April 13th, 2026 Regular Board Meeting

001I want to call the meeting to order. First on our agenda is the black saloon. Pledge 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. Um, first, do I have a motion to approve the agenda? >> I will make a motion to approve the agenda for tonight. >> Thank you. And move. Do I have a second? >> I have a second. >> Okay, it's been moved and seconded that we approve tonight's agenda. Is there any objection? Hearing none, the agenda is approved. Consent agenda. Do I have a motion to approve the consent agenda? >> Motion to approve the consent agenda. >> I have a motion for a second. It's been moved and seconded

002that we approve the consent agenda. Is there any discussion? >> Think this one we should Diane. >> Hi >> Matt. Maybe >> I >> Derek. >> Hi >> Kim. >> Hi >> Arie. >> Hi. >> And the chair votes I. Consent agenda. >> Okay. We out of state travel request from Mr. Crook. >> All right. So, uh we requesting for uh national or for skills USA nationals to go to Atlanta, Georgia this this year for I believe it's April or I think early June. I think June 1 through five. Um so Skills USA is a uh STSO so it's a career and technical student organization. Uh this is at the national scale. Um we had seven people qualify for nationals this year which would include Donald Bryce and Ben Barker for additive manufacturing. Hi Mafie

003for baking and pastries. Uh Cecilia Bolan for CNC 2 access programming. Elijah Goodson for CNC 3 access programming. Mason Hogan for CNC five axis and then I qualified for sheet metal and then we had um many state only uh winners in involving I won safe participation uh Sierra Sour won welding epoxy acetylene and I won TIG welding and we had many um first through sixth places as well. Uh and so for nationals it involves I would say so I we went there previous years and I would say there's probably over a hundred different industry partners that all are like it's very interesting like for example a good example this is like uh they had robotic welders which are really interesting um and last year we also had a student that placed top five the nation

004he got fifth for CNC 5 axis for the entire nation which was a really cool experience. Um, so I'd like to request uh permission. >> And this is for six kids, you said? >> Oh, seven. >> Seven. >> Where did you see all? >> Uh, I'd be nice and warm. >> Yeah. >> I was not expecting you. I was expect I don't know why I was expecting. So you're Glenn as well. >> Yeah. >> Junior. No. Okay. different quite well. >> Glenn, can I can I ask you a question? >> Um, your your mom, who's very proud of you by the way, mentioned TIG welding today. Can you tell me what >> is that an acronym or is that you know a brief >> TIG synopsis? TIG or GTA welding or GT. So TIG is

005tungsten or gas welding. >> Okay. >> Um, and then the GTAW would be gas tungsten arc welding. Um, it's basically you have a uh a torch that has a ceramic cup and then there's a there's a gas so it shoots gas through the your your torch and then it has a piece of tungsten in there that is either sharp or bald depending on which pro like material you're welding and then so it'll shoot gas through and it'll shoot amperage and once you get to your circuit you'll use the ground clamp shoot uh electricity through your uh tungsten itself and that'll create a concentrated beam on your plate. And then you basically use some sort of filler metal and use that to combine two pieces. It's a really interesting and fun process. >> That's great. Thank

006you. >> I have no idea what you just said. >> Make really hot things. >> Yes, that's >> Tell me more about the robotic welding. Have you ever you just did you get to Did you get to see it or you actually got to test it out? I was only able to see it, but it's it's definitely gonna it's definitely there's definitely a very cool feature for that. Um, >> is it is it uh when they say robotic welding, is it something that you program the machine to do or is it something that uh for example uh in surgery that the robot doesn't actually do anything itself? It actually you control it. It just takes the human tremor out of it. >> So the so robotic welder basically it's have you ever seen like a

007car manufacturing? >> Yeah. So, it's basically like this. It's its own little arm and it has a u a wire feed gun attached to it and that'll basically move on its own and weld the joints at the exact speeds it needs to and exact heat and it's there's some really cool industry stuff for for example for our our CNC uh competitors. Uh there is a organization called HOS. So, they are they're very generous when it comes to school. So, for example, for competitors last year, they when they went up there, they got a $1,000 Visa gift card just for being there, which is very like and there's probably about like there's a lot of competitors there to give them all $1,000 just like that is pretty crazy. >> Thank you. I'd like to make a

008motion to approve their request, Mr. Glatt. >> Oh, yeah. It's a request to for out of state travel to Atlanta, Georgia >> for seven competitors. >> Yeah. For seven competitors. Do I have a second? >> It's been moved and seconded. Is there any further discussion? >> I will just say I have a nephew who is has been an exceptional welder for a long time. He doesn't get to stay home a lot, but he goes all over the country because he does pipelines and he does nuclear plants and he does if you get the right kind of welding degrees. You're kind of hired for life and he they pay really well if he gets to travel. It's pretty amazing life. So, good luck with all that. >> Thank you. >> Yes, >> we haven't approved yet.

009We're close. We're getting Oh, shoot. The other thing is um welders on Ellen DeGeneres had a design furniture design competition a few years ago and the second year she did it. It was a welder that won. >> Yeah. >> Okay. Any further discussion hearing? None. Diane. >> Yes. >> Mie. >> Hi. >> Kevin. >> Hi. >> Eric. >> Hi. Hi >> and chair votes yes. >> All righty. >> Congratulations and good luck. >> And then >> I gota ask one more. >> Okay. >> Uh so I also have uh there's another competition. Um this one would just be me. Um this would just be me and uh Mr. Crook over there. Um and so this one is a it's called Project MFG. It's uh supported by the the US military. Uh, and it's a it's

010a national level welding competition. So, uh, it involves two rounds. So, I was able to make it through the first round and then we actually shipped our part into all the way over to I think this year it's San Diego. Um, and so I was actually able to be and this is a college and high school competition and only there's over like 400 people all involved in this and it's the best from all over the nation from all schools and I was able to place in the top 24. >> Nice. >> Um, and so I would like to ask permission to go to San Diego in early May for project. G is that the material >> uh so it' be like project manufacturing basically. Okay. >> So they do there's like a there's an additive

011competition. Oh I forgot to mention the the prize for for winning it would be a $10,000 check >> and then the I think it's 10,5,2500. >> Any more questions? >> Do we need a motion? >> Yes we do. >> We have a motion and a second. Yep. >> Okay. No we have it. We don't have >> We don't have >> I would move that we support this >> motion. It's been seconded. >> Been moved and seconded. >> Okay. Thank you. >> That we approve the out ofstate travel uh request from Glenn Crook Jr. uh to go to San Diego >> uh in May. All those in favor say I. >> I. >> Opposed. Abstensions. Motion passes. >> All right. Thank you. Good luck. >> Back with that $10,000 check. >> Yeah. Please tell us how

012it goes. >> Yes. >> Okay. Quite well on our Warren, you are up. Okay, I got way more information than I bargained for at this time. So, first um for the regional competition for OB, our high school won second place with Northbend taking first. Uh our junior OB uh got second as well. And towards the end of this season, there will be a party for Bob. Um, for events on May 2nd, there's the prom. For SNHS, we have a committee meeting this Wednesday. ASB is electing on the 15th. Poetry slam will take place on the 30th at around 5:30 p.m. A lot of sports stuff. I don't know how to read sports. Uh what I know is in common is tomorrow uh at 4:30 there's softball uh at Sweet Home and baseball at Sweet Home

013as well. >> When did you say the go was? >> Uh the 30th. >> What time? >> 5:30. >> Uh do you guys want me to go into Wednesday, Thursday, Friday, Saturday? >> No, it's fine. >> Okay. >> Where is the poetry again? Is it Nice. Yeah. >> Auditorium, >> I think. So, yeah. >> Here is the part that went over my head. So, it started with me trying to get a tally because it was about one person moving coma and then I couldn't get a lot of people in the pal. I could all day and so my information was statistically unreliable. What I do have is uh some ideas. Uh apparently there's some budgeting issues going on right now. I'm not sure what the situation is. Uh but I asked around on like ideas

014for fundraising money so on. And a couple teachers reported that there they had excess supplies. So at the beginning of the year for investments, I don't know how that works. Uh, apparently there's a fee that goes into buying extra supplies for their classes and a couple well not all classes said it. A couple of the classes have had a lot of extra supplies that no one ever uses. Um, other ideas that have been listed are the school shop. We currently have a school shop, but not many people go right now because it doesn't have a lot of media attention. as well as fundraising opportunities and self-held classes. These are like choir and speech and debate which usually fund your own ventures so that we don't have to go into the budget. That's all I could

015come up with without getting into the cool stuff. Thank you. Any questions? >> Are there any questions? >> I just think you're amazing. >> Thank you. you are going to be I mean you are but you're going to even continue to be more of a brilliant mind as you grow older and man you you're you're an amazing little person but >> stepping into some crazy stuff today >> I didn't know I was there >> doing a great job >> you are doing a good job >> relable relation Okay. I don't believe Faith was able to join us this evening um from destinations. So, we're on the public input. Did we have anyone sign up? >> Did anyone here sign up for public comment? >> Hey, David. Michelle's not muted. Not sure if you can hear

016your voice. No. >> Okay, then we'll move on and Glenn will finish up >> with you. >> All right. >> Uh, for the record, so I'm technically Lyn Jr. >> So he's the third. >> Yeah, basically. Oh, >> we kind of changed his middle name, so it's a little bit weird. So, >> okay. Okay. >> Yeah. >> Get this full screen real quick. >> On to the first slide. >> All right. Sweet. Okay. So, I'm going to go ahead and do some staff spotlights for some more staff. All right. So, first up is Mr. Cruz. So he is our band director. He's been at the high school for 16 years. And I'm just This is still the same thing where students, this is what the students are saying about this staff member. And so uh

017this is says Mr. Cruz is a dedicated, kind, and supportive MHS band director who students love. He's hardworking and reliable, often filling in, rarely using substitutes. goes the extra mile, repairing equipment, answering questions, and giving advice, and actively secures music, donations, schedules, events, and trips. He's an effective, encouraging teacher who helps students improve uh many reaching the state level, and creates a positive high school experience and treating and treats students like family. Uh what he loves about working about uh Marshfield High School, working at Marshville High School, uh he says, "I always I have always had good support in everything I have done as an employee. That is Mr. Cruz. >> And I believe the band's actually going, they're currently fundraising to go to Hawaii next year, >> which should be a lot of fun.

018>> I think they have a bandage coming up coming up. >> Yeah. Yes. I think it's next week, I think. >> And his family is one of the oldest families in space. >> Really? >> Y >> I did not know that. >> Well, of course Army does. >> I know. Of course. Thank you. >> There was a shipyard named Cruz Banks. Oh, >> nice. And then we have Mr. King. So, he teaches social studies. He's been at Marshfield for nine years. And what the students say about him, it says, "Mr. King is an engaging, passionate teacher who makes social studies interesting and inspires genuine learning rather than just grades. Students praise his clear, supportive teaching uh availability before and after class, and willingness to help students catch up. He balances firm expectations with humor and

019care, creates a welcoming classroom environment, goes above and beyond extra time and inspiring talks, and has this positive, motivating presence. Uh, what he loves about working at Marshfield High School is each day is a new opportunity to improve and better our community through learning. We got some great staff. >> Any questions? >> Thank you. I really love these. >> Oh, didn't You just got married. >> I was getting married. >> Friday on vacation. >> Where did you get all your information? He doesn't know everything about >> Arie knows everything. >> Daddy gave it to me. >> He just got married. >> Oh my goodness. Where's he going on his honeymoon? >> He's going on an Alaskan cruises. >> All right. Well, I guess I will step down. >> Thank you, J. hearing those. Thank you

020very much. >> No, it's still your turn. >> Okay. And now we get to hear from Bri. >> Bri, I love your hair. >> Thank you. >> Um, sorry, I'm trying to work and multitask. I need to get to the right screen. I'm not wearing my glasses, so I can't read that. >> There's some in there. I don't know whose they are, but maybe they'll work. try my work later at home in the container which I knew would end up happening after lunch. Uh so first I will talk about our staff spotlight and so this the spotlight is nominated by other classified staff in our district. Uh but I do just want to take a moment um that I I have to because of my job position when we're talking about the oldest families in

021our area. I would also like to recognize that we have people that are here much much longer and are indigenous people. >> I agree. >> Yes. Um so when we're talking about like the oldest families in our area, that would be our indigenous students and >> just have to throw throw that out there uh for you guys because you know it wouldn't be me if I didn't do that. And so for our staff spotlight is Anna Henning. She's over at Sunset School and the staff that nominated nominated her said she is truly a light in the EGC room emotional growth center at Sunset School. She brings positivity, dedication, and care into everything she does. She has built strong, meaningful connections with students, making each one feel seen, supported, and valued. Anna consistently goes above and

022beyond her role, always willing to step in wherever she is needed. Her compassion, work ethic, and commitment to students and staff make her an inval invaluable part of our school community. She is simply amazing to work with. And so she was nominated by one of her fellow co-workers at Sunset School. And then uh for updates, her union's been working closely with the district uh during the budget cuts. And uh we are pretty like during budget cuts, we always know unpleasant things are going to happen. And so we did have some riffid FTE. It's just under um eight FTE. I can't remember the exact number without looking at my uh cheat sheet, but it was um appreciated from the union when we were looking at FTE to see that that was split up uh pretty equally

023through the district. I want to say 48 or 42% >> 48. I was like, I know it was again one day about 48% uh came from classified FTE. And usually when we're looking at budget cuts and riffs and FTE and stuff, it's a lot higher for classified staff. And so um you know, just recognizing that it is um a little bit more uh spread out is appreciated even though it's never fun to talk about reductions in force. A lot of it will be through retirements and moves and uh while it might not be the same position somebody's in, there are positions open for them to to move into which is really best case uh scenario. So do you guys have any questions, comments, other concerns for me? >> I just appreciate you. Appreciate that you

