001All right, good evening. We're going to call to order this uh regular board work session, Thursday, April 23rd, 2026. Um for roll call, I have uh Holly Regalman, Chris Howitt, Bernard Peterbball, and myself in attendance along with superintendent and district staff. >> Um we also have Heather Coleman Cox. Um Sean Barnes will not be joining us. Alasetta will join us um a little bit into our meeting. Um with that we we might reshuffle some of our agenda uh just to make sure we get maximum participation with uh items of particular that might involve the decision of the board. >> However, we do have an agenda. I think we can shuffle it even if we approve it. We can move some stuff around. So, I would move to approve the meeting agenda items as presented. I'll
002>> second. >> Right. Moved by Chris, second by Brena to approve the meeting agenda items as presented. All those in favor? >> I. Any opposed? >> Okay. Um, so first up, we have a social science curriculum adoption and this is the first reading, which means typically the board would not take action in a work session over this, but it's always, I guess, an option. But uh with that I will turn it over to I thinking this. >> Thank you. Wait side deck. Um so this is our first read of the science curriculum adoption process. We did an update back in January. The Oregon Department of Education reviewed instructional materials in 2025 and formally recommended materials for use in classrooms next school year and the adoption teams have reviewed curriculum options, piloted materials and obtain obtained
003student parent feedback. The board received an overview of the curriculum adoption process back in January 22nd and um the curriculum is being presented to the board for the first reading today. The K2 adoption team is proposing to adopt McGraill Wonders Mavius which is our literacy curriculum as our so as our social science curriculum and the K2 team is also proposing adoption of some picture books to supplement the standards within that curriculum. The grades third through fifth adoption team is proposing to adopt Teachers Curriculum Institute Social Studies Alive and um a seven-year subscription for third through fifth grade students is expected to cost no more than $346,000. The middle school adoption team is proposing to adopt Teachers Curriculum Institute History Alive also. And the History Alive 7-year subscription is expected to cost no more than $445,32.
004And we have a little slide show here for you to kind of show you what this is all about. >> All right. So, welcome Goring on slide number two. Do you want to click through? I'll just slides. Excellent. So in terms of board conditions, we're focused on tonight achievement uh and how we can continue to goals just to be achievement across the district use of a social studies curriculum. So that's our focus if we go through the adoption tonight. Uh this is going to be a review these next couple of slides that perfect. Uh as far as the process is concerned, we want to make sure it's a collaborative process that we were working not only with teachers who are teaching social studies but working with students uh working with the community giving feedback as
005the process making sure that it's grounded in effective and equitable teaching practices. One of the things that we do for each of our adoptions is take a look at what are best practices in the field and how do we make sure that those best practices are delivered. Um because the adoptions are on a seven-year cycle. uh teaching practices change over time. So we want to make sure that the materials match uh current practice with what we know is best for kids. As far as prioritizing the variabilities of our learners, we want to focus on making sure that the materials not only meet the general population but also special ed students as well. So looking all the way across the board and really thinking about how do we center student voices process. So wait for it.
006>> Uh we talked about this back in January, but just to review, uh we had a total of 38 educators that were involved in this process from all uh different positions across the district. We looked at a number of different curriculum and those are outlined there. Uh the numbers increase as you go from elementary to middle to high. And also just a reminder, we put the adoption for high school on hold because we're working on Senate Bill 3 and a lot of our social studies teachers who will work on personal finance and also post-secary pathways will be the same people working on the social studies adoption. >> We wanted to keep them in the classroom as much as possible. So we postpone the high school adoption until next year so we could focus on Senate
007Bill 3 and get that up and rolling. >> So this timeline is uh the same timeline that we brought to did an update. >> Last school year, our teams participated in social science for a veteran role through the Moment Education Service District where they learned about the new standards and place-based history um and from local cultural experts and then they developed lessons based on what they learned. It was a really powerful experience and then she reviewed the new social science standards along with MESD and uh some folks from OD. Then we be began working on our social science frameworks and I look for tools for curriculum adoptions and we started reviewing the picture books at the elementary level and at middle school. >> So middle school we identified two curriculum that we wanted to look
008at. One is TCI, the other is Traverse. You'll see those in just a moment. Um but it gave us a chance after going through all of the different curriculum publishers. uh TCI and Traverse were the ones that rose to the top in terms of ones that met what we set up as requirements as parts of our identified package. >> And then third through fifth grade decided that the picture book plan wasn't a robust enough plan to meet the standards for third through fifth grade. So we decided to look at a curriculum adoption as well. >> So uh for the K2 adoption, we need to um review our current curriculum. So we did that using the Oregon um IMAT tool evaluation tool and >> with middle school one of the things that was interesting with this
009adoption most of the time the adoption is just a second the slide didn't >> my bad no sorry you panic interrupt you >> so with the middle school uh social science usually the adoption is just the teacher on the team itself that are interested in piloting the materials. Interestingly enough, as the middle school teachers took them back to their middle schools, other social studies teachers are like, "Hey, can I see those? Hey, can we pilot those? Hey, can we take a look and see what those look like in our classrooms?" So, even though we intended to start just kind of small and narrow, most of our social studies teachers across the middle school have had a chance to look at both Traverse and TCI because they were very interested in what the materials look like.
