a calendar on it. >> Yeah. Yeah, as long as you even if you just share it with me and you make sure your vacations are on there. >> I'm gone the first two weeks of August and that's it for the whole year. >> And it's North Dakota and there's no cell phone service there. >> No, you always try. >> I've always tried. I went up the water towers everything. >> The first two weeks of probably >> Oh, you're going to be Well, it won't be the first two weeks of August, it looks like. >> Awesome. Good planning on Yeah. >> Okay. Um, so anyway, I just kind

175of I'll send a poll out and we'll get that scheduled. >> If you if you gave some we I could probably figure it out, but if you gave instructions about which calendar you prefer, Google or Outlook, it would be super easy. Tell us how to share it with you and just, you know, okay, dump stuff right in there. That way, it's not a whole another >> Yeah. All all send instructors have done it in the past and it all of the cabinet and administrators that have their calendars, which makes it a lot easier. >> Yeah. easier for you, too. >> So, yeah, I will I will send something out with that. Um, and then special board meetings, fourth Monday of the month, except for December. Um, we've always skipped December because we're in the middle

176of the Christmas holiday season break. Um, and then they're all tentative except for the data meetings. The dating meetings are set in stone. The tenative are as needed. >> Thank you. >> Yeah. Do we need to adopt this? >> Yes, >> we do. >> Do I have a motion to adopt the 2026 2027 board meeting calendar? >> Been moved. Do I have a second? >> I'll second. >> It's been moved and seconded. Um, is there any further discussion? >> Thank you. Is there any objection? Hearing none, the board meeting calendar is adopted. We do have a leave of absence request. >> Did I? >> All those in favor say I. I. >> All those opposed? Nay. >> Any abstensions? It passed. Uh yes, we have a leave of absence request from Laura Gamara who is

177a uh teacher at Sunset. She is asking for a leave of absence to finish uh her believe her master's program. Um and then also to have some time to to reset. So that's what she's going to do is finish her masters and what does that do to our staffing? >> Um we will post for I believe her intention is if the leave request is not granted that to to leave us. So we will be posting for position either way. Um, and um, Laura's been with us for I want to say three or four years. Uh, she's done a good job at Sunset. Um, and she's been a value valuing staff there. >> I still move that we approve of assets request. >> I'll second. It's been moved and seconded that we approve the leave of

178absence request for Laura Gamara for the 2627 school year. Is there any further discussion? >> We just playing it out. If we end up uh needing to make staffing cuts again next year, how does that how does a the person that has been approved for uh year leave of absence could we be potentially letting somebody go to give her a job back? >> Potentially. Yes. Historically, we've been able to absorb through other other either retirees or movement. We have Two. We have six elementary positions. No. >> No. We have six open teaching positions on this. >> I think we have we have two. >> We have four just at K6. >> Yeah. So, and and this does not guarantee somebody their grade level or things. So, but their license. So, they're >> A job that

179fits with their with their license. >> Okay. Kevin >> Hi, >> I Derek >> him. >> Hi, >> Arie. Chair votes. I >> that now that now that that's been discussed and voted on, I I have been talking with Addie and David and and Michelle on a different system for leave of absences next year that I'm going to talk about after we just double check that there might be an opportunity for when a person requests a leave of absence that they we can maybe go into executive session, have them address the board as to why they want their leave of absence. That >> be cool. what's going on to give you guys some more background. We're just double checking that it fits into the uh status of a contract employee or before that's we're just

180we think it does but we're double checking with with GHR and Rebecca and if that's the case then I think next year moving forward if you have absence requests we'll put them on have an executive session let them address you >> confidentiality >> and confidential and then yeah >> so they can bring their reper >> but we just feel like that might be a better system moving forward We want to approve it. >> No, no, no. But you don't have to say their name. You can say that we discussed. >> So Dave, we're working on that for We're just double checking that that >> legally. Yeah. >> Okay. We're on to board items. We have to consider installing wireless or wearable silent panic alarm systems in all K through 12 schools. It is part of

181a new state law. >> We we have to wear them. >> No. Oh, our staff. Oh, >> we we won't probably use wearables. We just have buttons. >> Most of schools have a button. >> Panic button. We have panic button. We This This would be a >> wearable wireless or wearable. >> So the the >> This is either it's a phone app >> to be on your It's either a phone app or it's on your badge >> or it's on your badge. So that's the >> that's that's what we're considering is whether we get a hardware that's separate from your phone or we get a software which is on your phone >> or if we do it. Are you sure? only for staff. >> Yeah, that's my belief from looking at the law and talking

