April 14th, 2025 Regular School Board Meeting with Executive Session

001Okay, it's 601 and David doesn't trust me with the dabble anymore. So, I'm using this bottle to call the meeting to order. I asked him not to add it. I didn't want to get um first order on our agenda is to approve the agenda. Oh, I'm sorry. Call meeting order and have a pledge of allegiance. Skip it right in to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Now, do I have a motion to approve the agenda? I I move that we approve agenda. Thank you. It's been moved and second. Is there any objection? Hearing none, the agenda is accepted. Do I have a motion to accept the consent agenda? I'll move we approve the

002consent agenda. Thank you. I'll second it. It's been moved and seconded to accept the consent agenda. Is there any objection? Hearing none, the consent agenda is approved. Okay, we're moving on to Mallerie. you are. Uh well, this weekend we had Skills USA and we had the debate um the the district debate tournament and we had a lot of people going state uh either for placing first and second in their events or automatically qualifying. So, I'm going to read the list of names. Um for public forum debate, first place went to Ivy Potter and Wade Popper and second place went to Dax Johnson and Tierney McCoy. So they are going to state. The automatic qualifiers for automatic qualifiers for state in congressional debate were Charlie Hatch and Eduardo Kazu. Um speaking uh first place for poetry

003went to AA coffee. Uh, informative speaking, first place went to Alicia Pogle. Uh, in impromptu speaking, first place went to Dax Johnson, second to Ella Croen. In persuasive speaking, second place went to AA coffee. Automatic qualifiers for state and speaking for program oral interpretation speaking went to Eliza Herman. Pros reading went to Ren Huert and Nick. Uh, and after dinner speaking went to Ivy Potter. And for acting, uh, first place for dramatic interpretation acting went to Ty Belzer. Uh, humorous interpretation acting, uh, Ella Croman got second. And automatic qualifier for state and dual interpretive acting were for Ty Gellzer and Sam point. Uh so 14 students are going to state and for speech and debate in their respective events. So that's really good. Um and then for skills USA we have kids go for uh

004manufacturing and welding health sciences culinary and broadcast and journalism. Broadcasting journalism. And first place for audio production went to Elliot Ay and Jesse Fry. And they are state champions and eligible to compete at nationals. And so this is for state. So people who are eligible nationals will have gotten first. And second, Austin Taylor and Justin. Uh for cabinet making Avery Bermir got third. For carpentry, Eli Johns got second. For CNC 2axis turning programmer, Dakota Blair got first. She's eligible for eligible for nationals. For CNC 5axis milling programmer, Alex Browse got first and is eligible to complete the nationals. First aid CPR. Uh second went to FA Sawyer. Fifth went to Felix Bishop. Six went to Jacob Gibson for general welding. So stick wire flux off axi ace cutting and tig. Second went to hoy terry

005and third went to Glenn Crook for medical terminology. So that would be just understanding medical words basically spelling be uh second went to Felix Bishop and related technical math first went to Glen Crook. He'll be eligible to complete at nationals and six went to Alex Browse for welding sculpture. Third went to Eli Belzer and the state only events do not go to nationals here. There's a flux core arc welding second went to Hunter Baker fourth to Dallas Mott Marquette and novice CAD second for Donald Rice. So we had a very very very good weekend for the Pirates. Yeah, both things. And uh so our boys basketball of course achieved second in state which even though they were disappointed still very good achievement. Um dance achieved third in state for their palm routine. Uh choir districts

006was last week. They finished with a score of 79 which means they just missed autoqualification for um state. However, nobody else from our district autoqualified. So, we still have a chance at state. Uh, this Wednesday, band has districts at 9:30 a.m. the auditorium. Uh, spring sports, boys golf was second in the big tournament last week. Girls golf has started off well with uh there for girls, which is unfortunately uh I don't think it's not a team, which is the first time in a while we haven't had a team, but hopefully they'll be able to find more girls to go out for golf. This Saturday uh the 19th is the pre-fontaine track meet and the cues county is uh track meet is on May 3rd if you wish to come see those. Uh the tennis team

007has done well and we have around 40 kids that came out for tennis which is a record. It's a lot of people I can attest. Um but it's been good. Uh the atmosphere is good and we've done really well in past matches. Basketball, not basketball, what? Baseball had a slow start, but a but after the last week and half, they won three state games and one of which they came back from behind. It was the bottom of the seventh. They were down 2 to 12. They conceded to score 11 straight runs and win 13 to 12. So, good job them. They did not let that stop them. Uh softball is top 12 in state and ranked highest in league. Both baseball and softball start league right now. Okay. So, we've for events that are happening

008in this month, uh, poetry slam is this Thursday at 5:30 in the auditorium. Earth week is next week and seventh graders are going to plant a moon tree, which from what I've heard is basically a seed that was in space, which is interesting. That is all I know about it. And we're also having a shoe drive where we collect shoes and we recycle them. Uh, so we just drop our shoes off at the door. So, we're doing that next week. And, um, and we have fine arts assembly May 1st and Peter Pan the musical opens on Friday, May 2nd at the drama lab. Prom is May 3rd and the theme is Night in Emerald City. So, Wizard of Oz uh, should be fun. Chess club is growing with junior high students uh participating as well.

009Uh one boy went to state uh went to the state competition this weekend, but we don't know the results of that yet, so I'll be telling you next month. And esports uh with coach Peters has 70 uh 7 to eight kids participating. Uh, Latin X is attending a Caesar Chavez conference and black student union and gay gay black student union and gray oh my god black student union and gay straight alliance GSA are going to the Mil Casino for a diversity conference and ZClub is finalizing for their yearly community 101 grant which is basically they get a lot of money and they can choose which organization in the community they put boards like the dog shelter or things like that. And uh so they're finalizing the decision on that. So that's all the recent events

010that happened. Thank you. That's all. We have a upcoming field trip with our watershed program and the north end bridges program as well. That's gonna be exciting. I don't know an exact date for that. We also have a wildlife safari field trip coming up soon. So, we're taking the whole school there. Not sure that's um we also have a new I love it. I know what it is, but I don't know where it is. [Music] It the dog is sorry guys. See, now is one of the people in the meeting? Is there volume? Oh, you know what? I bet that's my Oh, no. He's he's muted. Oh, no. What in the world is going on? That's what I thought. I was trying to bring it up, but I don't see it. Okay, I'll work on

011this in the background. Sorry about that. Never dull moment. It was for you, Cody. Go ahead. Okay, we had our robotics we had our robotics class that started up last quarter. We have about 13 students attending it. It seems really good. I've been there myself. It starts right now which is pretty cool. I might be able to present it next month. We also have our new um writing seminar class which I've been told it's an AP seminar class. I'm not too sure on it, but it's also pretty cool that we do a lot of writing and we also like to do storytelling in there and also talk about each other's what what are you writing and stuff like that and that's all I have. That sounds very interesting. The writing class. Um are are kids

012enjoying having to write more? Yeah. They like being able to share what they think and stories and stuff like that. It's a good skill to have. You'll find that it's one of the best skills you'll use as you go through life. So, are there any questions? Do you know who's running the robotics class? Uh, Ron. Okay. Thank you. And did you guys didn't you guys take a trip to the aquarium and then also walk down to the Coupe Bay Library. How were those trips? They were pretty good. We had a lot of kids sign up for library cards. Thanks. Any questions? No. Thank you guys. Becky, do you have any audio on here I should be aware of? I really like the Rocky thing. You want me to grab? Yeah, I've got using a USB

013camera this time. I've got one down. Sounds fun. Okay. Wait. Oh, this is so fancy. Is there a mouse? Oh, yeah. Oh, you're coming up. Oh, I didn't even know I was filming that. Okay. Hello, everyone. Nice to see you. See you. All right. See if I know what I'm doing. I don't know. No, I might. Has to be down on the arrow. This No, it shouldn't have to be down on the arrow here. I'll I'll click. You just click and I'll hear it real quick. Oh, okay. All right. So, um I have lots going on for member spotlight of the month. Um the whole sunset fifth grade team was nominated. Um actually kind of um they trickled in and then finally I'm like isn't this the whole team? So um I'm going to read

014to you about the federalist stuff they're doing. Um they have quite a few uh after school club opportunities this year that they've started. So for starters u Mr. Mr. Lion, one of the Chris Lion, one of the teachers there, applied for a grant through the Kuspay Foundation and received $5,000 for the after school programs. Um, so Mr. Lion is running the Lego and robotics club and then Mr. Brandon Rodriguez, another teacher, is doing Dungeons and Dungeons and Dragons Club. These programs offer an engaging learning experience for 24 students uh ranging from fourth to sixth grade, fostering critical thinking, collaboration, and creativity. On Mondays, students participate in lang Lego LEGO engineers where they work in teams to construct elaborate Lego sets, developing teamwork and problem solving skills. Wednesdays, Mr. Rodrigus does Dungeons and Dragons collabor um

015where they include collaborative storytelling that encourage imaginative problem solving and nar narrative development. Additionally, the robotics program utilizes Lego robots to achieve specific goals and missions, blending hands-on building with practical application of engineering principles. This comprehensive program provides students with diverse opportunities to explore their interest, enhance their skills, and develop a passion for learning in a fun and supportive environment. We strive to reflect, learn, and grow. So, that's um the robotics and Dungeons and Dragons options. Miss Frangopoulos, another teacher, um Jen Marie Franopoulos, is running um the mural restoration and scavenger hunt club weekly after school as well. She does it once a week. Um the I she was originally involved in the mural and then it got damaged and so they're working on it again and um building on it. I believe the mural

016depicts local flora and fauna as well as incorporates some of um our K5 science standards. The scavenger hunt portion will be made available online and there will be a printed brochure that can be distributed around town. So, look forward to seeing that. And then this Yeah, that's it. They also um have recently started a self-manager system to reward uh those kids that are doing making good choices. So students must apply to be self-managers and get signatures from several staff members indicating that they have demonstrated responsible behavior. If selected, they get a self-manager badge and the privilege of helping with schoolwide activities. Additionally, they're allowed the following benefits such as no need for a hall pass um if they have a badge on special events like they're trying to do an extra recess for them monthly

017and special lunches like with teachers and such and classroom privileges designated by the teachers. Often they get to be the first in the line. Um maybe leave a couple minutes early to go to lunch, things like that. And there's a picture there. I forgot to highlight the pictures. Um, oh, thanks. Uh, of the fifth grade self-managers collecting money during their penny wars, which raised over $600 for local focus, um, animal foster agency. Um, I think it's one of their first projects. So, that is the great things that are happening at Benburg at Sunset. All right, some committee work. Um I think I mentioned this last month, but we have four delegates heading to OE this coming weekend. Um it's their annual rep assembly where there's like 600 people uh voting on new business items and

018such. So it's it's a really um exciting weekend. It's uh it's great to see the Democratic faction in person and and I look forward to it every year. Um bargaining, as you know, we we kicked off on 47. We have another um couple dates 421 um coming next Monday and then two weeks later on May 5th. We also recently um got our a committee our pack committee which is political action committee which is very separate from our just uh CVEA membership. Uh dues dollars is not used for political action. Um, but we do have some members uh that are also contribute to the pack fund and are eligible to get involved when we get together. Uh we don't do that very often but um because we don't have a huge following and we just don't

019have a enough fans to to get real involved there. But um we do get involved when there is a um opposition um running against um for the school board. And so uh we did get our team together and we interviewed uh Arie Robin and Chris Castleman. and I'm happy to announce that we are endorsing Arie Ralden. Thank you. Um, thank you, Arie. Thank you. Uh, and last, um, well, I'm going to be sending an email invitation here shortly. Um, as we do every year in honor of teacher appreciation day, which we seem to, um, celebrate all week, uh, we are going to have our education celebration. It will be at Heritage Hall as it has been for the last few years. It will be on Wednesday, May 7th. Starts at 4:00. Uh we re we

020will recognize our probationary graduates, any retirees. I haven't heard who's on our retirey list yet. As well as we're um currently starting to take nominations for members going the extra mile um nominated by their peers. And so we'll announce those at the education celebration as well. And I hope at least some of you will join us. Cake too. Any questions? Anything? Anybody? Nope. Thank you so much. Okay. Um Bri announced she will not be here today. Um she's at home with her family dealing with the So Morina, you're up. Hello. David's gonna pull up my worksheet. Right. I am. Start with enrollment. That is wonderful. So before it comes up, enrollment is down as projected. Um we are down 12 from March. These are purely ADM. So it's the actual bodies enrolled at that day.