024always willing to say the hard things sometimes and just, you know, tell us like it is. So >> sometimes No, you do it all the time. >> I I like that. I like that. And I love I just love that both of both unions are doing stuff spotlight because it's good to to see the faces and then recognize when we go into the community or when we go into the schools. >> Yeah. Making a slight picture. >> It's nicer to see the face, right? It's the same thing with our students about how we should know like our students by name and interest and and stuff. The same thing goes for our staff and I'm guilty of it too. like you get so caught up or you are in a certain schedule that you don't really

025get to know like faces and so sometimes you find yourself in public and you start talking to somebody about what you do for work and turns out you both work for goose schools or something and so it's nice to kind of get some of those faces that you don't see typically in the public out there. Yeah, especially even the behind the scenes folks seeing seeing those. We might be in classrooms or you know at admin offices, but sometimes you don't get to see everyone especially these classified folks who are cleaning the buildings at night. >> Yeah. And and I would invite you guys like when you guys do come into our schools because I know I can't remember what the title is but I know everybody's assigned to a school as like a chair. I

026don't >> basically schools. Yeah. Representative. >> Yeah. There we go. Thanks. I'm like, I know that you guys use a word, but I couldn't think of what it was right now. I invite you to come in and when you guys do come in, go past the past the offices and and go into some of those spaces. Great times to see classified staff workers um you know, in action is re recesses and lunches and those kind of things. You will be able to get to like say hello without interrupting education in that time. Plus, the kids would love to like hear what does a school board do? And so that would be my recommendation. If you guys are going into a school and looking when you can kind of connect with staff that you may not

027normally see, utilize those like recesses and lunches and and that kind of thing, too. So, >> I felt like I connected with the janitor at Madison, but she was working. So, I don't know if she was like she was like, I'm busy. >> Yeah. >> How are you doing? >> Everybody's usually busy, but you know, a one minute or two minute connection can go so far. Sunset cafeteria as well who were there with facilities great group of workers. I mean there's just everybody's just pulling their all it >> I know everybody feels strongly either way about cafeterias but I think it's like one of the funner the funner places to go because the kids >> Yeah. It can be loud but >> so great >> loud and chaotic is >> there's always smiles on kids

028in the cafeteria. >> Yeah. Well, thanks you guys. Have a good night. >> Get some rest. >> Okay, we're on to Marina and business office updates. >> Hi. I was able to get everything ahead of the board meeting, so I hope you all had a chance to look. Um, I have pointed out a couple of checks that were out of our our standard operating. Um, so I just want to call them to your attention. We do have one um check on March 18th written to Woods Communication uh for almost $24,000 of other significant expense. Uh we had a lightning strike on the radio tower about two years ago. Uh we filed an insurance claim. We got it up to speed and then within the last couple of months that tower has gone down again. And

029Tom Woods at Woods Communication believes it's all tied to the lightning strike. So, this is for the repair uh to get the AM and FM back on the radio. And we are currently working on an entrance claim, reopening the prior one for the lightning strike. Um it is slightly challenging to prove that damage a year and a half later is still related to a lightning strike, but uh Tom Woods at Woods Communication does believe we'll be able to file an insurance claim for that. And then right below it, um top service body shop for almost $5,000. Again, outside of our norm, uh, one of our district vehicles got hit in the Marshall parking lot, and so this is the repair. It was all covered by our insurance. Um, but I just want to bring to

030everyone's attention. $5,000 is pretty outside of our our normals. Um, other than that, we had some scholarship expenses throughout the month, probably for second or winter term. Um, and on the second page, another oddity is $16,000 to Patriot companies, which is kind of a company we don't hear from often. So, we currently in food service have what's called an excess operating balance. You're required to continue to run a nonprofit. Um, you only have three months worth of operating expenditures in your account fund at all times. So we had an excess of that and we were working with OD on how to best send that down. Uh for us it's bigger expenses because we we had quite a bit to send down and so we have purchased this week last week I signed for it a

031new hot cold mobile van from Kendall 11 in Eugene and this the patient company is down payment to get that retrofitted for hot cold lunch service. And so we will actually be opening an additional route for summer lunches, the free lunch program. So, uh, Sedexo is currently working on adding some new stops. We're looking to do a route over east side through summer three acres so that we're hitting both ends of town for the free lunch service for people who may not be able to make it all the way over to East Side or one of our other um that rocks. Uh, other than that, you're pretty standard operating for March. which was pretty quiet. I think probably because of uh spring break. Did you guys have any questions on any of the checks listed?

032>> What about the SEXO check which is $151,000? How frequently are we payex? >> We pay them monthly. >> Monthly. >> Yep. So there in our contract is a fixed cost of $4.25 a meal. Uh and then we're able to claim on federal and grant funding for that. And so it usually covers all if not all of that's cost. >> And then the I saw that there was um abandoned golf because we're for $1,100. >> It was golf tournament fees. >> And we charge the schools that come to play >> uh a participation fee as well. Um so we have to pay for the course usage for that rental. and it's >> so when we charge them, does that money go back into the same account that you just paid? >> Yes. >> Okay. >>

033Is that I I was curious and uh do you know is the is the district and it buildings uh subject to the net metering um or power you had $67,000 in electricity cost every single month. >> Well, it was there were two checks. I don't know. There's probably different months, but came in the same. >> Yeah. Depending on when this fall is kind of the next check run. Uh, yes, we are. So, we we >> So, the the more solar panels we put on our buildings, the less we'll pay electricity >> theoretically. I don't know that we have any solar panels on our buildings. >> I'm not up there very often. East side Madison. Does Madison have them? >> Probably all three that got touched in the regions. >> Yeah, >> that makes sense. And

034then aren't we getting some sunset? We get that fixed. >> That's I dreamed it. >> I wasn't at facilities committee. That might have been hooked. Does anyone have any other questions on the checkpoint? All right, we'll move on to the special re. Sorry, they're all in a stack in my desk. Let's see what's next. Uh the March financials, we're we're looking actually pretty good. We we knew there are budget numbers in the general fund would potentially be pretty off this year because of our transition from the ESD running life skills to now we operate our own independent skill center. And so the staffing cost and operating cost of that was pretty variable. Uh we're we're currently at about 70% of our expenditures for the year against budget. That's pretty typical because this goes through the

035third quarter of our fiscal year. I'm continuing to monitor that support service function which if all projections look right is expected to be over the allocation by $500,000. I'll continue to monitor it. my my calculations have us not going over because they have their own historical data to build this. I'm going to keep monitoring it. My hope is that I'll have a good idea of the Mayboard meeting if they need to do that and present it at the June board meeting, but we have currently not gone over and we are all within our allocations. Uh we are intending to do all of our transfers which is listed as other uses for 180,000. That is $100,000 of a transfer going to the athletic reserve fund um for potentially resurfacing the track that needs to be done

036in the next few years. And then we have the annual transfer of $80,000 which is the field turf reserve. Um so that every 10 15 years when we need to replace the football field we have the funds set aside and >> are those how much control do we have over those funds? So, for example, um I agree that saving for those types of things is a good idea, but when Sunset needs a new roof, we just talked about over $200,000 that we're transferring to savings. Is that money that we could use to >> Yes. Per local budget law, you guys have the ability to believe budget major fund major allocation. So you do have the ability to use that in whatever capacity you need to in capital projects. Yes, the answer to that is yes.

037However, sunset roof and the other roofs that need to be replaced are looking like we may need to go up for short-term debt. Um >> long short-term debt for saving. Well, we're looking at probably closer to four to five million to redo sunset, the Bunker Hill Road, which needs to be redone, potentially part of Pirate Hall, which needs to be redone, and the Marshfield library, which is looking to be redone and came in about 260,000, almost $100,000 more than we had anticipated in the budget. Um, as well as the startup costs to do all of the different projects on each campus would have to be replicated each time. And so that's a conversation that our facility supervisor is looking at bringing to the facilities committee. So we could do theoretically all of those projects at

038once. Um since some of our short-term debt is expiring in June. Well, we won't have that. Um so that it can all get done and not pay all the initial costs, the bidding, the setup, the equipment fees all separate times. But he he almost recommend do it in one big group project, but that's something the facilities committee is more than prepared to look at. Um, but in the meantime, we could transfer all that money and then that's truly up to the board and the budget and what they want to do. Historically, districts that have artificial turf surfaces both for football, soccer, you know, the multi-purpose fields, uh, and their tracks, they historically put small pockets of money aside every year when the when the turf, I believe this happened, our turf and gooseb it didn't

039pass the >> Yeah. >> this the test, >> bounce test, >> the bounce test, and then you're on the hook to replace it right away. And so at about 700,000 to a million dollars depending on what you do with that, I know that the uh resurfacing the track and talking to Wilma would be a $500,000ish because at this point our track would need to be pulled up and resurfaced. Pulled all the way up and resurfaced. Um not just patch repair. There's some spots in it as well. Right now, from being at the track meet on Saturday and it was pouring rain that you can see the rain seeping under the track surface itself. So, it's always something historically districts put pockets of money away every year. >> Yeah. And I I understand that. I guess

040my my my question is I'm just trying to raise a difficult budget question, which is we're saving money for one thing when we have an immediate need for something else, right? And you know, a a a roof for one of our buildings um if it were to fail is a much bigger deal than if our track is not usable and we have to replace like I'm just trying to think about what where the best place to to take out short-term debt where risk is. Um >> I think the the track and the field are things that are done every 10 years where the roofs are things that are done every 25 I mean the fire hall roof is 25 years old going on 26. Um the sunset roof I'm assuming is the original sunset roof

041from when it was built. >> It is in 90 mid 90s 95 96 right right in that window of opening. >> So that's another reason why you know historically these money are put away um for these projects is their 8 to 10 year needs versus a 25 year need. just happened that at this point right now we're facing some structural um needs with some of our building. >> So putting that money away, sorry. >> Um that would give us so if we were to take out a short-term loan debt for say we think this is around 5 million to do all all that we need to do with the roofs that are that are at critical mass right now. Well, we've been given probably about a fiveyear lifespan that we could patch through between two

042to five years on rates. >> I almost fell through right there per HG and LMA. They believe we can make do until we can solidify some grant funding. So, that's part of it is we're working on getting some grant funding, the size seismic upgrade, some things that we could match our funds. Whereas these the reason it's in misbudget there on the slate is because it was board mandated two times ago when we had to replace the turf and we didn't have the funds set aside. The board communicated to the finance director at that time you need to set aside our in order to replace that so you don't have to go out for shortterm. So we I think with since I've been here since 2023, we did pay off that loan and we were still

043paying on it after we replaced it the most recent time. And so that was a board dictated uh process. >> And that's a good that's a good idea. I guess my my bigger question is is if we save a little bit more money and have a bigger down payment for this $5 million loan we need, are we in a better position? Because if if we can use $200,000 to be in a better position and have a lower interest rate on this $5 million, then we should consider, you know, bumping back the the turf and and other fields a year or two if it's really not going to make a difference one way or another. Um then we should continue to save for things and and be responsible. But I don't know, just just throwing out

044a potential different way of doing that since we're setting aside money at a time when we also have serious needs. >> Yeah, I would absolutely agree. And we do have, you'll see later in the capital projects, we do have some money sitting in that account potentially to offset some of that cost. Uh, my hope is to get in contact with Carol Samuels at um at a firm who can essentially walk you through what possible interest rates may look like so that when I come to the budget committee in the middle of May, I have some numbers. Do we do we enter it into the budget for next year? Do we look at not doing that and stop doing these transfers so that we set it aside to a roof reserve fund? I'm trying to get

045some information because I agree. It It's hard for me to say we're budgeting for athletics when roofs in educational buildings are >> Well, I and one of my big concerns about the roof is that we have things under that roof that we've paid for that are important that are valuable, right? So it's it's not just the roof. It's that that that when the water leaks through and damages a major system, an HVAC system or, you know, so damages something else that needs to be replaced, then we're then you're in real trouble. >> For the safety, >> yeah, I mean, we're not we're not talking about roof collapse, right? We're talking about a leaking roof. Those are two different things. >> Yeah. Stuff that happens. I think and and almost checked and all those mold tests

046and stuff have passed. We're not in a that situation yet. Having water in the building is is a risk of that, but you know, we're not in that situation yet and I think on a really good job checking those things, but I just want to wanted to raise that. >> Yeah, that helps us as we're building that proposed budget of what options we can bring to Absolutely. I think you guys in the budget committee can make some really good determinations on how you proceed based on information from potential loans and things like that. Thank you. Um does anyone have any questions on the general fund? Okay. Special revenue. Um we're on par to send down all of our grant funds there. This is the year that now we have to send everything down by June

047when we used to have through September. So allocating has been a challenge uh based on the way our staffing goes because a lot of now grants are going to not be really processed until September or October and we start paying staff in August. So we're trying to figure out how that's going to work now with OT's new implementation. But in terms of grants, it looks great. We we just got another new one and we're working on sending that down. We are still waiting on the results of a summer school application. We have not received word on if we received or not, but as soon as I know, I will communicate that to you guys. It's hard to plan summer school that fast, but hopefully if we get it this year, we will know for the

048next three years. It's a threeear cycle. >> And was the summer school all in school? Was it all in person? >> Yes. Yes, it's they can be done differently, but that's how we've implemented it. >> We found that we found the success rate, especially for high school for credit recovery in person, >> it's high, >> pretty high. Uh Dr. crook with students that are are taking classes uh online and uh destination students that are taking some some uh the egeneuity classes. They'll extend those classes into the summer as needed, but uh overall in person. We had the discussion today though because we have the summer school grant application sitting out there. We're waiting to hear back on. We were kind of talking today about worst case scenarios if we don't get the grant, what we

