001I'm going to call the meeting to order. First thing on our agenda is the pledge of allegiance. Pledge to the flag of the United States of America and to the stands one nation with justice for all. >> Okay. Um, can I have a motion to approve the agenda? >> I'll make a I'll move that we approve the agenda. >> Thank you. Is >> there a second? I'll second. >> Okay, it's been moved and seconded. Is there any objection to approving the agenda? >> Hearing none, the agenda is approved. Do I have a motion to complete the consent agenda? >> I ask a May I ask a question on the consent agenda? Uh, so the policy JHFB. >> Okay, wait a minute. Let's put it on um move it so that we can then have discussion.
002>> Okay. Move that we can discuss policy uh JHFB. >> Okay. >> Uh move it off the consent agenda and move it so we can discuss it. >> We can do that or we can say uh I move that we that we approve the consent agenda then >> except discussion >> except for that sounds better. >> Okay. >> All right. Okay. So, do you want to move? Yes, I uh I move that we approve the consent agenda but uh with the exception of policy JHFB >> that we can discuss later. >> Okay, >> I'll second that. >> Perfect. Is there any discussion? Any objection? Hearing none, the consent agenda is approved. >> Opening up for discussion on what was the policy? JHFB uh video surveillance policy. >> Oh, okay. J. Okay, there it is. But
003I was reading it as EB. >> Do you want to have that discussion now? >> Yeah. I I was just I wanted to ask a couple of questions. Um most of the institutions I've been part of when they have a video surveillance policy, that policy includes things um that what happens to the recordings that we make. um this policy doesn't include anything to that effect. So I was curious if that's housed in a different policy because you know a lot of times these policies have things like how long are the recordings are kept be third party stored that kind of stuff and that's not this is a pretty sparse policy and I was just wanted to know if maybe those things are housed in a different place or >> yeah is that covered under our
004time limit we had that one uh treatment of documents >> oh retention of records Uh, it may be covered in there. I know that it's covered um in Oregon statute, which is one of the likely one of the ones that's referenced here at the bottom. I think off the top of my head, I couldn't tell you which one. >> Okay. >> Um, >> and this is a this is not a a new policy. Um, but it is being it's re it's coded wrong from what OSBA codes it. >> Uh, so that that was the only change we made to this. But as far as the retention, I I couldn't tell you the exact uh time, but I remember our IT director telling me what it was based on the OS that I'm I'm looking at
005at uh human resources director Michelle Barton because she just was in a student records um session at the law conference. Um, >> we're talking specifically video surveillance, not >> correct, not student records. And so that's kind of where there's the gray area. Um, and I don't have the exact answer on that. We could certainly work with Spencer Lewis to get some more answers on this policy. I it just um I just want to make sure that the the district has an up-to-date and reasonable policy for video surveillance because it um you know particularly in the world in the world we live in where video gets shared and put on third party platforms and stuff like that. It would make sense to me for this policy to have a little bit more uh details about what
006we're going to do with these recordings and how long we're going to keep them. >> Okay. Um, I will reach out to OSBA and and ask them those questions. Um, and then I'll follow up with you and and the rest of the board, I will inform everyone. And if uh after I've I've given you what OSDA says, if you think it warrants going back to policy committee, then we can absolutely do that. Or if you say, "Oh, that that makes sense to me," then move forward with it. Then we'll do that. >> That sounds perfect. Thank you so much. So, we'll table it for tonight or we going to wait or or would you just have us pass it and come back to it if we need to? >> Uh, let's table it for tonight.
007Okay. Um, and because it's like I said, it's only the code that's changing. We we've gone this long. We've gone since 2011 with that code. I think we we can manage another month or so. >> Okay. >> Excellent. >> Okay. Now, part of the consent agenda I noticed was that surplus list. And I do have a question about one of the items. >> Okay, >> this kiln. Why are we selling a kiln? And where was it? And why aren't we using it in an art program? >> I would have to get more information from Lomale. It's I believe it's at maintenance. >> It's what? >> It's being housed a maintenance department at their location. It's been there for years. >> Does it work? >> I don't. >> Do you know if it's electric? >> I
008don't. They're >> They're probably electric because most of them are But we can hold we can hold off on surplus busing that item if you'd like. >> Um do because you're going to do it this Friday, right? Correct. >> Yeah, hold off. I'm going to contact the college anyway and see if their if their ceramics programs can use it. And I know that the um Kuzbay Museum is or art museum is starting a whole um ceramics program along with their drawing arts program. So they may want to >> still have to but it's I think I think the process still uh based on what I understand from the facilities committee the process of surplusing it is actually what would allow us to give it to those institutions. Oh, and that's fine, but let me just
009ask them if they want it. >> Well, they can bid. >> I know, >> but I I may not have a chance to talk to them. >> They might want to know what size it is, too, because if it's a teeny tiny one, they might. >> But if it's a big, you know what I mean? Like size makes a difference. >> Well, this price would indicate that it's a reasonably >> might be. >> So, we could hold off on including it all in the sale until we have further details and then >> and then put it in the next sale. >> Absolutely. >> Perfect. Thank you. I appreciate that. >> We swear for 20 years now. >> How often are those sales? >> Uh we have not done >> Yeah. As needed, but we're going
010to begin monthly updates to the board of what is being surplus and we'll do it via our new website. >> Perfect. Okay. Uh next on the agenda items for information is advanced health. Yes, Mr. Sam B. Sam. >> Hi. So happy to be here in front of you all today. Okay, so Advanced Health, as many of you know, is the local coordinated care organization. We uh serve we administer the Oregon Health Plan or Medicaid throughout Kusakuri County. Um, and just kind of a little bit of background, uh, Advanced Health covers 23,000 residents in Kous County. That's a third of our county population. And nearly half of all the children. So if you walk through the school and say 1 22, you're going to have about half of those are going to be on advanced health.
011And as such, we at the end of every year, now I don't know if the board of directors know this, but the principles enjoy watching me come by every December, um, but every December, uh, for the past four years, we've been giving each school individually $5,000 for their atrisisk youth programs. And what that means is we want we started this when we started this about four years ago. We had an internal debate said hey do we want to give every school do we want to do a coat drive? Do we want to do a shoe drive? Do we want to do blankets? Do we want to do food? We and what we found when we started calling around the different schools each school has a different need. The the same things that are going on
012over in East Side are not the same things going on over at Madison. And and so we said, hey, and definitely the high school it definitely has a has a different need. So what we are doing is we're giving each school individually $5,000 for their at risk program that they can uh administer however they feel is going to be the best for their students. And so I have a check here for each individual uh student or sorry each individual school, not students. >> Yeah. Wow, >> that was that was tough. Um, and with a letter addressed to each uh of the principles. And so I'd like to give that to each of the principles. And then if we can take a minute and we're just going to do a one of those fun little hold
013up a check and take a picture thing and if we if that's all right. >> So yeah, >> if we could Eddie, one of the times, can we recess with the board and the principles take photo? >> Okay. So I have principal Ashton Eli, Principal Ashton, excuse me. Can I put you on the spot and ask kind of what you use some of those funds for? >> Yeah. So um majority of this goes to um our atrisisk students whether it's with uh food in the nurses station. We buy a lot of backpacks um clothes, toiletries um so any students that want to have access to that have ready access to student service. So, um, that's a huge portion of that. And then we also supplement some of the food that we do for our food
014baskets for Christmas. >> Thank you. >> Uh, principal principal Ardall, >> uh, Principal Ainsworth, >> you such good use, Madison. Thank you so much. >> What do you do with it? Um, same coats, food, toiletries. Um, we have our food pantry going. We were able like all of our schools were able to use it for some of our food boxes for Thanksgiving. So, lots of good stuff. Thank you so much, >> Principal Davidson. >> Try Davidson. >> Thank you. >> Uh, Guthrie I think you're about the only principal I don't know. So, principal Ed or >> and I know all of your students are at risk. So, Anyway, so if we could >> Okay. We're going to um not turn >> We're going to go into recess just to take a picture. Okay, we're back
015from a little break. Next on our agenda is our Marshfield representative, Warren. How do I broadcast on to >> um you can either join the meeting or you could send it to me and I can pull it up for you if you'd like. >> Okay. Thank you. >> Uhhuh. >> Can you spell your last name? >> C A G L E Y. But I should I think that my my email is just Daven.com. >> Yeah. Gary, can I borrow that clicker in front of you? >> Yes. Walk over to Warren. >> Uh, I just need Yep. You want me to walk this over? >> Yes, if you would. Just one moment and I'll have you up and running. for you. >> Okay. So for the beginning of my presentation, I'll be discussing the opinions of
016my students. So, if I go all the way down a couple times, there should be a link so you can see what the census were. It's all anonymous, so that they have freedom of speech and so on. So over this we covered three topics. Our first topic was the opinions of the students from AP seminar. So for sophomores seminar was a requirement and this was about whether people wanted to stay or change to be optional. So we're back. So here was what the votes we got until the last few days. Um that light blue 26% are people who didn't have an opinion or were soft or were past sophomore year. Uh the 6.5 were the small people who wanted it to say as a requirement for all and the 67.5 wanted it to be an
017optional class. So moving on from that uh this is subtracted by the neutral parties. This is what we had. We had with the minority of the medium blue which is people on this day was 8.77%. And with the majority was dark blue of 91.23% for the change. There were 154 student voted student votes at the time >> and those students were sophomores correct. >> Uh no it's everyone in the school. >> Everyone in the school. Okay. But that may be students. So here we have over the next two things we covered tallies. Uh each person had an individual response sheet and so we took whatever we could find that we could decipher and we tallied it together. So our major ones were for ideas and problems. Next we have the English teachers opinions. >> Wait
018a minute. Clean bathrooms was the number one vote getter under things that they were wishing for. uh for ideas of what they could change. >> Those 12 >> I'm surprised. >> So these were the English teachers opinions. Um we had one who wanted it to stay a requirement and one who want who didn't want to share their opinion and the other four wanted it to change. What to change >> being optional, right? Whether like keep it there but have it be optional versus the requirement. >> Yeah. >> Um next we have events. So, the winter choir concert will take place at December 10th 17th. Uh, the site council met Heritage Hall today at 4 p.m. I do not know what POPS is, but on January 14th at 7 p.m. there will be the Pops concert.