021it doesn't factor in the weights or any of the um the additional weights that are counted towards the state school fund. So, it's not a one for one decrease in state school fund. Um but you can see that Madison went down from 279 to 277. East side did go up from 282 to 288. Miloma is down four to 468. Sunset is down four from 360 to 356. Uh the junior high went down from 445 to 442. The high school actually had the smallest decrease of 1. Uh we had a resource link increase of one. Destinations went down by two and then aya went down by seven. So we have a total enrollment decrease from 29.94 to 29.82 a decrease of 12. This is not uncommon for the last little couple months of the year. It's

022usually where we see the biggest change somewhere between the first and the second semester is our biggest and then we see um a trickle the rest of the year. So we are down 12 from March. We are down 41 from the prior year in April. That is significant. However, at this time last year, we were projecting to be down to at the end of the year down to 29.50 and we ended at 2969. So, my projection is again 2950 based on our portion of how much we lose each month. Um, I am anticipating ending the year at 2950. Obviously, that's not the hope, but um I'm going for worst case scenario when we're looking at our upcoming bienium and uh we'll probably continue to see a decrease throughout the rest of the year ending right

023around 2950. Does anyone have any questions on enrollment? Okay, we'll move on to the financials. Last month I did not present to you. So this month is a little um a little more in depth because I was able to do um the first second one and third quarter of the fiscal year which we don't typically get to until May. But um I do now have a full accounting department and we are able to get some of this completed a lot faster than we've been able to last couple of fiscal years. So, um, when looking at this, we are projected to be right on track with our state school fund. The unfavorable variance that you see all the way to the right hand side of 289,000 is purely when the state school fund May reconciliation comes

024out. Um, by this time that I've done the March 4 presentation, I typically had that May adjustment, but because we're doing it earlier, it's still projecting with our current trends. I haven't been able to adjust for the May reconciliation which is when we get the final calculation of the May 2024 fiscal year and so usually we see an increase from that but then we see a decrease from the current year but um typically in that May reconciliation we also get our high cost disability expense um payment and so typically I'm able to offset that when present to you the March presentation but um we're on track we have in the budget to rece see if the 39 million and that's pretty stagnant. Um our our estimates have not changed yet. We'll know in about two

025weeks when we get a payment information. Um local sources look great. That is things like uh property taxes, miscellaneous badge replacements, anything that comes from local sources, miscellaneous sources, even some insurance payments from when we've had insurance claims this year. Intermediate sources you'll see has a unfavorable val balance projected at 24,000. That's the uh county school fund. It fluctuates pretty much based on how much timber they sell each year and how many uh county taxes are received. So we estimate pretty low. And we get two payments. We get one in about November and one in about April. So, we should know next month if we're on track, but I'm anticipating we'll be likely pretty neutally favorable for this upcoming year. You'll see that uh the beginning fund balance is finalized now that we have a

026completed audit report. We projected 500,000 and we were pretty close with that or I'm sorry, 5 million. We were pretty close with 5.44 million. Um and that's purely due to end of the year adjustments. So taxes hadn't been paid, things that we had been projecting to be paid at by June 30th, but were really paid after July 1. Um that's purely just a fiscal year cut off. And then if you go down to expenditures, um a little bit updated. Thank you. Um so as our board, we budget by fund and major function. So these major functions are listed as instruction, support services, um and then the others that we have budgeted as other uses. So that would be things like transfers. We are not planning on doing all of our transfers because the bulk of

027that is for capital projects. But as we had approved in the supplemental budget, there was um significantly higher than anticipated beginning fund balance. So we are not planning on doing a transfer this fiscal year. um instruction, we are looking right on track at 300,000 within our budget of allocation, which is really great considering we budget person by person. Um so to be that close to instruction is really great. That's the equivalent of about three staff that maybe we were able to code somewhere else. Um and then support services, it's projecting that we're going to be 85,000 over our budgeted allocation. We are not. But because of the way our end of the year projections look, we we've been having a lot of expenses at the end of the year related to things like summer school

028that we haven't been able to budget for and grant right away because we haven't had the grant allocation. So we we spent a couple thousand dollars and so we it's projected we're going to be over not we've only spent um about 13 million and we have budgeted almost $18 million. So, we'll probably spend close to that $18 million, but we will not go over. If we are looking in May or June that we're going to get close to that, um I'll present to you guys an appropriation transfer, but I don't anticipate that happening. Um we're we're looking good. We're set to be on track for our estimated appropriated ending fund balance for the general fund. Can you go to special revenues for me? Thank you. The special revenues fund is all of our grants and

029miscellaneous things like student body and athletics are primarily paid out of here. And then what we call our in fund about 299. Also child nutrition is all included in here. So we are looking pretty good but you'll see that some of our revenue sources are expected to be unfavorable at the end of the year and some are expected to be significantly more favorable. that came down to um things like grants that we weren't anticipating getting but that we got and we want to spend. So things like ESER that we had this year uh but also grants that we did not have that but we budgeted for like the peak um physical education expansion grant they talked about bringing that back. We budgeted for allocation but that we didn't end up receiving it. Uh we also

030just budgeted additional monies in this fund in case we got frames. I'm not sure if we'll get those, but as we get to May, we might get some information hopefully. And so that's part of why the projections in this fund are so off. It's purely based on what grants we receive and we we send down that grant. So we can't go above our budget allocations. Um, if you scroll down to our requirements, we're looking great except for that support services line where it's projecting that we'll be over by 900,000. We are not over our current allocation. That's just anticipating that we're going to have a ton of expenses right at the end of the year in June because of that summer school grant. I don't know if we will get that grant. If we do,

031I might have to come back to the appropriation transfer to allow us to spend some of it. But at this time, I've not heard if we're even on a wait list for summer school. That's one of those up in the air with the budium thing. It might not be something we know until mid June, but we need to um schedule and get out right away. Other than that, the special revenue funds are looking great. So, you can scroll to debt service, which is also looking right on track. Um it's projecting that will be unfavorable by 266,000. Um, those are just property taxes and we we build in a uh percentage and a ratio each month of what we anticipate receiving during the year, but that's just based on historical data. This two scanning property taxes

032are really hard to track when we're going to get because you only get them on Thursdays. So, right now we've we've gotten through March. It looks on track, but they're estimating that we might not receive that much in April, May, and June. if I come to you guys and let you know, we might need to do a transfer in there, but right now we're looking great. Um, our allocations are looking great to pay our debt payments uh in May and June. That's our last two principal payments of the year. We have one more year of PERS bond. So, that's great. You'll see one more year of that in here and then um in future budgets, it'll just come down to that GEO bond from 2018 and 2020. Uh on to capital projects please. So this

033is now the new capital project based on the supplemental budget that you guys passed in March which thank you very much for doing and has allowed us to move forward on quite um quite a good deal of blossom gulch and we're actually hoping for the business office to be moved in by the beginning of May for our our offes. So right in time for payroll and budget season it'll be wonderful. um we're looking great on local sources. Those are things particularly interest because we had that higher than anticipated beginning fund balance. The interest goes to local sources and so we've just been putting interest on a lot higher of a of an amount than we were anticipating. So that's why it's a little bit over what we expected. Right now we're about 90,000 over what

034we had budgeted for. But you'll see that our beginning fund balance I budgeted at 2.85 855 million and in retrospect we really had 5.3 million because of the extra transfers. So if you'll scroll down these are the new uh supplemental budget numbers based on the functions that you guys approved. So support services is now budgeted at 1.1 million and facilities acquisition and construction is budgeted at 1.32 million. We are right on track to spend those. We were a little cautious in our projections on what we could actually get done by June, but uh LMA, our new facilities director, has really made that happen. So, we we've had significant progress on Blossom. We are working on a plan to do phase one of the Sunset Route starting in July. Uh we are also looking at once

035we move out of Blossom to allow Alta to expand and take over some of that building, do some paint, some touch up some middleware. Yeah, I'm sorry. That's okay. They're all running too after a while. So, we're doing great in the sun. We're not anticipating to be over budget, but we're going to spend the allocations that we had approved at the last board, meaning it'll make uh facilities like significantly easier to not wait till July one to do all these projects. And if we have the allocation utilizing it so we have a lot of irons in the fire, but all of the projects seem to be going well and are under budget at this time. Um, but Walmart can get you more information on on exactly I guess facilities committee might be able to get

036you more information on exactly what he's working on. Um, does anyone have any questions on capital projects funds or any of the others? Yeah, I have a couple questions. Um, just one broad question. Um, do we have any um any grant funds that are ARPA or potentially impacted by some of the the changes? Do we have any money that we know that is unspent that could potentially be clogged back? Not at this time. No, we spend our allocations uh religiously. Okay. Um because if you don't spend them, then they think you don't need them and and we utilize them. Uh but we do have some that moving forward are going to be questionable as to how much funding we do receive. Yeah. And the other question I had is so it sounds like we have

037one more year of the pur when that's expired what is it what's going to happen to our our PERS costs? Do we have a do we have some clarity about what when that bond goes away what the additional impact will be on our budget? We do um it's about 6% of an increase which um something it looks like our percentage will be going from about 20 22 on average to about 28% on average for purse costs not including pickup. However, that's kind of hitting exactly when our PERS bond falls off. And so some of that cost is things we're already spending. we we'll just move them from PERS UAL payments to essentially PERS current payments. There is a House bill, I believe it's a House bill that's currently under uh discussion right now that would

038potentially lower our percentage and all other impacted districts by about 1.6%. They're hoping that will go into effect on July one, but we won't know in time for budget. So, we have to budget at the higher rate. uh next year will be a significant purse cost because we have the bond and the increased rate. Okay. Uh and then I guess a final question I want to ask is you know we talked a lot about sort of our priority maintenance on on our buildings and I know that sunset roof has been one of the ones that has been on the table a long time. as what is the total do we have a total projected cost on what it would take to do was necessary with that roof at this point those are two separate things.

