001e I'm okay sorder roll call we have myself Chris [Music] chair Peterson is absent David Li is joining us online Dr M Gomez is abent SE for is here and the big position and intendent is superintendent okay and superintendent C is here as well and what we're going to do as we approve the meeting agenda we're not removing anything but we would like to move up um under information items number one so it's under C1 and move this ahead of where um it's just going to be our first thing so it's going to be up about the so uh most to approve the agenda with moving C1 ahead of section B I move to approve the meeting agenda with the U moving C1 ahead of B mooved by Sean seconded by Holly to approve the
002meeting agenda moving item C1 ahead of section B and David will all right I see David's head nodding so all right hand raised so all those in favor all right thank you we have an agenda since we moved that item up that means that the first thing we're going to hear from is the district Equity committee District advisory summary and recommendations and that is going to be presented to us with Dr Donya J Jackson and we have some students that are here with us as well we kind of changed a little bit how we were going to do this but Don is good on her feet and she will make sure that we have an interactive opportunity here so don I will go ahead and present I will hand it off to you unless there's
003someone else if Mr no I think it's all you yeah it's all me all right well it's it's just me for the beginning then it's not me at all it's all these other amazing folks um Sarah how do you want to do the um slideshow can I so I have a clicker but the caveat was it was not working great if it doesn't move forward you I'll cck the button okay um going through and just making sure to let you all know the areas that we're going to be focusing on um this time we're really focusing there's a lot around safety and we'll talk a little bit more about that belonging and um achievement we really are not focusing a lot on instruction during um the presentation tonight we're going to start with introductions there's
004a whole bunch of folks that you all are not familiar with I think um and so we thought we could all go around and just do name the group you're a part of and what is something you hope forres and Barlo quickly if not a thesis you know just a quick little tidbit of something that you hope for this District I'll start my name is Don frea Jackson I am a part of the district I'm a work at the district office and I hope to have more student leadership as we move forward I'm jie use any pronounce [Music] um something I'm from Spring Water high school and something that I hope for is bringing students together my name is haa I'm I us her pronouns I'm a part of thec and a sophomore at Sano
005high school and something I hope for gbsd is to have Bas Community um my name is Michael Buu I see and I'm a senior at s and something that I hope for for our district is I just want everyone to have like a good time over my name is Oro and I go by pm and I'm part of the dec I'm also in the budget committee and I'm also a parent of a kid that goes to Thailand so what I'm hoping for gbsd would be just a more Equitable allocation of resources I'm Jasmine playing a parents and then I also work for a nonprofit impression that supports youth M Family Services um and then something that I hope for gbsd is that it continues to um keep the focus on supporting the group I I'm
006leison for the gr school district and also a parent of of a student at s Barlo high school and I hope to see more inclusion um within the district I'm Jennifer zaa ASG her I'm part of I was part of the equity advisory committee and I work at Highland Elementary teach third grade and something I hope to see for gression B is where all students see themselves represented seen and heard hi my name is Swan I'm the connections coordinator the district so I work with our students in alternative education i u she her AF pronouns and something I hope for tbst is seeing some of these recommendations like have to come into place um h regman a board Vice chair also a parent of three Barlo high school students and a West Orient Middle School
007student Community member um and something I would like to see for question Barlo is that students are age and want Chris howt chair she her I attended uh schools in here as did my children been on the board for a number of years and I'm still in the learning phase with a lot of this and so I'm just excited about the directions that we can move in a positive way and make sure that we're including all the voices at the table Dr Sean far uh I'm a school board member um for all those you uh who don't know we have elections coming up and so it's important for you to know like what areas we represent uh Holly is uh basically a district wide position so uh she represents all the staff or all the
008students are cons more kind of downtown no I'm well I'm North gram and downtown so I'm North gram in tenant area in cler Creek Y and then I'm uh the orian uh Barlo Damascus area um and I love hearing from uh students and families and I want to make sure that all of our students are receiving the best education possible so that we're prepared for Life After School David did you want to introduce yourself online yeah absolutely my name is David litic I'm a board director also a local business owner within our community uh my son goes to S Barlo he is a senior this year and he's very excited to be graduating here pretty soon uh something I'd like to see I I get to visit the schools a lot and I see you
009guys through the Halls through your classes and you guys seem like you're having fun and I just want to make sure everybody's still having fun and they have that desire to go to school because of that I'm Sarah Avery I'm the board secretary so I help set up these meetings um and I also am a parents I have h two daughters that are currently in school and then one that is too young for school um something that I hope for for gbsd see is that every student is able to find their passion that they can do something that they're passionate about and um and that they love and enjoy and I did forget to say I'm a dad of a student who goes to West or hey my name is Joe Truss I'm a consultant
010working with the district on inclusion and lots of other things um hope I have is for young people to look back on their time in schools with some fun memories and also kind of leaving school feeling better about themselves and knowing who they are I'm John Cook inter superintendent and parent of a graduate of parlo high school and I'll go back to the inclusivity and belonging whoever said that before because I think that's where we need to continue to put our Focus Tracy Clinger Deputy superintendent um married to a a Gres goer graduate and a parents of two Barlo graduates um and a lot of things that people have shared were things that I was trying trying to like St unique but really I think where I'm landing is really thinking about students finding their
011passion but also feeling that strong sense of bounding and connection and and support stud feeling that they have somebody that's their person that's but that's a I want a staff member my name is as my pronouns are she her and a and I um one thing that I'm hoping for for question Marlo is that families and students feel welcome and um valued in our district I forgot my pronouns she heard a yeah hi everyone my name is long I'm a student at gam I'm a junior uh he pronouns um I guess something I hope for Missy is that like or the reason I'm here is that I think there's a lot of great good uh it's often an area that's kind of like overlooked and like looked down upon but I think there's a lot
012of like Brilliant Minds here and a lot of great ideas here there's a lot of good that comes from the gam Community it's really overlooked because of a lot of other things so I'm really here to like stand up for gam and Advocate or the GS year thank you I know are you all gonna introduce yourselves sure I am Angela she her I am the assistant superintendent and District um I Echo everything that everyone else said about f for the district but I will add that since I'm over Human Resources I also advocate for all of our adults and staff who take care of children to have joy coming to work and to feel like they be a work um in the place that they mo home see hi good evening I'm Carla gay I
013use she her pronouns I'm executive director of innovation and Partnerships for the district and something that I hope is that um students come to school feeling like they can be their full selves their full identity um every day and that they're accepted for who they are um my hopes Echo very much of the things that everyone has said about students going a sense of belonging uh finding who they are and finding their passionate for what they want to do you know beyond our thank you all right you think coming together as as community and trying to create Community is a big part of the district Deputy committee and the district advisory committee um we spend a lot of time time in our district focus on instruction and what happens once students come into our classrooms