049can do to offer some summer school, especially for the high school students with credit recovery both at Marshall and Destinations. >> And is summer school primarily credit recovery or are there other >> for the high school? It's been um credit recovery and as the state's kind of trimmed down the funding, they've taken out some of the enrichment because it used to be credit recovery and enrichment activities and they've kind of >> taken the enrichment piece out and said we really want you to focus on early literacy, uh math, credit recovery. So early literacy obviously, you know, math at the K and then credit recovery in the high school. So we're just waiting to hear back on that grant application. we kind of feel like we're 50/50. We've made improvements on our scores and it's kind

050of taken us out of that tier one category and put us into tier two. So, we're very hopeful but kind of flip of the coin right now whether we get funding or not. >> Question is the um just looking at the general budget is the when we look at our you know local sources versus state funding and state funding is the vast vast majority. Is that typical across all districts? >> Yes. Uh the the percentage of variance it may change but 90% of general fund dollars will be sold just because property taxes are so capped. Everyone's pretty much leing their permanent rate. MSS values aren't skyrocketing like they maybe have once. So that number is pretty solidified. But for a majority of districts, we saw a significant increases in school funding to 11.36. >> Back

051in the 90s when we had elementary five and 50 happen, >> we switched from 60% coming from local funds property tax and 30% from the federal state. It completely turned on its head because of those limiting things on property tax. So, and it's gotten worse actually. It's getting more and more state and less. There's always a conversation at the state as to why don't we just have one state school board because we're paying for it all. Why should we let all these other people decide how to spend it? So, it's a constant conversation that's happen. And there is one state Hawaii which has a state school council. >> Pardon? >> You have a wealth. >> I have been around for a while. >> I didn't say that. Uh the debt service fund, there's no activity

052in here other than receiving local revenue. Um property taxes that we levy against our debt. We do have our final PERS UL balance payment in June. Great news. That's been since 2007 that we've been paying that off. And um then we just have our go obligation cost that we have significant length of time left to pay but that is paid for by levying taxes to cover all of that. So um we don't have any general fund expenditures towards debt and then capital projects um there there's projected to be about 2 million in this fund when the year is completed and mma has completed the current ongoing projects the new painting at sunset um the lumber removal the last few touches at Milner I don't know what those are but that's I was told last few

053touches at Milner will be by June 30th. Um, and we should have about $2 million in that fund for the budget committee to determine priorities for essentially for portion of the roof. Um, but we don't have any current large projects on this. We're trying to get some small things done. We've we've been in a cycle of really really big projects and a lot of our smaller day-to-day things have not been focused. So that's the moment's priority this year getting some deta you mentioned um spend down. Do you have some grants that are ending soon that you're working on spending down and are you looking across to the end of the bianium and ready to have spend down? >> Yes. Uh so both we we budget for the state grants by the whole bianium. So, we're

054working on spending down um specifically federal dollars that we weren't sure if they were going to have >> and now we kind of held off on spending that until this spring that we're working on some of those also just the way they're implemented. you don't get them until >> right and I was just wondering how much how much you spend >> less than 100,000 that's not um that's not already or already to spend >> okay and so um I just was wondering what what you're spending them on and if if you're taking suggestions or no >> always taking suggestions as long as they meet the grant requirements. Um the newest one, >> well we're currently we just got approval for title 4A that just got approved because we got some additional funding from the last

055month and that just got approved. We just the band equipment at 712 grade 72 I have a lot of grants. Um and then we just got high dosage tutoring which is a offshoot of early literacy grant and really working on how we can send that down by June in New Mexico. And so it sounds like we're going to be using it for additional snapping. Not all >> What about uh instruments for the 36? >> That was on the title 4A. >> Kayla got some band equipment. You got band for >> 36. >> Yeah. >> Well, I was I've been talking with uh Dr. Cook and Carly and we were just talking about um playground stuff and equipment for little pirates. But I don't know. I don't know the title for a grant requ. >> Yeah,

056it has pretty strict uh percentage requirements for different categories of expenses, but um good to know. I also feel in the budget proposed budget to you guys. >> Well, and I know we're starting to look at the whole >> other and that that's a little question at this point to roll anything up. Does anyone have any questions on the special revenue uh funds that I provided you? I won't go into all these. These are just special revenue broken down. No, no questions. Okay. Lastly, enrollment for April. Yeah, there's no way I can read that. I'm sorry. >> No, you're all right. >> Our enrollment actually existed in April. that that's the news flash is the number of schools really significantly declined. Um actually Madson went up eight Madison were they all kindergarteners? >> No. >>

057Could you imagine? >> But our kindergarten classes are full. >> Yeah. >> And online increased another 15. So um Dr. Crook has really been putting in some work on that online program. I got the numbers from uh Brenda Gber today. She works the online program. I wanted the most up-to-date numbers for you guys. And as of today, there's 257 students in online. So 74 hybrid, 105 are full-time online, which is huge. um 10 6th through 8th grade hybrid students, 34 6th through 8th grade full-time, and then we have 10 K through five hybrids and 24 K through five full time. So those case ones are huge. Um but she's really really expanded our program this year and I think it's been really beneficial in terms of the alt ed expansion that you guys dictated and

058the port goals. Does anyone have any questions on enrollment? >> The um so if we if we just if we take this forward five or 10 years from now, our our high school is going to have somewhere between 100 and 200 fewer students >> that we um we're really working on and you'll see this in the budget committee. everything for the next few months. We'll serve on the budget committee. Uh we worked with quite a few districts on their staffing allocation and a lot of the bigger districts had a real methodology and like student toteer ratios that they were able to implement and then say here's your staffing. You do what you need to do with it. And so, uh when Superintendent Roberts and I really started the budget conversation, we looked at that. And

059so we're we're going to continue the year. Okay, here's what you're projecting for students. here's what your FTE is. You make your master schedule work and and we can reduce as needed based on that allocation. And so we we did that allocation for the high school. We got it down to a number and then said, "Okay, we won't go that extreme because they had like a number of extra staff. I mean, it's great. They had really low class numbers, but it's not sustainable." And so we're going to continue every year to look at that number and what FTE dictates and work it down as um >> comfortably as possible. you know, not not necessarily a thing for this group, but in a uh playing it out five or 10 years, we should be thinking about

060um you're only going to be able if if a teacher's career is 20 or 30 years and we're talking about five or 10 years, these kinds of reductions, we need to be thoughtful about about our hiring and and our hiring practices and stuff because That's a significant reduction in the number of FTE that we need based on the number of students declining in the future. >> Yeah. Yeah. We're we're I mean a lot of what we did when we looked at our K6 uh buildings here in the budget reductions that you're going to see here shortly. Um many of those factors are looking at the birth rates and the fact that we continue to be right around uh one you know 160 to 180 in in terms of students entering uh kinderg and then looking

061at the birth rate that's held fairly steady. So we're kind of projecting out like one of the decisions we made this year in terms of of millcome as you're going to hear in a while is looking at those numbers and saying we have the opportunity right now with with retirees to correct the staffing number looking projected into the future and um and then offer supports in the meantime uh for some of the bigger class sizes. But it's kind of what you're talking about. We were looking out five years and saying to hire and replace now would create some effect musical teachers of moving people around every year to support one or two bigger classes with smaller classes coming and would create a lot of instability among staffing. We chose to use this time to um

062make the corrections now in a sense weather the storm for a couple years with support from those teachers. um because of the class sizes. So, we see those things in, you know, hopefully we'll get an influx of students. We're getting um we are getting more and more um families calling about Kuzbay schools, Kuzay opportunities, especially at Marshville High School right now and destinations with the online program at at Milner Crest. Uh and with some of our dual credit options and AP options at Marshville, we're getting a lot of families calling from the area about how do they bring their kids to Quebec, which is great. That's what we want. So, >> and maybe a port project. I don't know. Maybe we'll get that. >> Any other questions? >> Thank you. >> Okay. And that brings

063us right up to the superintendent. We're making good time, guys. >> Well, allow me to slow things down a little bit with a lot of slides tonight. Kim, >> I thought there was We have a little we have some slides with our alternative education uh presentations tonight, but I do want to start out tonight uh with a welcome to a couple folks. Um first of all, um one uh um has been has been working with us for a few months. Um but we did make a hire at um Miloma for principal and so uh we have Mr. Chris Pendleton um who is uh has been named the principal of me. We'd like to officially welcome him again. He's been there for a few months. So, Mr. Pendleton, welcome. >> Thank you. Um, I appreciate you

064guys seeing me a few times, but now let it be official. I guess because I was in a temporary mode, but uh enjoying my time at the Lacoma. I've been 31 years in a high school and now year one in elementary and loving the challenge and the change and loving the kids that are there because again, you always like your high school kids, but these little third and sixth graders adorable every day smiles and and it's it's an adventure. And so, uh, glad to be here and looking forward to the future at Oklahoma. So, thank you. >> Thank you. >> And as we went through the process of hiring the principal, when we uh um we had the the screening committee and then went to the interview committee and when we were in the interview

065committee, they they asked me to join them and and said, "We have two candidates and we want to find a way to get both of them." And so, um, when, uh, we hired Chris on as the principal, um, we, um, had a conversation with Chris and had kind of a meet and greet and then went back to the interview committee. And so, I'm proud tonight to introduce uh, Miss Tara Adams as the assistant principal of Miloma. And we have Chris has already been at Miloma, so she already has access to gifts to welcome gifts, but uh, we wanted to give Tara a little welcome gift from Kuz Bay Schools. >> Thank you. and have Tara just take a minute to introduce herself and a little bit of her background and and such. >> Hi, I'm

066Tara Adams and um I've taught early education, preschool and kindergarten and early early elementary and I've taught high school, middle school and so that meloma call to that grades three through six really called to me and spoke to my heart. So I'm glad to be here and thank you for having me. >> Thank you Tara. Welcome aboard and thank you Chris. >> Thank you guys. >> Most recently. Yeah. >> Most recently the vice principal reads board middle high school. You guys are middle high school. Yes. Middle high school. >> All right. Welcome both of you. >> I'm sure we'll see you again. >> Yes. Yes. You will. >> Thank you. >> All right. Now, um Oh, we're not good. Thanks. Uh just a reminder of uh superintendent goals. Uh tonight we are going to be

067focusing on um our long-term alternative education plan and priorities. And so I would like to call up Dr. Crook and David is going to share a presentation. I'm going to come up and join Dr. Crook over here. >> Yes, you are. >> Yes, I am. and we're going to talk about alternative ed or alternative education programs. >> Click through. >> Yeah, let me just get it square away here. >> Okay. Yep. I got a clicker. >> Okay. Awesome. Maybe >> maybe why don't we switch sides? Put on like put my arm around to change sides. >> Oh, there we go. >> Okay. So, um you know, uh about a year ago now, um one of the board goals, um was presented to us that um we needed to develop a long-term plan for the future

068of alternative education KSBY school district. But part of that was to investigate and establish the need for additional programs. All along we've been establishing programs. You guys have heard a lot about alternative ed. You've heard a lot about preschool. I feel like I've presented a lot of information. Um, but I wanted to give some data and kind of where we're looking for um, information about what we need to do moving forward. Um, this is a pretty big goal at the same time that we're doing budget cuts as well. And so we've kept that in mind and how can we um, be fiscally responsible at the same time that we're giving giving our kids what they need and our families what they need. So um just a quick overview the current setup those you guys most

069of you know all of this but um we have destinations academy which is our high school and we've really focused in on that graduation focus and our relationship driven model a lot on social emotional we serve both credit deficient and on track high school students now it's not just credit deficient um it's really about giving the kids individualist pacing and support and those strong connections between our staff and students and um we are aligning everything to our graduation outcomes. Um and that's what brought us to this past year of 87.5% graduation rate. Um and hopefully we're on track for that again. It's that time of year you guys with seniors so um CBD9 online we're looking at that that flexible pathway that families are really wanting. This program spans K12. Um we're trying out some

070new things. We have the Estellis program that we're trying out K8. We're still um using Egeneuity at the 912 and we're still seeing some pretty great gains across the board for our students. Um our students in Egeneuity had a 92% completion rate. Um up from 85% last year. So we're seeing we're seeing great gains in this. Um, we have full-time and hybrid enrollment options for students. Um, we're, you know, seeing a lot of kids at the high school level do hybrid, but we're also seeing that a lot at the K K8 level as well. So, being able to have that flexibility for families um is really important to us. Um, online is our largest area of application growth. Um we'll talk about applications in a little bit, but um it's it's up there. Um and

071then um all six district schools are served by online. Um and then we're we're maintaining that alignment with the district graduation expectations as well. So >> can I ask can I ask a question about so for the students who are CBD online >> uh hybrid >> um the the contract that we have for like for example with the celis or is it that like in healthcare you you buy access to a program for a certain number of students >> um it's not a like per pupil thing so if you end up or per patient thing so if you bought access and you have 50 students your cost is something if it's 150 students is still the same is that or do you pay per pupil with this type of program? How does it work? >>

072Um so Genuity kind of has two different things going on and I don't know all of the details for that contract. If Chad were here, he could tell you. Um but we have two different sides of it. The instructional services side of it, we pay for 65 full-time seats for the kids to have full access to however many classes they need. And then we pay per class after that. Um for Aselis it is per student. Um next year we're going to a monthly because what we found is our kids are pretty fluid and so if you pay a yearly fee then it's going to cost us more. Right. And so we've changed kind of that model as well >> because we have yeah we have some students they'll start in the classroom decide they want

073to come to online and then they do it for a month or two and they decide you know what most time at the K6 level the parent decides we're going to go back to the classroom and so this monthly one allows us for that flexibility. Um so then for so for me here we so for a a student who is hybrid so they are attending both our brick and mortar schools and they are attending our online schools >> are is is our cost per pupil higher for that person? Not not when it comes to a Celis. I mean, a Celis is going to be $79 a month per student um next year for us. And so that that cost whether they're there full-time or part-time is still $79 per student. Okay. >> Yeah. Students. Um,