039So yes we have we have an estimate on how much it would be to replace the entire roof um in one straight shot. It's about $2 million. We also have been uh we tested some patching system last year that has worked pretty well according to our facilities department. It's filled a lot of the gaps and they believe that we are able to rather than set money aside and do it all in one fell swoop. They believe the architects in the facilities department have found a way to do it in a five-year phase starting in the next fiscal year where essentially all the money that we'd be putting into a reserve be able to do it all in one fell swoop. We're going to start doing um about 400 to 500,000 a year and actually having

040the work done at once rather than it sitting aside and then the cost of the project increasing. Thank you. Yeah, of course. Any other questions? Any other questions? Thank you. Yeah, thank you. Okay, I think we are on to Dr. Ainsford [Music] as David is pulling this up. This is a this is really a perfect uh segue from Mrs. Ed because she was talking about skills USA which is connected to career and technical education. So she teed things up for me. So thank you Mrs. Ed. uh my my superintendent's report today uh the the agenda mission board goals career and technical education is the the main part of my presentation as usual and with timeline good things and then obviously some some time for for questions. So as we get into uh this this topic

041uh want to start again with our our mission uh and and connect it directly to career and technical education. So we talk a lot about the three E and making sure kids are enrolled employed and listed. When you look at current technical education it could be any one of those three those three things. If you're if you're a kid who's decided to to be enrolled in a career technical education school, uh a two-year school, a one-year program, you're enrolled. If you're a student who has decided to use some of your work experience at school, and you have a credential, which is portable, for some of our students, they're in our they're in our CT programs, and they go right right into the workforce. And then the last one is enrolled. uh there are a percentage

042of kids who are excited about career impact education and then they'll take those skills and they'll go they'll go right into the military with those skills. So I want to highlight uh our programs, our our students, our instructors and uh February was career technical education month but I think the timing is it also works with clickers I'm working but I don't want to just click on a thumbs up. Perfect. You can skip that one. Go ahead skip. All right, before we jump into this, just some just foundational language uh that we can we can all kind of center ourel around. So the first one is pathways. You hear a lot about pathways in CTE. And just think about pathways is it's a it's a group of courses. They're related. So if I'm in culinary one,

043two, and three, that could be a that could be a pathway. If I'm in if I'm in uh manufacturing, there's a pathway. If I'm in construction, if I'm in health science, if I'm in consu computer science, that's a pathway. participants uh in our system they've earned 0.5 credits com concentrators they have earned two credits and the the key is sequence they've earned those credits in sequence so it's not randomized it's I've taken I've taken two welding courses in sequence I've taken two computer science I've taken two construction trades courses in sequence uh completers are three or more CT courses in sequence and then the last one is Carl Perkins five Perkins Carl Perkins funding has been around I think since the 70s early 80s. It's named after a legislator in Tennessee. Um and that's where

044we get our our career technician funding comes from the federal government. Uh the great thing about Perkins funding is that it's bipartisan. It's it's it's simp. It's usually something that both sides can rally behind and agree on. What's that today? Today. That's true. Thank you for the disclaimer. Uh more language clusters. There are 16 uh career clusters. We we can't pull off all 16 national clusters. Uh but the clusters that we have and so think about cluster is kind of like the umbrella over the pathway. So for us we have hospitality and tourism. Culinary would be under that. Manufacturing so your your welding um would be under manufacturing. construction, construction trades, information technology, health sciences. Those are some of our those are some of our clusters. You have to be really well funded to have

045all 16 CT clusters. I think uh there's very few I think the Las Vegas public school district has all 16 clusters. They're kind of when you look at CT nationally, Las Vegas Las Vegas public schools is kind of the gold standard. They they really are amazing what they do with their CT programs. So benefits, what are the benefits of career and technical education? There's a lot of them. I started with this. It really fits our mission. Enrolled, employed, enlisted. Kids can go in any any any three of those paths. Uh it's increased exposure. So really what you're trying to do with CTE as early as possible is give students exposure to it. It doesn't mean they're going to fall in love with it, but you guys know as adults sometimes there's a lot of value

046in saying, "Ah, I thought I was interested in nursing, but I don't I don't think so. I thought I was interested in teaching or welding or computer science. I'm not." So, you want to give them early exposure, as much exposure as possible. As you guys know, it's real world experience. So, you're taking things that are theoretical, right? A lot of your traditional academic classes tend to be theoretical and you're taking things and you're applying them. Uh credentials are portable, very similar to an AP class, a dual college uh enrollment class. You're earning credentials and hopefully you can take those credentials into the workforce or to uh postsecary and then it helps kids with some post-secary transition. we talk a lot about that junior senior year is not that they have to have a definite picture

047of what they want to do, but they're starting to form a picture of an idea of what I want to do. Well, you have to to to to make that decision and to for that decision to be informed, our students really need lots of micro experiences to have an informed decision. So, it really helps kids in that post-secondary transition. And what I love about what I love about CTE is and this could be another conversation, but there there was a point in public education where we veered too hard on college for all. Everybody needed to go to college. And we recognize that that was that was that was flawed, right? Not everybody needs to go to college. And I think we've this the pendulum is swinging swinging back and it's it's career technical education and

048it's college and it's the military. The key is the kids make the choice. We don't make the choice. All of those are great options. The other thing that happened historically is that CTE and we used to call when most of us were kids it was vocational education and unfortunately it was a lot of well those are the voc kids and those are the collegebound kids and there was a separation that's happened. We're in a I think we're in a great spot because we've integrated uh traditional collegebound courses with CT. there's a strong integration and we're starting to see kids who are in a CT class but they're also taking AP or they're taking an AP course and they're on fire about welding. So I I I feel like there's a better integration with CTE with

049traditional AC hold on go back. Sorry. So just a little bit of data here. This is um co one of the benefits is graduation rates with CTE. It doesn't matter where you're at whether you're in Kous Bay, you're in Alaska or you're in Pennsylvania. When I talk to my colleagues, students who are concentrators in CTE graduate at an extremely high clip and typically it's in the high 90s and those are students who have taken again two CT courses in sequence, not random CTE. I've taken two computer science courses. Those kids and that's broken down by ethnicity. If you look at the very first bar chart, all students in the state of Oregon graduation rate was someone helped me 81.3. Is that right? Okay. If you look at the students who are concentrators in the state

050of Oregon, is that 95%. Yeah. They graduated at 95% clip. So there's a significant difference. When kids dive into CT and they're on fire, it's a hook. We've we've grabbed them. And usually we can get them to the finish line and more importantly just in graduating they have a skill set and moves them into post-secary transition. I'll I'll put this in the board report. Um for us a closer look a little more granular. Kous Bay this is longitudinal from 2019 to 2024. The the blue bar is participants. So 0.5 the purple bar is concentrators. So two courses in sequence. And you can see over the years that our students who are participants and concentrators graduate at an extremely high rate. You'll notice in 2024 it's 80%. I don't know I don't know what the reason

051is for that. It it has dipped. So we have we have to dig into that why that number should not be declining. It it should be kind of status quo in the high 90s or increasing a little bit. So we need to dig into that. I'm going to emphasize this one. This is a this is a big deal to me. It's CT is a pathway for college and career. It's it's college and career. I've seen a lot of CT students great at traditional CT who decide to go to a four-year school. Conversely, I've seen kids who are who think they're collegebound and they go, you know what, I want to weld. Awesome. We're going to help you weld. It's an. It's not an or. It is and. And so we're trying to make sure all

052of our students have access to CT and traditional academics. So our staff, you're I I don't have our culinary teacher on there. She came in kind of the beginning of the year. We have manufacturing, broadcast communication, construction trades, tech, culinary arts, and health sciences. So those are the really our six programs. Uh we don't have the 16 clusters. Here are some of our construction trades kids. little remodel work in the West Gym they're doing. And then a building I believe that's that's at Pete Sussex Stadium manufacturing. You can see there's some some students there coming back from Skills USA with with their their awards in in Mr. Crook's shop. We've got some kids welding locked in. I don't know how many bays we have in there. I'm actually going to go and do a tour

053of all of our CT programs here in the next couple weeks. Culinary, more culinary skills USA, you can see their um the label there badge. Computer science, all all of them are important. Computer science is an area I'd like to see us grow. If you look at the the two industries that are growing the fastest, not just here, but nationally, it's computer science and it's it's medical. So, one of the things about Perkins funding is your your CT programs have to match your local industry. So, it has to be relevant to the industry in your community, in your state. It has to be alive. So, in Alaska, aviation's huge. So, we had aviation programs. Welding is welding is a big deal. Engineering is a big deal. So our programs have to be aligned to the

054local and state industry. Uh we also have to do the same in our district to receive Perkins funding. I talked about Las Vegas. Las Vegas obviously tourism, casinos, right? Lots of hospitals. So they're they're rich in those CT programs. Broadcast journalism. These are some of our health science students students there at Skills USA. They got their uniforms on. And then for us, where are we going? So, super excited. Have to give Mr. Ashton some credit. He approached us early in the year. He had developed a conversation with the Coast Guard um um folks out in Charleston. We will be one of only two Coast Guard Rosy programs on the West Coast. Kodiak has a program and Cous Bay will have a program. So, super excited. Obviously, that's that's relevant to our area. Getting kids and

055I'd say getting kids excited about the Coast Guard, but also getting kids excited about maybe going to the military. So, I think that is that's going to distinguish us locally uh when people move into the area. Uh I think that's going to be that really is going to be a flagship program for us. I think other areas where we need to grow similar to advanced placement and college credit is just more CTS. How do we get kids more suits? In the end, that's that's the endgame, right? If I'm going to be a completer and I'm going to be a concentrator and I've put all that time in, we need to make sure those kids are getting those credentials. And I'll say this, if you've ever, this is why it bothers me when people say rigorous

056academics and they they separate it from CT. If you've ever seen a kid take a welding certification or uh construction trades or nursing or the medical terminology, those are rigorous academics, right? And and we need to we need to rethink what rigorous academics are because they're they're embedded and incorporated into CTE. We need to expand. More kids need those credentials. Those those credentials allow kids to go to work right away. Do we have relationships with the unions that like in the building trades can become apprentices and earn that certification? I mean, yeah, I I mean, I would need to dig into what relationships we have. Um, one of the things that I need to find out is what apprenticeships are available. One of the challenges that you'll find with industry is they'll say, "We want

057more kids. We want more kids." and we'll say we got the kids but you got to open up the apprenticeship right we can't make the apprenticeship but we can get the kids to you there are some there are some constraints because there's an age requirement um but yeah that's that's an area that we need to pro does require for each of those programs to have their own board made up of people in those fields in those fields so there is a definite group of people connected with each one of our programs that are here in the But yeah, more apprenticeships would be great. Another area of growth is we need to more of those experiences need to happen in the middle school. They doesn't mean they have to take the entire course, but they need

058to get experience. They need to see what's at the high school so they get excited about it and they can see themselves in those CT courses. And and we're working on that. We have removed a lot of the barriers between Marshville High School and Marshville Junior High in terms of course access. We're really opening that up so kids can take some of those CT courses if there's room. Of course, the you know the priority is going to be for those for those high school kids. But when we could when we can fit them in and then I'm just going to end this is this is really important to me. CTE is it's college and career. I want to make sure and and and I'm and I watch that closely because I've seen that that can

059go quickly go can go wrong when people start to misidentify kids. I do not want to go back to 1980s vocational education. Okay, before we jump into more questions, just uh our our spring timeline and I was listening to Becky uh speak and I I didn't put negotiations on here. That's obviously a big part of our spring with certified and classified. April, we have state testing happening in our schools. May we have AP testing happening at the high school. Uh spring, lots of still lots of movement here at Los Gulch, getting this building ready so we can so we can open up Milner Crest for alternative education. May uh May 26 is Memorial Day. It's it's coming upon us fast. June 12th is the last day of school. And then lots of capital projects this

060summer for our facilities team. Good things. This is a group of the group of kids who were at Skills USA. This is what Mrs. Ed talked about. These are the kids. I'm not going to go through all of them. She did that. But there were eight state championships that were won. And Mr. Crook, I think, won three three or four Glen Crook won three or four of those championships. So he is he is one of our CTV stars. So lots of winning has happened. Yep. Any questions? Just a when you say 0.5 which is an experience that's half a year. Half correct. Do we have any sort of program where the kids from the middle school come over like on one day and go in and look at all the classes, all the CTE classes?