014um but one of the things that we don't have a lot of data on or a lot of focus on is how belonging or exclusion happens outside of the classroom um and so the district advisory committee was formed um this year very first year we've had it really trying to fac facilitate inclusion of all identities especially those who are most marginalized in in our system and showing proportionate representation and experiences um in our spaces practices processes and policies and really supporting the sustenance of culture identity and Humanity of all of all of us right we all come into our schools and we know that we're doing better creating that for some groups than others we know that there are outcome data we know that through our testing data we know that through the inclusion audit
015that we did three years ago and so this group is really trying to listen um to to to spaces across our schools to see how we're doing now Joe you want to kind of talk about the actions that we've taken as a group yeah so you know even though a lot of times data tells us where we should be focusing on working it doesn't necessarily always disain folks to continue doing the work um whereas bright spots in places where things are working give people a lot more fuel um so we kind of didn't want to go around doing another audit or another checklist of of looking at you know deficiencies or what's not present so we really want to start with where do we see some great practices around inclusion happening to share those ideas
016at large with folks who might say I don't know where to start and where are the examples of this so that was really the the focus of this so we started with a few schools and we'll finish a year visiting about six schools uh we're spending you know about three hours at each school probably about an hour moving around in teams of about 10 people um and the idea is hoping hoping that this forms future work but doesn't necessarily tell us so much where the problem is but tells us where there's some good practices happening so that they could either be you know studied learned from but also pointed at as like where to get started for for that group of folks who kind of says okay where do I start and is anything actually
017happening that's good right so we don't want to just kind of start with nothing's great and we found out that they're they're lots and lots of price spots and then one other focus of the district advisory is trying to create a protocol all that supports Equity teams getting formed in all schools that has been a practice in a lot of our schools and is a part of our contract creating that in our schools so trying to have that happen in in a consistent way even though it might look different at Highland than it than it does at pal Valley having consistent practices will really allow us to um have that team be as productive as possible and so just like Joe said really trying to start with bright shiny spots in our district where we
018beautiful inclusion is happening in order to use that data to inspire and to replicate and so we looked at a number of areas of focus you all want to read those off for us yeah I can start um main office last intention hallway lunch area cafeteria Library really the auditorium coun off assistant princip discipline acemic support special education JP and health and wellness and bathrooms and bir spaces so the district um advisory committee came up with a list families and and staff and students kind of came up with a list and then we took it to the I said that wrong the staff on the district advisory committee came up with a list and then took it to students and and families and they were like oh you kind of forgot about this area right
019and so collectively we built we built this list of where we were going to go and look to see what was happening in this in these spaces we went we've been to five schools so far um and we buil them around focal groups yeah and our focal groups have been students of color Muslim Students um low socioeconomic status multilinguals students with children housing insecure Muslim and Orthodox students neurod Divergent differently abled newcomer SL students non-binary folks and lgbti Q2 plus students which based on Equity audit attend school the least and students with IEPs course do a definition for me I've never seen the word folks before what what is folks non-binary oh so it's like the word f o k yeah spel differently okay and this um group of focal students came up from a
020lot of different places we looked at our data we looked at outcome data we know um in graduation outcomes in four years right in in terms of who's on track for ninth grade but also in terms of empathy interviews the inclusion audit and talking with our families and our students these areas these um students were identified as groups that we could do better at creating inclusion and belonging for anything to add talked about um so as we were visiting places we we had some things that we were considering or kind of questions we were kind of sitting with we first wanted to identify focal group of students and then this idea of like how are those students experiencing school but but like Don said was different about this is this is not the classroom which
021we often spend so much time talking about what's being taught how's it being taught how are we assessing students but students and people spend so much time in all these other places so we were intentionally thinking about any other place we could think of so first question we we tried to sit in these schools with was how and where can our focal students who on the last slide see themselves represented mostly visually I would say the question was how do focal students have access and then how and where do focal students feel welcomed how can focal students interact with space edit innovate give feedback Reserve or change space how do focal students move freely how do focal students Express experience joint appear comfortable are they included how and where are focal students celebrated do focal
022students know the routines what is expected how can focal students get help help when needed the fcal students feel comfortable asking for it so um the schools that we have been to so far are we went to Hall today um we went to Gordon Russell to Springwater Trail to Ray um to Dexter mccardy and we're headed to Highland next and these were schools that were identified from the folks in our groups as H as being bright spots that have um practices that are worth replicating across our district um and we went and these were some of the bright spots that we saw in those in those spaces office from office staff work display um student awards and recognition so that's to books on display and highlighted diverse student Club offerings so club club your language
023hand out in the Office Products blackwomen History Month uh facts people igen land to microwaves for heting Mental Health Services fers and halls and bathrooms yeah great counseling space English untranslated posters um language cre inclusion students nurs Ava um by and LG btq TOS a bus art Ms all right I I these were all lists but we um these were collected by the district advisory Council and then we sat with students who go to school in our system and said how do these bright spots live for you and your schools is there anything you all wanted to share yeah so I know like for Barlo like we have a wonderful art program and throughout the halls I always see pings drawings you know even some pottery and some shelves and so student artwork is displayed
024everywhere and it just gives everybody opportunity see that all students have done um at my school there's a lot of clubs that are all created by students and it really just involves a room Community who's not here right now um like the U at bar level it recently started but it's still M like in the right direction just like including students in activities I mean I'm just going to jump in speak a little about aggression perspective uh the culture one is a really big aspect specifically you to aggression culture there's a lot of cultural clubs for every different type of group there's Slavic Club AP Club BSU all these different groups of people that are like doing their own things and there's a really big encouragement for them to come together and create like awesome
025things I know API Club does a collaboration with meta and Vu every year uh it's called the cold trophies and we invite students from all across the school to come bond together over food like make new friends do activities together Mel came to that one so that was really awesome people from Barlo um and so there's a very big emphasis on culture as a whole uh each cultural Club also gets their own designated assembly in which they get to speak about the things that their Club has done a little bit about their culture maybe do like a cultural dance or display or some sort of that thing um so culture is a very very big aspect and it's something that like ran students take pride in it's representing their cultures sharing it with and I
026know we've been through the acronym soup thing so do all those acronyms make sense to folks BSU meta API okay I just don't want to um well to be honest met I'm not somebody want to speak about meta the Mexican I was gonna look it up it's a leadership group and from the Latin Community from the Latino community and it's really about building leaders within the community so there's lot of instruction guest speakers come in kids working together for projects around the building and it is in Spanish it is M so it's a movement it's a a CH it's a great group awesome elementary schools and like interact with the students there it's really great so great all right so um these are just some of the images us talking and giving you a list