019Dracula will be will be starting on the 16th of January performed by I I remember it being an audition. I'm not sure who all took place but I assume the drama club and then speech and debate happened. There was an event Friday and Saturday with the majority winning for Marshfield. >> Can I ask a quick question? Does anybody else can anybody else tell us what the pops is? Pops concert. Anyone? >> Mr. Ashton? >> Okay. Okay. There you go. >> Got you. Okay. >> Thank you. So next for school for school events and support we have winter break which will begin on December 22nd will end sorry January 1st. We have the end of semester which will be on January 29th. JB varsity JBL varsity varsity basketball will play against Valley on 12th of December
020in Phoenix the day after a comparison rate from a our AP classes to the nation 44% of students uh were in AP classes in our school compared to the US which is 33 to 35%. Did that conclude the AP seminar? >> I believe and that will be all. Thank you. >> Thank you. Are there any questions? >> I just compliment. I just want to say thank you. I really appreciated um the student opinions and the graph and that was really cool. >> Thank you. >> Yeah, it was different. I like that. >> Question for you. Um how uh what uh like what tool did you use to survey you? >> So I used an online poll. Uh I talked to Mr. Ashton to get permission. Um and if you look here you'll see it's a
021small questionnaire >> that was put on classes of 2028 29 and so on. >> Okay. >> And then we have two questions. And then how did you um uh you know your response rate is actually pretty high for um just a spontaneous survey like this. So I'm kind of wondering what methods you use to get that response rate as high as it >> um that should be. So for the first part when we were talking about problems we had all of the students votes but when we got to ideas everyone was having ranges of one to two because everyone had such vastly unique idea. So what we did was we had every we showed every leadership student in ASB and we had them do a tally to which ones would be able to show because
022we don't want to lose all your time. >> I was curious though you said you got 154 unique responses. Yes. out of the school with roughly 700 or more students. >> How did you publicize this to get that many of your students to respond? Because that's a decent number of your class of your colleagues at school respond. >> Well, it was the main reason that we even made the poll was because most of the students were concerned about it and we utilized that to bring to it to attention. So, we went to English departments and we asked them letting them know polls available and then we had students go around and ask if >> that's great. >> It worked. Good job. Thank you. >> Warren, can I set up a time with Mr. Ashton to
023come and visit with you up at the high school and look at the data a little bit more? >> Of course. >> Okay, that'd be great. >> Okay. Uh, next on our agenda is public input. >> Did we have anyone sign up? >> We did not. >> Okay, we will move on to OA business. Is here. >> She just >> She'll be right back. >> Okay, then why don't we go on to CVEA business and come backwards. How's it going? >> Okay, so I'm here to talk about CBA and just kind of highlight some of the staff members lately. Okay, so the first one is the Oregon Teacher of the Year program. And so basically the Oregon Teacher of the Year program started in 1955. Okay, it's for the Oregon Teacher of the Year. should
024uh be exceptionally dedicated, knowledgeable, and skilled licensed public school educators in grades preK through 12. The candidate should be planning to continue an active teaching status for the subsequent academic year. To be a candidate for the Oregon Teacher of the Year, the following should be true. Be an expert in their field who guides students in all backgrounds and abilities to achieve excellence. Collaborate with colleagues, students, and families to create school culture of respect and success. uh deliberately connect the classroom and key stakeholders to foster a strong sense of community. And for the 202526 school year, Kimberly Agricola was awarded the teacher of the year for the South Coast region. Uh Kimberly Agricola teaches math at Sunset Middle School and believes it is her goal to not only help students become proficient in math, but also
025to help them believe in their ability to learn, grow, and persevere through challenges. This is a huge honor and only the second person or the second time the honor has been bestowed on a member in the Kous Bay School District. Um so if you see it, please congratulate it because it's pretty awesome. Um and then we'll move on to Marshfield. So basically uh our principal Eli Ashton decided he wanted to survey the students, find out what their thoughts were of the regards to their teachers. to the following spotlights are from the students perspectives along with some fun facts uh for the background information from the teachers. So first one is uh Miss Blondelle. So she teaches PE and health uh years at Marshfield is 14 years. Uh what the students say about her is students
026describe Miss Blondelle uh as one of the kindest and most caring teachers at Marshfield High School. They appreciate her calm, supportive, and understanding approach while still encouraging them to do their best. Many students not note that she goes out of her way to help students make learning fun and build genuine connections through humor and care. Her students consistently say she's their favorite teacher and admire how she balances kindness with high expectations. And what she likes about Marshville High School is the family atmosphere and inclusiveness. And then the other one's that guy. >> Any questions? We don't get to hear about you. >> My eyes are not great. >> You have to read it all. >> Would you like to read it? >> It's It's kind of weird. >> He was also the other um original
027picture of the year. >> That is true. >> You can leave that part out there. Mr. Cook right here. Okay. He teaches manufacturing at Marshfield and he's been there for 11 years. The students said, "Students describe Mr. Kirk is an encouraging, patient, and dedicated teacher who genuinely cares about helping them learn and grow. They appreciate how he gives students the freedom to explore their interests while providing guidance and real world experiences in engineering and manufacturing. His focus on safety, hands-on learning, and respect for all students creates a positive and engaging classroom environment. Many students say his class is both enjoyable and valuable, and they admire his commitment to going above and beyond for his students. what he loves about working at MHS. Do you know what he said? >> Uh, continually learning and sharing that
028information with my students. >> Thank you very much. >> Huh? >> Who picks the staff spotlight? >> That one you're gonna have to ask. So, I had probably about I did a Google form. I had about 187 students respond and so Mr. grow the top gators. So, and I would add so and it's all staff. It's not just certified classified. >> And I have to say in some of my learning walks, I learned in Mr. Crook's class about how a dice it's the opposite side is always two less than the side you're looking at. I had no idea. >> Opposite sides had to set. >> And they had Yeah, they had to set. >> So, it's six and the one. >> And you meant die. Yep. >> Thank you, Mr. Rob, my former principal. >>
029All right. Any questions? >> Okay. Are there any questions? >> No. Thank you very much. >> Okay, Bri, we're coming back to you. >> I know. I thought I had time to use the restroom. >> Good evening. Uh today our uh or this month our staff spotlight is Kate Hus and he uh was nominated not only by his peers of class workers but also by teachers that he worked with and the admin that he works for and so that is how he has gotten up here today. Kate Hess exemplifies what it means to go above and beyond for our students, colleagues and his full community. and he's also recently gotten involved in a dedicated OSA chapter 33 member. Uh Kade brings the same enthusiasm, reliability, and heart to his advocacy as he does to his
030daily work at Sunset School. His infectious positivity and unwavering commitment make him a tremendous asset. consistently steps in whenever he is needed, supporting the ISP when short stop, subbing for teachers under his emergency sub license, and seamlessly returning to his educational assistant role without missing a beat, which many times he'll do that in one day, uh making sure that he's still checking in with his students in his role as an educational assistant while also as subbing in a uh classroom. And no matter the task, Kate approaches every responsibility with professionalism, creativity, and genuine care. He deeply understands the challenges many students face, especially those from lower economic backgrounds. And he never lets circumstances limit expectations. Instead, he actively seeks ways to remove barriers, encourage engagement beyond the school day, and ensure all students feel capable,
031included, and supported. Kate builds meaningful relationships, provides consistent encouragement, and is known for saying, "If you need anything, let me know." And truly meaning it. Staff described Kate as outstanding, a true team player, flexible, dependable, and always willing to wear multiple hats to meet student needs. He's a positive role model, a trusted listening ear, and an overall great human, a great human being whose presence makes Sunset School a better place for both students and staff. and his colleagues lovingly add his wife is a pretty amazing too. Uh, thank you Kade for your compassion, leadership, and countless ways you lift up your school, your students, and your union community. And then as far as updates go, I don't really have any other updates except for uh we are uh working with organizing of having our building
032reps meet with admin regularly to kind of be more proactive uh in our approaches to make sure that we are uh facing problems before they become a problem. So that's about all that I have for you guys today. Do you guys have any questions? Oh, thanks. I cut off like seven, so I can't get it up in a bun anymore. >> Perfect. Thank you guys. Good to see you. >> Okay, business office. Marina, you're up. >> Hello. I have quite a stack of things for you today. Well, I guess for you it's virtual, but for me it's a stack. Um, so I'll just walk through them in the order. So, starting I have the checklisting from November. I looked through there's not anything significant of a note um other than that there are two checks
033written to me due to travel which I did not actually um do I did not go to the coastal conference and so we did both of those but I'm listed there twice and I don't look at a board meeting so wanted that clear and then um >> ask a question >> yes please >> that that first item that cosmetology college >> so we um are also the fiscal agent with a scholarship committee, the Marshfield scholarship committee. So, um, typically November, early December, we'll write the winter term checks for all of those students. And so, there's quite a number of those scholarship payments. >> So, this is money that came into us spent on >> correct, but this is a re we're spending it as a result of a scholarship. So, we did get income to
034cover that. So, the scholarship committee is one of our special revenue funds. Yeah. And so, we're able to issue that check. >> Yeah. >> Yep. >> Um, but I didn't notice any other significant expenditures other than um one that we don't typically have for Oregon Employment Department for 54,000. That is the uh September 30th quarter of unemployment benefits that we were charged from our um unemployment rate because we are not we're self-insured. So that's our portioned net of credit. Yeah. >> I just want to say on the scholarship committee earlier in the year there was a very large check. So most of the money we give out in scholarships come from one check that the Oregon Community Foundation who invests all of our money gives us 4.5% of the value of all that money and
035they give it to us in a check once a year to give out scholarships. >> Yeah. So it sits in our fund 210 sits in fun 210 and we issue checks as they're due throughout the year based on whatever the um scholarship agreement is. Other than that there was nothing of note but does anyone have any questions on checks. Okay. Next we'll move on to the monthly financials which I want to apologize. Having the board meeting on the 8th is really challenging because we do not often get our bank statements until usually the 5th or the 6th. So, it's really hard to get it um processed and then upload all our financials in time for a board meeting. Um so, you guys have not had a significant amount of time to prepare and we'll review
036this. Everything is looking great in the general fund and that we are within budget expenditures. It is estimating at this time based on our historical trends that we will be over two functions instruction and support services and the general fund. Our historical trends are valuable until significant expenditures change and different processes change. And this year we no longer contract with the ESD. So now the life skills um payment that we made twice a year is now monthly expenditure to us. And so it's expecting and anticipating that we'll still be paying off that money to the USD. And then also because of the contract negotiations with OCA, a lot of our historical trends were incorrect because we did such a large retro payment in September. And then we also now are paying uh our paid non-working
037days rather than vacation days that we all paid at the end of the year in the past. Um we did a large payout in June, but now we're spreading that out throughout um November through June. So it's looking monthly like we have much higher expenditures than we've had in the past, but rather we're spreading that. So it's forecasting will be higher than over budget allocations, but I'll continue to monitor. If I feel like we're getting close, I'll present you with a supplemental budget or an appropriation trans question. So the um just so I understand I'm meeting this correctly. So the total operating expenditures now bottom bottom line >> uh where it's a sort of a negative variance of $583,000. >> That's that's the projection you're talking about that you think is off or >> I
038would I would estimate that we're actually off more than that because of the historical trends. But if it's just looking at our historical month percentages of expenditures, it's anticipating will be $584,000 above budget allocations. >> Budget. So we uh in simple business terms in the black, not in the red. >> Correct. >> So So when I because So I'm used to seeing things in parentheses being in the red. This is parenthesis. >> Correct. in that it's a variance from budget numbers. So it's a >> yeah it's the way this system works for cast five who builds our monthly reports. It flip-flops that variance um whether the red is a negative or not. >> Okay. >> Yeah, I would agree they're not the they're not the cleanest to read and that's just purely a projection. Um
039so I just I when I'm looking I look primarily at the 25 26 YTD schools. Um, and we are well within budget allocation and my goal is to spend a Christmas break going through those historical trends and kind of clearing out the the percentages that are throwing into this field. >> Thank you very much. >> Yeah, of course. Um the special revenue funds I presented um are our standard monthly report but later you will see I've actually broken out some of our more significant special revenue funds um so you can see them separately and I'll continue to do that like um as we have larger grants that are coming in. There's nothing of significant note in special revenue funds because it's all grants that come in and grants that go out. We don't go over
040our allocations um because we submit monthly reporting for those uh debt service. We did do our first set of debt service payments uh November 28th. So it was our interest payment for the GO bonds. Our final PERS UAL bond is due June 2026. So we'll have a rather large payoff um in June, but then you'll not see such a large payoff other than the geo bonds in this fund. And then capital projects um we don't have any large scale capital projects like we have for the last six years. Um this year it's rather quiet it feels like. And so um you don't see significant expenditures in this in this knocking on wood now that I said that. >> I was going to say it's a principle you never say the Q word. Well, in the
041financials, it's usually not that big a deal, but now I'm talking about facilities. Um, we are we're looking good. We're going to continue on the projects that LOMA has identified as uh top tier for this year, and then we're looking at how we can make some of those much bigger projects um financially possible in the next couple years like the sunset roof. Uh the last page, is it the last page on the upload? >> It is. >> Okay, perfect. So this last page is a new form to you all and it is a select group of special revenue funds. And by select group I think the largest grants that are typically single audits. They're usually federal awards that are more likely to be identified as audit and audited from OD. And so I wanted to
042be able to say I'm presenting it to you guys monthly separately. And so on this form you'll see um each purple line is a new fund and you'll see it in comparison to the budget for just that one fund alone year-to- date expenditures and then encumbrances. So you can see that we're within our grant allocations. I'll continue to add on to this because there's so many special revenue funds, but it was going to be like four pages. So I broke them all out for you. Um, I will begin including things like AMHs. Um, IGA funds are larger scale special revenue funds. So, you can see where we're at with our grant allocations and our funds that are revenue are revenue driven things like food service radio. >> So, is SSA a grant? >> It is.