074and then we have uh I just want to point out when it comes to CBD online, as Kayla said, it's it's our it's our fastest growing area and um many families have come and and that's where we pulled a lot of families back in is we've had families that have wanted to go to a Winterlakes program or a different virtual option. And um I call every family when they turn in a form to leave the district to ask them why. We'll talk a little bit about why our students are NCB online here and why we have some data. But um and then I try to talk to them about our programs, our completion rate, our graduation rate, things of that nature. And right now the ones the students that we are um we're not able

075to retain the at the high school level uh much of it is around um a program that we don't offer. So Winterlakes has flight simulations and cosmetology. Those are two that have come up in the last two or three weeks that I don't have I don't have an argument for that, you know. And um and then at the K6 level where we're losing some families and this is this is being talked about at the state level right now. There is there are some virtual programs that are app that are offering families uh cash incentives to enroll in their program. I'm not going to name them, but you enroll the student in their virtual program and they will send you $2,000 checks to use for enrichment the state. And so that that is is um being

076discussed at the state level right now as um is that appropriate use of taxpayer funds. >> So um but those are the things right now that I'm not those are the two areas that I'm having a hard time convincing families to stay with us is programs that that like Winterlakes offers that they do a great job with. And then these other programs Winterlakes is not one of these cash programs. I want to make that clear. But some of these virtual programs around the state that are offering cash incentives for families. We we can't compete with that. nor will we um offer family sketches with us. >> So the brick and mortar for K for A6. So when they're hybrid and they're going to class, is that are they showing up at at Madison in the

077kindergarten classroom like two days a week and then hybrid the rest? >> No. Um we we have families that would like to do that kind of flexibility. Um it doesn't work that way. Um we h we believe that students need a set schedule. Yes. >> And so um we work really hard on okay AM or PM. It's in the application now of whether or not they want an AM hybrid or a PM hybrid. Um so um trying to families from kind of a pop in and out because that's a disruption to the rest of the class. >> Well and it's a disruption to students. um and their education as well because they're not sure what's going on when they are doing that and so we're trying really hard not to have that happen. Um do

078you have any any input on the hybrid situation? >> Um yeah, I mean we have some students who are coming like they come in the morning and then they leave like at lunchtime. So they're receiving like literacy instruction in the morning interventions and then they're going home in the afternoon and doing um their aelis work um from home. And I think we have a very small number of students that are that are accessing that option. Um but it's working for those students and families and getting the best of both worlds. There's there's 10 K through fifth grade students >> in just Madison or in >> Oh, okay. >> Okay. >> It's not very option. >> So, our next area is resource link. Um they have had 23 years of working in our district and meeting

079our families where they're at. Um they have that customized learning for each student through in that teacher parent student partnership. Um they do their weekly check-ins. They have classes that they teach in person as well. Lots of flexibility for their pathways and it blends at home. A little bit of online onampus learning um and um other types of curriculum. So, um, we that ability too. Um, and anything else on resourc continuing as you know, resource link is a program that as uh co came to us and we started to have virtual instruction, online instruction. um that kind of has has shifted some of resource links um population and also um kind of led to resource link resource link talking about how they can evolve and we've had those ongoing conversations and we continue they're valuable

080part of what we do and want to continue that partnership but we're also looking at with the expansion of CBD online you know where where does their niche fit into what we can offer our families in the district that we're going to continue that >> convers conversation. >> We have uh Rachel's wanting to ask a I'm assuming a question, but we don't usually allow questions from the audience during presentations. >> Is there a she can >> Rachel, you're more than welcome to email your question or put it in the comments and we can the board can the board or myself can address it via email. >> Ask a question. >> Oh, okay. Um and then Little Pirates Preschool um you know they have been um part of our alternative program group for what do we

081say four years um now and um they're a huge part of that early intervention um and we really focus in on social emotional learning with our students at Little Pirates and you know this year across the district at both East Side and Madison and we're seeing 0% behavioral referrals for this school year for those kinders from last year. So that's pretty amazing. Um so we're yeah we're focusing some some on academic, some on social, some behavioral, getting them kinder ready. Um but also just really working on their social emotional well-being um those skill building. So um it's a pretty amazing program. If you guys have not come check to check out our little pirates preschool, you need to do that. It's a fun time. >> And the 0% behavioral referrals plus the uh advanced dibble

082scores or the higher dibble scores amongst the students that have been in Little Pirates is our number one piece of evidence to advocate for universal prek. Um, we have talked uh, we talked we had a meeting today, Carly and I, with SOEB um, about expanding uh, there there's a possibility of some additional little pirate slots for next year. Um, but we've also talked about that as the state's going to be coming down and doing a visit at some point. Correct, Carly? Isn't >> they'll be down in October um, with the early hub? >> Yeah. To do a visiting some sites. >> Visiting some sites. And uh this is a thing that we continue to point to as we hear a lot about social emotional behaviors in the classroom that this is our evidence of universal

083prek will help students be more ready when they come into kindergarten both academically and socially and it's going to help us um uh help us improve our school cultures as a whole. >> Okay. So those are the programs currently um at Milrest Education Center. And so what what we really wanted to look at is what what are the evidence pieces that we have. And so we're going to look through four years of enrollment data. Um and Little Pirates is included on all of this. And so um and then we'll have four years of staffing ratios, our two years of application comparisons, um of how many applications from one year to the next for our um all of our programs except little pirates on that one. And a three years of structured thematic analysis from um

084from the applications that have come in. Um we're going to talk about the teen parent program and child and talk a little bit about child care evaluation and what the cost of that would be looking at the K8 feasibility. Um and then we have a Madison pilot of a um alternative classroom at Madison this year. So we'll touch base on all of those. So, first off, starting four years ago, we had about 282 students. Um, the following year when we moved to Milner and we were in a smaller space, there was a drop because we had very strict caps for all of our programs. Um, if you guys are remember that, um, some of you, um, last year we were at 320 students. As of last night, um we were at 200 uh 424 students

085across all of our programs. Um that's hybrid, that's full-time online, it's destination little pirates um resource link. So all of the different programs that we have to serve our family. Um so you can see we've we've grown tremendously um over that time period. Do you have that broken out? That's this next slide >> broken out for how many in each? >> Yeah. >> Um it's on my um a different spreadsheet >> that I can share with you later. >> Yeah. Okay. >> Um so staffing ratios and this is including little pirates. Um we sorry I'm going back and forth here. Um so we started with a um for every one teacher we had 9.76 staff. Um and it steadily increase. Um we're currently at 1 to 15. If you were to take little pirates out

086of the equation, we're 1 to 23 for our alternative programs. Um and so we are still under the FTE that we started with. Um but we're doing okay job right now with um staffing. >> So trying to work through um and build these programs up. Um when we look at application demand um excluding little pirates applications because that goes through a whole different um uh process here. Last year we had 341 applications. As of last night, we had 505 applications total um for some type of alternative program in our district. Um that's at 510 as of a few minutes ago, but we we're seeing a large increase of students and families asking for something different. >> Do we turn down students when they ask? >> Um very rarely. Um so at the elementary level we're

087usually touching base with um the principles to see kind of what's the what's the situation, right? Um we have families that have been with us all four years that we've been running this program, but um at the high school level and junior high level, again, it's communication with the administrators. Um, Eli Floyd and I for high school meet every Monday and look at the applications and determine whether or not um, you know, this is going to work for a student. Um, they'll meet with them or if I need to meet with them, I don't know. Um, and for destinations, it's an application process and then an interview. Um, I don't tend to turn down students at destinations. Um, we just have to figure out if it's going to be a good fit, you know. um

088if they're if they feel comfortable um to to come to destinations. So, >> did you already say this? I apologize. That the 505 applications are just for online and destinations. >> No, it's preschool. >> It's not preschool, it's everything else. >> Everything else resource link. >> Okay. Yep. Okay. >> Yeah. Um, so I wanted to look at, you know, what is pu what items are pushing students out of school or pulling them out of school. And so this was um a lot of data to to look at over three years. Um, but what we are really seeing across the board um at the highest rate is mental health and anxiety. um you know, a lot of students say that they can't function um within a regular school site. And so these are all things that

089are very concerning and we're working on solutions for our students, but um that mental health and anxiety is a big big part of it. Um but a very high need is also flexibility and they need to schedule those for their work, caregiving, and real life um responsibilities. That's a lot of our older kids, right? um or uh you know 20 to 25% of those students are saying they learn better independently at their own pace or in a quieter setting. Um we do have a large number of student with students with medical or health needs. So that chronic illnesses um physical conditions that are impacting their attendance. Um safety and bullying is also high on the list with 15 to 20% of applications um across the years. um and they don't feel safe or they feel

090like um there's negative peer environment and so they feel like they need to do something different. Um usually when we have those situations that's all that's the other conversation with the principal is okay what's going on here? >> And these pushpull factors are many of the things that other school districts are seeing as well and talking with superintendents that have online programs and some that are losing students to other online programs. Um, there are some school districts within just our South Coast ESD that are getting uh that are starting their own online programs for their students because they're losing kids to other online programs for many of the same reasons, whether it's the flexibility, the social emotional needs, uh, just the learning environment, those kinds of things. Um, this is this is very common trend

091state nationwide. And then graduation always like you know with high school students um we find that credit recovery and graduation is a big end here right they got behind or they want to accelerate and so they decide that they want to do a different program >> so many of the kids are in different in multiple categories right >> because there was more than 100% >> there had to be y and it's across three years >> right so um we so teen parent survey findings. We did a three-year identification. We had 17 students identified within our system as being teen parent, teen or pregnant parents. Um, and 10 of those students, my secretaries called them like called every number we had, tried to contact all of them. We got 10 students to answer. Um, and what

092they reported and I can share the um the survey with everybody if you are interested in seeing all of their answers, but what they said was that they felt that one out of one out of 10 said they got partial support. Um, the rest of them said that they felt like they were um supported. 17 students based on the teens student population having babies like through barrier hospital statistics and in our community or is it just students that are attending currently attending Marshville or within the last three years? So in the past three years, students attending Marshfield and destinations um >> who identified that they were teen parents and receive support through our school district. >> Okay. >> Kayla, does this also include like the father figure? >> Okay. >> Yeah. >> Um so within

093that they really valued the flexible scheduling. Um we did a lot of flexible scheduling with our f with our um team parents. um they enjoyed the online coursework access so that they could stay home and do an online program while they were caring for their child. Um we also had students that would come in with their child um and receive services within our school. Um they had that individualized planning and then that staff mentorship and check-ins. um you know, we had staff checking in with them constantly on what is it that you need? And so right now, um with the three years of data that we have of working with our teen parents, um we didn't we don't see a demand for a separate teen parent program at this point in time because a student's

094voice is we need flexibility and we need integration into our schools. So is that is are we just not able to get the other information or what do you mean >> like teen teen parents in our community? We can't. No, you can't at the hospital. You can't >> no statistics. >> But yeah, we used to get that information all the time when I worked in early childhood because we we they would say we'd had so many parents who gave birth under the age of 18 per se, you know, 15% or whatever. This >> you could get that, but you wouldn't know. You wouldn't know Bay Area hospital Bay Hospital like one of the hospitals that delivered on the whole South Coast. So that would be >> that would be everybody who delivered to Bay Area

095Hospital would be in our district. Yeah, they go by county, but it >> Okay. But there's lots of there's more. >> Do you think that these numbers are missing a bunch of people? the sap which are >> yeah I think but the sur the the survey was specific to the students that had identified themselves as teen parents within our district because what we were looking at is whether or not our teen parents over the past three years felt supported >> or if we needed to develop another >> program for them or what is it that we could do better to support them. So that was the intent of this survey. If there's another survey that we need to do, then we can we can definitely do that. But >> at this point in time, this

096is the information that we could get from our from our >> teen moms and dads. >> I'm definitely not saying that this is like, you know, oh, this doesn't tell me something. This does tell me, you know, what our 17 years, you know, what their feelings are. I'm just saying that I do feel like there's population out there that could be missing and I'd love to see that information. It doesn't mean that you know we start one up tomorrow because the cost is prohibitive and it could be 10 years or we could find out that we don't need one at all. There's >> you know >> I think that's what that information is showing. >> Yeah. >> Of the kids who we identified who were actually going for education all but one of the 10

097were very satisfied with what they were getting. So we are providing flexibility, we are providing um mentoring, we are providing all these different kinds of things and those kids who have chosen to take advantage of it have support. Do I does that mean that there's not more kids out there? Absolutely. But being able to get them in just having a program doesn't bring them in. >> It doesn't. And so >> the only thing that brings them in is knowing other kids that have gone through the process and it was successful for them. that pro word of mouth probably does more than anything. >> Sure. >> Um more kids. >> So the other area that we were tasked to look at was the cost analysis for a child care program. Um >> it is super expensive

098making money >> and so um and that has to do a lot with the ratios. Um Marina, do you want to talk a little bit about this? >> Sure can. I'd love to. >> Yeah. So, >> just to put you on the spot, >> just like I didn't do this I think two months ago. Let me remember. Um, so per the OS certain number of staff are required per child based on the age group. And so what I did is I essentially broke it down by the group. They made it look so much prettier than me. And then I took what we say is a typical cost for a little pirates classroom because they have regularly the same um ratios. And so we're saying each classroom with a teacher and two EAs would cost about

099203,000. And then when you break that down per child that's allowed to be in there, obviously the older the child gets, the more kids you can have in the classroom. So the cost gets less. Um, and so if we were to offer a actual child care program, we would need to charge our staff this much per student or per child in order to not um be funding it per general fund dollars. Uh so it would be I think it's 2535 per um infant up to 24 months and then >> 2,00 for a year to a year and a half and year three two and three year olds and then 1,000 for a 3 to 5y old say our little pirate classroom their ratios are so a lot higher >> and so if you go to

100the next slide where we have key challenges and considerations These are just things that we need to look at is the high cost per classroom and that means that we have to have a consistent and full enrollment for this to be viable. What she's talking about is just the staffing cost. And so if you one of these says high startup and operational cost that's not included here. Um our lency ratios really restrict the number of students. Um, and it would be pretty a small program size right now unless we increase the cost, right? Um, and then we would probably need I'm not a financial person at all, but we would probably need some subsidies to um keep this going. So >> this is this this idea would be like for staff members district or what