027is different than you getting to see some of the amazing things that we got to see so I'll just start with this one um Ray Center students at every single step and they have these Ray student Norms that are posted throughout their school that were created by students in um firsters language about what their commitment is to being a raay student and making r a place that is safe and full of belonging you want to talk about this one I pop in we'll just rotate so this we just saw this one today at Hall um there's a lot of student work all around the the district but this one was um special because it's it's student work it's Student Art in this case is an African-American um artist but also students doing this interpretation of
028that and you know a step further for students um uh talking about themselves and their identity um so you know not just you know looking at someone else's art but making some personal connections as well um this is a tribal Nation map that we saw at Ray and it was very neat to see different tribes where they're located um and I mean I really enjoyed learning a lot from this there we go I don't remember what school this was that but I had a list of Dexter it had a list of different diverse books that were displayed for students to see with different authors as well this one was Dexter um students can put in song requests and then on Fridays they play different student song requests um students talked about what a bright spot
029this was for them at the school as well this is at Dexter and this is all of their amazing stuff um I mean all of the kids had great things to say about all of the staff so it's nice to know that they feel supported and that all of these kids have their person in the building and it was really wonderful I've worked in schools where only the certified folks are are listed the custodian doesn't have a picture up the the you know in at Dexter they had every single one of their staff representative in their their Hornet hype Squad I this is also at Hall and they just have inclusive posters around they have their mascot all throughout the school just really Co to see and they have a den there that is a
030space where students can take space if they need it some students are on planned space breaks um it's not stigmatized it's not just when kids get in trouble it's a it's a reset space it's a powerful powerful space you mind going back one I think we talked about today we also noticed that we couldn't find where the discipline you're in trouble space was at allall which we thought was really powerful because normally you can find that and sometimes is really obvious but there were places where students could get support whether they were requesting support or someone was asking to talk to them but it didn't feel like a like a stigmatized place um or very like um embarrassing kind of place it things felt just much more included I guess I'll say this was another
031black artist Alma Thomas every every um pod studied a black artist and then every student on that pod created artwork um in that vein so wild they had Bas squat in one they had Louis Armstrong in the kindergarten um wing and Alma Thomas I think this was second and third from this one was also ha that they had students names on them and it was based on how much they grew on the I ready reading exam and it would just have their name and some grew like by 10 by 40 points it was just highlighting how their growth which was really cool to see um this was at Hall and if any student needed a break these were the expectations that um they were to follow and the um values of Hall Elementary on the
032other side and it was really neat to see that they were in Spanish not just in English the ways in which our Librarians hold space for all of our students to be seen and celebrated and to celebrate each other right there's that concept of Windows and Doors right Windows into other people's lives doors into the world and then mirrors into your own life and our Librarians hold a big piece of that work across the district we saw that in almost every single f r okay so those were some of the the bright spots and then we also had wonders like questions yeah so um like office or Council areas black Bings and encouraging messages more artart murals and posters students gender neutral bathrooms that don't need permission are changing PR SP more by staff teach
033outside translated expectations around the building the Halls receive for intense confidential conversations and just like resties yes there s privacy there's some Wonders that you all were going to talk about yeah so um at least for me when I was growing up in this I I've been in here since I was my garden um that that space called Elementary School that didn't exist for me and I went to and so balance something that like quiet spaces um and also I feel like some of the elementary and M schools have some resources I feel still in high school so me I've been miss District Sten and one part of like me going to school was Middle School um I was clear Greek and there was a lot of conflict a lot of the time and I
034felt like it wasn't necessarily resolved by the solutions that were using which was often like the discipline cubies which was just sending KS down to the office they would s these CU rest of the period and then they'd be sent back which it just doesn't tell them what they're doing and it kind of shut them out I can just jump in really quick I think the gender neutral bathrooms that don't need permission I don't personally use it but I they know that agress it's like almost always locked it's an issue you have problems with kids vaping and so that takes priority over uh this like ability for students who may need to use that space they have to ask like custodians but also it's just like right out like the other bathrooms are like kind
035of tued away uh but the gender neutral bathroom is just like right in the open like the commment and you just like people know if you're going there so I feel like that can be an issue um if students want to use it or other students see them going into that bathroom uh they can be made fun things like that and if you have to ask like custodian or like a hall or something like that I feel like a lot of the times they've said like no that they can at the time I don't know they haven't given a reason I think I I experimented with it once because uh for a site Cil thing I wanted to see if that was like a thing and they they straight up was like I can't do
036that right now so that is a one definitely um would have said is that she was one of her wonders was prayer spaces because you know she wrote on here that the only place would be the bathroom which I don't think people want to in in the bathroom um so yeah thank you for holding H had to leave early um I appreciate that she came even if it a little bit so what happened was the district um advisory committee went out and collected all of this data and then presented it to the district Equity committee two weeks ago two or three weeks ago and all of us sat together and looked at that data oh sorry I changed it on my personal computer so these were the areas where they were asking us for recommendations
037right the policy recommendations so we walked around we set up big um pieces of paper around the room and we went um and rode what what we thought could be change in those um spaces um and we kind of came some categories so the second one was around space just you know what does this data tell us about how we might rethink using space in the building or just how to either repurpose or or just rethink about the infrastructure then the trainings uh and the YouTube CPS and in the the books that were being used um and the fourth area was around how to welcome back staff and students to either recommunity and the resources and the people that work in our buildings and I guess I didn't say this but those of us who
038are here tonight make up about half of both of these groups so there were a lot of other people present as well um so now we at a time of uh reflection so I would just like to ask uh what questions you have about the data I know we have uh presented you a lot of material you know you but I just wanted to see if we have any questions about it I don't have any questions about and I'm pleased at the things that you were looking at and the questions that you were having and I know that there are still gaps in the information and so I'm I'm encouraged that we'll continue to ask those questions to get more information and when I looked at some of them I thought I thought of that
039once but did I do anything about it maybe not so for me it was a little bit of an internal what am I doing to support if I know about it and if I don't know about it why don't I know about it so kind of that double uh my question is so obviously at Gram the J neutal bathrooms you have to get a key permission whatever or um not to my knowledge but I also don't use them so but to your knowledge you haven't heard fellow students I not Barlo and to be honest I don't even know that we have a gender neutral back we have a single stall and it just says restroom but we don't have a designated gender neutral restom I think I mean the S the the single user ones