043>> So, it would be one of those. >> Yes, it's right actually right in the middle. is we refer to it as student investment account, but it's fund 224. >> Yeah. And these are budget allocations that we actually have in the budget document. So, they'll agree to what's in there. As we get as I get better at this Excel, pulling from my visions, we may look at adjusting for what's actually approved in the grant narratives in comparison to the budget and then what we're spending. It's all a work in progress, but if there's something you'd like to see, please let me know and I'd be happy to adapt our progress. That's all for my financials. Um, enrollment is steady. We are only down three in total from last month, which is really great. It's the
044decline has slowed. >> H how many? >> Three. >> Oh, I thought you said 70. >> No, three. Thank goodness. >> Yeah. Um it's and they were at the high school which is very typical. We're still by weird myself and Shelley Fuller our synergy expert are working to pull some reporting on those dual enrolled students who's enrolled at the high school but also CPT online. It's her words were it's near impossible to pull a report that will tell us that. Um but she spent some time going through today. she pulled about 79 records and could figure out who was cross enrolled and actually taking classes at the high school and online versus opening online. So hopefully we can narrow that down for you guys so we have more complete numbers on enrollment. >> Yeah. Um
045just I just wanted to say back to your uh your budget management analytics. I really like this the special revenue page. >> Oh, that's really interesting to me. And I just want to make sure that um the budget number. So the one that's in the upper left of each little chart is actually also the award. No. So that's this is just the budgeted amount and I I budget very conservatively. So all of our actual allocations were higher than what was budgeted. >> So is that number on these? It's not yet because we're only final we're getting final allocations to still now right because of the shutdown. So um my goal next month is that I'll have almost another column that is our actual award and where it's been approved by the federal government as uh
046spending out >> done. Yeah, whatever you want to call it. And then back to the UD where which where does that fall? That's not special um revenue. >> No. So the ESD is actually um a separate entity and so they're not within our books. >> Okay. >> But uh when I was referring to the ESD, we because we contract through them, we used to write them about $1.6 million of a check each year to payments um for adaptive life skills services. And we're no longer advocates. We're selfrun. So are we I mean maybe this is something I should know and I don't I apologize. Are we contracting that's proper word with ESD for anything? >> We are. So >> okay >> so um the way state school fund flows is that certain percentage is set
047aside for an ESD and they are legally required to uh spread out a certain percentage of that to all their school districts. And so they call those our service credits based on our ADM and we submit theoretically and they give us a menu and we order off of that for many services. We uh use it for things like um occupational and physical therapy, nursing services, uh evaluations for autism. Uh >> and so but that that that menu that that that um information really isn't in your Yeah. in this uh budget information. >> No, that's we spend it through their financial system. >> Okay. >> Yeah. >> Thank you. >> And I I can give you all the backup on that if you want to see how we've chosen to spend. >> I am really interested.
048I would like to see >> we can show you our own. >> I've heard about the venue. >> Yeah, I'll have him to see what's on it. >> Yeah, of my office. >> Yeah, I'll bet you do. It changes every year based on what they believe we need, >> right? >> Yeah. Or district. >> Yeah. >> Does anyone have any other questions on the financials? I'm sorry I skipped past so I'm going to skip past enrollment then too since it's pretty stagnant and just quickly touch on the last item which is the state school fund announcements. And this is again a new report that I'm providing to you guys. Um because as we are getting into a time of fiscal challenges at the state level, I want it to be really clear that as state
049changes are made, they do impact us. Maybe not the same level. Uh but we rebalance the state school fund a plethora of times throughout the year, which then changes the revenue that we bring in. And the state school fund is a three-year process for each year. So, um, what I've presented to you is just this year alone, what they've told us we're going to get, and then every single change thereafter for us. Again, I budget very conservatively. So, we're actually receiving more state school fund at this time than I had budgeted before, which is great. It offsets things um when other revenues don't come in as high or when negotiations go past summer and you you can't budget for all of the expenditures. will be good. So, um the second column to the >> Yeah.
050>> Do you have a um obviously it's nice to uh sort of come in with a little bit of extra money versus be searching for searching for more that you don't have, but do we have a target for how close um how close we're trying to be? You know, because we want to be we want to be plus or minus a little bit. We don't want to always be uh either over or under. So what's our target there? How close do we try to get? >> Our target is about 1080F. So this is again a three-year process with state school funds. So right now um the superintendent I and I will budget and estimate uh ADM actual seats and bodies and then also weights for next school year. and we continue to adjust that as
051as an actual numbers coming in and that's part of why I get to rebalance so many times. Um it just happened to be that Dr. Ginsburg and I last December because we're both relatively new. We're more conservative on weights and that's effectively why it was more low than we would typically assume. Um but we try and get within 10 10 weights. Um, so it's not a significant it's about $100,000 at that point that we might be adjusting between, but I'd rather be under so that in three years come May, we're not seeing a negative rebalance of the state >> in the bill. Yeah. >> Which has happened. >> Yeah. There there were actually several districts uh in our uh superintendent forums that when the uh November 17th adjustment was made had to really go back
052and make some tough decisions already because they already facing to go back to adjustments. >> And from the budget perspective that's basically our contingency. >> It's above and beyond our funds. Um, for the way I'm looking at it this year is we had in the budget conversations last spring discussed using some of our service credits potentially as money incoming to our district because we weren't going to be spending so much on adaptive life skills. But because ESD's costs rose so high in a year, we actually didn't have any additional service credits that we had anticipated. And so this state school fund increase is kind of offsetting those additional dollars we thought we'd bring in. is how we're looking at that. >> Um, but as a district, it's a constantly changing crystal ball for state school
053fund. And so I just want it to be really clear as we're talking about budgets and upcoming real numbers that when things change the state school fund, I'll continue to bring you updates so you can see where we're at from budget because this happened so many times throughout the year based on every other school district's ADF and what their estimate was two months ago. And so you'll continue to see these because I have a feeling the state school bend will continue to increase and change much rapidly much more rapidly than it has in the past. Typically it was like two times a year December and May maybe this year it's been five and it was only December. So just wanting to keep everybody kind of in the loop of state fund because it will and
054could significantly impact our budget come spring and our day-to-day operations. Would you be willing to um put together just like a one or two page document explaining uh ADM explaining the factors that you use to estimate for our district um uh for the board members benefit just um I think uh I'm I'm not a financial person um and it would be helpful to uh understand grant I'd be happy to. It's actually the week that we submit for next year. And so as I'm forecasting and working with Dr. Robert, Mr. Roberts for next year, that will be uh we'll kind of gather all that information present. >> Not urgent. Don't let it get in the way of important, but it' be helpful to to um since we're going to be seeing this more often to have
055a shared vocabulary about the what the important metrics we should be looking at, what we make, please come forward. Yeah, absolutely. Thank you. >> That's all I have unless anyone has any more questions. >> Anybody have any questions? >> I have SIA. I'm sorry. >> I thought you had to get away from SI. >> Okay. State um state rule rules have changed again. And while we used to be able to present you just the grant agreement as a we branch agreement, the board now has to um approve it. So this is the student success act, our grant agreement with OD that essentially says our allocation and all the hoops that we're going to jump through. We already jumped through all of them. Um this interestingly is for the last three quarters of this year and
056all of next year. Um, so as long as the board is okay with me sending and submitting the new branch agreement that's signed, we will be able to draw down some of our SIA dollars. >> The only thing I noticed is that Justin is still listed. >> Yes. >> They're they've changed it at their level, but they said they didn't need to submit a new grant agreement >> because those needs change. Superintendent Davis so fast um because sometimes it happens. >> Yeah. >> So >> um and you need a motion to >> just to approve that we accept the grant. >> Well, I have a motion call motion that we accept the SIA CBSD grant agreement. >> I will second that with a common statement. uh every session this comes up as a grant they
057don't want to get it. >> So we need to be on top of this because it's a fairly good chunk of money >> and that was a discussion this weekend at a girlfriend. So >> we spend every dollar >> on appropriate >> appropriate things >> and it helps our educational >> program about 3.2 2 million a year. >> Actually, these grants have some >> Okay, it's been moved and seconded to approve our contract with or our grant agreement or SSI. There any further discussion? Derek, >> I >> Kevin, >> Hi, >> Diane. >> Hi. >> And chair votes on. Oh, and Kim, >> hi. >> Thank you, Kim. >> Thank you. >> Okay, that passed. >> Thank you. >> Okay, next up >> I think it's Jam. Oh, no. Superintendent report. Please have that for
058me, buddy. Get that for me. >> Hey, Dan. Thank you. >> All right, let me see. >> All right, good evening everybody. Um, December uh superintendent report. I am going to present some data tonight on two different items. The first one Nope. The first one is the co-curricular survey data. And um I want to start putting when I put these slides in and provide this data to be able to tell you uh exactly what superintendent goal this was hitting. I almost wanted to say is Warren's can I count Warren's uh survey tonight as one of my superintendent goals. But um um tonight going over the co-curricular data survey is going to accomplish superintendent goal four investigating establishing a need for additional programs. Um I and I'm going to paraphrase and also uh administer at least
059two community and student surveys focusing on climate and student voice. Um I feel like this falls within those. We're going to have much more than two but I feel like it falls in there. Results will be analyzed and shared with constituents and the findings will be used to inform decisions. part of our KPIs. This is our uh 100% co-curricular participation in the seventh and eighth grade and our 70% co-curricular participation amongst the high school students. Buzzes and then it goes away. I think battery again. Um, so before I get in, I just want to remind our board and and the folks that might be watching and listening at home that co-curricular participation is considered any activity either sponsored by the school district or a community group that has students working with a trusted adult in
060a positive peer group. Um, and so what I did was I took the data from the survey. I didn't look as much at what kids were doing as much as how many were doing for this session. I have that data. I will continue to analyze it as we look at programs, but I want to look at participation. And we surveyed the students with um all of our school sponsored activities and sports. We included um other items like Bay Ruth Baseball, CCS soccer, youth group, 4. Um, we included some of our um u clubs like Dungeons and Dragons and some of our other clubs within within the district uh that the junior high sponsors. And what we found is of the 782 students that are seventh graders at the junior high, we had 161 students respond,
06136% of of our respondents are not doing any co-curricular at the junior high. Okay. um 64% of the ones of the students that responded are doing at least one and then um of the students that responded 57% are doing two or more. So what we're finding is the kids that are participating are most of them are participating in more than one activity which is great. The more we can get them included in things the better. Eighth grade we're having a harder time getting these kids surveyed. We're going to keep bringing them in individually. It takes five minutes to do the survey. Um, but of the 194 students uh that are in our eighth grade class, 120 responses, 23% of our respondents are not doing a co-curricular. 77% are doing one. 38% are doing two or
062more. Um, next slide, please. >> We count church groups as >> Yes, I was. Yeah. Yeah. Um, yeah, I shouldn't say I was. We were. >> Yes. >> Um, moving on to Marshfield High School. These are um broken down by class. So 9th graders, 217 total uh students, 191 responses. I'm just going to go to 85% of our kids are doing at least one activity. So we're meeting our KPI at the high school. And again, I included clubs, pirate underground, Latinx club, all of our club activities, our our sports uh and activities at the high school. And then community based activities as well. Um 42% of our freshmen are doing two or more activities, co-curriculars. Uh, of our sophomores, 180 respondents, 84% are doing at least one co-curricular. 56% are doing two or more. Our
063juniors, 80% of the 150 students that responded, 80% are doing at least one and or excuse me, are doing one or more. Yes. And then 55% are doing two or more. And then of our seniors, 79% of the 126 respondents are doing uh co-curricular. 51% are doing two or more. So, we're meeting our KPI at the high school for co-curricular student participation. Um, we still have some work to do getting some more senior respondents. Mr. McCord is on it. He actually has about 10 more that have been done since I started crunching this number last week. But a lot of positives in our kids being involved. Um, I also want to start taking the data when I can um and start looking at comparing the students uh academic progress >> that are doing those co-curriculars.