182with law. It was this is just for for staff. >> AB seems to think students >> I didn't I didn't read that. It didn't say staff only and it said with 50 or more students. So I I jumped to the conclusion. >> I think it's just schools with 50 or more students have to have it for staff. >> Okay. So, so alert alert systems link directly. So, do our buttons now link directly to >> Could you give us the background? What what what is currently in all of our schools? >> All of our schools currently have uh two buttons in the room that call the office. One is just general all call and the other one is a panic button. And when that panic button sounds, it makes a beep very very intensive beeping noise

183in the office that there is uh a panic uh in one of the rooms. We also have items within our phone systems as I think you guys are aware. Um any 911 call from a classroom triggers throughout the district. I get it every time that it happens. Maintenance on the whole cabinet team. We all get that 911. I don't know if those but um we have those that say where it's coming from, what staff, you know, we had one last week from the phone at Miloma from one of our students and it said exactly where the what phone line it was called from. Um and it goes out throughout. >> So we do not currently have a button that directly links to law enforcement. We have buttons in the rooms that link to our our

184office and our office calls 911. We have buttons in the office that link that that are connected to 911. So, >> we don't have buttons in the room. We have buttons that link we have buttons buttons linked to the office. Office has buttons that link to 911 in um and then as I said all phones have the ability to dial 911 in the classrooms and when that happens it triggers throughout the whole district. Every admin gets it in every building. Every cabinet member uh gets that. So, so op option three which is not up here is we continue to do we we are comfortable with our level of >> preparation >> um and we don't invest in one of these other options >> correct >> so we don't have to invest >> we do not

185have to >> we have to discuss it and consider it >> and in talking with LMA option two really wouldn't be an option for us because of the limited wireless and cell phone connection in some of our schools. Um you you couldn't rely on it in the junior high school for example. Um their wireless is spotty in some places. Um so the wearable device would be >> seems like a problem building a problem since day one. Well, >> and part of it is too there's certain spots in Miloma that have no cell coverage and if you're on the network, you're you have additional issues in trying to get out or use certain things. So, it it's makes it tough. >> So, but each of our offices or entry points into our school has a panic

186button that links directly to law enforcement. >> Yes. And that is that makes in our elementary schools and upper elementary schools that have relatively contained campuses and single points of entry or control points of entry. That's probably a that's probably a sufficient setup. Probably similar in our junior high >> K8. We have one one main point of entry with a vestibule. Yeah. buzz buttons and panic buttons in there if need be that could be used. >> And then there's no way to retrofit or create some that kind of thing in high school. >> The high school Well, we have drawings that have been done for a high school entry. Um that >> I saw those. Yeah. >> Yeah. That would be several hundred,000 of probably closer to a million dollars worth of construction to put

187in >> and would only be one building. >> Yeah. And we also have some drawings for Milner Crest which wouldn't be as expensive as Marshfield, but the problem with Marshfield's campus is like I talked about this with one of the council. >> Doesn't matter if you have a one one great entrance in the middle of Marsh. >> It has 10 I think 10 access doors just in the main building. >> An outside access door just to the main building. We were doing a I was with I was speaking in a solution session with one of the counselors. We were talking about this and we were doing a head count going around the building. I think we were at 10 just in the main building >> and and you know there's three or four at the

188west gym. There's five or six of other gym and then there's all the buildings out back. >> Yes. And that's >> Yeah. Yeah. And um and and you know, we were talking also about just the the lack of a secure fencing. Marsh junior high some secure. >> Then what so what about a an option that's not up here? But what about keeping things the way they are at a at K8 and a a wearable solution at a high school for teachers, right? Because if because if we're talk if we're talking a active shooter, right, at our at our Marshville High School, that is a that is a worst case scenario for all of us. That is horrible. We don't want to think about that, but we have to think about it. So that is there's

189no way for law enforcement to know where they are in that campus, right? There's no way for like if somebody calls 911 from X classroom, how in the heck is anybody going to know >> where it's at? And that's a big campus. You're going to have panicked high school students who completely flood the cell. Cell phones are not going to work, right? Because you've got a high school full of cell phones. >> They're not supposed to have them on. But I know that >> but they have them in their backpack, right? But you with within 30 seconds of shots fired on Marshfield campus, cell phones are not going to work in our town. >> Well, and the other thing as well is with Marshfield being um the shared campus that it is, if you're relying