040are gender neutral um but that's a good question about we we saw a lot that things aren't clearly marked and so that that might be a good thing to think about but in a lot of our schools we did find that they're isn't like at Dexter it's it's you know and I'm not I'm not pointing out spef big schools schools that were built before a certain time too it's harder we understand that infrastructure but it's definitely a need to try and find Space put a sign up on those so I have another question I wrote it down so that's how I knew I'd remember to ask it um how are we engaging with our um third party service providers the cafeteria and the bus because you talked about some of the cafeteria how are we
041engaging then with we have someone else who is in charge of the cafeteria and we have someone else who's in charge of our bus services so how are they becoming engaged in these conversations and processes we didn't really tackle the bus I don't think that made it on our list then yes so we didn't spend any time observing or talking to folks um who who work with the buses cafeterias sometimes we found ourselves talking with cafeteria workers and they were you know they were there working and some like today we been a whole bunch of time talking to the hall cafeteria workers and they shared about their experience of being staff members there and and in that case how how included they felt um as a part of the staff um and and how much
042pride they kind of had for working there um and some recommendations they had for things that should be happening districtwide that sounds like isn't always happening districtwide around like signage and posting around like ciruit size or something like that um but they have some things to say you know when asked when they feel comfortable to share and we can go into this more I'm going to I'm going to move us on to the recommendations however we um our bus um crew just came and had a whole conversation with our principles and we talked about aligning some things so there are conversations happening and some gaps that were like oh this would be a really good conversation to have in the future because bus believe me was a huge one that came up for kids as
043a place where good stuff happens War chaotic other stuff happens you know what I mean so um yeah it definitely came up all right I we're going to let you all do a little bit more reflecting but we're going to move into out of all of this data and like adeli said we literally went around all of us plus about double us right went around and made recommendations in a lot of different areas and these are some of those uncategory recommendations so I'll start off some of the first one would be to create common Graphic Signs for all of our spaces and this kind of came from um looking around Bram high school we have a lot of newcomer students from everywhere so different languages but there's no signage in any other language than English
044so how will a student from Ukraine or South America know where the cafeteria is or where the counseling is so creating those universal sign hospitals have colorcoded pores and symbols so how can we make that easier for our families also not just to tell our staff hey you're you're not doing this right or this is what you need to do but offer more training for staff around how we can better meet the needs of our students that we are failing and also to create Equity teams in student advisories and then have both the DC and the DAC work together to help them the develop those protocols and norms and kind of guide them on how to establish those um student advisories and um give them a little more agency in their school practice and decisions
045and the other ones that offer more trains for staff and I so there was a lot of strong feelings about uh cabis uh let me say negative strong feelings about it so it' be nice to kind of review the practice and protocols related to that and then you know we would like to also just have acknowledgement of the lgbtq SAA plus presence and also provide them support in our buildings and then we would also like to take a look at a lunch rooms uh for space uh for students with the disability to join in meals again you know we realize that there are constraints with uh certain buildings you know that maybe were built you know back in the day you know they may not have that they may not have the capacity to accommodate
046people but where we can it be nice to take other ones was to humanize admin teachers um and we kind of saw that at Dexter with their High spot um teachers aren't there to just tell students what to do but let let's get to know them as a person um outside of school what they like what they're like at home their families what they don't like um also to examine and expand multilinguals roles as cultural Brokers so they have a lot of knowledge firsthand Knowledge from our families and students so taking in their input and making sure that we're we're getting that information and using it for our attendance disciplinary meeting all of that and then the access to bathrooms and changing spaces for all students we don't know if bar what their process is
047so making sure that those um those are clear and then um next one is training for staff about how to create more movement throughout the day um so specifically we know our students love recess um and they really need those um times to move um so like training staff across the district um to give youth more time to move in because it's so important um positive phone calls um so um giving calls home when um a student doesn't really like does good things and and making that a practice in the school I know I've heard North does that and it's going really well um representation and reflection of our students in our schools Arts murals boards and books I know at the beginning of one of our meetings um we heard a um recording of
048students and one of the things that has really stuck with me is one of the students um said that they don't see books that reflect them and so um that's kind of continued to be um uh something important the group and then the last one more site visits to focus on bright spots and study how the site uh make progress and I realized when we were going around the room I didn't ask if David had either some thoughts or question so I David sorry what's that I said oh yeah David sorry no you guys are totally fine I really appreciate the um amount of effort and time you put in this I do not have any questions I love that um Josie I'm just going to do a shout out to you I loved that
049Josie brought up um humanizing teachers and administrators lots of people did but the way you said it was just really beautiful like when you know somebody else's when teachers know student stories but also when students know principal stories it's it's not as easy to be like them they right it's like oh that's my principal they care about me they have this they have this going on um one of the teachers I mean one of the students that I talked to at Gram High School I I heard overheard them in the hall saying you need to give you need to not give him a hard time his kid is really sick in relationship to a teacher and I was like holding that space for Humanity just um is really important on all sides all right that
050was a lot so for Reflections we would like to to know what right spots did you hear that Center our students how could this data be reflected and supported by policy and how could you use this data in conjunction with what you heard in the SI presentation to talk to our community about the work that we do as a district good questions I don't know that I have an answer to all of those right now um without processing and thinking about it um I love the bright spots I've seen many of those um myself I um have noticed the Dexter the teachers now I don't know what it's called the H Squad thank you um I've stopped and looked at each one of those because I like that they're being just real and funny and
051and playful and I just feel like that's going to relatable for middle school students who love to be funny and playful um as well as a lot of those other things I've noticed so um I appreciate you guys pointing those out and work you guys have done um the other two questions are will take more thought um and discussion by the board I think how we can reflect those in policy um there are great questions appreciate the work you guys have done thanks for the time you guys put into it uh one one thing that wasn't on this list of bright spots that I might bring to your attention was over at Ordon Russell we were just there Monday and um as part of humanizing Staff members uh is um in the library there is
052a map of the world and the staff put pins in where they are from and so like there's some stuff from staff from um South Korea England you know of course all across the United States but um I thought that was really really cool to see um and um you know of course board's about policy and not practice but for me as a dad I would like if my child needed to go to the bathroom I'd like them have access to go bathroom so it would be nice if in practice students didn't have that barrier that literal barrier of inability to so I um uh I especially like when there's the bright spots that it's visual ual that it's pictures that it's drawings that it's things and that it's not as I look at it