101is >> yeah this idea would be for staff members of the district and this has come up in several bargaining cycles amongst our staff as a as a a a need um that they would would like built into the contract of district provided child care. um you know back many many years ago before I worked in the district we had a program at CDQ in that building in the Harding building um that um supported uh staff daycare. I'm assuming that went away because of of budget scenarios >> and the state changed the ratios. >> Okay. Um, we had one also in South Lane and it went away. Our teen parent program and um, uh, child care program went away in South Lane because of significant drop in teen parents and um, the cost to run

102the programs in the district. So there there's gone away as well. >> For for us, Carrie, I think you can agree. It's also the space. >> Space is an issue. >> We are kind of maxed out at Millress with our current four little pirates classrooms. I don't know if they have room for additional child care placements in underest functioning. >> That is true. One thing to consider, I mean obviously for relatively expensive, but one thing to consider is that this is actually a uh was a huge topic at the hospital and a big fight at the hospital between the nursing union and the hospital because the Bay Area hospital used to have daycare until very recently like within within the time I've been here in the last five years. And so, um, if we're ever

103looking to try to cross this bridge again, partnering with the hospital could guarantee, uh, more more bodies, right? Like more more enrollment. >> I think um, absolutely. And I I lived through that that whole thing from beginning to end. And you know the it's it's not it's it's as we were saying earlier it's a little complicated because it's not just these costs that they're talking about but it's environmental costs. Little children need little things littleer things and bigger children. And it's what we would call the cost of poverty. Um and then that gets into workforce the workforce that we have available. you know, we already know that we struggle here with our other in our other child care delivery systems like Head Start um to maintain a workforce there. We just don't have a whole

104lot of qualified staff and that was one of the biggest problems I think that that the hospital was facing over there was really tough to keep staff. And then you develop a CTE program around it to get some funding and then >> that's a whole another wonderful idea. >> There are lots of great ideas. It's the great I have tons of ideas but >> like so many things the cost the cost of the program >> when you get a job it doesn't pay back when you had to go to school. So, I mean, even culinary right now, you you spend $25,000 going to culinary and it takes you the rest of your lifetime to earn that back in most of the restaurants you get hired in. >> So, the the pay for early childhood people

105is so low >> that making go through a program to get a lowpaying job is pretty hard. It >> is very hard and this is so and and and after co everybody's pretty much fried. So I think I mean these are the ongoing conversations that happen in the world I live in round and round. But um but they're all good and all heading towards um positive outcomes. It just takes some time. >> The only place where it works is if the federal government or the state government actually subsidizes the programs because they know it's important in in the world. That's the only place where it really works. You go to France, you go to some of these European countries, >> it's all paid for by the f the state government. That's part of what you

106get for your taxes. >> Arie's ready to go back to the new legislation. >> We haven't done very well with that. >> Well, we don't we're working on at the state level. >> So, another area that we um were asked to look into was a K8 alternative education expansion. Um when we look at just the numbers for our online hybrid, we have about 65 students across nine grade levels. Um, what we're finding is there's not a sustainable cohort size. So, it would be mixed grades. Um, >> this but when Kayla talks about K8 alternative expansion, that's an in-person alternative education expansion for K8. So, so essentially a destination type setting for K. Yeah. >> And so those resource requirements would include um possibly multiple teachers. Right now, we can run online with one, but we're,

107you know, we're almost out growing that at this point. um um some dedicated administration um and then the dedicated classroom space or facility. And so, you know, the feasibility of that right now in our financial situation is probably not sustainable. Um however, I'm going to get to kind of the pilot for Madison's alternative classroom after we talk about one more area that you guys asked for us to look into. Um and that was um what Gary calls the bridge program. Um and this program was, you know, we were looking at behavior and how do we, you know, help with some of the extreme behaviors that we see in our buildings. Um and so right now the supports we already have in place, we have an emotional growth center. Um this is kind of our tier

108four for behavior. Um we have Ksix SEAL classrooms. Um we have common tier one interventions at the high school level. Um we created a wellness room and staffed that and students have a place now they can go and um take a breath before they go to their next class. It's not a hangout spot. Um although if you go into that room, you might want to hang out there. Um it's really very pretty. Um and so we're we're working with what we have at this point in time and you know what supports can we give to students and staff. Um some of the ideas and things that we have coming up in 2627 um we have decided to expand our tier three intervention capacity for next year within our 3 sixes. Um and then you know

109increase that access to the reg regulation spaces especially at the high school. um letting students know, you know, more branding, more of like, hey, this is what's available to you. Um maintaining our specialized placements like the EGC classroom and then we um have initiated an exploration of regional partnerships like with the ESD. Um >> yeah, and they we've had some ESD meetings and superintendents from across the ESD have voiced their their feeling of need in this area. Um the the uh uh Paul Peterson and the group at the ESD and his um uh special education department are exploring some different options. Um they are going up to visit the Northwest Regional ESD who has a separate standalone um alternative ed bridge program. Um and um they have offered us some kind of initial costs which

110are which are very high um um upwards of $100,000 per student to be enrolled in the program. Um, and there's also been a discussion about where the program would be housed. And so at this point, we're not in a realm and a space that we can commit to a program like that without actual definitive what is the location of the program? What's the entry criteria for the program? What is the graduation criteria for the program? Um, and I know they want feedback from districts on what those things like entry and expectations and then graduation would look like. Um, but we need to first of all identify a location in a cost before we can start talking about us being involved. Uh and speaking with Superintendent Crider at Northbend, he feels the same way. There's interest.

111We need more numbers before we can commit. So, so right now we're planning on doing what we what we control, which is our own district and our own actions for next year. And if that comes into play and works out, then we're certainly going to look at that as an option. Right now, we have to plan as if it's not an option for our own budget feasibility. Doc Dr. I just I was just going to ask whether that is a whether what's being explored is a is a therapeutic setting such like so yes. Okay. So in a therapeutic setting you correct me if I'm wrong but in a therapeutic setting the child's health insurance i.e. medicaid ends up paying for some of that >> if they qualify. Yes. If they qualify. Yeah. And those are

112also some things I think they're looking at with that Northwest regional ESD model. Colombia. They have two Columbia >> Columbia Academy and >> it's another northern Portland type name another river William Academy but uh but yeah both of those programs that's also what they're looking at but again right now they just haven't come back with a really solid plan for us to make that commitment so we're planning on our own and then if it works out we can certainly look at PC program we have to kind of take care of our own home for a while. Yeah, we've also reached out to Sam Co, who uh works at OD kind of operating what's called the long-term care parent treatment grant, which essentially you partner with a mental health therapist organization to build essentially that program,

113but you could do it within your school. Northbend used to have one um through Chyros, but they didn't they didn't continue that partnership because it was like countywide and there weren't very many seats. Um, and so Sam Co has suggested that we reach back out to them and work on something like that so that we we can tap into those grant funds and potentially partner with a mental health organization to provide that therapeutic care in our district. >> All right, Madison pilot. So we used we used to do a survey every year of time spent with kids who had medical needs and whatever >> and then they we got extra money from the insurancees that that actually paid for most of our nurses for a while but I don't know is that still happening? >>

114Um we are working on it. >> Yeah that was a pain medic it has changed Medicaid billing has changed so much and so we're currently in a pilot program to try to get it started again here. Okay. >> I think that if I remember right going back that doing I I was principal when we did that >> that went away about four years ago >> and coming out of co we that went away we at that time we were told that the hours of the the the juice wasn't worth the squeeze kind of >> and so um we uh but we're now now that things have changed a little bit we're reassessing that >> um and seeing if that is now worth doing because corval is one place they pay for and I know coral

115is much is they're getting smaller but is a bigger district but they're paying for quite a bit of staffing. >> Yeah. I mean there was a time that it worked pretty well >> but over time I I saw that start >> and and you can build for more now and it's just a matter of training all of our staff again. >> But like everything that the medical profession does to us you have to have the right codes. >> Yeah. Those are more important than the actual service. I I got frustrated with that one. >> I got that was a big fight I had with the legislature. Did not win, but it was a big fight >> and I had a lot of doctors trying to help. >> Me, too. >> Yeah. >> So, I um

116wanted to highlight Madison's alternative classroom and I'm gonna have Kari talk to you guys about why that got started and what it's looking like. I had the pleasure of being there for just a little bit last week and um it was pretty amazing to see some students um will sometimes have a tough time at school and they were learning and they were participating and um playing games together when they needed to do that because it was lunchtime and I just had such an enjoyable time. Um the the teacher that is in that classroom was amazing. Um, and I'm I was really proud to see the work that they're doing, but I'm gonna let Kari talk about that a little bit more. >> Um, okay, really quickly. I think I mentioned this briefly at like the

117middle ofear um, school presentation. Um, this kind of just authentically um, transpired this year as Kayla got access to the Aselis curriculum and she's like, "Hey, do you want to try it in the school?" Um, and I said, "Okay, let's try it." in our in our um SEO classroom because one of the challenges that our staff faces is we have students of all different grade levels and so how do we make sure that we are academically meeting their needs and helping them learn and so one conversation I was having with another administrator earlier maybe this month was like what's our goal right our goal is that kids are learning they're building their academic skills and their social emotional skills the goal doesn't have to be that they're in a traditional classroom setting And so, how

118do we meet the needs of our students within our school, our current school buildings? And I had the pleasure of working inside the walls of the district office and destinations last year and got to see the model that Kayla was um using at destinations with her students and thought, okay, let's give this a try um with our K2 students. and our SEAL teacher has done a wonderful job of, you know, kiddos are logging in, they're doing their schoolwork, she is working with them one-on-one, they're getting in-person academic interventions, they are doing their work, which is oftent times um one of the challenges or one of the um triggers for a lot of students is just doing the work. So they are doing their work and then they are also getting um their character strong, their

119SEAL um curriculum. And so we're just seeing a lot of really positive outcomes. Things are going um very well for our students, but one concern is what does this look like for our second graders who've done very well in this model? And Cara and I were talking about this last week who are transitioning to Sunset if this isn't an option um in the future. And so we wanted to kind of try it out and see how how it went and it is it is working really well first and foremost for students um and they are making academic and um social emotional growth. So any questions? >> So is it considered a general education classroom or is a special placement? >> Yeah. No, she is a gen ed teacher. Um and so it is a gened

120placement. And how do we um how are students uh like so for you know all ed programs there's an application so how do these how are these students identified or selected? >> Um they are either usually referred by myself um but the teacher a student that we have maybe had some meetings with families and said this is what's going on. We've tried some interventions um we're not seeing them be successful. There's always a process that we go through and then there's also times where a kiddo is just having a really hard time. It's like we're not going to wait to have three or four meetings to then determine that this might be a really good plan for this kiddo. The parent is always involved. Um so reaching out to the family and saying, "Hey, we've

121got this opportunity for your student. Would it be something that you would be interested in trying? Here's what it looks like. Here's what um here's you know what your student's day would would look like." And um so far they have all been very supportive. Now some of our students, some of the students that are um in this pilot program are also going to their um to their grade level classroom um for certain points throughout the day and some of them just aren't. Um that's not really our objective at this time. Our objective is that they're building skills academically and socially and emotionally. >> Sounds like a really great flexible program. Does do you envision that any problem? So, you know, the laws around special education are very specific and so is is there any potential

122liability to the district or problems with this as a different type of placement or a different for for students with documented disability. if they end up uh placed in this classroom, does are we opening ourselves up to any problem? >> Not really because we it's in a it's a gened setting. Um they have access to their same age peers. Um and most we're working on their their goals within that classroom as well and >> um and they're just getting all of their services. So at this point in time, I'm not foreseeing anything. >> Not for a separate from their IEP because not all are on it's within Yeah. But I mean, even the one the students that aren't in IPS, they have a they have >> a se a separate plan that >> Yeah. >>

123And and as of right now, very few are >> on. And then um I just see it because it needs that one to 10 ratio plus you know probably it's probably even lower that sometimes like we kind of sit point out there just the the cost like building that into our budget for going on up and we bought it at Madison in East Side. >> Currently we're >> currently it's already funded. It's already fine and we're we're using the staff we already have in place and doing some some movement of bodies to cover the classrooms and then using teacher >> we will when we go to expand. >> Yeah. >> Okay. >> Have you and I guess this would be anecdotal probably but have you noticed less opportunities to clear classrooms because of this program

124being done at your school? is that to me >> there's still like 39 days of school left. So I hesitate to say >> I have to agree >> that that um I I would say overall what we're seeing is a lot more regulated school environment um for for all students. So >> okay that's >> and I also want to say as a superintendent how nice it is and to have the luxury of Dr. Crook both as a as a special programs director and as a principal and then our principles that we have in our buildings to be able to say we want to pilot this and I have the full faith in them to say go for it. Bring the data back. We'll see if it works. We're doing that with the Chromebook pilot at

125the K2 level as well right now to see about the electronics versus, you know, the pros and cons of using these Chromebooks in class. And so it's a really nice luxury as a superintendent to have folks in place to say, "You see a need, go try it out. We'll look at the data and we'll see if we can make a change or add or change the way they're doing our program." So I'm curious. >> How easy is it for a kid to become an online student, though? Because we sit and we talk about we're going to talk about taking Chromebooks out of the classroom because of the exposure. And now we're talking about kids as low as kindergarten being online for all their education. >> I think it's it's about finding what benefits the individual

126student, you know, finding out where the students are at and then trying to cater the education to what they need. We talked so much I mean Dr. Ainsworth and neighbors talked about education becoming all a cart and it's really true. I mean there the options out there for families. Um and we find that some students thrive in using electronics and some it becomes the disruption that leads to less learning. And so >> I'm concerned about kids that young >> because they don't know. >> They don't know the impact on them and parents to some degree are just abdicating their responsibility to the screen. So, >> so I I will say we have very few kinder in first grade. Um, usually, however, you know, um, Laura Post, who runs our K6 program, she does a really