010Um, and didn't want to just leave it in the hands of their colleagues like, I want to take a look at this. Uh so we actually saw the process on the teacher side expand beyond what we had initially anticipated. Uh and both of the companies were helpful to say yes we've got plenty of materials. Um you guys continue to take a look at these since so it was a much broader and larger pilot process than we'd anticipated but I think it gave us better uh >> no I mean the other the process went through as it always has. Yes. So for kindergarten through 2 grade, this is the Oregon instructional materials evaluation tool. And since we were planning to use our wonders and modus curriculum, we needed to complete this tool for our curriculum because
011o OD completes them for the curriculums that they give us to choose from. So we completed this and uh wonders and bavas did meet as a curriculum for social science and we it's required for us to keep this um on record here at the district and also share a copy with you the board and that is in the executive summary link there this uh the K2 adoption team continued to after we did the IMAT we continued to curate lesson plans for picture books that are right outside of the other side of that wall. And the lessons are based on um our vocabulary routine and our talk site right routine which are evidence-based literacy routines. And we're also making sure that our lesson plans follow uh transformative social emotional learning. And we started piloting those lessons
012in classrooms recently. And it's been amazing. And look at those cute little kids in those pictures of the books. So we after piloting the lessons we did empathy interviews with the students and we asked what did you think of the lesson with the book name and then what did you enjoy about it? Was there anything you didn't like and what did you learn and 100% of the students gave positive feedback about their experience with the books. It's been wonderful. It's been super fun to see. And these are some really cute kid quotes and a couple I'll read to you. We all love the student quotes. Um, I learned about the people before us and ancestors and the land before we were here as a first grader at Paw Valley. And then down the uh right
013uh left lower corner, helping community is about singing songs and giving dogs back a kindergartener at Hall. And they had read this book, Precious. and the there's a hurricane in Puerto Rico and the dog goes missing and they find the dog and and return the dog. So that's that's what that quote is about. But singing songs >> um and singing songs. Yeah. Um so they've had a really wonderful experience. It's been um fabulous like we have also been working alongside not only our teachers and coach team but core learning. I mentioned this before. They're the MSD has contracted with them. So we are working alongside a coach from core learning who's really helping with the DLI lesson plans. >> Third through fifth grades. These are some students engaged with TCI social studies alive and that
014has been very uh engaging for students. They're super excited about this curriculum. >> And this is a picture of some students collaborating at the interactive thought panel Kelly. So the third through fifth grade team decided we needed we were going to adopt um TCI social science alive. We narrowed it down to that and these are the look for tools that we use in picture on the right. Basically looking for making sure the curriculum could support literacy or see an interactive and it's engaging and we're hope we're planning on uh doing social science lessons during literacy time. So we wanted to make sure that it was conducive for literacy lessons. diverse perspectives and experiences encouraged students to think critically and that we had there were Spanish language options. So this the decision was made to move
015forward with social studies alive teachers curriculum institute and um like I said earlier the students were really engaged. Here's some pictures of students with the materials. It's been really exciting. How exciting it's been for middle school and also for third through fifth grade as well. They really are engaged in the content and appreciate reading the content. Is that ice written under civics? >> Oh yeah. top about like in the picture. Yeah, that center bottom picture >> right here where the students are reporting. >> Yeah, >> I can't see it. But >> I question the interpretation of civics if that's the conversation generator, but okay. >> It's Yeah, it's on the poster. >> Yeah. >> Oh, I see. Great. right in front of really a little bit. >> So then we did empathy interviews with third
016through fifth grade asking um what did they like about what they think of the lesson? What did you enjoy about it? Was there anything you didn't like and what did you learn? And um students were um found the materials very interesting and um learning about something new was was exciting for them and they wanted um there's just a lot of excitement and that was one of the quotes that came forward through that. We also did empathy interviews with the students and here's some quotes that we gathered from students. I enjoyed we got to show people our cultures and learning about other people's culture and about cultural history. And um the Spanish quote was translated, I like learning about geography and history, the pictures of the maps in the states. I liked what I can learn
017about a lot of things. So anyways, I'll let you look at those quotes. Sure. >> Super fun. >> I just have a question for you. just kind of a general um so it's third and fifth grade that the questions are asked. >> I mean I'm just a little bit surprised we learned history that I never knew. Aren't they learning it now? Isn't that sort of the >> So if it's a lesson that they're learning about something new, a standard that wasn't covered previously would be my >> Okay. It just is kind of an interesting Yeah. Because we teach history >> and social science. >> We do. >> Just whether or not the material was interesting and they paid attention. >> Maybe that was it. >> And it could have been something new that they haven't
018learned. >> Okay. >> Or a third grader who didn't learn it. >> That's what I mean. Yeah. That that they started at third grade and what you get first second grade is it really is structure. Yeah. Okay. Okay. Question. Do you want me to do it? >> There we go. So then we um gathered family feedback. What we did is we went to some elementary schools at dismissal and set up outside with our picture books and the curriculum. And these are some of the um books we were uh captured from families. My son who's most right now will speak about about oops another language at home and they aren't wanting to their first use their first language. This tells them why it is good. I like that it's not as limited of perspective as when
019I was a kid. It tells more round well well-rounded history. It seems straightforward and interesting. So good topics. I'm glad they are getting access to these topics earlier than I did. I'm glad they are learning about economics and money management. I want my son to learn that. seems very popular with families. I think we had 37 families that um we were able to gather feedback from at Dusa. >> So, they basically just looked at the band through the books and made a decision based off of that. >> Yeah, that's they looked through the books and they um there were some interview questions that they were asked. So this is what we would adopt for the different materials for third through fifth grade. The social social science alive is digital access for each student and teachers
020to the online learning tools such as the videos and built-in reading supports consumable student journals for each student. They're and they're in color and they're actually the text that the student reads, but they're also consumable and a journal for the students. I super excited about that. and the teacher guides in both English and Spanish digitally and in print. And then for K through two, it's the picture books to go along with um our Wonders and Mavas curriculum with the supplemental lessons. >> So sorry, they they are physical texts. >> Yeah, >> that's wonderful. >> Well, the journals are or the curriculum also. >> Yeah, the both. So the journals are their their text. They're a really nice journal with it's they're they're in color and they can lighten them, but they're also consumable. >> Okay.
021>> A couple slides back. >> So, when we when we talk about seven-year subscription, is that would we be rebying those journals each year? >> No, that's part of the subscription arrive textbook. Okay. >> They give us a good shipping deal >> and we're locked in at 2.2%. We're raising them after May 1st. So, we made sure we locked in. They want a few pointed. >> But there's a picture of the materials. If you want me to try them right back, you can see those. Those are the journals, the students journals in the top. >> The other advantage to have been printed yearbyear is that they can be updated as things change. So with our map as an example, um there's some of the things have changed or they have found errors and said the
022print they're able to update the print so that um the materials match online. A helpful piece as well is the materials are up to date always. And >> they're always looking at the Spanish translations too and we've been finding things that we've been sharing with them that they will need to update and kind of look at and audit their translations. And so that's nice that they can keep up with that because they send new ones out. So middle school is going to be fairly similar. So you the next slide. So the first step in the process was we wanted to make sure that we had a list of look fors when we stepped. Is it going to work? >> I think it's we think the next go back here. >> Got it. Um, so a