053I think I've interpreted it properly um that anyone can be in that bright spot that it's not based on a honor Ro that it's not based on something that may be difficult for you to achieve this month maybe next month but that all students have that opportunity to be in that bright spot and I think that is something that I like going into the schools and being able to see that um same as what holl said about uh policy and and um we're looking at that all the time because I look back at policy that we had 15 or 20 years ago and sometimes it's a little cringey and we look at it with a fresh View and it's it's constantly recognizing that sometimes we have to go back and talk to the legislators legislators
054about what did you really mean by this policy because it's not working for us so we we do a lot of that interaction at different levels and then um I think it's very helpful when the board has this information especially when we talk to our community I think the biggest thing that I come away from it is when we talk about inclusion and talk about making sure that all students are represented we're not taking away from anybody nobody else has to give up something in order to have all of our students seen and heard and recognized and that's the message that we give to our community is I'm not taking something away we're just making sure everybody has that same opportunity and that same ability to be successful because I want you to stay in
055this community and be successful and if if you're not then bring me with you and I want to see what else it is you're doing that's successful so that that I think for us is is the big part of of getting the presentation and hearing about what's going on and what's not going well so that we can again be a part of that conversation with policy or guidelines or or awareness and move from there David do you have anything to add I'm a man of few words tonight uh I did get to speak sit with the teacher uh from Hall on Monday and uh I you guys brought up the positive calls home and I was listening to her talk about that and how the first thing that parents thought when the when the school
056was calling them is their child was in trouble and how they said no this is very positive here's something excellent your student did today I I my eyes lit up I love that uh as for number two um that is something I'd have to talk to my board members about uh and then number three I speak a lot about our to our community about what we do and this information helps greatly uh when I am in those talking points so I appreciate again your your time on this okay that was a lot of data we're gonna end with an exclamation point so the exclamation Oh yeah go ahead I want to the last word I just want to say you know um in this in this work and this is especially for the for the
057board members and know for the central office folks too sometimes we think that we're choosing inclusion culture climate social emotional learning work over achievement academics kind of work like there's this narrative around that right um and the truth is because sometimes maybe you all as a district are hearing this idea that the state says you should be doing some inclusion related work and that's like the wrong narrative around the work the truth is that like the research in brain science says that it is very difficult for students to be focusing on achievement and achieving and learning and using their executive functioning and the upper parts of their brain if their lower parts of their brain like literally like in their physical brain is being activated and threatened and attacked and so literally if you feel
058exluded whether that is truth or or believe believe it's really hard to be in this learning kind of stance so like just kind a message for you all as board members like to both to hold and also communicate out is focus on inclusion work is around setting the conditions so that the learning can happen um so much that you know we have Decades of trying learning learning learning learning and the data doesn't show that it shifts often times because there's a large group of students nationally that don't feel comfortable don't feel included don't feel like people really want them there so it's hard to be in the space it's hard to receive the things that teachers are trying to give them um so just it's really around like marrying these these two ideas around like
059all the social emotional stuff all the academic stuff but you but you can't do the academic stuff if you don't have the feeling emotional psychological Parts present so when we're going around looking for these elements of inclusion we're trying to see where those conditions are kind of present um so even as we're saying it's like the message hopefully isn't we should be doing this and not focusing on teaching and learning they really have to come together but it's hard to do the teaching and learning if the inclusion and feeling and social emotional psychological part is not there so just want to name that like as you think about like oh well maybe the inclusion work is done um then you'll kind of get back the same kind of data that we've gotten for decades upon
060decades upon decades thank you John that's really important long as sitting next me's that's true um okay so a couple of next steps and then the exclamation part I forgot I I forgot this part just what comes next right it's always holding ourselves accountable we did a lot a lot of work here so um this all of this data is going to be presented to ilt and cabinet and then we have an inclusion plan we had an inclusion plan for three years which I presented on for three years we're we're starting a new cycle um you're four five and six of the inclusion plan um and we will get a lot of feedback from our district Equity committee which is made up of families and students and some staff and then our district advisory which
061is made up of staff and then we'll present that to you whenever it is done so our district um Equity committee is again made up of sta students and and staff and families our students on that committee have taken on leadership in really unique and beautiful ways the the state tasked this incredible group with you know being advisory to you all the board and the superintendent we understand that there's some gaps in terms of being an advisory to the board so that is one of the next steps too would like to talk about how that can happen more um but also identifying patterns of joy and connectedness and um patterns of bias and so our students were missing Diana she's all the way to the left she's in Costa Rica studying right now on a
062on an exchange and haa left but our students have taken on leadership in really beautiful ways and I thought it would be great to end with an exclamation all talk some of that work Michel so I went to Thea conference um yeah conference and about like my experience in DEC um also about planning the student based Health Center um and you know just being able to like meet everybody and are such like a large thing like it just felt like my voice heard which often C voices are ignored so that was just really great to see you did an amazing so an area of patterns of bias came up um in lots of our schools but east gram re reached out there was a lot of biased comments around a whole bunch of different areas
063racist comments homophobic comments kids being getting made fun of because of their body size or their ability um and so instead of having adults you know become the the peanuts we decided to do something different and uh I sat with lung and two students from Dexter mccar what' we do so yeah we went to East gram um kind of the situation over there was it was definitely an area with a lot of hate um a lot of bad things a lot of bias uh area not conducent to learning right it's not what we be happening so we went to East gram um with me and the two D students gr up here um and we basically went to all the fifth grade classrooms and kind of surveyed them do did this community outreach piece and
064we asked them what's going on here what's going on at euss that's preventing you from learning what's goinging on here that's like what's going on here that's kind of like um hurting you from learning what's going on here that's creating haes all of these different things that's causing barriers to learn uh we asked all the fifth graders like what's going on and they basically said that there was a lot of issues overall but the biggest one of those happening was at recess time there was a lot of issues at recess time especially with violence things with fights um hateful language a lot of really bad things happening at recess so we took a component from sort of like my organization which is a mentorship organization uh and we kind of asked them like how should