061And it's looking at my cabinet team over here. We have something close to that where the counselors go from the high school go over to the schools and talk to them. Um, but then they can also sign up for some of the classes. So they're over there in close proximity, but I mean sometimes they don't even know if they want to sign up for it until they see all those big like, yeah, I want to play with that. I don't think that's a good idea. Okay, any more questions? Thank you, Justin. Okay. Um, Chad, you're up. David, will you cue that theme music? Eye of the tiger, right? Trying to get at an angle where I can see and not turn my back to you. I'm here tonight to present the the 25 202527 integrated

062plan, but then at the end here, I'll ask you for we'll go vote to approve the plan. this we're on a two-year cycle. Um this is our second goound here with the integrated plan. And David, you're gonna bring up my slides short. Yes. Yeah. What I put in front of you was um the actual application packet and what this is is they give us a series of questions and so you can see those numbered questions and then our responses to those questions. And so this slideshow, it's dual purpose. It's for us to talk through uh the process tonight, but then it will get posted to the website for the public. And there's a place in the slideshow where the two documents that I put on in front of you. Um there's links to those in

063there and that's part of what we're supposed to do for this process. Chad, it's not letting me access your slideshow. Um, let me look if I can get it in CVK12. Oh, wait. I think I got it. There we go. Got it. Yep. Just got to pull it up now. We started collecting I started collecting data for us um in anticipation of this starting last year um by attending meetings and taking notes for items that are are part of this application and there's a there's going to be a list in here what some of those are um for this year then starting to formalize the process was Dr. screens worth where it's executive summary that he presented to you and then also the school data presentations from all of our principles. And so here's the

064purpose again tonight. You know, I I started talking about some of that. I gave you the background on the purpose, the planning team. They're listed on the next one of these next slides here. And we'll see the plan inputs, the overview, and what's next. And what what we'll get into is a lot of our priorities through our needs assessment determine what we really wanted to focus on. And a lot of these things are either coming from the the goals that you've set for us and what you hear from Dr. Aworth in every meeting because he's keeping us focused on on on the main things and that's what that's saying here. Also um part of this integrated plan was we we get two big sets of funds. We get state grants and we get federal grants.

065And what the state did for us um about 2018 is they took these grants. We have to was supposed to go through a process like you're seeing here, write a plan and then report back on these funds. And with all these state funds um to make it integrated instead of writing a plan for this one and reporting and doing this several times, the integrated plan just simply integrates the plan. So we write one um go through one needs assessment, write one plan and then report on all of these at the same time instead of each one individually. and and previous to this each one had somewhat six different rules depending on which group at OD or which laws apply it. Uh we also uh had when we went over through this the first time our

066idea was let's write this so that it's even more comprehensive than that so that we can use these talking points these needs assessments as broadly as we can in our district to direct our general funds uh our state funds. what this is pointed towards and our federal funds as much as possible so that we're not recreating wheel and wasting our time plus the main things. So you can see some David go back David go back one please so you can see some these are the uh the state grants and projects the federal aren't listed the federal would be title one title two title five title four depending on our district receives a lot of those but not all. And then there's other grants that we received that we could we would use the same information

067also. And just here's some vocabulary. The continuous improvement planning, that's just us trying to improve in the plans that we write. Everyday matters. Usually most people know that as attendance, but it's also school culture, safety, instructional improvement, the career connected learning. Dr. Answerth was talking about that quite a bit. And these are two of our biggest grants that we see here in the funding sources that we'll get into. The early indicator is a smaller grant. And here's some more of those grants for focus. And I think you're familiar with those. And this is our main planning team. Our our cabinet and also our principles all contributed to this plan. And it's it's broader than that. That's just the leadership team because this this information the needs assessment we'll see in a few slides here that

068the the data pool the people that we're pulling this information from are really broad. So here's some of the requirements for this planning process and following slides we'll dig into those a little bit more. And this is our equity lens. That was one of those first bullets there and areas of focus and what we filter what we're trying to do through when we're doing this planning. And this is some of the data the groups that Dr. Ainsworth met with several of us did. and we pull their information, their narratives to us when they tell us what's important, what they want to focus on, which leads to some of our our our objectives here and our outcomes, strategies. And it's a pretty broad list of of folks that we've involved in the process. And we don't

069always say to them, hey, I'm asking you this specifically for this integrated plan. And I would say generally we don't but this is the group that is informing a lot of this decision making. And some of these groups are really broad like the PLC groups that's inclusive of all all staff in our district. And if there is a group um in here that we we failed to reach out to uh we'll we'll be mindful of that and try to engage them the next goound. And the next goaround starts tomorrow essentially. And here's some of our highlights. We want to raise academic ex expectations, report on our progress. This should sound familiar to you. And investigate the need for additional programs, and develop a long-term plan for alternative education. And we'll we'll change that language. has

070been telling us that we might need to change the the language alternative education and choose something that's more appropriate for the time. And here's how some of these priorities are. This is how the priorities emerged. And some of these that are are are the most important to us and are are really critical to your goals are increasing the passing rate, increasing access to advanced placement, not just creating more advanced placement classes, but also looking at the demographics of these classes and making sure that we're not missing anyone. That everyone has a chance and is encouraged and placed in these classes to the greatest extent possible. And these are some of our largest um most outstanding intended outcomes. And I I highlighted those or bolded those that stand out the most. And hopefully what you're seeing

071here is what you asked for in with the board goals and what doctrines work to us. And at any time, please ask for a pause if we're cooking this. I just don't want to read it to you necessarily. And this list is extensive and it it spreads out over uh two slides I think I fit it into. Um and these are what we're going to try to implement. These are our strategies to try to meet our objectives. And it it's hard to summarize these because they're all so important. I I was when I was putting the slideshow together, I was thinking about leaving some of these out, but they're so critical and it's a lot to try to do all at the same time, but a lot of these are interwoven. And you heard some

072of these today earlier. The big one that I I added here at the end is and we're we're really engaged in this right now is assigning staff in alignment with the district's current goals and then and prioritizing instructional improvement as the primary focus. We're trying to place people exactly where we need to to get the rest of this done. And it's not always we're really it touches on that what's best for students versus what is most comfortable for adults. We're really trying to align our resources, not just our funds, but also our expertise and personnel to get these lists completed. And this is a when it gets posted to the website, these are the links that they'll be able to the public can see those two documents that you have in front of you. The

073document the bigger one um it's it's listed in just answers to those questions. And that's the way it's supposed to even though it's not the most beautiful outlay in their questions. You'll notice it seems like they could have even written those a little bit better, but it gets to the heart of what they're looking for. And then the the spreadsheet that I put in front of you is a simplified version of the link up here just because the official one that I have to post and that goes to OB has a lot more codes, budgeting codes. And just for the sake of these tonight, you can see where our our funding is going. And just to point out a few to you, you'll notice that there the bulk of our money is going to K

074to6 literacy. And you'll see that in the personnel, the large numbers in front of personnel in early literacy category column and the CIA column. You'll see in the CIA column, a large group of funding going to student support and then also a lot of funding going to professional development to support both of those groups. And there is a a two-year budget here. And the two the the second year is just increase of roll with rollup costs and it's estimated. There isn't a substantial change between year one and two. So if you want to see the longer version when we get this posted up, we'll make it available to here. And if if you want to see it sooner, reach out to Dave and we'll make it available. It's also important to note that the plan

075that I'm asking you to approve tonight, I'll say, is about 90% complete. And you'll kind of see one of these slides that's coming up the process and where we're at. So, I'm I'm asking you to approve it knowing that it's about 90% complete because people are going to comment on this. Uh we're still finding out exactly where we're at with these funds and our general budget. Um, so there was some small things that will get changed and it's an ongoing back and forth between us and OD to figure out exactly and dial this in especially the budget part. If we one of the pieces of this plan is there's a tiered approach that OD put in place and they're asking us to write into our plan if we end up with more funding if they

076increase one of the funding sources the grants that you see on the page where would we spend that money and if it's here then and it's gone through this process we don't have to ask for approval after the fact we can just write it in the other areas there is at least some funding already there and these might be those might be funded in through another grant or through the general budget. But at some point if we did if they told us like for instance next year the CA budget is going up by 20% or 10% or we're receiving a different or addition to our early literacy grant which is highly possible at this point we'll be able to just plug these in some of this. the state holds us accountable in these areas. And

077I bolded number four because that's another part of this plan that we'll be working on over the next probably about two months. We'll we'll the one two three five and six or one, two, three are are kind of set in place for we get to choose what some of our goals are. I shared those with you two years ago. Um, it's just a big list of all of the those that click to the next slide. It's these bullets down here, the darker bullets, the squares. Those are what OD sets for us and we have to set goals for those and then report out. The last the last square is one that we would we've decided that we want to add in because the first is that five are set in stone by OD and then

078the last one we're we're placing in there to keep metrics of to focus on that and specifically in increasing the AP the enrollment in AP classes but it's college classes in general that we're going to focus on and Right now, we're down here at the bottom sun. And so, I'm asking you to review this plan and approve it tonight in the form that it is by April 30th, I will submit all of this paperwork and more to OD and they have they'll take it and then it starts a review process with OD and it's a constant back and forth. they will send they'll send us um comments and say you need to tweak this or fix this or what do you think about this and we'll start slowly changing and especially in the budget area

079they'll say this code isn't correct can you change this code and then the orange box the QP with the asterisk beside it that's a community group uh that OD works with where they pull educators community from around the state and they review some of these plans to kind of see if it's on line with the legislation and the intent of these grants and and planning and then we'll start um I'll submit our our goals the numbers to OD and then they'll start a co-development process with us where we come to a mutual agreement that these goals are not too farreaching but they're not so basic and we'll go back and forth there for a few weeks. And go back one one more. Let's see. And then um we we signed some a grant agreements with

080our charter schools because they go through this process also. And then that last one is sometime in the in the future we'll report back where we're at. And then we go through about two years and then start back where we began. So questions or comments? Any questions? Kevin, no. David, uh, I think I'm still digesting. Yeah, we're indigesting. Okay. Now, can I ask a question? I just want to confirm. This is a group application for every grant we're applying for basically. Okay. Formally, legally, it's those that are on on the paper, which is the state grants. However, our plan originally was to use this for everything. So, we'll cut and paste this information into the other grants and make sure that all of our grants are in alignment as much as possible. But it ends

081up becoming our bigger plan, too. It's it's our district plan. Okay. I'm sorry. I cut that one. I'm good. And over the over the next few weeks, as you read through any of these documents, please ask questions. Either just send them to I I suggest if you're going to send them to me, send them to Dr. Lope also, and we'll make sure that we if it's a group that needs to work on that or to look into it, we will and then we'll get back to you. Do you have any questions? Advert been reading through stuff as quickly as I can. It's a lot. Justin, yeah, I just more of a comment. We we're trying to be really intentional that this kind of work, it's a lot of work, right? And you guys recognize as

082a public entity, state entity, federal, there is a compliance component to our work, but if we're going to do it, we're going to try and make sure the compliance piece is aligned with our work. And so when you look at it and it's comprehensive and it's wordy, the state is trying to I'm going to give them kudos. They're trying to do a good job of streamlining things so that we're not having to apply for all these things at once that we can do it in bulk. But if you look at it, we I think this is what's going to separate us from some other districts. We're really trying to do that work. think you're you that if you if you look at our practices and and our priorities and how things are being allocated, you

083can go through those priorities and I think you could objectively say, "Oh, I can see where they're trying to do that and where they're trying to do that." And he talked about AP AP and I I really think I'm bullish on this. The work that is happening in our elementary schools with reading is not going to fix things tomorrow. But our elementary teachers and principles, if you go into these classrooms, they are teaching kids how to read. And if the kids struggles, they have strategies and they're working with them. There is a lot of blood, sweat, and tears that is happening. And the reality is we're going to have some kids in AP classes right now who might not be ready. And that's okay. That's okay. But in the future, there's going to be a

084bunch of kids in the Kuzbay school district who are going to be at grade level reading. They're going to be proficient reading because of the work that's happening in our schools. So, it's just here's my point. It's not as compliance. Like, this is this is real work. It keeps us focused on the main things. It really does. And so, when somebody asks the question, can we spend money here or here? I I get out the list and I look, is it in alignment with what we're doing? And if it's not, no, we're not to go down that road. I mean, you you read it and I I recognize you're saying, Jeff Beth, the things that we've been talking about and our priorities are are sprinkled throughout it. So, I I I definitely I can definitely

085see that that in there. I was a little surprised that when you showed the state metrics, what they care about, I didn't see anything math related, which was I guess I was a little I guess maybe I shouldn't surprise that, but that's interesting. their their accountability framework is shifting a little bit. They just added and we're excited about it. They just added eighth grade m eighth grade math. Yep. All right. And we've been talking about eighth grade math all year. They're like, "Hey, we've got to have a math target and some sort of measure." So that's that's coming. Yeah. And we're we're deep into math and one of those objectives up there was to Yeah. repair our process because what we saw in our in our soft data is that our students were really successful

086in their first go around in in ELA but not in that and we're hard at work with trying to figure out what the reason is and we have some ideas that we're going to implement next year and and a lot of it just goes to making sure that the our courses that we have at the high school or math courses especially for the students that are the least confident are in direct alignment with helping them to be successful. And when they get to SWAT, they're usually there's two classes that they have to pass for the most part, unless they're in a STEM field. And making sure that these classes are directly aligned to what they need to engage in one of those two classes. So that when they get there, it doesn't feel like, what

087is this? This is new. They should feel like, oh, this is I've seen this before. And what I've been telling the teachers as my preference is they get there and we've already done a lot of that work and they say, "Wait, I've already done this because they are the ones that need that confidence the most. Yes, I would move that we accept the integrated guidance plan as presented." Thank you. Is there a second? Looks like Adrian seconded. Is there any further discussion? Adrien, hi Diane. Hi. David. Hi. Hi Kevin. And the chair both side. Thank you very much. Thank you all for your work. Thank you. Now I'm going to fire up your slideshow in case it starts. Let us first. Is this where the music comes in or Candy did a really nice job?