023couple of things that we really wanted to elevate as far as a look for is in the curriculum. One, we wanted to make sure it was representative of all of our students. That was a key point. Uh, supporting literacy development. So literacy is a K12 focus, not just as an elementary focus, but thinking through how do these materials help us advance literacy, K12, reading, writing, speaking, and listening. Um, we want to make sure that it connects to students real world experiences so that it's not um, social studies happens and then real life happens. We want them to see the integration of what takes place inside the classroom. Uh, another key point or another key element is really making sure that our EML students and our special ed students have strong supports within their curriculum so
024that they're able to access grade level content supports and scaffolds that they need. >> Um, and then the other piece that our social studies team really wanted to emphasize is this idea of critical inquiry. So in the new social studies standards for the secondary level, this idea of critical inquiry is part of the new adoption. And so they wanted to have materials that could help facilitate kids asking questions, doing deep dives into topics of interest and those sorts of things. And so those are the pieces that they wanted to see with in the curriculum packages that they were evaluating. So next, so uh teacher feedback as far as TCI, it was overwhelming. We looked at TCI versus traverse. Um the TCI was the overwhelming favorite of the teachers as they went through and the students
025as well. Um this uh history alive is the cover for the sixth grade text. So it's a combination of an online workbook or a physical workbook with an online platform and a textbook that students can also access in class as well. So it's kind of three different modalities that students use. The consumable workbook is the main mode of learning with using the online platform or reaching out and using the text. But it's that workbook where the most of the interaction takes place uh as we go through. And the teachers were pretty adamant when it came to TCI. If we couldn't get the workbooks, there's no reason to adopt the picture. But the workbook is the core that makes all the pieces work. So a couple of things the teacher feedback is there, but really three
026bullet points I want to elevate and they're both in the middle. One is says using the vocabulary toolkit has been helpful in having the students engage with the content in a variety of ways. So, one of the things we've elevated this year is vocabulary as a key focus, grades K through 12. Uh, and so the teachers were curious, how does this curriculum package help us elevate vocabulary and help us teach vocabulary in a way that's meaningful and relevant to kids. The next one, there are many connections to students own cultures and community through organ specific topics. So, it's again really looking for that connection back to students lives. And in that bullet down below, readings can be leveled. Read alouds are available in multiple languages. The entire curriculum is available in Spanish. And so lately
027coming through for our DI programs. While we won't be teaching social studies in Spanish at Clear Creek, um our teachers were curious, do we have access to those materials, especially for our newcomers or for those students where Spanish is their first language, do we have access to those materials so they can be a part, take place in the class, but also work on developing their English skills as well. And so those are the pieces that the teachers elevated within the curriculum. Uh this is the book for the seventh grade. It's a um chronological curriculum. So they start off with ancient world, then move to medieval and beyond. And then you'll see 8th grade is medieval to kind of modern or present times. So student feedback, they talked about they liked the videos that were interactive,
028the assignments were engaging, they liked the ability to go back and review the text. Um and they found that the videos online were really fun and interesting and engaging. so that they were drawn into what was taking place. Uh for community feedback, again, we continued to wrestle with how to do this best. We were also available uh during pickup times. Not many parents actually came in site, but what we found was most effective was we had little half sheets with QR codes. We were giving those to kids and kids were taking those home to their parents to go, "Hey, mom and dad, take a look at this." Uh we went to a track meeting to Dexter McCarti one afternoon and kids were picking up the half sheets like they're like, "Yeah, I'll take this home
029to my parents. We'll we'll see what my mom thinks." And so um that online platform turned out to be uh a fairly useful tool for parents to engage with the uh content. So one of them, my daughter said she prefers the daily assignments. Said they're more engaged than the other curriculum. Uh another one parent said the accessibility features seem to be there. Videos are visually appealing. We like the sentence starters and I know a parent talked about there it said there's lots lots of interactive work that takes place in class and so really the whole focus of TCI which is what our social studies teachers keyed in on is that it's not just a a teacher delivering content it's students working together um with content coming up with ideas uh coalesing on concepts um and
030really putting students in the center of that learning process. As far as materials are concerned, uh because the uh workbook is the focus, we're only going to need to provide a classroom set of textbooks. So, we don't need to provide a textbook for each kid. Uh textbooks will be available in the classroom. Those are both available in English and we'll have a few available in Spanish as well as part of what we proposed with the adoption. Digital access provides access to the textbook online in multiple languages with reading supports already built in. So students can either access a physical text or the digital copies available for online for kids as well. Uh the consumable workbook uh is available in both English and Spanish. Uh and with that we can adjust those numbers yearbyear. So as
031far as the quote is concerned uh we started off with a fairly limited number of Spanish notebooks or the consumables for kids. But as we worked with the publisher, we said, "If this continues to grow and expand, are we are we locked in yearbyear?" And they said, "No, what you're locked into is you purchased a set amounts year by year." And within that, you can if you want all English, you can have all English. If you wanted to go all Spanish one year, you go all Spanish. So the the amount is set what we choose within that amount, we can vary yearbyear based on student needs. And then teacher guides are available fully both in English and Spanish uh which our DLI teachers were very interested in putting them on. So that's the social studies
032adoption for the middle school. And I will say some of our middle school teacher asking if they could just start right now. I said no, we need to wait. Um but they found the materials so engaging and that the students um were connecting well like can we just start tomorrow? I said hold off. But that's where we are with the middle school adoption. >> I mentioned as well. >> Yeah. >> When were the last adoptions? >> Oh, no. I started I think you were teaching. >> I think I think >> 20 years for elementary. >> Yeah. Social settings were just adopted in 2018, >> I believe. >> For middle school. Correct. Um my my question would be K through two >> was this history alive available at that level through two it is. We made
033a decision to um work within the literacy curriculum so that teachers weren't bouncing into a whole another um curriculum. they can stay within the curriculum they have and then supplement it so that um for that continuity and the depth of the standards in K through2 were uh such that our curriculum that we use for literacy was able to meet that. >> Yeah. >> So they're really excited about it. They wanted to do that in third, fourth and fifth grade as well. But we found that the picture books didn't give us enough time in text for students to be reading text and also just the depth of the standards for us. We need a different be able to teach the depth of the standards. Well, thanks for helping you are with the gr to adoption. Thanks
034for walking us through it every time and >> thank you. >> Yeah. >> Would it be helpful for us to share any QR codes or those sorts of things so you have a chance to look? >> I'd like to see it. >> Yeah, I'd love to. >> Excellent. Yeah. >> So, I will make sure that I get those to Sarah and then she can email those out to you and she can take a look because the online platforms are fairly informative in terms of what's there and get a sense of what the students and parents would see. You know, >> I think I think for our uh rousing community fan club who watches these meetings, it might help to even include them as an attachment in the board agenda. I know that ways couldn't see