065solve this uh and we gave them sort of examples of other schools that have done uh kind of solve their own problems and they really wanted to do a thing where they wanted to kind of go into those kindergarten classrooms um and go out to recess and kind of like um see what's going on and try to like mediate themselves instead of having adults do it because they felt that adults a lot of the times would just whoever reported it both kids would be quotequote and trouble so they would just never like report anything um and it was ultimately like what they would call like a race to who could get to the teacher first is what they it's what they described it as um so we went over pure mediation which is a uh
066an activity that we went over my organization went over with Moma County uh and the training we had a training with them talking about social emotional learning um and empathy and restored Justice and a lot of these practices working with kids um we gave this whole presentation to their sort of leadership classroom and like extended um and these leaders who were like selected by their counselors and their teachers kind of came together we talked about pure mediation and we gave them sort of like mediator badges so they would go out to lower classmen uh recesses so like K through third so they fifth graders going to K through third recesses and kind of staying on the playground uh and with those bads they had like Authority but they weren't like like tyrants with it they
067were basically they didn't have the power to like directly stop anything but they would basically break things up see if a resolve Could Happen among the students and if not if something serious happened they would go straight to the teacher report was going on uh and that lowered a lot of the violence but a significant amount um and This Is Us basically presenting uh to them kind of what pure mediation is the rules of it uh this idea that you are not like judging them um you're not coming to a conclusion or a resolution uh you want something that's fair you don't want to bias to one person I just talked to Dr Miles last week and she said their their incident reports their referrals have have just plummeted during recess because of this program
068so I think we're going to Hollydale next um Hollydale is like we want to do that um so it's it's a just a really great exclamation point of of you all being leaders as part of the DVC so thank you and you're next jie of us all right that's it we just wanted to um come and present it's a lot of work that these incredible folks are doing it's not led by the district leadership right it's it's all of all of this Collective expertise thank you all for coming tonight all right thank you um I think Sarah will um let's take about a 10 minute recess so that we can say goodbye and do stuff but we'll turn off the microphone for a few minutes and um take about 10-minute break because we have a
069more meeting to go this is only the the um this is the best part unconven all of these students need pictures and evidence for all the leadership they do for scholarships and such can I get a picture of them with the board presenting to you all please yeah where want uh I don't know like maybe over there perfect we have learned sometimes so we just have to cut yeah got like yeah we come up this way so that we're not in front of oh go yeah because see it's it's the screen yeah I don't know are they doing it with us okay okay I'll take all right you're too tall okay thank you for e e e okay come back that yeah um Sarah we're gonna go ahead and um let Carla speak about Arthur
070can you reconvene us back into meeting that'll be good before we make adjustments to the agenda out okay so we are back in session our students who gave us a wonderful presentation about the district Equity committee District advisory summary and recommendation it's a fantastic Pres present look forward to having more conversation as the work continues we do still have plenty to go on our agenda and our next item because of the time and what we've been working on we're going to move of item D2 the gram Arthur Academy request that will be our next item and this is just an information discussion item this is not an action item at this time all presenting this I really have a presentation and G Marthur Academy submitted a requested the board to increase their pass through dollar
071amount from 80% to 90% And I'm here to answer any questions that you have I believe youve all received the email um there's a lot of moving Parts but happy to answer any speciic questions I'll just thr one out there that you may or may not have a answer to at this moment but do we know what kind of a monetary increase um yeah and our financial I'd have to pull up the dollar amount you all I can I can look at it right now but between 500,000 and a million yes it's um it so one of the challenges is that if you do um if we made that agree arrangement for Gresham artho we would have to have some way to either do consistently for all of our Charters or make some other rationale
072for how there is a difference we have asked our finance person um Dennis to do some analysis of um how much the district puts forth in our staffing and supports and he's been working on getting all of that together right now it's about 500,000 if we did both of our and it's 80% for K8 and then 90% for high school 95% for high school and that state school fund um I think it is important to know that today there's the public hearing for House Bill 344 which would increase it mandatorily up to 95% for K12 so I'm kind of in favor of waiting it them you know if possible because it could be we make a move at 90 and then three weeks later we have to go 95 right um I think in order
073for it to make sense to me I would need to know that Financial impact and then what are we getting for as in are we no longer happy to support their sped you know like what's the how were we basically leveling out the cost so we are getting this money for services provided are they taking on those Services y so it's no longer cost you that and what you're already getting is perfect as well to show what I know that's hard to break apart because those are our of work that are div parts of other jobs it's parts of lots of people's jobs um to figure that out so it's it's definitely an approximation and and it definitely has impact on our budget I do think it's important to and I don't remember if it
074was in the letter it may have been um that the why for Arthur Academy is really about the cost of their facility and how that is in some Way's pricing them out and some of the other arur cies in the metro area have less expensive opportunities that they haven't been able to find ingression so that's a layer of the the challenge for them and a part of their request and I would want to know like comparatively is that the going rate like are there a so we have we basically required at the last minute for our one of our other charge schols to move and find a place in gr it was a little bit of a ter oil for a little bit but they were able to find it at a pro are we
075giving up and affecting our budget so they're stay where they're comfortable or is there a place in space that's better in this case they've been searching for a long time they've been trying to find a cheaper place this this is like Tracy said it's coming from a good spot um they are in a they're they're in a put them in touch with our um realtor we even um as you guys talked about at the business VI Portables they even consider trying to buy them get those and then put them on a different piece of land and I didn't work out either so they're they're trying has their enrollment changed not sure years are they pretty steady they've been pretty steady right now I think they're right about 160 I can look real quick and is
076that based on their space that they have do they have I don't know about a bigger space they have more interest a lottery and have a come they're required to have a lottery unless they have more spots or they have less demand than they have spots most um often Charters do want to grow and then the conversation usually comes around during um our the charter renewal as to what is that overall impact on the the whole system in allowing for that to take place so the um cap is a district imposed cap or a self-imposed cap it's it's in their Charter School agreement with the district um and all of them are like that they have a a cap based on and what when you negotiate it almost every Charter agreement has a cap on
077enrollment and 80% is the minimum great correct 80% State School fund is um and David has sorry to interrupt I just um you know we're going into uncertain times with our own budgeting and financials um I think Arthur Academy gives a lot back but is this the right time is this the right place place you know a half million doll divided by 160 students that it's $3,125 a student numbers don't lie it's hard to give money when you don't have it and I'm not trying to be negative or anything like that I just got to look at it from that perspective also to be clear I'm not against a 90% I just want to see like does it work because I mean yes it is a hard financial time but if it pencils out where