064Yeah, >> versus the students that aren't the students that are doing two or more versus just our our singles single co-curricular students and kind of gauge that. So, it's kind of our next steps with this data. But overall, our KPI we're we're doing well at the high school. We got lots of kids doing lots of things. >> Hand inand with that. Do we know um are you making an effort then to um attract the kids that aren't? Yes, I'll get to that here in just a moment of kind of what next. >> Remind me of the rale for why the KPI is different for the junior high versus the >> Yeah. Yeah. Yes. When the KPI was developed late last spring, the thought was at the high school level, I believe students have jobs that
065have to support family, you know, be that that extra families. Some also have to do some um daycare and things like that where siblings so parents can work. So, it's kind of an evolution of students. Some of our students are also involved in some internships and things like that that are in the afternoons and don't allow. Okay. >> Yeah. Yes. >> Um destinations. So destinations is one freshman. So you got to take that with a grain of salt. We got one kid out and and he's not participating in a co-curricular at this time. Uh we have uh we had four respondents out of our six for sophomores and uh one of those four students is doing an extracurricular at destinations and then as the at the 11th grade level we had 14 respondents um and
066it was 50/50. Uh so seven students are participating in in a in a co-curricular. Um a couple of those students are doing two or more and then you could see at at the senior level we have 15 respondents and 47% of those students so that be about seven uh are doing a at least one um co-curricular and 20% are doing two or more. >> Are they asked to identify the program that they're doing? >> Yes. So, um, do we know where the programs are that destination kids are >> at the high at their site or are they coming over to Marchfield? >> A couple of the kids listed watershed as their program, but some of the kids are participating in in activities at the high school. And yes, I can go through and look and
067see um I can't see who they are because the survey is anonymous, but I can see what programs they're involved in. Um and um and so I can look and see where our students are at, what they're doing, but I just can't tell who they are in this in this circle. >> And do we offer an extracurricular program at destinations? >> Destination students can participate in marshaled athletics and activities. Ey and K, are they allowed to participate in clubs at the high school as well? Do we have any destination students that do Latin X or any of those things? >> Yeah, >> they can't. Yes, >> you have a speech and debate student, >> softball, native club. >> But are there any of those kinds of programs at destinations so that kids >> every Friday
068seminar um they have to they're signed up with some kind or So that's culinary studies class. Yeah, they have opportunities like that. >> And do we provide transportation to the high school for them so they can participate in those activities? >> Yes. Yes. Our bus goes directly to the high school. >> Thank you. >> Yep. So, next steps, add um we're going to keep finding the kids who have not completed the survey. That's um and we are going to work with those kids who haven't done the survey and find out what are their interests and then what can we connect them to. the student says, "I'm really into gaming." Find an avenue for an extracurricular that has to do with gaming. If a kid says he's really interested in soccer, we're going to find an
069avenue for them to join a soccer organization in some way, shape, or form within our community. Same baseball, any of those things. So, it's about finding them, figuring out the interests, and then figuring out >> what avenue to go. And then from there, we're looking at also what expansion could we do for Kay School District activities. a couple kids listed in um their comment section, I really would like this and I I don't have an exact example to give right now, but some kids said, I really would like this activity. So, we need to compile some of those lists and then figure out what is the most cost effective that we could look at expanding as a district. Um, you know, for example, adding the lacrosse would be tens of thousands of dollars because it's
070a very expensive sport from my time living in the valley, but adding middle school cheer and dance would probably be an activity that would be pretty cost-effective because we'd have a coach and then some fundraising for some uniforms. So, like those kinds of balancing those things, especially as we get into budget times. Um um but I'm really happy to see like archery like 47 kids >> between there's >> club team. Yeah. And so like looking at I mean that's something that that's two-year-old program second year. So, you know, two years we've got 47 kids um connected to a program and they're they're down here at the district office after school some days, some days they're here on Sundays when I've been working. Like it's a really great group of kids. >> So, >> is there
071any um with the co-curriculars, I was talking to a case manager at DHS for some of our kiddos who are in resource families. And you'll probably notice a lot of those kids don't do a lot of co-curriculars. And I talked to the case manager and I was telling her, hey, there's a lot of good data out there that kiddos do well when they have co-curricular, when they have a trusted adult. Like, how do we connect to that? How do we make that happen? >> Can we have any type of communication? Because sometimes kids aren't bringing that because they they just don't think it's an available option. And so, if the case managers don't know about it, then the kids cannot be involved because it's not on the top of the list for that kiddo. >>
072But it could happen for them. And I think it should happen for them. So I don't know if there's some communication that can go out with what our clubs are, what our activities are, what athletics are coming up or available so that the case managers can talk to resource parents and make sure maybe that those kids can get involved in something. >> Yeah, it could be just helpful to have someone else saying it. >> Oh, and just doing that. It's okay. some advertising of what we offer and how they can be involved >> and how they can get involved, how do they sign up like >> well and I'll tell you we have a great group of organizations in our community in terms of a couple years I mean I was when I was a
073principal we had a student that really wanted to do the school of dance and they just couldn't afford it and I called and talked to the dance school and they like just send the kid we'll figure it out. >> Yeah, >> we'll get them signed up get a parent waiver and we'll figure it out. I've done that before with with soccer kits with Kevin. You know, Kevin's always been great about just send them over. We'll figure it out. We have community people that will help us also get kids connected if we just communicate with with them as well. >> Yeah. >> So, >> and just a quick thank you for putting uh the totals the numbers of responses. That's great. Really helpful to see how many >> Yeah. >> Um in in each of these
074buckets. So, thank you. >> Sure. Absolutely. Okay. going to go on to last month. We talked about our um Oregon Department of Education at a glance from last year. We received our report um in November um around the 20th. And so um just a reminder that this falls within superintendent goal number one about raising academic expectations and outcomes um with alignment of our state accountability metrics. third grade reading, eighth grade math, ninth grade on track, four-year graduation, five-year completion, K2 attendance. Um, and then superintendent goal three is reporting progress on uh monthly goals to the board. And our KPI indicators that are involved in this uh report include regular attendance, reading, and math proficiency, our four-year um completion rate. So, looking at our at a glance profile, and sorry, I'm going through this as I'm
075clicking. Um, attendance, we're down 1% as a district from last year. And I'm working with the um, KOSA attendance cohort. We're going to expand that next year to include more of an attendance team for the district. Right now, I'm just involved with this cohort as kind of a a learning. I didn't want to get a bunch of our team involved until I we saw that it was going to be worthwhile. And I believe after four months, it is worthwhile to be involved in this cohort and see what other groups are doing attendance-wise. Um, but we did see a 1% drop last year in our regular attenders. Uh, we saw some gains in some buildings and some drops in some others. Um, third grade reading though, positive. We're up 7%. Um, from the previous year and
076we're also up 4% in eighth grade math. Now, keep that in mind that this is one cohort of kids. This isn't a, you know, all of the students that are in in third, fourth, fifth, and sixth grade. So please take that kind of grain of salt that it's just a co a single snapshot of cohort. Uh our on track to graduate is up was up 6%. Our graduation rate um which we'll get our updated rate as you know it was discussed last year was down 10%. Um and we we we're continuing to work through the nuances of some reasons as to why that happened. Um and our five-year completion rate was up 10%. I included this uh graphic of page two which shows um some of our individual students but I'll give that to you
077so you can look at it and do some comparisons to last year. There's a lot of data here so I thought going through it. I will say some highlights. We saw some growth in our students uh experiencing poverty and our um special education students. We saw significant gains especially at the K6 level in their scores which is really good. and shows that the programs that we are using uh to support our students in poverty and the and the inclusion methods and models that Dr. Crook is putting in place uh are paying off for our students with our with our title services and our special education services. Um, I've included uh each of our schools metrics um for you to look at just like I did last um last meeting so you can go on on
078your own and check out each school's report card and at a glance um reviewing the data from our county schools like we did last time. Um shrink my screen a little bit here in front of me. Um in terms of students living in poverty, our rate stayed the same. Um, all the other schools in Cous County were up 1 to 4% except Bannon which is up 7%. >> From last year. Oh, sorry. Sorry, David. Thank you. >> I got you. >> Thank you. >> Um, and just a reminder that is uh that number is compiled using uh the supplemental nutrition assistance or staff program and temporary assistance for needy families. Students are in foster care, experiencing homelessness and migrant education services. That's how that is constructed. All right, David, I'm realize you. Thank you. Um
079regular attenders we were down 1% as I talked about. Northbend was up 2%. Um the remaining schools were up 3 to 7% except P which was down 17%. Again P very small student population. Uh much of what much of their student population they didn't have enough kids to qualify for the release of data this year. Again, if you don't have a certain number of students in that demographic, it's easily identifiable who's taking the assessments and so they don't release that number. Next slide. Thank you. Uh third grade reading proficiency, as I said, we were up 7%, North Ben was up 10, Coke was up seven. Um the rest of the schools that were on there dropped a few percentages in comparison to last year. And as I said, Powers did not have enough data to
080have their their metric released. percentage of eighth grade uh excuse me percent of proficient eighth grade math students in the county. Kbay was up 4%, Northbend was up 2%, Reedsport was up 5% and the rest of the um schools were either unchanged or dropped as a very slight percentage. And then our last county demographic is ninth grade on track. Um and um we were up as were the other every school district in the um county except for Coil saw a little bit of um in that metric. And now going on to our state numbers of similarsized schools, school districts around the state of Oregon. Um looking at um students experiencing poverty, Kuzbay was the same, Ashlin was up 2%, Pastoriia same, Cascade was down 1%. Um and then the rest of the districts were all
081either up or down one or two%. So very similar across the state looking for growth or decrease in those numbers. >> Regular attenders as I talked about we were down 1%. Um uh Pendleton Crook County Phoenix talent and South Lane had no change. No, no statistical change. Very very very close. Atoria was up 7% and as and Ashlin was up 2%. Proficient third grade reading. Uh we were up 7% here in Kous Bay. Ashlin was up 15%. Uh, Central School District was up 15%. Crook County and Phoenix talent were up 7%. South Lane was up 3%. Atoria was down 10% and Cascade dropped uh by 11%. Eighth grade math, uh, Kuz was up 4%. A lot of unchanges. Um, and then some variables of of, you know, districts dropping, you know, from 1 to 10%.