088So, hi, I'm Hanine. I'm the director of nutrition services. This is Candy. She's my admin. Um, one of the things that we uh do every year is Future Chef, and it is a cooking competition that we do the kids um have a really great time with. Um, this year we had five contestants. Last year we had two. We we started out with four. We ended up with two. Arie was there. We ended up in a three-way tie three times. So, they both ended first place in their um recipes were submiss submitted to nationals. Um this year we had five. We had six to start out with. We ended up with five. Um and I do have some of the recipes here. I'll just kind of put here so you guys can kind of see some

089of the intricate recipes that the students um did. There's a couple of them that'll kind of shock you. Oh yeah. But you're welcome. Um and so we had two contestants from Lighthouse. We had two contestants from Miloma and three contestants from Miloma. She She's the one that does this. Put this all on. We had two contestants from me and three from Lighthouse. Yes. Okay. Um the one student that did have to pass was at sunset. So um what I do want to highlight is that I was have been working with Eli about trying to incorporate the culinary program into this and we did actually have one of our students from culinary come down and he was an assistant to the student chefs. Um he was basically the sue chef for the students. Um and his

090name was Brandon Giri and he was a really nice young man. stuff around, help with clean up, the dishes, the whole nine yards. Um, so you want to go ahead and Okay, here we go. Can I ask did the kids develop these or were these just recipes they found and made? So, these are recipes that they can find. However, they have to handw write all their recipes for submission. Um, they have to follow the recipe to the recipe that they turn in. They have to follow to a te. They cannot deviate from it. So what they write down is what they have to follow. Okay. And it was truly fun to be there. I don't know did any board members done this time? No, we didn't have any boardation this time. Matter of fact, I

091had to go out into the community and find a third judge. If I was not a town, I would have missed a great opportunity. You can just play it. Just put it on and let it play through. Uhhuh. There you go. Looks like this is Oops. So, Sen um was the winner. Sewen's uh recipe was presented to the national board. We have not heard back yet. Usually, we hear at the end of April, but it's pretty phenomenal. That's why I gave you the recipes. You guys should try some of these recipes. The loaded mac and cheese is going to scare you when you look at the recipe list, but it actually turned out really phenomenal. Um, you should look and see what the ingredients are. That's all. It was a lot. Um, uh, we, uh,

092decorate the kids from start to finish. When we start the contest, the first thing that started is safety. We do, uh, food safety. We provide them with all their PPE. As you can see, we deck them out in their own chef gear. Um, someone did end up with a professional chef's coat and hat as a winning prize along with everything else. That way, if he does make it to the um national level that he can wear during the competition. Now, if he makes it to nationals, where does he go? Well, that's generally it's in the Mid East. Um, I had not seen where they're going to put it yet because they generally announce it at the same time they announce all the finalists. Um, but it's centrally located. Um, I think last year, well, not

093centrally located. Last year it was in Pennsylvania. They'll pick another state to do it in. Um, which is kind of nice too because then it uh circulates throughout the whole state. Um, it's this is the year 15 and we I think in year three it was on the Oregon coast, so it'll circulate or on the the west coast, so it'll circulate back around. So, um, but it's really fun. Um, the students have an incredible time. I can I have to turn volunteers for my employees away because they all want to work with the kids. Um, so I'm hoping that with presenting this to the board and getting a little bit more board of appreciation with what we do, we can build this program and make it bigger and more successful. Um I know Roseberg what

094we had five or six. Roseberg generally has like 12. So we're not that far off but and we don't have enough room for 12 people. But we can we can make it work. We can build. We can you know we have enough stuff that we can we can have that many kids if we get the participation. Yeah. And that's what we're going for because it's a really great way to incorporate student learning um cooking skills along with making healthy choices at the same time. So they also have to speak and they do. That's another part of it is that they have to plate their own food. They have not only do they cook it, but they plate it. Then they have to present it to the judges and they have to answer the judges questions.

095Um and so they get really really excited until it's time to push that cart down in front of the judges witness and then but you know what they hold their own and they do a really nice job. We had some really great students this year that I was super impressed with their ability to answer all the questions. Um, and they just you did not see them get nervous. Where did the kids come from? Um, how did they find out about it? So, we um generally we start advertising this in November. Um, and we go around to each school. We choose fifth grade because it's not quite fourth grade, but then it's not quite sixth grade where they're going to have more skill sets. Um, but fourth grade's a little could be a little iffy with

096some of the knives and stuff and you know, stuff. So, we chose fifth grade and we go around to each school and we present it to the student students. She was able to present actually to the students at Lighthouse this year. We presented it to the um administration at the other two schools. Um, so we're hoping that next year we'll be able to actually present it to the students as well. Yeah. So she puts she puts on a this is her baby. She this is her so she likes to she puts it all together. Um she the pre presentation packets for the students. Um you know so it's really fun and I tell you what if I can't stress enough you guys should come watch. As Arie can say, it's super fun to just sit

097and watch the kids because they do it themselves. We're on we're just on the back burner. We help like if they need help with cutting skills and things like that, we help we step in then, but the kids do the cooking on their own and you get to go back and watch them. How about food? Who provides the food? Sedexo provides you guys. Yes, we provide everything from uh the the all the ingredients for each recipe. Again, we deck them out with um their bling bling. Um we provide all their uh PPE wear as well. Each student will leave with their personal cutting board, uh a a pairing knife, um cut gloves, you know, they they have all the stuff that they get home. We provide their measuring cups, their measuring bowls, we provide um

098all that. And so they and they take all that. So there's no financial you find the actual barrier for any student participation. And there's prize packs that they go home with. Yeah. And the prize packs are built around food as well. Um this year it was a baking um set. Um last year it was pots and pans and they were pretty nice. I would would have liked to like that. It's been a few years since. How do we feed the kids at like us? How many kids? How do we feed them? We feed them just like every other school. So, but you don't have a kitchen there, right? So, you do. Oh, we have a production kitchen there. Yes. That's good. Yeah. Bunker Hill is still an active production kitchen. Um, the only place we

099don't have a production kitchen is obviously Blossom Gold and the district office, right? Milner Crest or what we're whatever it's going to be next year. Yeah. Okay. So, all of the kitchens are production kitchens. It is nice. I went on a visit. They didn't take me to the kitchen. So, I have a son. Oh, well, if ever you want a tour of a kitchen, just let me know and I'll take I'll show you because we have worked really diligently over the last two years. We have worked to bring in air fryers to help make the food quality a little better. We've got two of them at Marshfield. We have one at the junior high. And then Miloma and Sunset both got one as well. Um, so that just helps us have more of a palatable

100um product especially when it comes to French fries and you know and stuff like that versus always baking because that's a lot that's the requirement is we have to bake we can't do anything differently. So now we're able to air fry and it makes a huge difference and the kids have noticed the students excuse me have noticed they like it. We're still getting the one at sunset fixed but it's okay. We won't talk about that, but so far it's been a a very successful um uh addition to our kitchen. How's the kitchen in Madison? I love the kitchen at Madison. I tell you, I love that kitchen. I helped design it. So, it's just perfect. We learned from East Side what not to do. So, you know, East Side is we still have work to

101do at East Side, but um the junior high and mil Madison are they're exceptional kitchens. Yeah, I'm super excited and super happy with the result. So, is there um opportunities maybe for our culinary arts kids to have internships? Yes. So that's I've been working with Eli as well um with that where we can work. Transportation is probably the biggest barrier um for our culinary kids. So because obviously they would have to travel um to other locations. So um it was actually a barrier for this as well because since it was a school function that we had to go through transportation in order to bust the kids over. So that's a barrier that that we're going to address um this summer. that yes, my end goal is to have or what I would like to do

102um in my capacity is bring the culinary students into the kitchens because again it comes down to see what we've been talking about all along is this is going to give them an idea of what it is to work in a professional kitchen as well. Granted, we are governed uh very heavily by um rules and regulations, but still they're going to learn their food safety. They're going to learn how to use the machines. They're going to learn how to um follow recipes. They're going to learn there's so much that they can learn. Um and especially in like future stuff, they can also use that if they the kid um Brandon can use that towards his community volunteering as well. So um we can use it in that capacity as well as student work hours. We

103also had a couple student workers I think one last year from the high school who came to the building and then we have a couple students who volunteer at lighthouse. Correct. Yes. So, I have currently I think I have two of our employees that actually started out as student workers um in high school. They both came from destinations um and they have worked their way. Kayla is is um working still working for me part-time to this to this day. She does have a full-time job at Bandit News, but she still works for me two days a week on her days off. So, um, so like I said, it's it's something that's fun, interactive. Um, it's hard work, but it's still rewarding. Those little kids coming up and smiling at you because we're feeding them, you

104there's you got to be behind the line and you will understand. um is a proven fact that most kids or not a proven fact, let me rephrase that, that if you were to talk to many students, especially from um communities that have uh poverty issues, that they remember their lunch ladies and lunch gentlemen over their teachers. Yeah. Because they see them every day. We we do an important job. Thank you. You're welcome. Any more questions? Any more questions? No. All right. I gotta get my kid to work now. Okay. Ex estuary explos. Yes, you got it. Our mouths are all going. Oh, yeah. No worries. And Stacy, I promised you a clicker, but it is on the fritz. That's okay. I'll just signal with you. Sounds great. All right. Hi everyone, my name is Stacy.