078they take on the some things themselves and and the responsibility financial responsibility of that so it's sped whatever it is you know that's a good conversation to have but if it's we keep doing everything and just give them more money that's in this time like d say hard that's a harder yeah well and and the other part if we did it for them why would we not do it to corre for the other groups and like Tracy or Carla said we'd to come up with a pretty good rationale for not and unfortunately the rationale just because your lease is charging you more money it's not really rational and that's where the rationale well we're taking on these Services instead of you know you taking they would and I don't want to Del it but I
079would just to add to a little more information um we right now for all of our Charters we and for our alternative ad any student out placement um unless they're with another Public District we um manage their special a Services because of the legal liability aspects of it that have been advised over the and that could certainly be Revisited but typically historically the advice has been because of how litigious idea is and that is often where some of our lawsuits as a district come from then we have a responsibility then it has been more fiscally sound for the district to provide those Services than to because we're responsible either way for the kids there so then if there's a legal aspect to it that is where because sometimes it's wor it it makes sense for
080the charter school to provide those services or another Public School District but there are some there's more information to look into where we to pass on some of the things that we deliver to them there could be unintended consequences um also just to clarify in the numbers it's 180 students is the cap for bres Mark AC I don't know exactly how many are enrolled right now Mor in the end of January is 161 uh and that was down a little bit and it's 180 ADM W so what that means is that that's not necessarily always 180 students that might mean that it's 180 for waiting so yeah so hard numbers in January I could look up their hard so when they call at our April meeting with their annual report their annual report will be
081what they're doing now the work that they're doing now this conversation shouldn't be a part of that presentation I mean they should just report their the plan is that they should just report to you on the evaluation their data from last year from 23 24 and then any updates during 2425 I they could ask you or bring this up they certainly could mention that this um and let remind you that they sent the letter that and then it's up to the board to decide how you want to respond well times when you hear from we do hear their fiscal picture as well yeah but there wouldn't be any request for Action that night that's not what that content is for I think even uh L and Clark mentioned we they would like to have more
082bom sorry Lupine asked for that U which is fine I don't mean to ask for it that's but but we need to make a decision um totally well all aggression Marthur Academy but not to do the 90% why is the cap on admw versus students that seems to be a harder thing to kind of back it's actually I misspoke it is students okay it is students um I'm it is students okay I was gonna say that's really hard toils around why one of our set of contracts for our private Alternatives is based on slots which is a DMW so if you have a double weighted student they take up two slots the charters are based the language was students students can you go back um to what you said before I just want to make
083sure I'm understanding if we have um if Arthur Academy has a sped student from another area District Ian name another District but out of Carlo um we're taking on the responsibilities for that student including the financial responsibilities or are those other districts the interesting thing about Charters is that um online Charters are slightly different than brick and mortar Charters so for Brick and Mortar Charters there's a percentage and again I'd have to look it up but there's only a certain percentage of students outside of our district that they can take and um and it has to do with what's in the charter and that means that the other district has to release them and so districts have the ability to deny releasing student students two charters outside of their District if it exceeds 3% of
084their total student population so for example Portland Public has kids who travel all the way out to go to Lupine Community Charter School if they have several Charters outside of their District boundaries they have the authority to say we've exceeded that 3% who've left our district different for kids who are in our district who live in our district but it but other districts have to release them and then our Charter agreement would have to allow a certain percentage of them usually districts would be happy to have other people's kids but other districts don't want to let them go yeah so the I guess the clarifying thing for me is that they they once they come to brush Marthur compy they are now completely our student correct they are no longer I was wanting to wanting
085to clarify that was not still a another District student that we were just taking on the financial responsibility for but we are taking on the whole student and they now we claim the state funds for that student and then pass exactly what okay so any other questions sounds like well I think especially with it being legis right now and still fig out you what are we contributing that would impact ourd you know the amount yeah so because I know what you know what would it wind up being on our lab it it would be if we yeah the still cating the we're still calculating but it would be um you know there's about 500 to a million dollars depending on how you calculate things like transportation and special ed services and all the time Tracy
086or me or somebody else does that kind of support Donna and ra spends time so um yeah I found it interesting hearing today it was only an osba that was an opposition of it which I thought there would be more districts or what I think proba what we're hearing what we're hearing from kosa is there's so many bill being introduced this time that they've had to prioritize where they're focusing their efforts and that wasn't one of them it's not that they're in support or not they just don't have the time and it is um something that that the board and our leadership have to be aware of because if that does pass it will have a fiscal impact for sure and not every district is affected by Charters either a lot of the smaller districts
087throughout the state don't even have one or they had small ones in fail District yes exactly public only now has four that they offer that they they're the same they're four four to five times the size of us and they have a they have a full-time person who oversees there four plus two State sponsor is that a plug that's the jam I want to die on but yeah it is but I will say they did figure out a lot of the the wrinkles that doing Charters that because they had a bunch that were like really you Charter that so there was a lot of money that got spent in ways to my so any more questions for car okay you don't have to stay if I say you go do you want to stay hear
088this lovely presentation um myed um so we're going to circle back now to our first um uh action item that we do not have to take action tonight but it is going to be a review for us to be able to take action potentially the April business meeting yes um yes so this has um Dr Clinger and Michelle cook is still here smiling 7:30 she always smiles all right so inte grants we know first reading [Music] so we we can go through as Qui quickly as you'd like okay um and what I will say as we get started is after sitting through the school appointment plan process on Monday a lot of this probably is pretty familiar because a lot of that work is directly supported by these grants so this so when we did
089this before we were calling it app alignment for Student Success is still what it says on the the cover of the thing but it's really our integrated grants and all of these these grants and the combination of work that we do is really connected to all the different elements of the board conditions and you likely saw that um on Monday night so what's being asked of you we are here because uh in April we need you to approve our application to apply for integrated grants again some important things to know is this totals about $16 million of funding for our district and now includes the early literacy Grant so when we started the integrated Grant process originally early literacy hadn't started it started kind of to that Midway point so now it's going to become
090one of these integrated grants there's an extensive amount of community engagement that goes into this process and informing the work that we do uh in 2023 we created a four-year plan and you approved that um application and that Grant ultimately when it was awarded and so this is kind of that two-year point where we revisit the budget make some adjustments um do some kind of refreshing of the plan before we kind of move on for the next couple of years and like I said many of the things that you're going to hear about tonight are things connected to what you heard in school Improvement plans on Monday what questions for I guess my main question that I hope you get answered is is there anything new or is this kind of what we've been presented