082The districts that were up were Kuz Bay, Atoria was up 7%, Cascade up 5%, Pendleton up 9%. From the previous year and then our last one is our ninth grade on track. Kbay was up 7%. Most of the schools were basically unchanged. Central was down 3%, Phoenix Town was down 11%, Southland was down 4%. So, gives you a little bit of where we're at. I know that was real quick going through that. Um, but it gives you a comparison of where we're at to schools in our county, around the state, and then where we were at last year. And then my last slide, then I'll take questions is I want to highlight some some opportunities for our students um that are happening here for the holiday season. So the first one on the left, our
083Latinx club um they are working on the holiday um giving tree um that's in some of our schools and on Thursday I will be going to join them to wrap all the presents up at Heritage Hall from 4 to 8. Um and those kids have just done a great job. Um in the middle we have our Marshfield leadership students that are working on um holiday baskets um uh for students. Um and then also we have our destination leadership kids that are also doing the same um the destination and marshall baskets. A lot of those funds are coming from these at risk um funds that were that Sam Kane earlier tonight and presented. So, kids giving back to our community um and working to help those um in need here for the holiday season. I'm super
084proud of our our students and and the staff that are working on these things and it's uh it's a great positive to end my superintendent report on form. So, questions on uh data or anything for that matter. >> I know you have questions. Go ahead. >> Well, I'm just curious. So, we saw some we saw what did we see? We looked at some of these slides what correct? >> We looked at last month. We looked at last year's slides of of ever excuse me last year's data on the same >> at a glance. Yes. >> And then something happened and we got more data. >> Yeah. We got this we have I should say we looked last month at 23 and 24s. >> We just had 2425 released in November. That >> is what this
085is. And do you have the technology? You might not to like if I look at a percent of nth grade on track. You just told us Kuspay is up 3%, Ashlin is down 5%. But that's not on this slide. Do you have the ability to show us the the the up or down per per uh same size district and in the in the other set of slides so that you don't have to do all that? probably I I don't want to say yes for sure, but I think in here these smart charts I could probably figure out how to >> how to combine it >> because I can't remember any of what you just said about what went up or down. And of course, I listen to Kuz Bay, but I'm curious about the others
086and if th if those pluses or minus bars or what, however they could could be on there, it would tell the whole picture. >> Yes, I'm having to >> I'm pretty sure I could go into charts and figure out. >> Does that make sense? >> Yep. I understand what you're saying >> because um that way yeah we'd have more time to talk about other things. This is great. I love it. >> Yeah, I could do that. >> Thank you. >> Any other questions? >> Can you just remind me, Gary, if you know your head, what is the if they're on track to graduate in ninth grade, the likeliness of them graduating is what? remember though. >> I know it's a it's significant. It is very significant to be on track. >> Mr. Ashton, do you
087have a number on not to put you on the spot? >> It's okay if you don't. I can look back the information. Okay. >> Dr. Crook's back there too. Are you googling Dr. Crook? >> It's in her dissertation. >> We will get that number. >> Okay. Any other questions? >> I'll see you on Thursday. I'm going to wrap. >> I'm going to I love wrapping. >> I'm terrible at it. It's going to be a real train. >> Oh, I really enjoy doing it. >> But I want to go. >> I like to better go. >> Okay, now we're on to facilities committee update. >> All right, I've got a little bit of an update. Uh when talking to Loma, these are some projects that he's shooting for. We're looking at uh getting some new exterior
088lighting for the north side of Sunset School. And this is to help with the busing zone, I'm told. And then new lighting for the Boston Gulch Cafeteria, which I'm told is going to help with the archery program. And then uh we're looking at some new paint for Milner Crest Gym and uh new sprinkers for the front half of Sunset School. We've got a lot of uh annual inspections coming up over the Christmas break for elevators, wheelchairs, bleachers, back stops, and stuff like that. And then last but not least, staff from the OPRD, so Oregon Parks and Recreation Department, uh, state uh, preservation office are willing to offer a presentation in January or February to discuss advantages and potential disadvantages of Marshwood High School complex being eligible for listing as a historic district on the National
089Register of Historic places. So David has included on your email agenda the contact information if the board is want to proceed with collecting more information on that. >> We have a patron who's very interested and Mrs. And I I would be interested in whether or not our ability to make any changes to the building. That that would be my only concern. Yeah. >> Kim has her hand raised. >> Kim, >> hi. Um, yeah, I attended the facilities meeting and um, it was a great presentation and uh, >> wait a minute, Kim, I'm gonna ask you just to hold on. Your your voice is coming out of two speakers. So, >> and Diane, while while we're waiting for that, according to OD, 94% of a student is on track to graduate at the end of >>
090nic% of those students. >> Okay. 94. >> Okay. >> Thank you. It is. >> Is the sound still? >> No, but we'll make do. >> Uh, I was just saying our our next step. >> Oh, man. I that's hard to hear myself with a echo there. Let me look here. Is it something on my end or is it on your guys's end? >> You sound better. >> No, I just turned off the Yeah, the the main TV. >> Okay. Okay. I was There's something going on. Okay. So, anyways, I attended the facilities committee meeting. We had a presentation um like Kevin said from uh Cricut who discussed some of the pros and and things and and we did talk about um some of our questions regarding if we were going to be able to make
091changes to the buildings and whatnot. What we narrowed it down to was basically our next step is only in information finding and her job was to take it to the board to see if we wanted to go further and have a community meeting which would be you know sent out you know we'd get a place to hold the community. We'd invite community partners that such as I think she said the postal service and whose art museum who were all who are already uh part of this historic district. um charter and so they they would just basically give us a presentation and we would be able to ask those questions not only as the board but as community members as well. So I think we're looking for tonight as I understood at our facilities meeting just
092a motion to move forward with um having that uh meeting to for the community and for us in order to be able to just get more information. nothing nothing more right now. >> Okay. Thank you. >> It was a good informative presentation on facilities committee and the um a lot of the work and money has already been invested to establish the historic significance of our high school. And it sounds like from the brief presentation we had at facilities committee that the limitations on future changes to the building are relatively small and the grant opportunities uh are relatively large. >> Um but um where we left it at the facilities committee was that we should have a we should have more information. Uh, and so I would move that uh the uh I would move that
093uh the board designate uh David or someone else to find a uh to work to create a time where we can uh have have an information meeting that's open to the community uh separate from our regular board schedule >> to discuss this >> just to discuss information finding. >> Thank you Derek. I would second that. >> Thanks, Kim. Okay, it's been moved and seconded that we look for a spot on that we designate Daven or the superintendent to identify a date um on which we could hold a public hearing on the possibility of Marshfield High School becoming um part of the National Register of Historic Buildings. And I just want to make perfectly clear, it would not be a board meeting. Yeah. It would be a community meeting to which you are all invited as
094part of the community. Yeah. >> To ask these questions. >> Perfect. >> Okay. We have uh it's been moved and seconded. >> Oh, I'm sorry. >> Discussion. >> Yeah. Um uh just I'm looking here on this thing and it says because of their workload staff would prefer to arrange a presentation for January or February. And I it would be it would be wonderful to make sure that we do invite all the community partners that that would want to know about it especially um those who do use that u use the facility. >> Yes. So >> I'm thinking of the theater and um Would it be >> applicable to hold this event at the auditorium since we'll be talking about the auditorium? >> It looks like it would be a Zoom meeting. >> Oh, they want
095to do a Zoom. >> Well, they would. >> Okay. >> If you have the technology, >> I think in person is better. Zoom is an option. That's part of it. I think that one's better. >> They say would be willing to offer a Zoom presentation. >> Okay. The presentation could be Zoom. That doesn't mean that the meeting >> with Right. Okay. David. >> Perfect. Okay. Any other discussion or questions? >> Derek, >> I >> Kevin, >> hi. >> Arie, >> hi. >> Diane, >> hi. >> Kim, >> I >> and chair votes I. Motion passes. >> Question for facil. Can I ask a question? I don't know about a year ago, HG came in and they did a presentation when we were in Heritage Hall and they talked about seismic upgrades to the buildings and
096they talked about grants for seismic upgrades and things like that. Did we ever follow up or pursue or follow up with HG or is that something that we want to put on the facilities agenda in the future if we have followed up on that or can I speak to that? >> Yeah. >> Okay. So, we we have worked on that. We are currently doing a seismic assessment. We had a draft done through a different engineer. um it would have been about May of 2024. >> Okay. >> Um however, we are working with HG to get a final report to get that assessment done and then we are actively working on looking at potentially the sunset as we are needing to upgrade some groups and some things looking at a larger scale upgrade there. And so,
097um, we're kind of focusing the size assessment on on that bill. >> Okay. >> And so, it is in the works is working on that final report, um, to hopefully pursue some assessment. >> Okay. Awesome. Thank you. >> Yeah. >> Japan just >> I know. >> Okay. We're up to policy updates. David, >> wonderful. Um, so first item would be prospective policies for review. Does anyone have any policies um other than video surveillance uh that they would like us to look at? Excellent. Uh so you will see uh our first readings for adoptions here and I've noted um what changes or no changes that have been made for most of them. They all are uh listed with the changes in red. Uh so if you click into those links, you'll be able to see exactly
098what's changed in the policy. uh many of them are we are still working on our policy analysis. I am uh happy to say that after next board meeting we will have finished all the deletions um and we just have a a fair number of reviews with no suggested changes to uh continue to work on. Um so we are moving right along with that. I'm hopeful that uh come February that will be one year since we started and I think we will be done. Knock on wood. So that's what we're hoping for. Uh and then you will also see first readings for deletions. Um >> it's okay if I ask questions about the reading for a couple of the policies in reading for adoption. >> Sure. >> The EBBC resuscitation decisions. >> Uhhuh. Um it's just
099um I realize that you know it's only minor changes but this policy uh I'm wondering if this is communicated to uh specifically I'm thinking of like our medically fragile students. So what this policy basically says is that uh our students and staff will not will not honor do not resuscitates. So, if a student has a signed sealed do not resuscitate from a medical condition, our staff will not honor that. Um, and that I honestly this is an incredibly rare situation that somebody under the age of 18 would be attending our schools. But that's a really big deal to a family. um as a healthc care provider who sees people who go through resuscitations or has seen a person go through a resuscitation that maybe they had actually signed form saying they really didn't want. Um
100this policy struck me as a little bit uh where the rubber could meet the road could be really unpleasant for families and maybe we need to be good about communicating this to people who be at risk for this. just it's an interesting thing to have an organization say we will not honor your request uh you know your your bodily autonomy request even if it's uh you know do not resist state orders are physician orders so to have a a a district policy that says we don't honor that is interest odd to me >> we what did we this came up in the last in our last policy committee and I can't remember it does get interesting and I remember reading is too because even if you think about a a do not resuscitate, if somebody
101is medically frail, just very medically fragile, and you're performing CPR on them, chances are you might be doing more damage based on how fragile they are by doing chest compressions or something like that. So there, I do know there was I just can't remember the conversation around it because it's it's not that we can call 911, we can But so so here the reason I bring this up is because so um I'm also the trauma medical director and so if if um our EMS by policy if our EMS shows up to CPR in progress they have to continue that until they go to the hospital even if our EMS when they arrive would have called the person dead on the scene. And so if we um if we have a policy that we do not
102honor do not resuscitates, that means that anyone who is trained to do CPR who sees somebody's heart stop is obligated by this policy to start CPR, which means our EMS service is is obligated to continue CPR, which if somebody has a signed DNR is exactly what they don't want, right? That's and and maybe this and I can understand where we don't want teachers or anyone else making decisions about who to give CPR to or not. Right? I get that. It just um I think that if we have a policy like this and we and we are concerned that that we may actually have a student have this happen to them, then that family has to know or or we have to have we have to have communication about this policy because having this policy on