105I am the UK Americanore member at South Reserve in Charleston. If you don't know what Americanore is, it's basically a national program um composed of a bunch of volunteers that are placed in a different community and their whole kind of deal is to do a service project within different um categories. So the categories can include education, healthy futures, economic opportunity, things like that. So my service project is education based and it is Estoy Explores. And so I'm going to be presenting a little bit about um kind of how Esther Explores engages students um in the larger Kuzbay and Northband community in outdoor learning and outdoor exploration. And so just to start off with a little bit of what Asteroid Explores is. So Esther Explores is a K through8 after school program focusing on environmental and

106outdoor education. Um it is usually led by UK America member which is me in this case but UK America members at South Sloo do change from year to year. Um so Southue is actually the main kind of organization that hosts this program and makes it possible through having an Americanore member. Um so um UKameraore is basically United Community Action Network Americanore and it is tailored to southwestern um Oregon communities and specifically rural communities. So the members are posted here to kind of serve the unique community based needs and in Kous County that's normally through education. Um so Estro Explorers really um aims to engage students um in their natural curiosity of the environment while also making sure that we are kind of fostering scientific skills through STEMbased and steam-based activities. And so a main kind

107of facet and really important factor of S2 Explores is that it doesn't take place at South Reserve. It takes place at local educational sites across Kuzb Cous County. Um so for example, one of my programs actually takes place right here at Boston Gulch. Um, and Esther Explores is completely free to students. So, it we really are trying to make it a very accessible program because SASU reserve in general is kind of rural. It takes a long time to get there. A lot of students might not have transportation to get there or their parents might not have time to bring them to Salsoo. So, we wanted to kind of bring a program that would be on-site and place-based for a lot of good learning opportunities for students. And because we are at local educational sites and

108we're not at the reserve, we do h um kind of recruit a local teacher to help with programming. Um, and that local teacher is super important and crucial in ensuring that our programming runs smoothly. They help to manage students. Sometimes we have upwards of 20 plus students in the program. And if you have any experience in outdoor learning, you'll know that having a lot of young kiddos outside can be a lot to manage. So having that teacher is really important and and really just like a nice way to seem to streamline the program. Um, and so they also help to recruit students within the school district. So they're kind of like an in between between the reserve and the programs on site. So they're really important in making our education accessible as well. And so

109um S3 explores has been around since about 2014, but it really kind of started taking off with Americaore member um after COVID. Um obviously during co it was very impacted. We didn't have S2 Explorers as a lot of programs and after school programs most likely didn't happen. Um but in 2021 we were able to have that first American member that kind of got the initial um program rolling. And so we started off at Milcom school um with about three sessions that happened at that school. We had four high school interns and we had 31 students that were reached through the program. Um and then in 2022 through 2023 school year, we didn't have an American member. It was a failed recruitment, but we were still able to garner a lot of momentum in the 2023

110through 2024 school year. Um so we had two new sites actually joined. So that was North Bay Elementary School and then Blossom Old School. Um we had three sessions again, two high school interns that helped to support programming and 63 students. So that student number doubled in just over a year even with the program drop which I think is really awesome to see. Um and as you can see here we have a couple of programs from the past um quite a couple of pictures from the past programs. Um and one of the pictures is the students doing water quality monitoring at MCOM March which I think is a really sweet picture. All right. And then this year this is the year that I've kind of been in charge of. Um so we've been able to

111grow the program to four different educational sites. Um two new two of those sites are new. So we have Hillcrest Elementary School and then Bandon Community Youth Center which I think is really cool. We've been able to reach Bandon as well. Um so we have had four sessions already completed this year. I've had two sessions at Hillrest Elementary School. So one of them is actually is still occurring right now and then a second session is happening at North Bay as well. So a total of six sessions for this year which is really awesome that we've been able to see that and we're hoping in um next year to maybe grow up to eight sessions, eight to 10 sessions would be really awesome in a full school year. Um I have two high school interns, one

112from Northbend and one from um Kuzbay schools. And then we've reached actually 158 students so far, which is really exciting to see so much program growth this year. Um and a lot of that is because Boston Gulch and Band and Community Youth Center, um they have a lot of different students kind of cycle in and out since they're more like after school program based and not specifically like Kate schools. Um so they have a lot of different student cycles too, but it's really cool to see so much student interest as well. Um, and at Hillrest specifically, we've had almost 50 students on the wait list for this program. So, it's really garnering a lot of community support and we're really um excited to see that and I'm hoping that that number will also still grow

113this year since we have another program coming on and happening in May. Um, so that's really exciting. And then these are a couple of pictures from the programs. Um, this one's at Boston Gulch. They're actually pointing to an ammonita mushroom which if you don't know are common to Pacific Northwest. They're poisonous. So, it was a learning moment for them because they thought it was really cool. Um, and then this is a program at North Bay and they um made nature mandalas, which is one of the favorite activities I've done with kids. They basically collected their own nature materials and created this really cool artwork within the forest. What age group? K through eight, but most of my students are um elementary school right now. And I'll get into um so every um every kind of

114program session I've really tried to integrate a field trip to the reserve for the students and this field trip is completely free to them. Um, and it's all done through South Sue reserve. So, we have a couple of vans. I pick up the students and I bring them to the reserve. And so, the reserve field trips could look like maybe just a trail hike or even sometimes families join the students if they are free and available to come see the reserve as well. Or we have um students come to our reserve and go to one of our restoration sites and pull invasive species. So, we like to involve them in a lot of different ways. And so, these are some of the pictures. This is uh from the Bandon group doing a trail bingo hike.

115And then this is from Families in the Field for Hill Hill Crest where a couple of the families actually came out and got to do a little hike in the reserve. So it was really really fun. And so one of the main reasons why I'm here today is you'll notice that a lot of the schools that we are at currently are kind of northbent heavy and we really want to expand Kuzbate schools. Um so we used to have that program at Milacoma but in recent years we haven't been able to kind of reestablish the program there. Um, so we really want to reestablish the program at Miloma in the next year and also east side since they are right next to each other. Um, and they have access to Miloma Marsh which is just a

116beautiful, wonderful outdoor space with so much opportunity for outdoor learning especially on birding, water quality, things like that. So it would just be a really great space to have. So we really are hoping to expand there. Um, and then in the future, we also really want to keep kind of fostering those strong relationships with schools and educational teachers um, for year-to-year continuity. A lot of the time a problem with SJ Explorers has been we haven't been able to kind of nail down specific teachers who are really interested in helping out kind of supervise the program and that's completely valid. Teachers are very busy and oftentimes don't have the support to kind of run an after school program like this or help assist with an afterchool program. Um so we just really want to make sure

117that we're finding teachers who um are able to help for maybe a longer amount of time or know other teachers who would be interested in helping. So, we really just kind of want to get up in front of the school district and make sure that um teachers know about this opportunity and are open to it from year to year as well. Um and so one of the reasons um we are kind of one of the ways we're helping to support teachers is we're actually applying for a grant for stipens for teachers. Um and so a lot of the teachers that we have now who are helping to supervise the program are already kind of externally supported through a stipend for after school program time or it's kind of like part of their job to be

118an afterchool supervisor. Um, so we're applying for grants for teachers who don't have that um, financial support to kind of provide them that support to um, help supervise the program um, and also make the program run smoother. So that's hopefully going to be approved with this year and if that happens that will be available for next year programming. And then of course we also want to continue to increase access increase accessibility to outdoor education no matter the location. Um, so a lot of things with placebased learning is it's really kind of learning the resources that each school site has available to them, especially in outdoor resources. So, for example, North Bay Elementary School has a beautiful trail system um which is just like right kind of like 20 ft off site of the school. So,

119super accessible to the kids and a lot of the kids are really connected to that area. But, for example, um Blossom Bulch doesn't have as much um outdoor space. It has like kind of a big field. So, it's kind of just like learning how to tailor the experience into each of those outdoor locations, no matter what they look like, and teaching students that nature doesn't necessarily have to be this pristine reserve just like South Slooh is. It doesn't necessarily have to be that. Nature surrounds us wherever we are. Um, even if it's just a little flower growing out of the concrete. Um, it's just really important and we want to teach students that you can access that no matter where you are. You don't have to be in this pristine area. It can be a

120tree or it can be just a small bug on the sidewalk. It's something that can bring you joy in your day and that you can learn about. Um, so I think that's one thing that Estster Explorers really does well and letting students know that that um outdoor nature is not just in your textbook accessible to you wherever you are. And then how can you all support Estster Explorers to end my presentation? So one of the main things that you can do is you can volunteer. So Americanore does a really good job of engaging community volunteers. Um the main source of volunteers for explorers has been those high school interns and we really do rely on high school interns. So if you all know of high schoolers that would be interested in entering next year, definitely

121let them know. you can contact me. I can get them set up for that. Um, but we also really want to engage adult volunteers, adult community volunteers, because we really haven't seen that for us to explore. We have a lot of adult volunteers who help with um kind of other programming in the reserve, but we don't have any for us to explore. It'd be really awesome to get some adults who are willing to dedicate their time to the program. And it doesn't have to be for a whole session. Sessions can sometimes be eight weeks long. So, you could volunteer for a week, or you could volunteer for just one day, or you could volunteer for a field trip. It like whatever you are wanting to do. volunteers are kind of flexible in what they're willing

122to do. Um, and you can help manage the students, you can help facilitate activities, you could help lead a hike. Um, we're kind of open to whatever you are wanting to do as a volunteer. And then if you can't volunteer, you could also donate supplies. So, the reserve does have some funding for Eststeroid Explorers to have kind of supplies for different crafts and things. We're always looking for more kind of external funding and donations. Um, so that could be papers, pens, craft supplies, or any like scientific tools that you think would be really helpful for programming. So, for example, we recently were donated this um like salon salmon life cycle jar set. I don't know if you all have seen them, but if you've been to Charleston Marine Life Center, they have kind of those

123salmon life cycle stages. And so, it's just a really cool thing for students to see kind of in action and to see how the salmon eggs grow. Um, so that's one thing you could do. And if you can't volunteer or donate, that's completely okay. You can also just spread the word in Cruiseb schools. a lot of people don't still know about the program. Um, so it'd be really awesome to just have more teachers know about the program, more administrators know about the program, and more parents know about the program too, so that we have more community support. And then just continuing to support science is a really, really big thing. I think um, a lot of the students that I have, they haven't had a lot of experience in science yet. Um, so those experiences

124for them are really exciting and I think kind of continuing to support that um, as they are young and then as they grow old into more um, upper level sciences is really important. and then also continue to support outdoor learning no matter what that looks like. So yeah, any questions? So where was your before you got to America? What what school did you go to and what was your study? Yeah, so I went to Knox College. It's a small liberal arts school in Illinois um kind of western Illinois and I studied environmental studies. So a very broad topic. It's more policy, social, and science-based. It's also nice destinations has kids that go out to the hospital eats. Yeah, absolutely. Yeah, we have a bunch of different school groups. Yeah. Of all it is. It's really

125awesome. What can the school district do to help you start a program at Miloma or East Side? Um, that is a really good question. I I think it's mainly just about support and contacting administrators. I think a lot of time the administrators get so busy especially because sometimes we contact principles and we really try to like push the the connection there, but sometimes they get so busy that it just kind of drops away. It's not like first priority and we completely understand that. So, I think just establishing that connection and knowing that we have rapport to keep asking like, "Hey, are there teachers interested? Hey, can we go talk at a meeting to recruit more teachers? Um, is this something that you have the capacity to support right now?" Just really spreading the word to

126them that this is something that we really want to take off and that we're very passionate about. Has she done that now? She's gonna We're gonna get a hold of her. Yeah, we're gonna figure out a way to get this going. This actually fits perfect our theme of CTE, right? Because kids, there's science in a book, right? Which is important, but kids start to get on fire about science when they see it apply, right? So when we can take take it out into the wild and they can see some of these things. So yeah, we're gonna we're gonna connect the dots. Are you are you open to other school sites in Yeah, definitely. Yeah. Yeah. Any school site. Um I'm also working on getting it kind of established in Sunset for next year. We weren't

127able to fit it in this year. Um but um Jeremy, she actually was running one of the after school programs. She's really interested in helping out with that. So hopefully I can get a meeting in with her and um set that up for next year for the next American Congress. And I um I'm only here for one year. Okay. So you're getting ready for next year. Do we know who is coming or I do not. They're still recruiting. Um but I I hope that the person will be very passionate about the project and will be really ready to hit the ground running. So have you ever thought about teaching? Um, but you know, this was kind of a a trial run for me this year. Um, and I and I actually do really enjoy it.