035them. Well, we'll be back >> for the second read. >> Thank you. >> Bye, Mom. >> Yeah. >> Thanks. You too. >> All right. Our next item is a budget committee appointment. Um so uh at the March 5th business meeting we appointed Arasto to serve on the board with us and that created a vacancy in position five of the Gresian Barlo budget committee and positions are filled by an appointment of the board and it must be filled by a member of the district equity committee. And so there are other eligibility requirements that are listed in the agenda item. But uh the bottom line is uh at a recent equity committee meeting uh Dr. Klinger communicated that there would be a vacancy and had a couple of folks express interest. as we fleshed out that interest
036um and collaborating with Arasto on kind of his >> um his recommendation as well. Paulie and I were able to interview um Ashley Tommy for um the appointment earlier this week and so we're recommending her for appointment to the budget committee. Um I won't go fully into her background but she is involved in government and healthc care has uh experience um absolutely knew what we're facing was willing to take on the challenge anyway uh really embraces her role as as being a liazison with the equity committee and bringing that lens to the work of the budget committee. Um it was a to me a really great interview. I was really grateful for her willingness to step up and so it's a thorough endorsement um at least from me. So with that, that's kind of where
037we're at. Um >> two questions. >> Sure. >> Um so one of them is um I hadn't realized when I was reading through it that that one position is set up to make sure that we have a member from the district equity committee. How many people from that committee applied for the oh so lucrative job of being on the budget committee? >> Okay. Okay. Um and then further down where it talks about just the budget committee vacancies in general that I would like for us to um have a review on um if someone's previous budget committee member not necessarily in this case where has a little bit more restriction on it but having a conversation about continuing what feels like a legacy position that if you are in the position and you're asked do you
038want to continue and you say yes it shuts down the process. >> Yeah. And so just sort of reviewing that even though that may have been the way it's always been done, maybe that's not the best way to bring on new people if and and it's that balance of wanting to keep his content or to have people in place perhaps putting you can be relisted twice or something, you know, just some other kind of conversation, but having it be a perpetual I'm interested, I don't have to give up the seat feels a little bit >> awkward. >> No, I agree. And I think we talked about that uh during our last budget appointment process and I I recall saying we should probably bring that forward in August. >> Okay. >> As a conversation with the
039board about how we want to handle that cuz I >> because I kind of remember it coming up anyway because if there's vacancies we have to announce those at the beginning of the year. >> Okay. >> Budget committee could happen. >> Yeah. Yeah. history that was not something that we don't >> placeholder for it so we don't look in yet like I said I kind of remember that coming up but then I wasn't sure >> where it went I'm glad you keep I >> didn't bring it up but yes I think us having conversation in August about that and then >> uh Sarah said that policy would come to us in September anyway so >> okay >> I think >> yeah we didn't forget this one just had different >> Yeah yeah yeah it a
040different so I'll put it on. >> Okay. >> So with that there is a recommended motion. >> I would move to recommend or to accept the recommendation to appoint Ashley Tum Tumi. Is that how her name is pronounced to position five on the Gresian Barlo School District budget committee? >> And then um >> I want to ask clarification on that. Is it to fill the remainder of his term or is it a new timeline? >> It's the remainder of his term. >> Okay. Okay. >> So, it's been moved by Chris, seconded by Heather to accept the recommendation to appoint Ashley Torley to position five on the Gresian Barley School District budget committee. Uh, any discussion? Okay. All those in favor? I. Any opposed? Right. Next up is a policy review. Uh oh, is this still
041first reading? I don't know if it's first review. >> Third reading. >> This is the board member stipens reimbursements policy policy BHD. And um John, do you want to introduce us or do you want to fill in more information or do you want me to? >> I can. It's up to you chair. Both of us. >> Oh, I I yield the floor. >> Thank you. uh as it says in the executive summary, this this uh policy was discussed at March 12th and there were board members that were not able to be present. So, this was brought back for further discussion. There haven't been any additional edits to what's on this agenda. It's just coming back to you all. Um okay. So, the way that I talked about facilitating this was kind of we'd have an
042opportunity to go around the room, state our position, and then ultimately move toward a vote. I kind of gauging the room. Is the board still interested in that process? Is there something is some other way you'd want me to facilitate this conversation? There's also one more decision point which we haven't edited yet that uh highlighted the second and third sentence in that first paragraph. There's a choice the board has to make as well there. About that lang regardless. >> Yes. Let me pull that up so that I >> green. Yeah. Didn't know what colored green. Everybody's taking their >> Sorry, I'm getting back to it. >> So, it's choosing either >> sentence one or two. Yeah. The first sentence is the amount of stipen is limited to the amount included in the budget or the
043stipen amount will be approved by resolution of the board >> and there's a max >> there's a max >> right regardless of either >> yeah the way I'm reading that is the if there's a $60,000 max divided by all of you by 12 months or 10 months or whatever it is uh that would be that limit I will say good amount to him. So can I do a I think a clarification not necessarily on those two parts but we did have quite a sorry I'm going into it without asking and saying >> well I can we first >> that a walk through how you're feeling about it process do we feel okay about that or is there is this one cl like >> no I think that's where I was headed I think that's where
044I was going um and I'm not quite sure what the difference is between doing the budget or approved by resolution of the board because we can't do more than what the state >> which I think is >> $500. >> Yeah. Um >> so I do think that it's a policy that we need to have in place and I still land on the side of at some point. I think we this year is not the year to do it. Um, and I do think we need to have the conversation maybe at our August retreat of how much time it really takes to be um, a board member and what training board members should be doing and what opportunities board members should have and whether or not that should be compensated in some way. Um, I've been
045privileged to be able to attend many conferences, do things because I had so I had babysitting support, I had food support, I had a husband who could take care of things. Not everybody does. And over the years, the things that we have added to make it uh easier for board members to serve. And one of them is it's still very expensive to be on the board if you do everything that is available to board members. And I'm even thinking right now, which I have to fit into my schedule, we're required to do mandatory training around the whole um reporting and and all that kind of stuff. And that's like a six-hour going through that right now. I don't have six hours. I don't have it. And so it's it's things that more and more and
046I don't think that they're going to be giving us less to be responsible for or less decisions to make that require us to be educated about the decisions that they're making. And the only way that we can do that is to take advantage of um opportunities whether through OSBA or through other things that take time and my time is valuable as is yours as is everybody in this room. So that's kind of that's kind of my thought on this. The policy is a good first step and then implementing the policy in a realistic way would be my next preference. But not tonight. Tonight's just the policy itself. >> Um any volunteers to go next or should I just go around? >> I'll go next. So I think what Chris said aligns with what I think
047in terms of I believe that we should implement you know the proposal. I think you know we can talk about you know the monetary amount and I think you know it would be necessary to implement that just to kind of increase the diversity of candidates you know for the board. So again you know just uh for the reasons mentioned which I will not repeat but you know folks might be might want to join the board but they might be you know hesitant to join just because it imposes you know some type of uh some type of uh it it has impositions on their time impositions on their finances. So that is something that could be addressed by having that slightly in place. >> You bet. Sure. I like I understand the policy just feels like
048a wrong wrong tactic. Like just given our current circumstances, it just makes me feel gross about it. Like my like my gut just doesn't feel good about it. But I understand the policy uh and the value of board members and the time and all of that like uh it just right now in the current season just goes wrong. >> Okay. Um I'm for a stipen. Um, I also don't think it's the right time right now. And, um, I I don't think that having a stipen is going to a $500 stipen, which amounts to $6,000 a year, will that's not going to create, you know, more candidates in my opinion. I mean, we're talking just $6,000, but um, yeah, I I am for it. Yes. >> I'll just clarify. I think it's $500 per board member.