103the books sets us up for a really um a really horrible ending for somebody's life. um if if not if it's not communicated and and people don't don't know what's going on. >> Yes, Kim, >> I um I think that that that is you I mean I never thought of it that way. So, Dr. Regalski, that's I'm very thankful that you brought this up, but um I'm just wondering is is the policy an Oregon statute? Is it recommended by OSBA? How did how did we get here with this policy? Because I had never really looked at it from the medical perspective or a family with maybe someone who has a terminal illness um and does not have those wishes to go through that process. So, what's the history here? Maybe the best thing to do
104is to pull this one out for further discussion at another meeting. I don't I know we've got a long agenda and important other things to discuss, but I just this policy while it only had minor changes to me raised some bigger questions about about and I would love to kind of know the history of the policy or how it relates to Oregon statutes. Absolutely. Most of the reason for the policy is that there is no way we will keep everybody informed of DNR >> all of the teachers and other people and we don't want teachers having to make a decision when they have no information to make that decision other than to try to save the life of a child. >> There it is really hard for a person if you think person is dying
105to do nothing. Doctors I DNRs I understand them really well. We did it with my mom and it it was tough. We had to sit there and watch us die. But it was the right thing. It was the right thing at the time. Most DNRs are people that are over 18 years old. So, I mean, it's a rare occasion anyway. It's a rare occasion anyway. But to have staff second-guessing the ability to take care of a child, I think would not be in the best interest of the school or the kids. And I think it is a OSBA policy. It >> it is an OSBA policy. Um, it was last adopted by the board in 2009. Um, and it was brought up for review where we added just the slashcard. Uh, because not everyone, not
106all of our students. I think the suggestion to and and like you said to table this for the next policy was though that yes maybe keep the policy but if we are presented with that that there is some obligation of the school district to let the parent guardian know we may not be able to honor this DNR based on you have an educational assistant you have a sub you have a volunteer walking through that that may not have that DNR information and could apply life saving Most most students who are near who who would be at risk of this are likely going to spend their time at home, right? They're not going to be at school. >> So, I I realize that we're talking about the exceptionally rare situation. And I like and we should
107table for the discussion, but um we should we should be really careful and thoughtful about how we make policy around uh you know physician order for life sustaining treatment kind of decisions because um those those moments how people choose to pass um affects the family for the rest of the life, right? And so I just I thought that maybe this policy merited more uh more thought. >> I I also I I would like to look at the legality of a parent um taking away the right of the child to be resuscitated. So, I I'm happy to reach out to OSVA um and follow up on this and see where where the legal guidance comes from on this policy >> as well as other options that they may have because I can't tell what uh what
108the policy committee selected in 2009, what the optional choices were. So, I can absolutely get that. Um I think the question for tonight though is this policy is already on our books as is minus the addition of guardian. >> So would it be appropriate to move forward with the addition of guardian and then pull the policy back out >> for further review? Absolutely not. >> Okay. So, we'll move forward, but I will check with LSBA and follow up with all of you on other options for this policy and then we can discuss a policy committee. And um if you would like to join us for that, Dr. Rosowski, that would not >> Well, one one of our board members would have to give you their seat, >> but I'm willing to find somebody. Um, so
109we will >> so yeah, I'll I'll move to towards that and I'll follow up with pretty soon a regular >> um and then on the deletion policies the athletic drug testing program. Um, one of the I would just as somebody who's a student athlete and was randomly drug tested, um, it it worries me that our policy is basically saying the program manager, i.e. the coach, gets to decide which students are randomly tested. that doesn't seem far enough removed to to sort of hold up to people's >> random, you know, like so, you know, my my college soccer team was drug tested and it was all the students who were doing really well and were never going to test positive and that was the coach who got to make that random decision, right? And so I
110just wonder if that's the I mean, this sounds like it's hosted by OSBA, but >> it's a policy for deletion. Well, but I think the new policy say the same thing for the >> No, no new policy. >> There's your new policy. >> No new policy. It's gone. >> So, there is reflected. It's reflected in the same letters except with an extra A. there's an AR that's involved that um >> so the the situation with policy committee uh on this one is that OSDA noticed that JFCI the athletic drug testing policy was not a policy that they had hosted. It was an independent policy that we had created in the past. Yep. >> The policy they have that basically covers this in in a little bit different language is the the other one linked there,
111the JFC A. Um so that policy is on our books. >> Okay. >> Uh which is student drug testing. Um this other one, the reason we we chose to move to deletion is because it it wasn't hosted by OSBA and because we had a similar policy already on the books that was hosted. Okay. And the the concern is if we choose a policy that's not hosted by OSBA, it's now incumbent on us to be sure that we catch any legislative changes and uh changes in verbiage over the years and make sure those get applied to policy without OSBA uh looking out for those things. Uh so that's why we mark this for deletion. But, uh, if you want would like to look into JFC AR, the one that's linked below, um, and if you have
112questions about that or would like to move that to the policy committee through prospective policies for review, we can absolutely do that and look at that language as well. >> And we don't do any professing at all. >> We don't. No. So when um a few superintendents ago um we uh the superintendent um uh disbanded that program um for um equity reasons um and it has not come back since. Um and in talking with um uh high school the high school administrators um they feel like it is uh not in the best interest financially or uh >> is there some legality stuff around it too or >> it's it's mainly that they feel like um the students at the high school are doing a really good job right now of not participating. We have not
113had issues at the high school >> with um drug and alcohol offenses within our athletic code policies and they feel like uh that with the cost some of the the items that are within there about random I use that random they feel like it's just not our best interest right now to bring that boss pack. >> Historically it has also been targeted in the opposite direction. And if a coach or an administrative thought that somebody else was doing it was like a gotcha or ketcha or and they may not have been but >> and they do have a policy if you're under the influence or whatever you can't be a team. So >> that's I think um I think uh my uh sorry I think I maybe mixed up the two. I do think that
114the the language that I was concerned about actually is in the new one. The hosted one is the one I was looking at about the program about it being the program manager who decides but hearing the discussion about that we no longer drug test. I think we should but that what we are now doing is having a hosted policy by OSBA is the right way to go. >> Okay. >> Thank you. >> Absolutely. >> Okay. Any other questions about policies? >> Just so you know the history of that one. We used to have local business people who funded the whole program because they felt we should do something to help kids make the right choices and we had a very very rigorous drug testing at times when I was >> okay >> and I did
115get kids and set up >> okay we're now going to dismiss to executive session based on OS1 192.66 660 I to review and evaluate the employment related performance of the chief executive officer of any public body, a public officer, employee or staff member who does not request an open. >> Okay. And Kim, I'm going to move you into the room with us. It'll just be one moment. >> Okay. Okay, we're back. >> We are back. >> Okay, we're back from executive session. Um, next on our agenda is the discussion of the evaluation that we just gave Gary. Um, my intention is to read it into the record and so that um, the public and people that are here understand what how we're looking at our progress so far. Okay. Summary. The Kuzbay School Board, after
116conducting an initial evaluation of your performance as interim superintendent, is pleased with the progress you've made so far in both performance standards and goals. The board acknowledges that since you are so early in your tenure, this evaluation is limited. But the board believes the progress made so far is positive and demonstrates a willingness to hear all voices and consider all opinions in making decisions. The Kuzbay school board conducted their evaluation of your performance thus far as interim superintendent using the KOSA OSBA evaluation workbook as a guide. We looked at the following performance standards. Visionary district leadership, ethics and professional norms, inclusive district culture, culturally responsive instructional leadership and improvement, communication and community relations, effective organizational management, effective fiscal management and policy governance and advocacy. In addition, cognizant of the fact that you've only been on
117the job for four months, we reviewed your progress in fulfilling our superintendent goals, which include raising the academic expectations and outcomes of the district with alignment to the state accountability metrics, third grade reading, eighth grade math, ninth grade on track for graduation, four-year graduation rate, and five-year completion rate, K2 attendance, and he's still to be determined local metric. Developing a longterm plan for the future of alternative education in the Kuzbay school district and prioritizing destinations academy pre kindergarten teen parent program resource link charter school CBD9 online school and potential child care programs. Three, reporting progress on goals monthly. four, investigating and establishing the need for additional programs in the district, including CTE co-curriculars and afterchool opportunities. And five, administering at least two community and student surveys focusing on climate and student voice. Results will be
118analyzed and shared with constituents and finding will be used to inform district decision making and and grade improve uh guide improvement. While the board generally positions you as positively progressing, there were some specific concerns raised. I have included those concerns along with other more positive comments. Visionary district leadership quote involves and seeks input from a variety of constituencies. Quote, "Gary has done a good job at taking the reigns from Justin and preserving the overall direction of the district while making his own adjustments." Quote, "The work he has done so far tells me he is invested in our students and staff in Kbay." However, a core set of values is not made transparent. Would the superintendent garner more involvement from staff and community with a collaboratively created set of guiding principles or values? And it will
119be important for him to more intentionally bring board conversations and decisions through the lens of district mission, vision, and core values, ethics, and professional norms. Quote, Gary has done an excellent job communicating about difficult uh situations with the board. Quote, "All communications have professional and demonstrated are professional and demonstrated fair and equitable behavior." Quote, responds to all levels of concern with the same commitment to finding the true or identifying a solution. However, the district would benefit from more explicit and transparent explanations of your rationale and how it connects to district values and student outcomes. Inclusive district culture demonstrate uh quote demonstrates his commitment to treating students and staff respect respectfully and has referenced equity and inclusion in conversations. However, he has not yet fully articulated or consistently modeled a clear district-wide vision for an inclusive
120culture across all schools. Quote, looking for specific practices and resources for teachers and staff that will promote growth and development in this standard. Quote, behavioral support practices concern me. systems in place are ineffective or incomplete. Culturally responsive instruction leadership and improvement quote appears committed to growth of leadership and improvements for the staff. However, I would like evidence of instruction that is culturally responsive or that the staff is trained in its delivery. quote, "Data collection has improved, but it's not where it needs to be. Data usage to guide education is lacking, but clearly a priority. Communication and community relations, quote, interest in programs that work in other venues is an important value." quote Gary has done a good job of establishing relationships with educational, business, and political leaders in the county and in representing the school
121districts. However, quote, I would like to see the development of a business council to provide input on employer needs and trends so that we can tailor CTE programs to meet those goals. effective organizational management. Quote, goals that are linked to professional development for staff are evidence of a developing organizational management strategy that is positive and sustainable. Quote, has it driven a contact contract negotiation or to contract concentrate on recruiting new teachers? Has begun showing a concertive move to retaining performing employees. quote, "Good relationships with all unions." Quote, "Impressed that he recruited another administrator to help at Milacoma midyear. However, quote, it remains to be seen if he can raise the level of recruits to the district and build his own effective staff, effective financial management." Quote, "Thus far, it appears resources and budgets appear aligned.