127great job of limiting the amount of time needed. I mean, on a if you take away all the distractions that are in a school building, students can complete their steps and the things that they need to do on the computer in four or less hours, right? And then those families then use that time many of to do hands-on activities, arts and crafts, community outings. Um Laura sets up things like that so that the kids can socialize. Um they'll be doing swimming and think pretty soon. Um you know trying to build the community as well. She also when she identifies with the families that we have littles that are struggling, she brings them in. We have a whole K5 classroom or K6, sorry, it's now K6, but a K6 classroom at Milner Crest and she will

128bring the families in and she supports our our parents as well. um if you've ever met her, she's kind of no nonsense. And so, you know, when when there's a concern, she she handles it straight on. And many of our we have 34 families that intend to return to to online next year, which usually we have like, oh, we're going to try it out. But because of the supports and structure, our our kids are not lacking education when they're online with the support of Laura and um and the families and what they're systems. your concern is legitimate without the supports and program building that we are fortunate enough to have Dr. Crook and and there's Bill which is I mean the students are actually being tracked through their programs and supported as needed and it's

129not as though a student can we're going to hand a student a Chromebook they're going to make no educational progress and use that Chromebook to veg out all day long. >> Yeah. One of one of the major things, you know, I will tell you guys like four years ago when somebody said, um, oh yeah, you're also going to be the principal of our online program, so figure out what we, you know, how we need to make this better. I was like, I'm not really a fan of online programs, right? Um, but our families, you know, we have many families that have stayed with us all four years with all of their kids and this is what they need. Um, and with our new program, Aselus, like kids are kids are learning. You can see, you

130know, within their grades, within the conversations, um, within their writing, like they're they're doing a really good job. And I have a really great staff that, um, supports them. And it and my image is never to be a virtual school that, um, just admits students um to admit them. Our goal is to, you know, work with the families and make sure that um our kids are all learning. Um if a for some of our students, if they're not making progress, we do not allow them to come back. >> Okay? >> They you know, if they're we had a whole slew of high schoolers that were like, "Nope, you have to go back to in person." Um and so, um we're not afraid to make those calls either. >> Okay. Yeah, >> that makes me feel

131>> okay%. >> Okay, >> just a comment. I am really proud of Kme School District and the work that we're doing in alternative education. You don't see this as much out there. And I truly believe if we were not moving in that direction, we would lose students to other programs because so many families are looking for the flexibility among the reasons that were listed up there. And I I'm really I feel like we're a little bit on the edge, like we're on the the curve, like we're a little ahead of the game. And so I feel really proud that we offer those things and we do have the alternatives for the students because no longer is that one setting going to serve people and we would lose a lot more students I think if we

132didn't have so many alternative >> and and to to speak to that Diane we've got um Aselis has a program called cyber school that is really tailored towards a home school a true homeschool program much like what ESD provides and some other local organizations and we're working on a partnership with with the cyber school portion and then I'm going to go out and start um talking to the the homeschool families that we have that have registered with ESD some that are within some local organizations that I've already talked to once and now I'm going to go back that we have a little bit more of a solid program to offer and try to try to convince those families that um cyber school through Kuzbay schools is a good option for their family and what we

133can provide also if they if they're to go that route in terms of some of the CT courses and things that we still might be able to support the the family with uh moving forward. So, it's about continuing to to expand in a very fiscally responsible way that's going to help the district succeed and our students succeed. I was just going to say um I too appreciate like what you said and I and I appreciate that you just started sort of small, you know, and you're gathering some great interesting data and you're asking people what they think and I um and that's wonderful. It's um not only fiscally responsible, but I think it's responsible humanly responsible too. >> Great. >> My only concern is these programs are expensive. They add to our budget. And I

134I don't want to be accommodating a family who wants to use online education just because they like to go on vacations and don't want to be pulling their kids out of school on a regular basis. I just that I just I don't want to pay for that. Not not to interrupt Addy, but I don't know that we have that data to say that that is why people are enrolling in online school. I think you would probably find the exact opposite >> and I'm hoping so because I truly believe in this as a concept. >> Yeah. So when you look but when you look back at the data from our eeneuity scores, we're up to 92% completion rate. So that means that students received 92% of their classes were finished and they got credit. So we,

135you know, we definitely we are pretty on target with where Marshfield is at. Um I just sent Eli the data from quarter three. Uh this is where we're at on failure rates and we're pretty much right on par with where Marshfield is at for their classing failure rates for their their classrooms as well. Um, I think that, you know, with some of the policies we've put in place and the conversations that we have with parents, we see far less of that kind of thing. The other thing is our program is the online portion of our program is actually very costefficient um because >> of many reasons. >> Yeah. So, sorry, I'd love to chime in. So we're losing or in the past have lost a number of students to online programs and superintendent Roberts has

136really been wanting to keep some of that. So essentially we as a district received a low estimate of 10,000 per student and the case loads I think it's 35 >> for online for case 6 it's 35 and then 712 online is >> 107 last time I looked. Okay. So, in terms of case load, we if if we had an online teacher who was completely full, we'd be receiving and keeping almost $350,000 worth of ADM state school fund that would have just left our district. And all we'd have to consider is the cost of one singular teacher and then offer like the program, which is relatively inexensive, >> $79 a month for those students. And so we're we're actually when you take out those costs, we're seeing a benefit to the district because it's actually funding

137itself plus additional which is kind of offsetting some of our low class sizes in our in building. Um so it has been for us not but it has been financially softened at this time. it would it would need to be really low enrollment for it to be um a negative towards a budget. >> And I think that was probably the case when I first started and we you know we had five online six online teachers and then we cut all of them and so um and ran the program very differently. So, um, yeah, >> that's why Krie was talking about people getting paid $2,000 a family. They're doing that because they have a lot of online kids and online doesn't cost for a building. It doesn't cost for it is the cheapest way to the

138same way. >> The the other one I'll say that I I really appreciate the uh >> program of going over at Madison. Um I I had a lot of interesting and opportunities in the legislature. One of them we have a Scientology boarding school over in the valley. It's one of the few in the country. Um and I spent a day there because it was actually in my district. Um and so a a young senior student um was given was said she gets to be your person today to take you around to all the classrooms and ask any question you want uh about anything that goes on in our school. And I will tell you that the the the most impressive thing was exactly what was said about what's happening over in medicine and other places.

139She said, "The philosophy here is that if a student is acting out or have a behavior problem, then it's because we haven't given them what they need to have before we gave them a new concept to understand. And if they understood the concept, the brain is only designed to learn and it likes learning, but if it doesn't have the stuff it needs to go to the next step, it gets frustrated and they get angry." And so the h anytime a student gets frustrated, it's time to halt and they go and they sit down and they have a conversation to find out what they need to know before they put them into that situation again. And she said, "We don't have discipline problems because every kid knows that when they start feeling frustrated, they need to

140go find an instructor and sit down and have a conversation." And I thought, "That's really amazing." And she said, "You see these pile of rocks on every table here? Those are hands-on tools to find out what you don't know. So the teacher will say, "Explain to me what this is all about and use the rocks to explain it." So she used the example of a combustion engine. And so the person took all the rocks. He said, "Well, this is the pistons and this is this and this is this." And pretty soon the teacher said, "Well, you left out so and so and so and so." Oh, what do those do? And he says, "Well, they do this and this and this." And eventually they got to the place where they knew what it was that

141the student didn't understand. And I I think I I was very impressed over time with what they were trying to do with these kids and spent some time with a couple another one of the students there came and was on in our office doing stuff. But um had to rearrange my brain because I when I went there I was getting forced into a situation where I didn't think it. It's really interesting uh if you take the time to listen. I just I just think that that is partly partly why it's working at the other school and the kids are uptight. When they don't when they know what they're supposed to do, they tend to do it when they have no idea what they're supposed to do that they get frustrated. >> So, I in conclusion,

142um I skipped a few slides. You can go back and look at them if you want to, but the findings really are that our demand is increasing. there's a consistent need for some kind of alternative program for students. Um, we scaled the staffing and at this time really no new standalone programs um are not warranted but fiscally responsible at this point. Um, and so our recommendation would be that we do some annual monitoring on your goals. Um, and these are suggestions. you guys tell us what to do. Um, but annual monitoring, evaluate how the Madison pilot goes um through the end of the school year, continue to explore those partnerships with the ESD and then expand our targeted tier three um classrooms. And so really focusing in on optimizing our existing programs and pouring into

143that and then figuring out how we can do inschool supports as well. And so that would be the recommendation at this moment in time. questions from the board. >> Any questions? >> Thank you for considering resource life. Yeah. >> And I do like that you personally call families that are leaving the district. >> I do. I want to know. I mean, I want to know as a superintendent what we need to do better. And I also want to explain to the families what programs and options we have within the district to try to many times I I talk to families and they're not quite aware of of our programs. And that's our next step is Dr. Crook, myself, David, uh the the administrators are working on different I hate the word branding, but we're branding.

144We're we're we're putting out pamphlets and flyers about our programs and what we offer and things on the website so families can explore our programs before they start talking about leaving us to go to some of these other entities. They can go and look at resource link and destinations and and these places and uh um get some information and then who to contact for more information. So that's our next step of what we're doing with alternative programs. do a billboard like >> thank you very much jump over to the the rest of superintendent uh report which I'll try to go through quickly that was a very long report but thanks Dr. truck. Um, you know, she and I, um, have spent quite a bit of time, but she spent a lot more time than I

145do, just to be honest with you. And, um, I appreciate her so much. Um, and now that we've talked about alternative ed, I'm going to shift to budget reductions. And as we do this, um, I want to, um, thank a bunch of people that were involved in it. you know, our cabinet administrators here at the district office, um, and the building administration, um, the union leadership that we've had conversations with. Um, as you, this slide's very familiar from the last one. You know, as you know, we were over $2 million budget deficit uh, for looking at next school year. Uh, causes of that student enrollment declining. Uh, we have spent down our reserves. um uh that can the can of this problem has kind of been continued to be kind of kicked down the road

146and we have reached the point where we do not have reserves to dip into for next year. Uh and we have to address this problem um right now as much of it as we can. Um you know to get to this point I met with the district leadership and looked at our different departments. I met with the building administrators and analyze staffing as Marina talked about earlier. uh we looked at some different kind of matrix and told um building admin okay this is your student enrollment here's your FT what would your what would your staffing a lotment look like with this FT and then not people but positions you know I need four ELA teachers I need two uh health teachers I need this I need that and we kind of built and that kind

147of helped drive the movements that we had um we went around uh the cabinet myself I went around. Marina and I did most of it. We presented a budget presentation to every building in the district so that there was transparency involved with what we were doing. We also asked staff to contribute ideas. Uh following that, I then superintendent solution sessions um with every building to get further feedback from staff on um what's going on within the buildings and any ideas that they have. Um and so um that kind of got us to the place that we were in where we uh made our our budget decisions and then uh further met with the district uh building administrators and the district administrators and then uh made the decisions um that were made um in talking with

148um different superintendents around the state of Oregon. very proud of where we have came to get to this $2.1 million in reductions. U many districts around the state are in far worse condition that we are in. Uh for example, I mean at one time Eugene was looking at 30 million. They're now more than that and their 30 million would us be would would be our district having six and seven million in cuts more than two. So Marina and previous superintendents have done a good job of even using reserves and kind of slowly making attrition. Um have done a good job of putting us in position where we can do what we needed to do a second ago. David, you just want one click if you don't mind, please. All right. So, um these are the

149budget reduction uh numbers um that we're looking at here for for next year. Uh we'll start with the district office level. Um we had a 1.0 uh safety and security position. Uh that person is had left us earlier this year. We're going to absorb that position. The dean of students at Marshfield High School. We met with the administ we met with with principal Ashton. Looked at the administrators. Um you know um we had a position that was added at secondary curriculum. um uh a position was added at the high school. We met with Principal Ashton and said long-term either that position or the dean position has to be addressed in terms of how we can get creative and keep it, but how we can fund it. And we came up with looking at a way

150that the dean position could be um adjusted. And so next year the dean of students at Marshfield High School is going to be reduced by 0.25 FTE and they're going to have an adjusted contract. Um, and so they're going to be a 75 administrator on reduced day contract. Um, that's going to save us um upwards of about $60,000. Um, there was a uh 1.0 FTE um HR assistant that we had not filled that left. Um, we are going to reduce that down to a 0.25 HR uh assistant that we're going to fill. So, a part-time help. Um, that also is a 0.25 25 because we had another HR person that's leaving us and so that person was also part-time. There's some numbers involved there, but essentially it's uh we're eliminating down to a 0.25 assistant.