049Is that correct? Or >> so it would be 42,000. >> Yeah, I think she said, >> "Oh, I'm thinking she just want to make sure I understood the question yet so I wasn't making decisions based on wrong numbers." Um, I I see the value in having the siphoned. Um, and I agree that it it increases opportunity for new board members like Aostto and Chris was saying, um, the timing is the problem for me and and I heard the concerns last time. Um, and so my proposal tonight was instead of doing a sip, we increase the reimbursement amounts for anybody who needs that in order to do childare or to do because >> you can't pay for child care with reimbursements. You you can't do that. Sorry. is it's not allowed under reimbursements for childcare. >>
050And I think for clarity on the policy, we're not asking tonight to actually implement a stipen. What we're doing is putting in place if we decide we get to a point we want to do that. You have to have policy >> that then gives you the structure to do it. So it's the policy is there. The policy has guidelines, but it's not saying that tonight we're going to do it. It's just doing the policy and not necessarily just because you have the policy doesn't mean you automatically do the side event. That's a whole separate resolution type scenario. So, I'm not quite sure what the timing of doing it. Yes, we're in a budget situation, very personal budget situation right now, but it's just putting the policy in. >> Finish. I think what I was going
051to add to that is I would like to see us talk about and have a discussion about what what the financial situation is that we would want to have in place before we did a stipend. Um, and I think that's a discussion the board would have to have. And I I honestly don't know where I stand on that. Um, I'd just like to hear everybody's opinion on that. But is it is it based on a a number? Is it based on how much is in our ending fund balance? Is it I mean again I don't know but I think it would be a good discussion to have so that it's not something that keeps coming up. It's it's a a set benchmark to where we're at. Could be a percentage. I mean, like I said,
052I don't know what that is, but um I I think it's a question that keeps bringing up uh related to our budget to give us some context. Um it's I think I I generally agree with everybody who's talked about it even within the differences because I agree with Heather that I don't think it necessarily moves the needle for somebody to jump in uh to this work because now it it's advantageous to them. It's not advantageous. You're going to lose money. You're going to lose sleep. Um and uh and uh you know in bad seasons you're going to feel like you lose friends. Um you're going to lose opportunities with your kids. Uh you're going to you're going to lose um the the question is the spirit of service and um those internal feelings. I think
053Brenn's referencing that we we're guided by gut so often. And I I agree unanimously like what a horrible time to be having this conversation. Um and I think to make sure that it's out there every time this is a this is a situation that came about because u state advocates looked across the country where board members are compensated and they said how how do we do something like that in Oregon? Um other states it's it's almost it's near living wage what they get to serve on a board. And in Oregon, it's been voluntary service since forever. Um, and uh, and I think state advocates tried to make that right, but as the state is want to do, they have a really good idea that's not funded. And that's the situation. So, we're dipping into a
054general fund to consider all of these issues of of equity and opportunity and validating service and time. Um, and it's a really difficult ethical conversation to have. Uh, I I do see Chris's point. You know, a policy in place is not a decision, but then we're putting the decision. We're we're readying the decision. And I think we I think it's it would be naive not to understand that. So, that's a that's a big crop of I'm not sure is truth of it. And I thought a lot about it. Um, so our options are we can it's a state law that permits the stipen. So we could approve it um and have it in place or not approve it and not have it in place. We're not violating law either way. It's the the state doesn't
055mandate that we have this policy. It affords us the opportunity. Is that a fair understanding for >> fair understanding? >> Okay. And um in the context of that next decision, I think something else for the board to consider and maybe we could have a a miniature work session on it is what is in the budget for the board. >> Um I think the other part of this this for the board and the public um there's budgetary reality that restricts the decisions of the district. So, if if the district staff budgets $40,000 of training opportunities or whatever that number might be, and that's an arbitrary number I just floated out there. If they budget 40,000 and we do $2,000 of training, we have still locked up $38,000. That's 38,000 that we're not going to. The only
056place that the district's going to see that is in the ending fund balance at the end of the year. they're going to see that $38,000 earn. >> Yeah. >> So, steer the ship, but it doesn't necessarily free up that decision is what I'm saying. And I think as a board what we should probably if this policy passes, I think the board should have a very conscious conversation before each budget year about what are we looking for in training and food and all the things that cost for the board to do and how do we trim that back to make sure that that for for those members who might, you know, again, if this policy passes for those members who might require the siphon or need the siphon or or choose the siphon. How do we
057soften that blow for classroom programs? I think I think there's a conversation to be had on that, but that's down the road. That was a lot of words to say, two words worth of stuff. Okay. All right. So, I think we've got a gauge and it's really squishy. So, I think what would be best is I don't know we want to punt this any further. Um, let's talk about the two green sentences real quick. So, the two optional sentences in there is to dictate the amount of the stipend is limited to the amount included in the budget. Which quick caveat is anybody able to comment on the 2627 proposed budget whether it includes a stipen? >> It it does not but there's >> it does not currently. >> So that's an intrinsic restriction >> in
0582627 the board should be aware of or the stipend amount will be approved by resolution of the board. So each year there would be a resolution. Um okay and and for public knowledge that's not a free we don't get to decide that stipened cap that's decided by the state. Um okay so how do we feel about those two sentences there? I'd like to better understand what it means uh being approved by resolution of the board because I mean I can understand the first one where it is included in the budget. So the alternative what does the resolution mean in terms of the in terms of how to fund it? >> My understanding of the resolution was you would vote to have a stipen each year the state based on law. based on what >> it
059could be anywhere from a minimum amount but it maxes out at 5 >> five voters. Yeah. >> So to clarify the if if this policy were to be voted in then with the second sentence it would be every year we vote whether we want the or whether the second >> how much it is >> accessessible and how much. So the OS I'm looking at file now RS32.018 018 paragraph 3 does exactly what Chris says. It maxes out the amount. You could as a board vote to we're not going to have a statement. You could vote to have it 10 bucks a meeting or 10 bucks a month or you can vote up to 500 bucks a month. It's limited that way. So that's the discussion point. Given budget season, I'd recommend also that we put
060it on a list if you did go down with that second one that you're voting on this in December or January because that's when we start really getting in the budget. And you may have new board members at start of July. >> Yep. Yep. >> Yeah. >> Um and I I would I would venture a guess that even if we did approve the first sentence, meaning if to to walk through how I see us having this conversation, I think we need to come to a consensus about which of those sentences is preferable, whether you're for the policy or not, which sentence is preferable. That way we have a policy to consider. We'll take a motion and then we'll vote. I think it's so I would I would guess that even if we by consensus chose
061the first sentence, I would guess that even if it's not included, for example, in the 2627 budget, >> there's budget amendments. That's an internal movement. >> I I think it's real squishy language anyway. But anyway, >> well, I guess my other clarifying question is um the amount included in the budget. I mean, we don't decide line items in the budget. So, the district is then deciding the amount. >> Am I am I >> I think you're I think you're right. >> Clarifying that. >> Yeah. In the end, we're approving the budget, but or adopting the budget, >> right? We don't we don't see those line items. So, >> you're thinking sentence two. Is that kind of what you're getting at that >> I just think one is a decision by the district and one is
062a decision by the board. Yeah, I think I think >> so if if you prefer one or the other. I'm >> another point to consider about the first sentence as well and I do know over the next couple BM the district's going to face some budget challenges. I think the first one Tracy would end up talking to board leadership but if we're let's say we approved it already in it's the total amount that the state allows. You're all receiving 500 a month at this point. Next year as a new bianium budget comes out, you may as a group have to consider whether that stays in the budget or not. That's a board leadership. That's a district superintendent discussion as well. Can you afford the 60,000 in there anyway? Puts it into a budgeting process. And