128So, I could I could see myself pursuing it. Yeah. Talking about that as well. Of course. Yeah. Yeah. Thank you so much for your time. Any other questions? Any other questions? Thank you very much. Contact me if you have any questions. I will I will push this, but I'm on that. Oh, that's awesome. So, that's great. Keep pushing. Yeah. Yeah. Awesome. Great. Thank you so much everyone. Thank you. Mr. Skinner, we have come to your part of the Okay, I'll be as briefly brief as I can be. Anyways, um just as an aside, I would like to really underscore the importance of what Dr. Ainsworth presented to you. uh personal experience before I became what I currently do. I was an educator um education specialist working out of Washington DC. I remember that when I

129was in high school and I got trapped in going to college, I lost all my classmates almost because they went Yeah. into shop or whatever technical education and we were separated and then it got worse because everybody had to go to college and personally believe that a lot of the disciplines we have in our country today is a result of bad that bad thinking. So it's incredibly important what you presented to bring those things back together and because they are really should be and are part of the whole thing and uh I hope it brings a lot of healing to our society and I wish you all the best to succeed at that. So anyway um I'm coming from community coalition empire. My name is Steve Senner. Um Add's a member as well. Community Coalition

130has been around for 21 years now. We are officially recognized by the city of Cous Bay finally. So, we're on par with the downtown association. We cast a much broader net than the downtown association. Um, that's why we call ourselves the community coalition. Um, the city has recently adopted the Empire Blueprint Plan, uh, which is bringing a lot of upgrades to downtown Empire and the waterfront. um they finally realized that half the population of Kuspay now lives in Empire. So they they're paying a lot more attention. So um one of the goals uh is specifically to make create more housing and on that note um and we're particularly interested in senior housing. Um there are a lot of retirees in our community particularly in Empire and way back 10 or 15 years ago when the

131bank both the managers of bank prior to its closing were part of CCE and active in it and they saw a need because there were so many older people in Empire who would like to downsize but had no place to downsize to and that would have freed up housing and still would for younger families to move in and uh with children going to school. And um so we're particularly interested in senior housing. And that brings us to the possibility of taking a look at uh relocating the bus barn to a more central location uh which would free up almost two blocks of of land for housing. And our our best case scenario would be for senior housing um because it would allow seniors to um be able to walk to the caves and to the

132post office and that kind of thing. And there's no nothing like that around at this point. Um there are retirement places you can go live in and everything but our interest is particularly in doing small houses um tiny houses, small houses or small dwell smaller dwellings, not a big apartment block and making kind of a a village type campus type approach. And um that would tie us right into what was presented by Dr. Granny's worth because we'd love to see that uh those dwellings be built by high school students. Um that was done. I live on a block in North Bend right near O Street Park and almost every home on my block was built by Northbend High School students back in the 70s. So I know it can be done. Um I just saw

133a program on television a couple days ago in Middle Sex County in New Jersey. It was a freshman class at a magnet school and they were building exactly that small houses from the ground up and learning all the carpentry skills, the electrical skills and everything like that. And this was a freshman class and they were all going to go, you know, they all had their careers plotted out right in front of them. They're all excited about it and uh so it seems like a really cool thing to do if if it could work out. Anyway, so um I've talked a little bit to Matt for the stress at Housing. So he's a potential partner. He's pretty excited about it. Um what we'd have to do. Uh there were two locations that we kind of talked

134about. Um, one would be the property at the end of the track at Sunset and Madison. Um, it's large, fairly large property where you are located now. Um, I don't know if you've been out there recently, but when they park those buses, there's not room for even half a bus left. So, you're you're full to capacity at that bus barn. So, there's no room to grow. So the the property at the end that the school board owns there is a larger piece and uh it would require some creative thinking and a lot of good landscaping to make keep neighbors happy but it is a potential um site. The other site which we originally talked about was u where the library had looked at being located at next to Cascade Farm and Supply. That is a

135that was the ideal location because it's kind of midtown uh between Empire and Old Goosebay. Uh they already have a traffic light um so it' be easy getting in and out of motion. And in that regard, I um approached the city uh when we first started talking about this and uh the initial response from Nicole, the city manager, was exciting excitement because they are looking at relocating their um facilities from down the south end of town, which is directly in the tsunami zone, to a non- tsunami location. And they were looking at at putting it up there. um by Cascade Carment Supply. And so we talked about possibly colllocating the two facilities uh which would save everybody a lot of money. Um take some planning obviously, but uh it's a pretty intriguing idea. And the

136idea for you guys would be to save money because if you're more centrally located, you won't have to spend as much time on gas, fuel, labor, etc., etc. Um so um anyway and then the city's morphed from theirs. They have now actually looking beginning to look at relocating city hall and um police department and everything to that location. Uh they have applied the federal government already for site preparation. So, um, also that subdivision that's going in there, 400 homes, um, they're looking, they have to have another way to get in and out of there. Now, they're looking at bringing it around and coming out at the cascading site. Um, so they're looking at the city owns property up in there. Water departments just log that all off. So, that's kind of where the growth long

137term is going to go. If Goosebay does expand, um if the container port materializes in some form or another andor wind energy comes in, um there's going to be growth. All that growth is going to have to go to the south. Um they they even talked about possibly annexing all the way out as far as Charleston looking really long term. So this is a long-term thing that I'm talking about. But uh so to uh to do this we probably need a small committee really small uh to take you know take an initial um exploratory look at this. Um the one thing we need to figure out in particular would be uh cost benefit kind of thing and uh personally it'd be kind of cool if a math class could take that on uh with adult

138supervision um because it's basically it's just mathematics. How many miles you're going to save, how much gas you're going to save, etc., etc. So that would be a nice in-house solution. Um if that doesn't work out, we could try somebody at SWAK. We could go to OSU. Um there all kinds of possibilities there and it's been done on many other projects. So there's a lot of precedent for for going that way. And it obviously saves a lot of money and none of us have money. We all know that. So um so that that would be kind of the where we're at. Uh, so I'm just putting it out there as an idea. Uh, I think it's really doable. Um, not going to happen overnight. We all know that. Uh, but you got to start the

139conversation someplace and, uh, it has a lot of potential in a lot of different areas. That seems like a win-win for everybody. So, any immediate questions? Who owns the property up there by far the supply? Who owns the property? I don't know. Oh, next to Cascade. I I don't know. The city had um paid a holding fee to them when they were looking at building a library there and that's no longer the case. So, I don't know. And if they're going to put the road through there, it would obviously not be right on that particular site. Yeah. But it would be off that road. Yeah. So, there's a lot of things to be thought through. I recognize that. But I think it can be done. It's just a matter of making a decision. Let's take

140a look. Okay. So, are you is the coalition or the city is somebody going to purchase that property if we were able? Well, no. You would have to sell you would sell the bus barn property. Um there according to Nicole there are a lot of developers around because of potential to contain a board and and wind energy. Um our preference would be to work with twotory housing. um because they can get grants and he's also really interested in having the students do some of the building and taking that project on as kind of a showcase demonstration project that could grow into a lot of other things. So, so it's also possible you could you know we said those are all kinds of things that would have to be explored. So, and um so we're looking

141at somebody from the city is totally on board. Uh they can't be the driver for the project. Um I probably would be the representative from CCE. and I'm going to commit to starting the conversation and then we'd have to have someone from a bus bar that knows what the needs are and um somebody from the school board or within a school system to you know help drive it along and you know do our initial what we got to figure out to make a road map. Okay. Oh, so is there interest? We we've had a presentation. We continue to listen to presentations and then we drag on. So I'd really like to know if there's some interest in pursuing this at least doing some initial I'm coming at you out of the blue. I realized that.

142I mean, I guess I guess I would wonder Yeah. if this is something the facilities committee would have would be interested in looking at or not. I I mean, as a board member, I don't know if I I don't know if I care initially other than, you know, I could hear it might have a benefit for a community, you know, is there a is there a solution that that benefits all? I just don't know the answer to that or not. I mean, you know, there's a lot there would be a lot of things that have to take parts. Yeah. I mean, you know, property is not easy. I can tell you having looked looked for property around here for various purposes. So, you know, and I don't even frankly, you know, do we own the

143property? We do own the property. It's we have some arrangement for bus people to be using it. So, so yeah, I mean obviously you don't want to give up property unless you have something that's really looks like it's going to be something that's workable and get a good deal. What do you think? You have that person back. Yeah. Well, it's soccer season for me, so it it I wouldn't be able to be able to dive in on it, but my my main thing is is we got a lot of projects going on and a lot of resources going other places. So when we initially first heard from him, it' be you guys do everything and we're just sitting back here and just gonna see what happens. But yeah, so I wouldn't be able to put

144too much into it myself. And it's a large it's it's quite a bit of property to store that many buses on it. So you have something substantial right there. That's also where our maintenance people are. So, we're talking about that property as well and then we have to relocate them or we just talking about where the buses there. Yeah. Now, I'm not expecting an answer tonight. By the way, they're all together. Yeah, you can take it under adisement. Think about it. I think maybe we should do that. I think we should send it to um facilities committee. Let Kevin talk to them. see if anyone else can step up or if they think it's a good idea to at least send someone to a meeting for a couple times to see what's going on. See

145if it's moving forward. Then we'll I'll get back in touch. I mean, either it'll get a life of its own or it won't. I'll try and make a couple of steps that it'll never happen. And I'm trying we're trying to think, you know, long term and and be as inclusive community inclusive as possible because I think that's incredibly important as I find out. So yeah, I think I mean obviously housing is an issue. We know in the community Empire Kay Northbend has their own housing constraints. It's challenging the state, right? I I think there it's worth having a conversation about it doesn't have to be a fe feasibility study but to have a feasibility conversation right and because all of you have brought up valid points the land piece the facility piece you know who

146builds the structures you know there's a legal component there's the finance piece so just start the conversation and I've seen enough of these things happen where at least you get the ball rolling it doesn't happen right away but there's momentum that maybe when the stars align some of the conversation there's a record of the conversation and there's some some process. Okay. Okay. That's fine. Perfect. Yeah. Thank you. Thank you. We'll see we'll see you Thursday, right? I think I'm in your guys's place Thursday. Yeah. You I think Matt is gonna speak next month. Okay. Great. Thank you. Okay. Are you guys here for public input? Would like to move public input out of order before we do the policies if we could. Okay. These people have been so generous sitting there and I just saw

147them looking at the clock. So you were looking at please come up and and address us. That's why and Mary Um, thank you for the opportunity. My name is Toby Rhiner. I'm the Marshfield uh varsity head baseball coach. I'm here unfortunately for a negative aspect and then hopefully we can tie into um a positive um that I'm looking forward to. I kind of want to shed a light onto the disconnect that there is between our program and other programs at the high school along with the disconnect between the program and the facilities and the district in its own. Um to shed a little light shed a little light, we've had a scoreboard that hasn't been working for 14 months, but it's been at the district since September. Hasn't been installed yet. So, the boys are

148currently playing with no scoreboard, even though it's sitting at ESD waiting to get installed since September. Um, I was told to my face that if it was another program scoreboard that was inoperable, it would be urgently installed and fixed. And unfortunately, apparently, ours is not as urgent as other programs to get fixed. Um, there's been a lot of information given to me that certain things have been purchased with money that was supposedly donated to the baseball program, which I am waiting to hear back on that on whether it was donated purely to the baseball program or to uh athletics in general and I would love to get clarity on that along with if it is incorrect information I'm being told and I would love to be corrected and why it's been sitting for six years

149if that's the case. if it was given to the department instead of just to the program. Um, and then shed some light on to the facility that we have down there. Uh, for the past seven, eight years, I've been involved with the program the last three as a head coach. money coming directly out of our pockets to fix the facilities and the back and forth with multiple facility coordinators with very little to no leeway into getting it fixed. Uh we've had sprinklers installed in our field that haven't worked for 5 years. So it requires us to water by hand early in the morning. It requires us to mow before every game because the equipment that the district uses is apparently too heavy to use when the field is wet. So, it's time out of my

150day, my coach's days, our work schedules, time away from our families to maintain facilities for the boys where every other sport gets it maintained by the district. I was informed that on countless occasions by every visiting outdoor facility or program that it's amazing that certain programs here look as they do and ours looks as bad as it does. So clearly we are low on the totem pole as far as importance. The we are one of two programs that get affected by the weather to where we can't practice or play depending on the outdoor weather. So 70 to 80% of our practices have to be done inside of a gym where we can't use adequate uh equipment and the facilities that we do have outdoors are not enclosed. So they every all of our equipment rusts