151Um the administrators both at the district office and the building levels um have all agreed to take two furlow days, including myself. Um that's going to save the district over $35,000 um next year. Uh the uh departments at the district are going to reduce spending by $280,000 uh next year. One of the major areas that we are going to save on is Chromebooks. And that conversation about Chromebooks came directly from going to the buildings and talking to the elementary folks and the high school folks about where they thought we could save money, talking to the tech department about where they thought we could save money. And then when I went and did the superintendent solution sessions, different staff met with me and said they thought we could save money on Chromebooks, whether we had just

152go back to having cards or partial cards, things of that nature. So that's a prime example about how the transparency of the process, how working with the building administrators and the the staff both certified and classified in the buildings um paid off for us in terms of looking at a budget reduction. Um so we are reducing in all of our uh departments at the district office by $280,000. Um certified so that total district office administrator savings is over $500,000. Okay. Um certified staff uh we had a 1.0 TOSA um that requested to go back to the classroom. So we absorbed the 1.0 TOSA. Uh 1.0 0 FTE, Marshfield Junior High PE was absorbed. Um, we had a 1.0 Marshfield Junior High elective teacher that retired and that was absorbed. Um, we had a 1.0 Marshall

153High School ELA teacher that is being transferred to a different position in the district. That was a voluntary transfer. Um, she put in for a transfer and happened to pay off for us in terms of a spot. 1.0 MHS PE health is a transfer. Um the PE health position that's being transferred uh is going to go to one of the elementary buildings that has a PE health that has a PE opening. So um the 1.0 MHS math teacher is going to be on a leave of absence. You approved that at the last board meeting. Um 3.0 Miloma classroom FT these are all retirees and we looked at Millome and as you can see if you looked at the enrollment data we had some five grade levels of five four. Next year, those grade levels of

154five and four, we're going to shift. We're going to shift Milacoma to four class, four teachers at each grade level. And uh fourth grade and sixth grade are going to be above what is in the contract for the recommended um class cap. Um and we are going to be working, we already talked to uh union leadership, Glenn and Tracy. We're going to be very proactive about how we support those grade levels um with being above the recommended cap for the two years while we kind of ride out those two grade levels. And then you can see the enrollment trends from K three right now uh dictate for teachers in every grade level moving forward. And so um we feel and I want to commend um the Miloma staff that when they were um when this

155was explained to them uh did a really good job for my understanding I was not there but really did a good job for my understanding of understanding the reasons why and just um understand the big picture of this is going to provide stability to the building too of not having to shift teachers around every year here for the next threeish years. Um and then we have a 1.0 know nurse that's going to be transferred as well and is going to move out of the um general fund um out of the general fund. Um of all of the people that are up here on the board um nobody is losing their position within the district. All of them have either been absorbed or transferred to other positions. So we have no certified FT that are losing

156their position due to the budget. Right. Um, in looking at the classified staffing, uh, we have $800,000 Bri talked about today, and I appreciate it. I did not ask her to say anything, but I appreciate her saying I think she left, but I Oh, no, you're here. I appreciate you saying that we we balanced our our reductions in force and as best we could. >> Do I get incentive? your grand. >> Um but uh we have a point43 miloma EA that was absorbed that uh was planning on not returning already. Um we have uh 2.75 FT at Miloma that were the sixth grade bubble EAS um that that bubble group is leaving and so we're going to absorb those. Um 2.0 FT in custodial production and a 2.0 FTE in technology assistance.8 08 FT ARC

157EA. Um we are working with um Melinda right now space working with Melinda on backfilling that with a grant. She's already applied for some grants and things like that. So it's going to come out of the general fund and we're looking at some grant funds to get that back in there. So our hope is and we're very confident we're going to have a position at um at the ARC that's funded through a grant. We have 1.0 FTE at Marshfield High School. They have a secretary that's going to retire in uh December 31st. So, we're just going to absorb the back half of that at the end of the year. We'll we'll work on um job sharing and things like that to prep for that absorption around the holidays. Um but the person uh in that

158position let us know that she's going to retire and so we'll absorb that at the at the winter break. And then we have a 75 preschool EA that we're going to be absorbing. um of the classified employees that you see up here right now, we have three folks that are slated to not return with us next year um from um these position um absorptions. Um there will be opportunities for them to apply for some positions or to recall into some position, but in terms of their position, I don't want to get too much detail here, but in terms of their specialized position, um they won't have a job in that position. So, um, of all of these, oh, 19ish FTE that you see here on the board, we have three people that are going to

159be, um, not returning to us due to budget reductions. And um while I would happily love to have everybody return, um I did take some mild solace and when talking to other superintendents around the state and to say we are absorbing 19 positions and and being able to still keep 16 people employed of the 19 absorptions, a lot of people said that's really good job by a lot of superintendents say that's a really good job by your your HR business manager, all the people involved to make that happen because it's a tough cell right now around the state of Oregon. So, I feel pretty fortunate. Um, of the feedback I've received from from staff throughout the district, about 98% of the people have been positive and said that they apprec they're appreciative that we did

160the best we could given the situation understanding that we have to rightsize what we're doing. if we were to um some people in the superintendent solution said what if we took pay freezes or what if we um did you know one more year and took furlow days uh you know cut days I'm fearful for what 2027's going to bring us and I feel like if we shift this issue one more year down the road we could be looking at a lesser version of a Eugene Springfield situation where we're looking at five 7 million. I don't know what's coming to us in terms of the next bianium. >> Yeah. With the state school fund >> and PERS the PERS, you know, the PERS rate is is set to quote unquote, you know, explode. Um but that's

161So I feel like right now is the time to do this um these reductions. This is going to right size going into next year. Northbend did this last year uh when they cut 13F just at the high school. And then this year they still faced a little bit of a budget squeeze, but they were able to kind of do it through some retirees and kind of move some things around. And I think that's where I'm hopeful we're going to be at next year because we're right sizing right now. >> So you know what the federal outlook for our title funds? >> We do. We Go ahead, Marina. We found out just the other day. Yeah, we found out Friday and we um in title one, our biggest, we were seeing about a $20,000 decrease, which

162is great. We were expecting significantly less because our ADM keeps decreasing. But now we're only seeing about a 20,000 um dollar decrease which we can and anticipated moving to SIA so that we can maintain that literacy title one staffing and >> that's kind of exciting actually. When we saw that we like I think we high five cuz we were expecting works. >> It was it was cross our fingers was a little bit like the lottery as you clicked on the email to see what we were getting. So >> um in terms of you know as budgets improve change you know they they go in es and flows in terms of staffing priorities when things do improve little pirates K6 reading and math uh our CTE programs alternative ed and our 712 core subjects those are

163the areas that we you know and that I know that's a lot of areas but those are what we need to look at when it comes time to um again budgets es and flows we have good times we have not so good times when we get back to the good times, these are the things we need to look at in terms of of staffing priorities. Um, any questions on that budget process before budget those budget reductions before comments from the board before I move on to our next slide? Okay. Um, just update on student education. We've signed our contract with student education for strategic planning. Uh, my intake meeting as a superintendent, if you want to call it that, is on uh April 20th. and then I'm going to work to start building our strategic

164planning team. If you would like to be a part of that as a board member, please let me know, send me an email. Um, uh, we got to limit it to three board members, so we don't have quorum and then each strategic planning meeting becomes a, uh, public meeting as well, board meeting essentially. Um, but please email me if you're interested in that. I'm going to be reaching out to folks across the district um, uh, for interest in that strategic planning as well. I'm really excited um, for this work. Um, Village Daycare. Um, we have we were contacted in early February. The Village Daycare, which is located in Pony Village, is being evicted for a a box retail store that's coming in that wants their space as well. Um, and so we were contacted uh

165with like kind of a plea for help, like is there any community organizations can help it find a temporary home for village daycare when they're evicted? Um I the cabinet marina uh Michelle Dr. Crook. I mean, we had a whole conglomerate of people that met with some D Village village daycare folks, some folks from SOAB, um some folks from the South Coast Learning Hub, from SWAK, and were like, is there anything you guys could do as KS Bay schools to help us? And so, um we had a schedule, we scheduled a series of meetings, um and we have come up with, and Addie joined us for the last meeting. Uh we've come up with we're going to lease five classrooms over here in the north wing to them temporarily. We've been open and honest with

166them that this is a maximum of two years. They don't think they're going to even need that long, but we've told them two years. We're we did we're not a home here. Um we don't want uh we don't have plans to put students back in those spaces, but we also understand um the need. They are coming in and paying for the retrofitting of things that they need. um all the the items that are going to be needed to get up and running is being taken care of by the daycare. It is no cost to the district. Um we are going to be leasing the space to them. Um and we are are for to cover our cost plus a little bit. We're not looking to price gadget community organizations like the village daycare. We're just

167trying to help them get through this couple this year that they think year and a half to find a permanent home. And so um uh they are going to be moving in here in the next within the next month. Uh but I wanted to talk be open with the board. I know we've communicated a little bit about it. I appreciate Addie joining the last meeting to get any questions she had as board chair and just also to reinforce that two years. Um and so u do we have any qu you guys have any questions on this short-term help and partnership? They've been very appreciative of this opportunity uh because they were in a real jam. Um, and it's going to help kind of weather an area for them. And it's it's 50 to 75 families

168depending on in, you know, in the daytime after school care. >> Uh, so we're not going to lose any gym space. >> Nope. No, we will not. They they know that um they have the gym, they could use the gym until about 5:00 and then that's it. Whatever gym time is scheduled right now with low vet maintenance. Yeah. >> They we're going to give a 30-minute buffer and then they won't be in the gym. Same with fields. Same with with things like that. Yeah, we're going to make sure we we've they've been very they've been very like whatever you guys need from us, we will do it. And we said, well, these are kind of the parameters. So, yeah. >> Were you able to um maybe not reach this place yet where you drilled down

169into here's how the cars are going to move around in the parking lot? And >> yeah, we've talked about they don't need they need minimal spaces even for pickup and drop off. But we do have the benefit of the bus flow um for when they do have buses come because we will have buses that will be servicing both our area and then Northbend buses coming over. Um not letting the cat out of the bag here, but North Bend is signed on with First Student um for busing. So we now have the same busing on both sides of town. >> Yeah. So that's going to help with transportation because there's no I mean in a sense busing boundaries are very flexible and so um we've talked about that. I you know told them I would communicate

170next door with the the dentist office and they said no you don't even need to do that. Like we have so many minimal spaces needed but we've talked about traffic flow and things like that both outside the building and in the building traffic flow as well to make sure that their parents are aware that they check in in the north wing. Um, we already had plans to put uh doors up in the cross area right over here. Um, that was already the permits had already been put in and everything. So, those doors will go in as planned. That'll also help partition off the building a little bit. Um, but we've we've had those communications and conversations for sure. >> Great. Any other questions on building an >> uh I assume part of this was like

171legal review. >> We're drawing the lease up right now. um they're drawing the lease up with their representative and then it's going to go to our representative uh to be looked over and made sure that we're covered um as their as their landlord. Are there anything in particular that we would be liable for? >> They're they have their own insurance and things will be covered under their own insurance. Um will be absolved of any of those liabilities. Um and they're also um going to be doing uh because of their rules that they have as a state daycare entity. Um they're going to be taking care of many of those things on their end like custodial and um things of that nature with food food service, food prep. Um they're working on it and they already

172have the people that they've contacted to do that as well on their end. So we're we're we feel fairly well covered. >> Okay. And we will pass this on to our legal to have them look over. >> Yeah. And then our that that part of our relationship with them is that they're going to furnish us with up toate >> proof of insurance. >> 100%. >> They'll present it to my office. >> To your office. >> Yes. Yes. For sure. >> So playground equipment around here that's not very good shape. Are we taking getting rid of it or >> We're actually in the process of removing it, but that that doesn't have anything to do with the village daycare. That is our own. We had it Wilma's had it inspected and our insurance recommend that we

173remove it in terms of our liability. Um they have had conversations about replacing it with some things that are age appropriate from their end. Um and we'll we'll be having some more conversations about that. We did look at trying to um there are some things we're going to be able to salvage like the swings, but we're going to have to change the loop hooks at the top that are um to a better uh more um appropriate loot or safe. Um, but there are some things that were going to be, but for the most part, much of the place records coming out, but that was going to happen regardless of the daycare. That was just our own liability, >> community liability >> and inspections. >> Yeah, >> I haven't looked. Is the fence along the the

174creek >> good so kids can't fall into the >> It's looking good. And they've been doing maintenance and keeping clean and cut stick. Any trees that fall, West Coast Fencing comes and gets it done. >> Okay. You're up there on the fields all the time, so you know. >> Yeah, that's >> all right. Yeah. No, absolutely. And then upcoming events. I just want to let pe folks know uh the board know I have one more round of both uh coffee with the superintendent. I have one in April, one in May, one in June. Uh town halls are set for one in May and one in June. And then I have another round of superintendent solution sessions in the buildings in late May and in early June kind of that that last week. So, I got

175one more opportunity uh with community members and our staff to get some feedback on items to take into summer and into next fall. So, just wanted to let you know those opportunities I'm going to have with the community and with our staff. And then some K6 highlights. Uh big one that we had going on is we had a science assembly that went on and so we had uh what was it called? Science circus, Carly. Science circus. Science circus was in our Ksix buildings. uh did a little Madison in sunset and then uh day I went over Miloma east side. Um and so I put some pictures on in there and then um had uh some of the students there like that bottom middle picture Madison students created some science projects based around that. The top

176middle picture that's Mustang Madness over at Miloma positive behavior. Um guess you kind of call it a carnival but it's kind of during the day for students that have positive that have demonstrated positive behaviors. They kind of have the name implies. It's Mustang Madness. It's, you know, there's carnival games, there's dodgeball going on down stairs and basketball and playgrounds and things going on there. And then we have right here um our future chef winner um from Sunset. Um and should have had this in front of me to see to read her name off because I had it on my mind and now I'm over here and I can't remember it. Um but um that is our future chef winners to fifth grader over at Sunset and um she will go on to the next step

177of the future chef competition and so that's her receiving her medal and her certificate. So any questions? I know it's a long superintendent report due to the tech. >> So then with the power, are they going to pay the difference from what we've historically had? Yeah, we loo went in and looked historically at what each room cost us in terms of heat, power, internet, um and um and then we looked at kind of um uh sewer, water, and then we build them and said, "It's going to cost you this much per classroom." >> Nice. >> And um and and garbage included. And we kind of said, >> "Here's what it costs us. We'll put a little buffer in to make sure that we're covered, but we're not also um you know, we're not looking to

178price gouge your local >> daycare. And if the fall heck breaks loose and the boiler goes out, then they won't be able to sue us for the difference or the heat and >> that will be in the lease. But but if that happens, we're going to have to fix it too for us. So yeah, >> it sets them back a week or something. >> Yeah. So >> any uh questions? >> I don't know my schedule for that tomorrow. or something for Marshall being highc tomorrow. We were supposed to have an ROC graduation at Marshall High School, but that has been put off because of the uh that the um uh homeland security uh things that are going on in the travel ban that was going on for a while with the military. Um so that's