063I I think just to make it clear as well, um what I think somebody just said a second ago, >> what we've had before, and I'm not sure if it's been in there the last couple of years, um when we go to a conference or we go to a training, those costs are paid by the district. Those costs are reimbursed. mileage to get there is reimbursed, but any other incidental costs, if you need to pay for babysitter while you're gone, if you need to take time off of work, if you need to do something else, those are the parts that aren't paid for. But the actual costs to attend something if there are physical costs associated with it are covered as part of your board training. And that's another conversation that we should have at
064our uh annual retreat about the frequency of going to national conferences. Um we haven't had that conversation for a while. >> So >> um so I I I hear Holly kind of saying it and I'm leaning actually toward the second sentence. That way it gives the board an action item and gives us eyes on it each year. Any contrary thoughts to that? >> I'm beating a dead horse. I I'm I'm not sure that that would give us the stability if it's every year decided by the board and whether or not it becomes a budgeted item. Either we do it or we don't. And I'm not quite sure stipen amount approved by resolution of the board. If someone gets on the board thinking that they have an opportunity and it costs them money to be on
065the board um compared to they at least have an understanding of available resources. That's a set number that could be still affected by budget issues. using this one as our big gear, we can say as a board, no, we're going to suspend it because we're laying people off. We're not going to do that. Um, but it feels a little bit like we would have this same conversation all the time about then what is the amount? The state has said the amount is $500 a month >> Maximum, >> but that's indexed. So, it's like 514 now. >> Yeah. So, I'm not quite sure other than they're just giving back part of a um uh >> responsibility or accountability of the board, I guess, but not >> rather have neither of those. >> I'd rather have the
066first one. It's limited the amount included in the budget and the budget would be whatever the $500 per month that we are allowed to by the state. um going in and doing an approved by resolution of the board is that every year then that we would have to do that. And if it's a two-year budget, it just feels like it's going to start getting very complicated. And if it's new board members that come on board, it it just feels and I don't care the way the legislature did it. They should have said either yes or no and and been able to to do it. But once again, they're putting things back on our shoulders to do when it should have been, do you value the work we do or don't do? And from the state
067level, um, and every one of the people who voted on this thing gets paid a pretty hefty salary. So, um, that for me is just my little bit of >> Didn't we say that there was an option not to take it if it was? >> Yes. this policy the board members may choose not to accept the stipen by notifying the business office. So um yeah um are one of those two sentences required by the law? >> They are. Yeah. >> Either or. >> Yeah. >> So one of them >> why is monthly you green? One of them is an automatic optin and if I as a board member want to opt out then I notify and I opt out. Right? That's the budget one. The other one is >> more of the opposite like we're
068we're choosing each year to opt in. >> There was a the footnote at the bottom >> of the policy. >> Yeah. Oh, where do I go? Darn it. Um the resolution would make it an annual thing. It would be an >> resol annual resolution and multiple resolutions would need to happen, right? >> Yeah. Each >> where it's just built into the budget. It would be an automatic thing. But then if I chose to not participate, then I would just opt out. >> Feels like it's the difference. >> Yeah. I am like a read in the wind right now because I I hear that and I think the resolution is a lot more complicated each year because >> that's what introduces all the conflict. It's >> there's an inherent conflict of interest that the states identified.
069>> Interestingly, legislature for years has set their own salary with no conflict of interest. But right >> when we're facing a stipen, it's a conflict of interest. Yes. Um >> but uh Yeah. Okay. Um, >> is there one, Tracy, that you feel more comfortable with? >> I kind of like I kind of go back. At first, I was like, well, the resolution could be really clean in July, right? Like we just do it every July, budget is, >> it's done, we move forward, that's a new fiscal year. Like, that all makes could make sense to me. >> Um, but then thinking about like a so a budget process, similarly, we could be having conversations along the way. make sure what's in the budget is what needs to be in the budget and then it it
070is more automatic. >> Who decides if it's in the budget? Who decides what that is? I mean, is it going to automatically be the 500 max or could you the you say, "Well, we'll do 100." >> Well, I would we would have conversation about it, right? I would have conversation. I would imagine you would ask right like what what is the game plan for that? I think we probably need to build a stronger practice just around what is in the board's budget period >> to just even know what's in there. And I think that's a simple thing for us to start to build in and look at as we go. >> But I'd give an example. I would guess your business office when they set the board budget look at the per night meal cost
071and they say seven board members plans number that's how many meals even if two of us are missing that. >> Right. Yeah. >> And so I would imagine it would be a similar practice from the business office. They're going to assume the the max. They're going to look at what does the state allow times it out and then those who opt out opt out and that just ends up on the ending fund balance. >> To Chris's point before and to Tracy's too, when you look at the board budget and I'll just list off a few things already. The subscription for board books is in there. >> The food budget is in there. The trips and conferences and memberships are in there. what it costs to be part of OSBA is in there and that is
072substantial >> election costs are in thereal. So when you look at our budget I don't want to speculate because of the public meeting but we are getting into the hundreds of thousands already >> just to support you guys as a group. So that's going to be good enough. The >> concern for it being, I guess, and I didn't think of this before, in the budget process is that is a two-year process. And so, if a new board member came on, number one, we've already approved the budget just prior to them coming on. Unfortunately, that's not of our own choosing, >> right? >> Then the next opportunity, unless we um reallocate or something, right, then is in two years. We do annual budget. >> I guess we do annual. >> Yeah. From the state. >> Yeah.
073>> So they would need to wait >> though a whole year into their board. >> I don't quite >> well because we approved the budget, >> right? >> And then they would come on like two months after that. So we wouldn't know. We don't we might not know who that board member is. We wouldn't know who that board member is until >> July. Well, I guess >> pretty typical budgeting practice though is you're going to assume whoever's in that seat is going to accept it. >> So from that standpoint, >> if if a stipen is an important component of someone participating in the board, >> Yeah. >> then it being an automatic option there like built into the budget makes it automatic and then if I'm elected and I decide that's not something that's needed
074or important for me, then I opt out. Yeah. because then it would be >> to your point like a stable reoccurring thing >> right >> year after year how I look at that >> um uh I guess playing out that first situation if it's in the budget how does that affect we had that previous conversation this is just a policy this isn't >> implementing that statement one kind of does implement it. Is that fair? >> Yes. And there all of the board's budget is within the same function. So there's flexibility within a function for a specific line item to address a change like that. >> All right. So uh not voting but kind of looking sentence one would be the amount of the stipen limited to the amount included in the budget st uh since
075statement amount will be approved by resolution of the board. So one two just looking for consensus there. Uh is there any other clarification we need around what the implications of those two are? I do have a question. Um, in terms of all the costs that he just mentioned, um, the training, the the OSBA conferences and all of that. Um, didn't we say that we were not doing any any of that for this upcoming year, that it was not going to be funded? >> Those were the national conferences. OSBA is still >> for this correct >> for this year. Yeah. Yeah. Yeah. We're not national conferences like the NSBA. So we're citizens Chicago. >> Well, it's all over the place. >> Yeah. It's not necessarily business. >> So NSBA is is like OSBI on steroids. >>
076Okay. >> It's it's national. It's a lot more money. It's usually not any place local. It's usually on the east coast. >> Um so it's several days hotel, airfare, and then the conference. And we've made decisions over the years of not going because of budget, sending a few people instead of the entire board. And sometimes we've said if it's close enough, it's in San Diego, we've sent the entire board um down there. And uh uh so that's that's a yearby-year conversation that we've had. Are we going to participate? And it depends on where it is, what kind of training we think we need, and how much money is in the budget. Um, but you're not you're not reimbursed for anything except food and things of that nature, but you're not paid to go to the
077conference. >> Like, hotel, >> that's paid by the district. >> Those are actual costs. Those are so if you have to take time off of work, that's your personal time. So there's not reimbursement from the district that says I have to go to a conference for training. Um it's just on on you to go. >> We did we had a casual conversation. I wish I could say what month but about just not >> kind of us making >> sort of a decision not to do the national conference. We haven't had that about 26 27 academic year yet. Oh, nice. Um, and so I'm not sure the budget can really reflect that choice of the board. Um, but yeah, good. That's a good point. Um, any other clarification that'll help us come to a consensus on