122However, quote, "It will be important for him to more explicitly connect budget decisions with board adopted priorities and to articulate those connections in public sessions." Um, then there was another comment, but it has been fulfilled. Uh, policy, governance, and advocacy. Quote, "Gary has demonstrated an effective and steadily growing grasp of policy, governance, and advocacy at the district level. He has worked to understand policy context and represents the district respectfully in local conversations. He comes prepared to discussions, listens carefully, and provides information that helps the board make informed decisions aligned with district needs." quote, "Gary has done an excellent job of informing the board about financial and policy ramifications of state and national political developments and in scheduling individual meetings with board members." quote, "Continued growth will include building more systemic structure to keep staff, board,
123and others informed about policy updates and expectations and increasing your visibility as the person who connects daytoday decisions to legal and policy frameworks. As far as uh progress on superintendent goals, goal one, quote, work is underway to better present and explain the data to all constituents. Uh, quote, Gary has just begun evaluating and making recommendations about programs that he believes will raise academic performance and attendance. Quote, at this point in the year, it is too early to see measurable changes in state accountability indicators. Goal two. Mr. Roberts is still in the early stages of understanding the current status of programs and how they fit together. Uh, quote, "A comprehensive long-term plan has not yet been clearly articulated to the board or community, but with time, Mr. Ro Roberts will begin this process. To move forward,
124he will need to one, gather input from students, faculty, and staff across these programs. Two, analyze enrollment outcomes and funding. And three, bring forward a coherent proposal that clarifies priorities, identifies trends and needs, and outlines timelines for implementation. Goal three, quote, Gary has shown a willingness to keep the board informed about progress, next steps, and emerging challenges. Quote, he has done an excellent job keeping the board informed on progress towards goals, both district and superintendent. Goal four, quote, long-term strategic and project management will be needed for this goal. Mr. Roberts has inherited ongoing conversations about expanding CTE co-curricular and afterchool opportunities. He is still in the information gathering stage and has not yet brought forward a clear district level needs assessment or recommendation. And goal five quote surveys of students, staff, faculty, and administration have
125begun and Gary has reported the results to the board. quote, "This goal is ambitious for a firstear interim and the work is not yet complete, but it is in progress as we have received some feedback from the initial survey." >> Thank you very much. >> I need you a drink of water after reading. >> Um, so we are very pleased. Thank you very much. >> Appreciate it. Thank you very much feedback. Keeping in mind this is just the initial chart. Absolutely. >> So do we need to accept that? >> I don't think so. >> I don't think we do. >> Okay. Good. But we need do need to move forward with the other piece of information which is um our determination about whether or not we are going to move forward with a full superintendent
126search or if we are going to move forward with trying to negotiate a contract um for the continued employment of Mr. Roberts as our full superintendent. Can we are we can we have discussion about this? >> Yes, please. >> Okay. So, it was mentioned that you know the amount of openings across Oregon and I don't think that should be a deciding factor. It it shouldn't matter if there's 30 positions open. It shouldn't matter if Gary Roberts is the right superintendent for the Kuz Bay School District. I don't care if there's five or 10 or whatever it based on our experience, what we know of Gary, our decision should be made if we want to open it up or if we think that Gary is the correct individual to um carry on the goals that the
127board has set for um for the upcoming um this year and and in the next the rest of the school year. I just want to put that out there because I don't want anybody to feel like we're grasping at Straw, but don't think >> we are. But I I want and I know everybody in this room is smart enough to understand that, but I just wanted to say it out loud. And and just for for um complete uh transparency, um what Diane is talking about is that we we mentioned the fact that there are 16 current superintendent positions open in the state of Oregon, five in this county alone. So does anyone else wish to make any comment? Um I I would like to make a comment. So I'm a new board member and I
128did not have the opportunity to participate in the last search. And so, you know, for the public, uh when we had our initial um discussion about appointing Gary as the interim, um the discussion centered around that the that a future search would be free through OSBA, would not cost the district any money. Um and that um uh you know, Gary was uh stepping into a difficult role right before the school year. we needed a superintendent and uh uh colleagues on the board felt we would be a great choice for that. Um since being on the board now for several months, I've had the opportunity to work closely with Gary and to see him in action. Um and I think uh the circumstances have changed a little bit um in that the we learned that the
129uh search to would not be free to the district. So it would uh incur uh costs again. Um, and uh, honestly that's I think a more minor factor to me now because I realized that um, uh, in talking to many of the leaders throughout the district that Gary has provided a lot of um, stability and leadership that this district needs. Um, and so I um, I would just hope I would just say that Gary has my support to be our full-time superintendent. >> Are you making a motion? >> I didn't want to close comments if other people had comments. No, we can discuss after we have a motion on the floor. That's not a problem. But I I will entertain comments now. >> Um I don't hear any comments, but I'm willing to make a
130motion. >> Okay. >> Um I'd like to motion that we begin negotiations with Jerry Roberts regarding the role of superintendent for Goosebay School District number nine. >> Second. >> Do I have a second? >> Second. >> Okay, it's been moved and seconded. Is there any further discussion? >> I think we should airproof the public and open up. Not saying he's doing a good or bad job. Just our last round we didn't get any input and now we're going to do it again. So I I would feel more comfortable with doing it open. >> And what do you mean by um public input? >> Well, I didn't really know this was going to go down till about 10 minutes ago. And so I don't think anybody else writing it either except for the Tony online and
131everybody sitting over there. >> Well, we mentioned it before at our last meeting, but that we we have to have this conversation at this meeting, but >> I didn't know that either. So, I'm sorry. I must have missed that. >> All right. I tend to believe that um Gary has stepped up and done the job to the point we are now. Um he was our second choice in the last full search we did and we spent a lot of time doing that search. We had a lot of input in it. Um and given from my perspective where we were in the middle of summer when we found out that we're going to do something to where we are now, I feel very happy with the outcome. So I am more than happy to agree with
132people made the motion personally. So that's where I am. >> I hear what you're saying. Um I also, you know, the motion is to begin negotiations. So we don't know. >> That's right. We don't know what the future holds with those and uh what that's going to look like. We don't know the outcome of that. I think that uh we need some stability here and um I think thus far Gary has done a a really good job for us and um I think everything that we're asking of him. He's trying to correct or get new data or or give us what we're looking for. The effort is there. The ties to the community is there. I'm not worried that he's going to leave us in a year to take the next big opening or at
133a bigger district or use this as a stepping stone. I'm confident that um we we're going to get to keep Gary and develop and and move forward. So, I support the motion. >> Yes, that's the hope. >> Kim, did you want to comment now? Um, yeah. I I I understand where everyone's coming from. It's it's such a hard place to be because I think that for transparency, it's really hard. I I mean, I think we did go into this like, hey, we're going to do this for now, then we're going to open up a search. And like Dr. Dr. Regowski had stated, you know, we were going to go through this process and then now it's like, you know, 12 weeks in it was get this done. you know, we we need to do a
134evaluation of him and I was questioning like why so early and so it was so we had you know good information regarding him so we could move forward with this process of appointing him as our superintendent or going into negotiations with him as a superintendent and that in no way means that I feel like he's not the person for the job. I I think he has done a fantastic job. so far with what he's given and I I look forward to seeing him go forward. I just feel like this was I don't know. It's it felt I maybe it was me though. It was probably just me and I thought we were going to go for a full search but it probably would be a waste of money and time and like we said we
135thought it was going to be a free search. he was second on our list um before. And so that's that's all I have to say. I just I always want to feel like we give the public and the community and parents and everyone, you know, weigh in to the decision. I honestly think he probably would be obviously at the top of the list for for that if we did even opened it up, but it sounds like we don't want to go through that process and it would probably just be extra money. So that's my input. >> Okay. I would um second with uh I was one of the strongest proponents uh of going out for a full search when this process started. Uh, and my mind has been changed by uh my interactions with uh
136Gary and with Gary's uh leadership team across the district. Um uh in my meetings with school principles and other folks. Um, I I think that Gary has stepped into a a tough job and demonstrated a willingness to learn and get better each day. And u I hope that we as a board can help him uh be the best superintendent he can be because it's it's honestly not all on him. It's all also a lot on us um to give him the meaningful feedback and help him be the best kind of leader our de district needs. >> Okay. Um I I sense we're ready to vote. It's been moved and seconded that we begin. Um, and I'd like to make a friendly amendment if I could that you authorize um, uh, Morina and I to enter
137into conversations to negotiate a potential contract. >> So, it's a motion for you and Marina to begin negotiations talking about potential contract with Carrie Roberts uh, for the role of superintendent proced. >> Okay. Um, Dr. Wowski, >> hi. >> Maybe >> I >> Kevin, >> no. >> Arie, >> hi. >> Diane, >> I >> Kim >> I >> and the chair votes I. So, we will begin those negotiations. Okay. Next on our agenda, >> we have more. Yes. >> One more thing. I didn't say that. >> We'll probably cut board member highlights today, but >> Oh, no. >> Okay, we're up to our charter renewal requests discussion. Uh we have had a we've received communication from Lighthouse School that they would like to continue the relationship which would require a new contract since the term