179been postponed indefinitely. We're waiting to hear back from our folks at uh the Coast Guard on a makeup date. Um, but we have not heard back from them, so it was postponed. >> Okay. >> Your winner is Izzy Camp, my co-host. >> Thank you. >> Yeah. >> Thank you. Thank you, Dr. Elgowski. I appreciate it. >> All right. Thank you guys for your time tonight. Appreciate it. >> Okay, we're up to policies, which we will do quickly since we're time scrapped. >> Oh, I'm sorry. I missed one. Facilities update. >> Okay. Thank you. Following the facilities committee meeting on March 13th, we have completed a followup regarding the proposed nomination for the national register of historic places. After coordinating with the committee member who recommended the designation, the committee has determined that the district would

180be required to provide the bulk of the administrative and financial support to move forward. Consequently, the committee submits the following recommendation. current capacity. The district district personnel do not have the time available necessary for this intensive process. Project timelines. Concerns were raised that adding another layer of review could drastically slow down future project timelines. And then a big one, financial constraints. Given current budget constraints and the limited tangible return on investment, it is not prudent to commit district resources at this time. So the recommendation would be um the process should be tabled until a time when the district is not in facing a financial protocol. >> We need a motion for that or is this just something you're >> fantastic. Love it. >> Thank you. >> That's it. >> Thank you. >> All right. >>

181Okay. Now we're on to policies. So, I wanted to go through these line by line, >> word by word. >> I was hoping that was the case. >> Um, >> does anyone have any perspective >> any perspective policies they would like the committee to review? >> Okay. >> From this list. >> What's that? >> Like you're saying from this? >> No. Is there any policy >> In general. So yeah, that's always our first item just to open up if there's something that was on your guys' mind you wanted us to look at. Um, so then we have our our first reading for adoption. Um, there are uh this is the end of our policy analysis. Uh, these are the final ones going through now. So we do have a policy committee meeting on Thursday. I'll

182have I have I think I have one for it currently. So, I'll I'll get the agenda out to you guys tomorrow. And I was kind of postponing until I saw if any more got added. Um, so we'll have that out. Um, uh, the one that we had, uh, G, it's an AR number two, GB AR. Um, that policy was reviewed in November of 2024 and went to first reading and either I was asked to table it or I didn't get it on the next for whatever reason it didn't make it on the December agenda to be adopted. Uh, so we had sent that policy at the committee's request uh to Dr. Rogowski because it related to medical things and we thought, hey, what a great person to take a look at this. um and he

183thought it would be warranted to add back to first reading for adoption um for for further discussion if if needed. Um so that's why it appears here. Um one of the things that I I did include when I had initially sent him that AR is the district's communicable disease management plan that covers a lot of the things that that I think were what you found the AR lacking. Um and then also the associated policy with that. So, those are all linked on the agenda here for any community members that wanted to look at how those the interplay works between those. Um, were there any other concerns that you wanted to discuss with the group? Dr. Rosski? >> No, I mean I think it was helpful when you gave that the those uh background documents. Um

184I think there's one um I didn't the the two um the two things that I hopefully relatively minor was a definition of the local health officer um because uh it it matters who that is right like if uh who who are we going to listen who are we going to listen to and defining that for our community would be a good idea. Okay. >> Because, you know, I'm not, excuse me, I'm not a local health officer, medical degree, but I'm not a local health officer. So, what what does that mean in our in our county? And then there's um there's one that starts um it's 1.0 and it's a nurse or school nurse stating that the student or employee respectively does not have or is not a carrier of any restrictable disease and exclusion. I'm

185not sure that that first sentence is actually a sentence. >> And which uh which document is this on? >> Uh it's GB. It's GB EV A R. It's on the it's the first sentence of the third page. Uh >> okay. >> Looks like it just might have been it. I don't know. The meaning of that statement is not very clear. there's been a lot of uh red um edits in that particular list of items and I just wonder whether that got over edited. Okay, I'll go back and look at um the OSBA version. Um and then I'll send that out to this group to to review and >> if we like that then we can >> move it back to the policy committee or back to we can we can look at it Thursday and

186word smith and then bring it back to you guys. >> I'm sure I'm sure the meaning is like right there. I just like I can't make >> reading number four. It's the end of number under restrictable diseases. >> Number one, >> nursery school nurse stating that but like why are they stating are they stating that they don't have it? Are they stating that they do have it? >> Anyway, we can come back to it. It's just it's a worrying thing that >> Okay. >> But no, I thought with the with the addition of the the policy is like it it was just >> sense >> made more sense. >> Okay. Then we I will add that to Thursday and we'll we'll go through and doctor that. >> No pun intended. And then the um I

187had a question about um the uh DGCR um the exemptions from competitive bidding and special procurements. Mhm. >> The um the last um the last paragraph which says when the LCB approves a special uh procurement uh approves a class special procurement the district may award contracts to acquire goods and services within the class of goods and service in accordance with the terms of the approval without making a subsequent request. So, and then >> that one's being deleted. That whole thing is being deleted. >> This one? >> No. Oh, this one. >> I'm sorry. Okay. I was on the wrong AR. >> Yeah, the the top the the first one. Um I was wondering how that I I was wondering if you could give me an example or what an example of that would be because

188I can understand the purpose of this which is they come they come to the school board we say that this is a special procurement the board is going to give a one-time approval for this. That last paragraph says we can make an exception for that in special circumstances, but it's not entirely clear to me what that >> is. It is it like is it is it like we're going to sign up for recurring payment and so you don't have to come ask us every time you're making a recurring payment or >> so >> I just didn't understand that last. >> Yes. Okay. So the way I after sitting through enough Department of Administrative service like conferences about this, the way I'm assuming they mean it is say at the beginning of the year when we

189were talking about those cell phone pouches. >> Say the board came to an agreement that we can do a special procurement without going out for bidding because it's a specialized product. as he said, "Okay, Marina, please go buy 20,000 of this." Then two days later, before I go out to order it, that company comes out with a better, newer version, I would take it that now I would have the ability, you guys can make an exception that now I could order the newer, more updated version without having to go through all the same steps or without another step. >> Okay, >> that's how I an example makes it make sense. Okay. >> Um, and then the the last one that I wanted to ask about was the G uh GBJ weapons and school uh weapons

190in school for staff. Um, I just want to point out there are six conjunctions in the first sentence law. It doesn't I don't know if there's a way to make that uh not have quite so many or and or or and >> clauses. Um, and then the last thing I I a more substantive thing um that I thought we should consider is that this this policy says that our employees can carry a noxious gas to uh for self-defense defense purposes and so long as they use it in that way that they can that that's fine. Um, but we don't have uh we don't talk about pocket knives, right? And so like every airport you go through in Europe has a little thing like if it's less than three inches long or in Kuz a lot

191of people carry pocket knives. It might be useful instead of saying knives we we talk about that a little bit. Um and I don't have a strong opinion one way or the other like if we want to say all knives are not okay for staff that's fine. If we want to say pocket knives are okay for staff so long as they are used in appropriate ways that also seems okay to me. But I think maybe if we're going to go to the level of detail saying that people can carry a noxious gas, maybe we should go to a level of detail of defining what counts as a what makes a knife a weapon. >> Yeah. We can talk about that on Thursday and I can look at some I I can go back and look

192at um >> some verbiage that could help maybe add a little bit to that. So that distinguishes between pocket knife, for example, something that would be used by a shop teacher or >> right >> or or Mr. Crook in the manufacturing lab and >> a multi-tool. >> Oh, thank you. Thank you. But yeah, no, something with a little bit more substantive knives exceeding this length or, you know, >> Yeah. And and you maybe that's nitpicky, but it's in our in our community there's a lot of teachers who probably >> I've never I've never been without a knife. Well, >> my tub scout, my scout, everything. >> We have language. >> I have one in my pocket right now. >> Excuse the students carry pocket three in >> three and a half. Thank you. So, why

193not add some of that same language in for staff? So, I I think that's reasonable. So, we'll bring that to Thursday as well. >> Great. >> And then the uh on that first sentence, I I completely agree. Um, generally what I'll do with OSBA updates is is copy over directly what but they're not always the uh the prettiest sentence. I'm just always a little leerary to change anything because I don't know exactly >> why something is particularly that written that way. >> Um, but what I'll do is we'll change it to read better while keeping the um the intent of it and then it goes back to OSBA and they'll say, "Oh, wait. We have that there for a reason. Here's why. So, we'll we'll review that on Thursday as well. >> Great. >> Okay.

194Any other questions on these? >> Awesome. >> No. >> Back to you, Addie. >> Okay. We're on to our leave of absence request. >> I would like to make a motion to approve the leave of absence request. >> I'll second that. >> I am thankful that they have chosen to do that. It does help with all this other process. >> Yeah, >> that is actually not factored in at all. That was done after it. >> What's the name of the person? >> It was not in like I would like to say that we appreciate it >> this individual, this teacher, this kindergarten teacher. She's an amazing teacher. I hope she's able to come back to the district. Man, she's so good. And I've worked with her firsthand with my grandson. and she made huge huge

195strides with him and she's phenomenal and hope she's loved and appreciated by a lot of parents and students. So I wish her the best of luck >> 100% I would agree with. >> Okay. So the motion is that we approve the leave of absence request for McKenzie Brock >> Y >> for the school. >> Okay. And I have a motion. >> Motion. >> And I have a second. >> Um Diane, >> Maggie, >> I >> Kevin, >> I >> and chair votes I. Okay. Board member highlights. >> Diane, >> can can I just just say that? Um I think um and I I think approving le's absence is a good thing. I think we as a board do that too automatically. Not like we need to think about promising jobs to people back when we

196are cutting jobs. So um I think this this is an excellent individual. We want them back. But I I think for future um more deliberations before we move in second, we should have an opportunity for discussion. Um, and that's why I voted nay. Not because I don't think she should deserve leave absence, but because I we we're rushing through it at the end of a meeting, but it's not fiscally responsible to promise jobs when we have to when we when we don't know what's coming and we might, you know, 2027 might be really hard, >> right? And I I appreciate that. I also appreciate how much time and effort it takes to train and money to train a good quality staff member, a teacher in a classroom, classified person, and how much money you're going

197to save in the long run. When we look at 20 to $40,000 going into training someone and getting them up to speed, you just got to look at the overall picture. Definitely, I read this leave of absence before I this meeting and I took that into consideration. I took the the years of service into consideration, her experience, so it wasn't just something I was motioned out of the blue. >> And I have another question. Have they been reviewed before they come to us? So I mean we human resources has a conversation with staff members when they put in for these um to the reason to the reasons why and then I go over them with with uh Michelle and um the situation with this staff member. Uh I I support the leave of absence. I

198understand the reasonings why Kim's right. She is a fantastic teacher for us. Um and uh um but I also understand and understand Dr. Brigowski's point about uh the times that we're in and situations and and leave of absences are different situational doc you know different situations >> proceed different ways and this is one that >> told us one that hasn't been something you recommended we followed >> and on this there's been times where we'll be like we'll ask the superintendent a certain question that we're not allowed to ask it's it's a personnel type issue legal issue and so that's why >> and that's And I I just but I I do think that um it's important the discussion >> and and for the future something to think about. >> Thank you. >> Okay. Board highlights.

199>> Diane, >> sorry to disappoint. >> Maybe >> wonderful dinner with uh Principal Zworth and Dr. Kevin. >> I've attended all the young men's boys varsity volleyball games >> even on the road. Awesome. And I almost know some of the rules. >> Wow. Kevin Derrick >> had a uh a very uh very good meeting on Wednesday at the um the site council. Uh site council was really great uh led by great to see that teachers come together. um just went to the same dinner, the alumni dinner that some of you, fellow board members went to. Loved it. It was fantastic. Um >> this is the esteemed alumni. >> That was great. >> It was so good. The food was wonderful. The students did a great job on on the chicken and the beef. It was

200>> But the the people we honored were just amazing. >> Oh my goodness. I cried through the whole thing. So >> if you go back and look at all of them, we're we're trying to get up a deal so that on the tables in the future there will be a deal about all the different people. So you can actually remember the the 25 or so that we've honored. It is impressive opportunity. >> Very impressive. >> The discussion we had today at the secondary meeting, secondary administrators meeting is >> um are we are we outgrowing the space in Heritage Hall because so it's becoming such an event. Heritage Hall is where you should be celebrating your heritage. >> They they love seeing it. >> So, we're talking about maybe doing some creative work with maybe dining

201in a location and going to Heritage Hall for the speeches like because we can maximize chairs and seating. Anyways, >> all all all positives positive problems. But >> there's a fire we >> It's a fantastic event. It needs to be done in Heritage Hall in some way somehow. But absolutely. >> How can we expand um because it's growing every >> I like your idea. >> Other side of the gym, but >> site council, not me, sorry. East side council. Great. I enjoy it. Um they do a good job. The staff is impressive. Um and at that time, we celebrated one of the students who's going to become an early childhood person next year because she's on the site council and she's really excited about it and that's where her training was. So, she's happy that

202she's getting the opportunity. So, that was my >> And let's see, I went to I did the village daycare discussions. I went to the future chef's program. That was really fun. Um though in the future if any of you feel the urge to go and and I highly recommend it when it says it starts at 5, you don't need to get there till at least 6 cuz they're just cooking and all you do is sit around in the other room for an hour. >> You can go watch I haven't >> Oh yeah, I walked back and everything, but I mean there were a lot of kids back there and a lot of parents and so >> I tried to go to that but I was I got uh it was uncommon they didn't make it.

203Yeah, it was like a really, >> you know, it was things like >> uh stuffed French toast one kid made with bacon. >> The smells were wonderful. Um and then I went to the esteemed alumni >> dinner which was wonderful. >> Is there anything else? Hearing none. Sure. >> Thank you. Thank you so much. Hey, which on