078one versus two? >> Well, can I clarify then on one? Um, if it's in the budget, then would you budget what the maximum potential could be? I mean, I would think that we would have to. And then I and I also if a if a board member has the option to opt out, I also think a board member has the option to say instead of 500, I'll take a 100, right? Like they could >> reduce it, but I think I think >> he would recommend that you always budget for your maximum liability unless there is a conversation and it's agreed that we're going to budget $30,000 and it's going to be half of that. Mhm. >> Um, okay. Conversation number two. >> Okay. >> We might want the policy to say that a board member
079could accept less than because right now board members may choose not to accept the stipend by notifying the business office. We could say board members may choose not to accept the stipend or >> less less amount by notifying business office. There's a lot of different phrasing that could go into. I guess my only concern with number one is that in a season like now when we're in budget reductions, it earmarks that amount, which means the choice then is to cut somewhere else or to keep that amount flagged. >> And in this budget season, that makes me uncomfortable because that's the same as us all taking the site. >> So I have a question about that. Does that the way that you said it kind of makes both say we've got x amount of dollars in
080there and we realize that we're in a budget situation. Can we not do the same thing that everybody else is doing across the district and say we're not going to take if it's budgeted at 60 we're going to take 30 will be the maximum in that budget pool. Can we can we put in a cut for this year? >> Normally the board doesn't get into those line items. So the district would right I mean normally >> it's just it's because it affects us. We don't have anything else that directly affects other than we can say other things about where we have our meetings or that we say we're not going to go to a conference. >> We're not going to do OSBA >> local conference. There are things that we can say as a board
081we're not going to incur those expenses and so it gives it back to the budget to use in someplace else. I I think that's the better conversation because I think it's a really tough spot to put district staff in >> for them to say, "Hey, we're at a budget pinch. Would you accept 30,000?" Because where that conversation originates from, I think the better one would be >> um >> the board looking at those others >> saying, you know, let's not do a meal on our work session nights or, you know, like there's other choices we could make >> to help eat away. Um I mean I think either way we're revisiting it every year >> and >> I don't know that there's any way around that. Yeah. >> It's like it still is in a
082space where it's um it's budgeted. Yes. And the default is back to ending fund balance and as part of the >> you know cushion but it's not allocated to something else. >> Yeah. But it ties up. >> Yeah. Okay. >> Do we need for the means? >> We could get it for you, but it's um you're getting in the neighborhood of6 to $8,000 right in there for I'm guessing about >> 400. >> About 250 275 a meal. Mhm. So, >> so you also can make a decision and a year from now be like, "Well, that didn't work." >> and review your policy again, >> right? Like you're not stuck forever with whatever decision in May >> just as a >> Yeah. >> And I'd guess that we're one of the last sports to make decisions
083about this. >> Just literally just voted on their on this policy. I'd have to look more deeply, but their secretary because we had had discussions about like what are what's everybody else doing? We don't know. >> And so she shared that they had voted on it, but >> everyone's waiting to see what everyone else has. >> Well, so maybe we can vote on Park Roses and Park Roses. And there's not a conflict of interest, right? >> Um, okay. So, uh, who's are we leaning toward? I hear the reservation from Holly. Um, again, here's me, inflatable tube man over here. Um, >> chosen color. >> I think, um, okay, I I think I might be leaning toward the budget myself. Uh, who are there folks who um I'm just trying to land on where we're at
084because Chris, I've heard you kind of lean toward budget. >> I'm leaning toward budget >> or also do you toward budget? >> Extra clarification. >> Yeah, >> it's so like the wording is so funny like uh and matters so much. Um, as far as a district from a district point of view, the first one would be easier uh year by year where the secondary one there's a extra resolutions that would have to happen and it would create a like budget wise it would just be like a it would just be more difficult to kind of actually plan. Well, I mean, as you say it that way, the honest answer is if you were going to do the resolutions in July every year, we would need to budget for it either way, right? Because if you
085were going to do resolutions in July and you didn't decide to do it, well, then that money is still there. And if you do decide to do it, then we have to have the money there to pay for it anyway. So, either way, as we talk through this, either way, we're gonna have probably have the money there. >> That's true. I think the resolution is you're making a statement every July. I'm just going to say maybe it's June for the start of July, but June or July about we're going to make this conscious choice to do this as opposed to this is going to automatically be happening in the background and we'll opt out as we >> The one caveat is the board could vote December or January for the following fiscal year. >> Sure.
086>> As well. >> Yeah. And if we don't want it earmarked, the option is to to not have the policy >> to not have the >> the policy. We don't have the policy in place. It wouldn't have to be a budgeted item because it we couldn't instantly approve it for that budget year >> would have to choose budget like and not do resolutions. Yeah. to the second one. >> I mean, it's it sounds like we need to and I don't even know when the last time like there was like an overview of like this is what's in the board's budget. I looked at it had lots of questions as I came on. So, I think like going through that, I like what you said, Blake, about let's kind of evaluate the choices that we have
087and what needs to be there and what doesn't. And if this is a priority, then we make sure it's there and but we we make other decisions about you all make other decisions about other things. Just I think we can build a process that works and meets the need of it being in a budget but also is thoughtful about how we spend. >> To Holly's point, it isn't required. I just wanted to make sure I've given you all the right advice. Uh, and they highlight Beaverton chose not to take it and voted against it. So there are districts that haven't they voted not to put a stipen into it, but they have a policy. >> Wait, so they they adopted the policy, but then >> yeah, according to this what this is what I'm reading.
088So districts like Beverton School District have a specific BHD policy that states no member receives compensation for services other than approved expenses following state regulations. Well, we have policy BHD currently >> because it's it's what goes into board member reimbursement, >> but this is an updated version that included space. >> Yep. Just >> extra another clarification. So, one would be like a you're automatically opted in. You'd have to opt out and the second one would be every year you choose to >> the board would take action for each member that wanted to >> Yep. So then I would say like I want to opt in this year and then the board would take action and say okay kind of thing. Although with the second sentence the stipen amount will be approved. So does that mean
089that we would have the same conversation about what it takes to be on a board and and the cost on the stipend will be approved. The stipend amount >> will be approved by resolution of the board. >> Yeah. board members may choose not to accept the siphon. So that sentence is already in but it's it's the difference between if they're budgeting it, do they budget at the maximum state level? >> The second sentence to me reads like the board could approve by resolution, you get a maximum of $100 a month. Except that by default, >> Yeah. >> because that could change every year, the budget would likely did it early in the budget season and we knew what we were budgeting for. >> Yeah. >> I'm sorry. I think we're circling a drain of some
090kind here. So, >> sniping. >> Yeah. So, so budget >> statement um or budget resolution. Those are the first question. So, we've got >> budget. Budget. >> Did you land? >> I No, I I feel like No, I haven't landed. >> Okay. >> Budget. >> I don't know to be honest. Um, I mean I I think my gut would say is not to approve the policy and that would that would have neither of those. >> Um, which is still >> because I don't like that. I don't >> I just am uncomfortable with earmarking an amount in a budget like this year to have that set aside. So if I have to choose >> I mean I think it's easier in the budget >> and so for clarification the policy is not going away it's just
091not adding side policy the policy BHD states because there's compensation that we get for actual reimbursed expenses >> and to be clear so >> so when you said it goes away it doesn't go away to not add stipen to the policy should say that >> a reasonable consensus to go with line one. >> So, so the policy now would be the amount of the stipen is limited to the amount included in the budget. Uh stipens will be issued um Oh, I see. It could be monthly or annually. >> It could be. >> Yeah. Um the recommendation is monthly and I think our budget office would like monthly. >> Okay, then let's do that. >> Unless there's aggravation over that. Nope. Okay. Um thank you for striking out, chair. >> Put it in chair. >> Yeah.