138of this contract is at um and so would you like >> so the charter uh committee has met on a few occasions and had a lot of discussion. I'm going to read um a narrative report to the to the board um uh uh about uh what our charter committee um is is recommending. Uh the charter committee review of Lighthouse School District conducted in accordance with OS chapters 338 and OAR 581-026-04- Z4400 0 finds that Lighthouse School continues to provide educational value and demonstrates measurable academic growth. Most notably, recent OSAS data shows a 3% increase in mathematics performance and a 15% increase in science performance, indicating progress in core academic areas evaluated under state char charter renewal criteria. Uh the lighthouse school also offers a distinctive instructional model valued by many families and benefits from strong
139community engagement, all of which contribute positively to the district's overall u portfolio of educational options. Uh the committee did also identify several financial and operational concerns that warrant attention to ensure the charter sustainability under a renewed agreement. Uh the White House School District, excuse me, the White House school uh concluded uh the 2425 fiscal year with a $318,19 operating deficit uh despite receiving 95% of state school fund pass through dollars uh limiting its flexibility to respond to future funding adjustments. At the same time, the district faces increasing costs associated with the required oversight, specialized student services, and legal compliance under IDA, section 504, and OS 338 obligations for which the district fully uh remains fully responsible. Given these conditions, the committee recommends that the board pursue a negotiated renewal um that revises funding structures, clarifies
140oversight expectations, and incorporates risk management provisions. Such a negotiated approach would allow the Lighthouse School to continue serving students while ensuring the district can fulfill its statutory responsibilities financially and legally sustainable manner. That is the report from the charter school committee. And can you remind me who is all on that committee? >> Uh yes, that committee consists of myself, Michelle Barton, uh Kayla Crook, Michelle Barton, human resources, Kayla Crook, uh special programs director, Marina Wright, finance director, um Arie, Dr. Derek Bogowski, and Patty Hutchinson from our school. >> And and I would say that we we had very good conversations trying to figure out what the best solution should have. There were three or four solutions that we could have. You know, we could non-renew, we could do the written pay, which was to negotiate,
141renew and and negotiate. And then there was another uh discussion about whether we just lease the building to them and let them figure out what. So, we had we had a conversation about all of that kind of stuff for um a good period of time trying to figure it out. Our our feeling is that as the budgets get tighter, we have to be as fiscally responsible as we possibly can be uh in our district and we can't we can't subsidize the education of others at the expense of our own students. So we need to have that negotiations. Um we can negotiate up to 20% of the revenue that comes in staying in the district to cover of those costs. Um, and so we have to look at those kinds of things. And I think all
142of those conversations led us to the belief that what we really need to do is have a serious conversation with them. And I would say the other thing that from my perspective is important is that we need to have we need to continue to develop a working relationship with them that is more give and take with each other. Uh, we haven't had those those open conversations as much as I think we should have had in the past. Um, example from my perspective was at the beginning of the school year when we got a bill for $98,000 to help with the drainage in the park and before our schools district started when we were already very tight. Um, and we did end up paying that part. They put a lot of money into that building as
143well. So, they have an investment. But that would have been nice if we thought if we'd heard that back when we were having a budget conversation at the end of last year. So, >> Two years ago. when we were putting together our long-term stabilities plan. >> And the other thing is with respect to the understanding of as time goes on, we're leasing the building. So they they're paying some lease for that. But when you consider how big it is and how much and what it would cost to replace a roof, we have a roof replacing sunset. It is our building. So we those expenses um are could be catastrophic with respect to the rest of our budget. So those are the considerations that we talked about and we spent a lot of time having those
144conversations to come to the uh conclusion that we came to was written in the presentation. >> Kim, >> hello. Um I was just um questioning our next move. Do we when we make a motion? So if if we say we want to I want to move to um accept the charter, does does that have to be with the caveat that we're accepting it with negotiations or is there a a yes or a no? we accept it and or we don't accept it because I I got the other email um from I believe it was uh TLS's director and so I was just reading over the statutes and um the other information around charters and so I I just wanted clarification if it's a if it's a we vote tonight to either say no or we
145vote to say yes or we have to vote to say yes but only after negotiations or with negotiations. >> What the motion what what the recommendation from the committee was is that we say yes to moving forward with a contract with them to continue after negotiations happen. So we will have negotiations um but the motion will have to do with um we renew or continue the contract with them with the understanding that there will be negotiations that we have to both agree to to move forward. >> Is there a time limit on that? >> This particular uh agreement is done at the end of the school year. So I would assume >> it's 90 days. >> 90 days. >> Yeah. It opens up a 90-day negotiation. >> Okay. Thank you for that clarification. >> Nathan,
146did you have a question? >> I was going to ask about the timeline and if there was, you know, what what to do if you reached a stalemate, if there was a remedy for that, but it sounds like there probably is a process. >> There is a process. There's a process that >> Go ahead, J. >> I was just I was going to I getting to that process question, the it does say that it like the agreement can be reached. The default is to continue the current arrangement. And so, um, I just think it'll be important for the, uh, it'll be important for us to have good legal guidance, >> uh, throughout that, uh, 90 days process. But uh >> so are you saying that in your discussions you learned that if we aren't able
147to come to a decision we are stuck with the old terms >> that that no so that so what I but when you uh we received an email with a copy of the OS and uh it does it what I read in the RS was that that if you don't reach agreement ments the default agreement is to continue what you currently have >> and leave that till the end of the arrangements. >> Okay. Until the end. >> We'll continue to continue to work with >> Okay. >> So, do I have a motion? >> Yeah. So, I move that the board approves the renewal of the charter of the Lighthouse School for a term of five years contingent upon the successful negotiation and execution of a successor charter agreement. The board directs the superintendent or the
148designate to enter into negotiations with lighthouse to develop a revised charter contract for the board consideration. Is there a second? >> I'll second. Any further discussion? Hearing none. It's been moved and seconded that we enter into a five-year charter renewal with Lighthouse School contingent upon the successful completion of negotiated contract and the superintendent or his design have the authority to negotiate the contract. Okay. Diane. >> Hi. >> Kevin. I >> I >> Kim >> I >> chair votes I motion passes >> and can I quickly clarify the 98,000 was the payment to 9th river for that situation right >> uh lighthouse school did pay their portion we had agreed upon it there is contract it was just not >> it was just >> it was an unknown expense on our building because we were not
149there daytoday so I think our was about 60,000 but I just wanted to clear that we didn't pay $98,000 all up front. It was just an unknown expense that came right at the beginning of the school year so they could still a large expense for a building. >> Thank you to the committee for all your hard work on this >> and thank you for that. >> Okay, Garrett board member highlights. >> Yes, my favorite part. So, this happened a while ago, but I wanted to shout out the um uh the junior high uh girls basketball team beat North Ben. >> Yes. >> Uh which was a big deal for them. It was a great game. Um and then uh I also want to shout out uh OB. I got to see one of their first
150practices and they've got new buzzers and man, the kids love the new buzzer system. It's like it is. Oh, they hit uh Jeopardy. uh very into it. Uh it's a really fun event. And then I if you haven't picked up your copy yet, first issue of the Marshfield Times is out. The students did a really good job. The articles cover a wide range of topics. Um and uh they should be really proud of their publication. >> It's very nice publication also. >> Yeah. Yeah. Well, they I mean it's it it it talks about uh everything from um the uh like trends in the high school, these you know kitty toddler backpacks that all the seniors are walking around with all the way down to um issues with gun violence from a student perspective. So I
151think uh really nice publication. They should be proud of what they put out. >> They've been awardw winning for years. Yeah, baby. >> Um, I'm looking forward to scheduling some time with uh both destinations and little pirates coming up here. >> Perfect. Kevin, >> yeah, I'll give my shout out to LMA over at our facilities for getting a lot of stuff done. They've been doing a great job on getting things done and stuff. We don't even know how they're getting done under under budget. So, >> that's perfect. >> I'm okay, >> Diane. >> Oh, I feel like I always fail, Eli. Oh, yeah. I'm sorry, Eli. You got stuck with me this year. Um something >> um I will say that my professional um work cross over with um the ARC project and AYA and
152I had a lovely meeting with them and how we can you know help those our kids that are coming out of school with IEPs or 504s and I'm just continuing on what their um life looks like after they graduate high school and what services and support is out there for them And um that was a really great meeting and um I hope to meet with Melinda again. She is amazing. Um but that's that's all I got. And Eli, I promise I promise. >> I'll say one thing. Went to the site council at East Site. Um and I enjoy that. I appreciate um more than teachers know the fact that they come to these meetings after a long day of kids, >> weeks at times, and all of a sudden they have agreed to be on
153the site council and they come to those meetings with the intention of trying to make the school a better place. And I I it is it is always hardening for me to go with me and see that happen. But did a good job and I appreciate it. And Kim, did you want to make >> Sure. Um, I was able to attend um Madison's um veterans parade or parade um assembly and it was very sweet and I love the songs that the kids sang and um then also I attended their um site council staff meeting and it was very different to not have Terry in the library. So, that took me a moment to kind of catch up to and experience that. But, uh, I would say my my school, Madison school, is amazing and we've
154got amazing staff. Um, I've I watched them work with numerous students who some were presenting some challenging behaviors and people rose to the task and were helping out and it's just a beautiful moment. So, and then also attended facilities committee. And so that's my report. Thank you. >> Perfect. Thank you, Kim. Okay, >> before we adjourn, can I give a quick shout out to the Kousbay Community Schools Foundation? >> Yes, please. >> KBY Schools Community Foundation. I always get that CNS. Uh that uh awarded $53,000 in grants. >> So, I just want to take a moment to recognize them and thank them for all the hard work. Uh that committee uh does an amazing job uh supporting our our students and staff. >> Yeah. >> Is there anything else >> hearing? None. This meeting is
155adjourned. >> Thank you.