151can boys are cold, wet, cannot properly warm up which causes injury and countless communications with facilities to amend this have gone unheard. So I am here for that. And then obviously this the positive side that I would like to work with is the idea of tfing at least the infield to the facility. Um I understand that the district sets aside 1.7% of the budget for the football stadium to get turfed every 10 years. The cost for the baseball and softball would be 30% of that with zero maintenance required by the district because there is not a single person at the facilities that is knowledgeable enough to work on a baseball field, let alone a turf baseball field. We do all of our own work on the areas that are currently turfed, which we also installed

152on our own. We have to purchase literally everything. Uh seed, weed and feed, we have to water. If we don't, then as you can tell, in the springtime, it dies. Um, so I happy to take on questions and I would also challenge the board to come down and take a look at the facilities. Um, because they are not comparable to the requirements that should be necessary for the Oregon post and baseball, let alone the quality of teams that we play. uh they don't match, but yet we still send about 30% of our graduating seniors to the next level to play college ball. So the number would jump immensely if we had the facilities to use them. Have you looked into the pricing of uh how much it would cost to turn? It's about $300,000 to

153do just the infield of a baseball field, but it's a lot less impact than it takes for a football or in the district's case the stadium. takes a lot less work. Um, but it's still the replacement still about every 10 years. It can go a little bit longer if it's well enough maintained, but it's still only 30% of what this district already puts aside for the football stadium to get ser, which would just be another additional 1.7% to the budget for both softball and baseball. Is this an issue we were aware of before? I can answer that. Yeah, I mean we we we know that there's the scoreboard issue. Uh Marina can go into some of the detail. I think we just have to be careful. We're persons to be heard like persons be heard

154you present and then we follow up. It's not I don't expect but um I just was wondering if this was something we had ever heard about before. That was my hesitation at responding because it's not question answer time very clear about that. As for the scoreboard, it has been scheduled to be installed but because of the time levels we were told it needed to happen later in April. According to what I'm told from art science, we we did not want to spend the money. It was an extra 20,000 to get it installed before the dry season. So, there was a conversation, I believe, during the facilities committee to wait and get them both done with the understanding that they were working to some capacity. Casey has made the decision it needs to get done sooner

155because it's not working. And so, it's been scheduled to get installed. We just cannot install ourselves. It requires heavy machinery. So that is being that is scheduled. We just have no control over this the actual installation of it. That would be due to the fact that it waited until the wet season. If it was done in the fall time when it arrived, there wouldn't have been that extra cost and which thought it was also informed of and it's also gotten pushed back again since the original installing. Well, thank you. This is public comment. Appreciate your We appreciate this and we will take it under advisory. I would love to be involved. I've reached out. I have close to 100 emails back and forth between prior facilities managers and the current one and it doesn't seem

156like any decision ever gets made that involves the actual program itself for the best interest of the kids. I I think we could involve you in any further discussions that we have. I think that would be appropriate. So, you should expect to hear from I appreciate it. Uh, what steps do do I need to take to look to propose the turfing for the do I need to get a the benefits to what money it brings into the community? I'll be I'll be honest with you, a proposal like that would be great. You shouldn't expect it to happen in the next year because I know they're in the process of doing the budget right now and not knowing about it. probably no chance they'd be able to slip it in. So, I wasn't made aware of

157three years ago when we brought up originally. Okay. But we will start a discussion. Thank you. Yeah. Thank you. Thank you for taking that out of order. We'll go back to policy updates. David, that's the moment you've all been waiting for. Policy. First and foremost, are there any perspective policies for review? Any that you would like to add to the docket for our next policy committee meeting? Looks like you have enough lined up already. Yeah. Yeah. No, we do. But since I put it on there, I thought I'd ask. Um the good news is most of the policies we're working on now are just review policies and and what happened during our policy analysis is that aboutund 130 I think it's 138 exactly but somewhere around there policies were flagged for review. Some of those

158indicated you missed a sentence here this title needs changed. Most of them included no notes. And what that indicated is that the policy hadn't been reviewed in a while and and we were supposed to review it to ensure that it still um complies with district practice, that we're still following the policy and the policy still fits our practices. Um so a lot of these won't have any changes. What I've done is um taken them to our our cabinet level team and if there's particular ones like uh let's say it's about nursing, I'll take it to the nursing staff as well. I'll have them review this policy and say, "Hey, does this still match our our district practices? Is there anything that you would suggest changing?" If I get any of those suggestions, I then bring

159those to the policy committee and we work on them from there. Um so the first reading for information, those are ones that there's no changes that we made. We are they they've been our current practice. Everything is good. But we have reviewed them and I would like to still move them to readoption so that we have that noted that we we have reviewed this policy in 2025 and we've deemed it to still be appropriate. That way when we look back we don't we don't see it as hey this hasn't been done since 97 when really we did review it. Uh and then there's first readings uh for adoption that are uh OSBA recommended. One of those is we added one regulation to the list included in the policy EACC which is student conduct on school

160buses. There's there's a list of um different regulations on there. You know, uh a student shall not be moving while the bus is driving, you know, various things like that. Um, one of the things that we added is students will not be on the bus without adult supervision. Um, we put adult supervision instead of driver because sometimes that's a coach uh chaperone, but some adult needs to be on the bus if there's students on the bus and we thought that was very pertinent. Uh, so that was the only addition we we chose to add there. Um, then we have uh use of feature films, videos or other media. This one went through policy committee uh two times. The first time we looked at it and we uh this was a policy we hadn't had previously

161but was highly recommended from OSBA. Uh so I pulled another district's policy that also uses OSBA. So I knew I was getting their boiler plate, but I didn't use up my 20 freebies with OSBA. Um, so I took their policy and then the only thing we added uh to that one was a a caveat for the use of uh snippets or or R-rated films. Now that would be obviously be the exception and not the rule. And there's it basically indicates that they would need explicit uh permission from the superintendent. Part of that permission would be they would need to explain to Dr. brains were what educational value is provided by this like maybe it's a snippet of shingler's lips or or something like that. Um what educational value is this and and also parents would

162have the opportunity to opt out in those instances uh that it was going to be shown. We don't expect it will happen often and after talking with Eli it it doesn't happen now. Um but we wanted to provide that opportunity should a situation arise. Uh we didn't want to be bound by policy. So for the most part, no R-rated films or snippets will be shown. If they are, they will be explicitly approved by the superintendent. Um, so those are the changes we made to that policy. Um, then we have suspected sexual conduct report procedures and forms. Um, there was a sentence that was indicated as missing on our policy analysis. So we added that that sentence in. Um then we have a a number of them for first reading for deletion. Those we have about

163a hundred policies that need to um so the good news is when we got the policy analysis only five of the policies were statutoily required that we didn't have and those were all in the hopper on the way to be before we even did the analysis. So they are most for the most part I think they're all adopted now actually. Um and then there were between five and 10 that were highly recommended that we didn't have and most of those are in the process or were in the process at that time. So all of those have been worked on and that's why we're now going through the review. Um so the the analysis at first gave me a little shock factor, but as I looked in deeper, most of it was just reviewing to make

164sure it's still current practice and we were in compliance with a vast majority of our policies. Um, so all of those have been flagged for deletion either because uh they were merged with other policies or they're no longer required. Um, so OSBA recommended all of those for all I have for policies. Does anyone have any questions? Are there any questions about these policies? Indepth analysis questions. I was there. Okay, thank you. We accept these for first readers. Wonderful. Okay, board member highlights really quickly. Adrian. Oh goodness. Um I've been in contact with the SWAK um physics department. They do their steam pathways. deal a lot with third through 12th grade students. Um so that's something that's just beginning and hopefully it'll be ongoing. Perfect. Well, unfortunately, all right. Um, went to the distinguished alumni dinner

165the other night and uh JJ Briggs and Les Engle were the two inductees and I don't know um that everybody has heard of JJ's but JJ Briggs is a was a kid who graduated when I was here. He uh went was one of our first kids in our uh Sea Scouts program. And then he went on the Lake of Washington for a year, failed at Haiti and back. And then he went in the Coast Guard as a mechanic for helicopters, but he didn't like being a mechanic for helicopter. He wanted to be the pilot of helicopters. So he worked his way through and got through training and became helicopter. And um the reason he was signified by the Coast Guard and whatever the group who goes through it during Hurricane Harvey in Dallas, Texas um

166they decided to rest some Coast Guard helicopters in it was either Houston or Dallas. And um so they sent seven helicopters from some other place. Only one of them made it through. The others all turned back enough. So the only pre-position helicopter in the area was his. And over the next 48 hours when the storm hit, they rescued 126 people. Um, and it went through two helicopters because the one helicopter lost all electronics because there was so much water. He said we had to tip the helicopter to get the water out. Um, and so they left their rescue swimmer in a tree to lighten their load and got back and got an helicopter. By the time they got back to their rescue swimmer, he had rescued eight more people waiting on a rough stop. And

167he said he watched him dive into this river of water going through to rescue a young child who was in the water. And he held him up with one hand while they got the cradle to him and got him up. said it was pretty amazing time, but it was knowing JJ, he has always had a lot of that available energy. Yeah. But it wasn't his he his two older sisters were both validictorians. So he's a great kid. He just it wasn't a student at it was really interesting to hear him and Les Engles done a lot of stuff for our community. So it was a great evening. Um I think it's one of the best programs we distinguish alumni. encourage people if they get a chance to let us know. I would say I was

168gonna I'm great. Yeah, Kevin. Oh, I'm glad you brought up the alumni because I was hoping for some kind of discussion to name something after Pirate Ted something something in our school district because everyone knows him and if you don't just ask someone that then they know him, you know, and nothing's really named after him. He's a cool dude and he's been around and everyone Yeah. Yeah. He's I think he lives in Washington. He lives with us. Yeah. Not with me personally, but Okay. Yeah. I talked to a family member and they said, "Oh, he moved to Washington." I'm like, "Oh, man." Okay, that's even better. I thought it was Yeah. And not to um disclose too much, but if anybody wants to visit him, it would be a good time. All right. Okay. Yeah.

169Yeah. Yeah. So, we I I think it'd be cool. I mean, you know, he's really sports related, you know, Marshfield High School stuff. So, if everyone kind of brainstorm on some ideas, but yeah, I think the community would love it, too. I mean, it's a good facilities project. Yeah, it would go talk. We wanted a number of bicycles throughout this lifetime as a booster club and other people. Okay. And I'll just report today we did our first um painting session at Madison. We painted 20 spoon rests with very excited children. Adrien was there helping me. Um I was given an hour. Within half an hour these kids were done. They were like painting paint everywhere. And then and then she says, "Well, when you're done, go over and sit on the thing and grab a

170book." And so Adrien wisely looked at these children all heading over there and he grabbed a book and sat down and read with them as we finished up and it was really fun. So tomorrow we're doing it and on Wednesday and Thursday. So, if anybody wants to come help, it's takes about a half an hour, like I said, and it's really fun to see the kids. And also, I have been attending um OSBA rural caucus meetings. They did form a rural caucus. Um the rural caucus is just getting up and running. They really don't have a lot on their agenda right now, but they are organizing um legislative days and they are all going up to the legislature to do some lobbying and there is training and um assistance for anybody who wants to do

171that. So, if anybody's interested in going up and lobbying um in Salem, it's a good place to start. And um I think we can adjourn to executive session. Do we have our attorney here? No. And they won't be here, but you you'll need to read the the OS to adjourn us and then I'll pull Michelle. Okay. Um we're going to dismiss to executive session pursuant to OS 192.66 O section D to conduct deliberation with persons designated by the governing body to carry on labor negotiations. Okay, give me So, give me one moment to pull Michelle into a room. We are going into executive session. All of you who are watching us online, we will be back And then we'll be gone. And then we'll be leaving unless there's a motion. So So they're all leaving

172now. See, I thought Eli left. It was nice with Becky to be here after she was I know. Has a night vision goggle on there. Yeah, I know. I thought that was Becky. Go play with your kids. Yep. Yeah, I do like this camera. Okay, we're out of executive session. Is there anything else that anyone would like to discuss hearing? None. Here.