092You don't want all >> um Okay. So, we have a draft policy. I'd entertain a motion. Oh, the administration. Oh, no. No formal actions required. We wanted to bring this forward in >> So, the board Yeah. You can do that now, but I would suggest with those choices that we've now made because that we don't have the final policy, I would suggest having us bring that back. >> Okay. >> For the consent agenda to officially >> All right. So, it does go on consent traditionally. However, >> are we going to want to have that conversation at our next >> super? Okay. So, I mean, >> that's ouration on why I wouldn't want to put it in a policy. If I'm not willing to have that conversation in public, then why would I be willing to
093put it in a budget? >> But >> yeah, and I think that's very fair. Um, >> do we want uh look, we kicked this cam so far down the road. What's what's another mile? Do we want to now that we have policy language have time to think about it as a board bring it to um if it goes on consent it's going to get pulled off of consent. That's my gut. And so either it goes in the regular agenda for policy approval and we have the vote in a business meeting which is the appropriate place to have a vote or um I don't know. I'm here taking guidance. How do we want to handle it? >> I can do ahead. >> We not just say that it's not going to take effect the next year.
094We didn't say it's smack anything. >> I think there's I think there's wiggle room there. Um I >> think if we put the policy in place technically the budget for this on a specific line item is zero. >> We would have to increase the budget for >> we would make an adjustment. >> And I and I think yeah I think we're putting the onus on district staff to accommodate us. If if to me if as a staffer if I saw this policy approved what's included in the budget I'm doing an internal transfer which staff can do an internal budget adjustment to make sure that it's covered. Um, so I think we owe that clarity to the district. If we're saying, "Hey, we want this policy on the books, but we do not want it in
095effect for 2627, like we don't want it in the budget for 2627." I think that's something we need to say. Um, otherwise, I think district staff's in the position where they're going to make it happen. U especially because we're looking at a proposed budget. We're not looking at dimensions. So >> that's what I would like to say. That's what you >> That's my Okay. >> If there's a couple things we could do if this helps the board with the discussion. Um we could bring it back to because I do agree with the chair. I think somebody will pull this from consent. Uh we could bring to another work session two versions of this. One with one sentence and one with the first sentence, one with the second sentence so it's cleaner, easier to read. discuss
096which policy then you would want to adopt. Uh or we could just bring it back for another discussion with people here. That'll work session. >> I think we had consent on this. >> Yeah, I think we have consensus on one. I want I want >> I want something to pro have some progress to >> about adding the option of being able to reduce the stipen opt out or reduce the siphon. >> So let let me get that wording correct Sarah and this will be important. Um so we're the consensus is for the sentence the amount of the stipen is limited to the amount included in the budget and then for the sentence after that it would be board members may choose not to accept the stipen or less than the maximum stipen by notifying the
097business officer something to that effect. Yeah. >> Okay. >> Then we keep them monthly not annually. >> Yeah. Yep. Um, and so you were saying, John, you'd bring that back as a clean copy to a work session. >> We could do that if that's what the board would like. For sure. >> Um, I mean, I think feel like we've really bonded over this policy. Is that what we want? >> Yeah, I I think that's fine. I mean it allows us to kick the can down the road >> just further down the road so that we can separate ourselves from this emotional time you know you know just trying to deal with you know folks you know impacted by the budget >> the optics would be so bad if we proving you know >> yeah I
098think so I so what I' what I'd like from district staff if this would be okay is um we'll bring it back. We have a work session in May. >> So, we'll bring it back there. What I'd like is kind of a summary perspective of the district, this policy in effect and implemented. What does it look like? What are the hang-ups >> and um and I think uh some contextual information about board costs, >> yeah, >> would be really helpful to the board before then. That'll help us get to chapter two of the conversation, which is what do we want 2627 to look like? >> Because there could be a two-parter here. >> Okay. >> Any other things that we'd like from district from the superintendent related to this? Thanks, Mark. And I'll maybe I'll
099try to touch base and let him know what we're doing. >> Okay. I'd be curious to see what language Liveron School District used in theirs because, you know, it looks like that's where we want to go and if they've already done it, it'd be nice to know how they read it. >> That's a good idea. >> Yeah. So, that would Yeah, I'd add on to that. Yeah. Other regional school districts, how they handled it in the state, especially the larger ones, I think would be helpful. Okay. Uh, next item is an executive session. So, we're going to a recess into executive session. >> Um, so, sorry. >> Uh, do we need a break? >> So, Mike, do we have a rough estimate? Is this a 30 minute type of conversation or longer or shorter? Um,
100it's two topics, so I think it'll be 30. >> Let's recess for five minutes and then we'll come back. >> 10 minutes if we need 10 minutes. So about Well, no. I'm afraid. >> All right. We're going to reconvene our work session and immediately we are going to recess into executive session. So, the Gresian Barl School District board of directors will now meet in executive session for the purpose of discussing negotiations pursuant to OS 1926602D and personnel pursuant to OS 1926602D. Executive sessions are closed to the public. Representatives of the news media shall not be allowed to attend during the negotiations discussion as provided by statute. Only designated staff shall be allowed to attend during the discussion about negotiations. Representatives of the news media and designated staff shall be allowed to attend during the personnel
101discussion. All other members of the audience are asked to leave the room. Representatives of the news media are specifically directed not to report on any of the deliberations during the executive session except to state the general subject of the session as previously announced. No decision may be made to executive session. So we have our uh our board members minus uh Sean Fn, we have superintendent, we have Michael Sweet and John Cook, Sarah De Boy. Right. We're going to um reconvene into our regular work session. Uh next up is discussion items with future board agenda topics. Uh we haven't had a leadership meeting in a bit, but we're going to review that in our next one. the the list and target some agenda items. Uh some opportunities for those agenda items. With that, we have a
102budget committee meeting at the uh right now. Cal, are we shifting that? >> We are moving that. >> Okay. So, that's going to be at Clear Creek Middle School Library on April 29th at 700 p.m. That's our first budget committee meeting. We have a regular board business meeting at 700 p.m. right here, public safety and schools building. Did I say May 7 p.m.? May 13th, we have our second scheduled budget committee meeting at 7 p.m. also at Clear Creek uh library. So with that, there being no other business for the board, we're adjourned. No.