190on a a mobile type system that students have access to, sometimes you have seventh and eighth graders that we don't share staff as much. You can look and say the junior high is a secure building staff-wise, >> right? >> The high school is its own building staff-wise. So, but with students being shared, some of the mobile things also are a problem would be an issue. Um, I can have LMA look into the pricing for one building. >> Just get a little bit of background of what, you know, this was for seven sites. Uh, the 35 to $60,000 initial investment, 12 to 18 per year. Um, >> I mean it would be it would be very it would be very expensive and it and it uh it would be really hard on at the Marshfield campus

191because the you know it's going to it's going to have to work over like a mesh Wi-Fi or something and and having having that installed on a Marshall campus would be exorbitantly expensive. >> So I suspect the answer to this is we're going to keep doing what we're doing. But I think a more sensible solution than than saying we need to do this for every single district building is to say what is our most vulnerable >> building and it's Marshfield campus. The rest of our buildings are relatively set up for you said single point entry panic button at the entry vestibule like told that that is the best we can do. Mhm. >> I'll have LMA pull some data just so high school. I mean, even even without a vestibule at Milner, they still have

192a single they they still have only one point of entry for their students and staff during the day. I mean, that's not true. I shouldn't say staff. They have one point of entry for students during the day and the other doors are secure and locked. Um, they don't have free flowing between campus, you know, buildings like Marshall does. So, even their security is upgraded but not to the level of best when it's upgraded. And it's also a much smaller campus. So if we're talking response to an emergency, if you if you get a police car on the Milner campus, they're going to be able to respond to what's going on and figure out what's going on pretty quickly. If you have a you know red alert on Marshfield campus, the immediate question is where? Yeah.

193Because it's huge. Yeah. >> I'll have pull some additional costs for just one building. >> That seems very reasonable. It might this might still be too much, but just >> maybe not. >> Excellent. We will do a little research. >> Okay. Does anyone on the board want to take any action at this time on this measure? >> No. >> Okay. Good. We're on to board member highlights. >> Graduations were awesome. >> Yeah, >> graduations were great. So were the assemblies for scholarships and >> Oh, they were all awesome. >> I went to site council at last week actually over east. So that's and I said and they were asking if I was coming back and I said I'll let you know when we figure it out next year. >> I have medicine today. It's great.

194A 70% increase students being at or above expectations. So wonderful and they also know where they have areas to improve. So they have everything they're doing. >> I attended their growth parade today. It's a lot of fun. >> Yeah. They got to be rescheduled indoors. Yes. >> Yeah. I want to highlight um uh the like CTE regional awards night that Glenn put on um the uh that partnership that he's created with um multiple local CTE programs and the industry partners and was really well attended. They gave away a lot of really great stuff um that the students were excited to receive and got an impromptu tour of the shop from Glenn which was really cool. >> It's really cool. I wish I wish my high school had something that great and a and a teacher

195that invested. So, it's >> it's a really great program. >> I really enjoyed graduation. It was wonderful. Great to hear all the speeches and see all the kids. It was great. >> Yeah. For me, I got to try out a new sport. I'm the only booster for the boys volleyball team. I made it to all the games and uh the sportsmanship and watching them all grow because it's the first time it's OSA. So, I mean, you kind of travel everywhere, do all kinds of stuff, but it turned out being pretty darn fun. And Coach Theresa Canudson, we definitely need more coaches like her. Yeah, she's awesome and she's fair. You can see how she's teaching them stuff. you know, if you mess up, she's not losing it. She's just mentoring them. It was fun to

196watch. >> It's good to know, isn't it, that you get good feedback on coaches. >> Yeah, she did awesome. >> She's great. >> And I will highlight graduation. I I came back last Monday and was all ready to I landed at 1:30 and I had a 245 site council meeting over at at uh sunset and all of a sudden Jacob says you don't have to rush over here. We cancelled it. So I thought that was a perfect sight to attend. But yeah, graduation was really nice. as it always is since it's so student centered. >> Yeah, it was fantastic. Both both buildings did a great job. >> Yeah. >> Okay. Anything else? >> I have one quick question. It says here that July uh 13th is virtual only. Is that right? >> Yes. >> Okay.

197So, we're not coming here. >> No. >> You can you can sit here and do it like >> all by yourself. >> I'll be here if you want to. >> I've done it. >> Thank you. Thank you. I just wanted to double check I had that right. >> Y Okay. Maybe it's a journ. >> Thank you guys. Have a wonderful evening. >> You too.