091before but just again there is a little bit of new and there's a not a lot of new okay we focus more on yeah and then my only question is I don't know what extens of community engagement who's the community and what's the engagement we'll talk that will be so I'm going to go quickly then through some of these things and you have the slides and if you have questions you know where to find me so this is just really the OD schedule around the timeline and the cycle for this this is the plethora of different programs that are a part sorry Mich SL um really a part of the different programs or they're in the different colors there the common elements are the different layers really related to the process of the grant um
092application kind of oversight and then you've got the goals there on the far right side items with stars are the things that have been added this year just to kind of call out what's different perfect I could go too [Music] fast thing before he left do it look familiar yep it is and they've just kind of added on and built on have to submit 15 different reports we can do one coffee maybe this is a different forb topic for in the future to put on the list but I'm just curious how that really literacy is going because we voted that in was it this year or last year last year last year this is year to kind meeting yeah okay so this piece is a little bit new so Michelle maybe spent a little time
093talking about this yeah so we updated this with um the board conditions becoming part of our alignment piece we um updated that this graphic to show that you can see we've added early literacy it's part of our instructional alignment but what this really captures is um the goals for the integrated grants are still the same our big buckets of focus are still the same and so we just wanted to continue to show that alignment because anytime we can get all the boats rowing in the same direction we're more efficient and we're much more liked into the dial and so that's really keeping alignment is super critical in this process but we just wanted to update that and and capture that and hel to the boards so down at the bottom in the red are the
094goals of integrated grants and when we started to talk about how these things align with the board conditions we could have added arrows all over this place so we just stopped so if you're like I can see how I can at least see how these things are connected it's really multiple pieces of all of them so um in the um in the grant there's um very specific outcomes that need to be identified last time around we had four key outcomes um and this year with the addition of the early literacy Grant you can see we've added a fifth and so really these are sort of the Northstar in terms of the things that we do uh their d driving our activities they're driving um our strategies all of those and so we're really making sure
095that whatever we do we're making sure that that stays true to that it's easy for lots of new pretty things to come along and it's like no it's not part of this it's really helping us stay focused and it makes it a lot easier to say no to things so they nope it doesn't fit we're gonna we're gonna keep our Focus here blame it on OD there you go so we added early literacy and we also so the that fourth one prek to postsecondary Career Pathways the blue language is like the that's the M core of the goal that was the CTE access and outcomes that we used to always talk about this is just a little broader language for us to be K12 as we think about Pathways but still includes a lot of
096that same work right so I think this is where we can save a lot of time okay a lot of these um because our strategies are broad but um as you implement strategies a lot of it has to do with going deeper and getting things using your data to implement better and get more sustainability going for things and so there's not a lot of changes here there's some refinement of language U there was something in inclusive culture I think that we actually was the next thing that we moved it down because with some of the shifts in the bigger programs like career connected learning and having CCE we massage some of that to hit that that Pathways cage 12 to come honor that as Tracy was just mentioning next point so so you've got those
097five piece outcomes that we'll talk about and then each one has strategies and most of the strategies haven't changed which is a good which is because it really allows us to go deeper and that's really what we're focusing on is going deeper and getting better at what we're doing um again so with instructional alignment um you know a lot of the same things that we've seen before not a lot of changes not a lot of changes what what we'll have is um the things we do and how we Implement those is where we start to all the way that is Mr captured here that get focus on I'm trying to figure out how fast to go and how and I just I know that's great moving on um same thing a lot of implementing um
098eity driven multier systems for it's a huge stand up it's a three to five year on on a really good day to get it really stood up and really running where you can begin to back off and so every school's in a different place we need every school where they are and we just continue to refine based on what they need but the buckets of work are still very much the same and that's where we really um implementing Panorama fun data point that I didn't put in here we discussed some usage data in terms of people logging in 98% of all administrators have logged in and 94% of all staff with licenses have logged in that's doesn't mean we're in there every day but we have been in that's that wase and we've had a
099couple schools where it's like month after month we're seeing like 57% 57% of users a lot so we that consistency and you're like okay that's what we want to see is it's starting to weave into people's everyday work we have a long way to go but we're we're getting there well hopefully that one was have to update your to all the time because that would be the my barrier okay log in yeah luckily the Jeff's got us like links where single sign all right um so then looking at this is again where we made the adjustment we can see that preas to post secondary Pathways that third bullet that really kind of broadens it Beyond just the CTE program really looking at that K12 Pathways program um and then for early literacy um this is
100new um and the strategies here are really focusing on that ongoing High professional high quality professional learning for all staff there's been a lot of work done the last couple of years um that you probably remember with uh really implementing um ecre 95% looking at um aligning how we provide interventions so that we're keeping our materials the same and we're differentiate based on strategies and intensifying instruction versus changing what we're doing and that's where we're starting to see um some good growth because of that alignment and it's it's better for our students our focus groups because we're keeping things consistent so they're here in the same same language in the fassum as they might hear in a small group those are instructional moves that really can make a difference for kids so the early sorry
101uh early literacy I was thinking of that preschool program is that different than this that's different than this yeah okay so scratch that so you're thinking preschool for all is what youool for all so but I have a question so on the early early literacy part where we have students that are coming to us from different districts different countries different environments so when come in and they're not where students who've been with us for a few years then does that resource allow us to provide um targeted support for that so that it's not something that says well you weren't here with us in second grade so I guess you're in fourth grade now deal with them so we're able to do that forward and back no no no I mean yeah we were just talking
102about this day when students come in the first thing we do is get a sense of their literacy level where are you and then we figure out what do you need instructionally and there's a couple of strategic moves we've looked at including uh serving students based on what is your instructional need not based are you in this program or that program the alignment of the curriculum in terms of us equity inifity and then um with the addition of um the high dosage tutoring um and we also through that Grant have coaches that are providing um an increase and specific coaching to our Educational Systems with the elementary level lot of that reading instruction and that support small groups and so just by aligning things and streamlining it we're able to have a lot more systematic
103professional development deeper implementation what we're doing is working better because we're getting better at doing it and we've got the coaching and consistency so there's a lot of good things that have happened that have tightened up certainly and I will say the early literacy Grant is much more um specific in the requirements of what you have to do to to receive the grant so all of these things are requirements within the grant but then we have to you know show our evidence of and all of those things so it's all very much a part of that like very systematic yeah it's very line with so those are the five big outcomes and then some strategies for each one so our outcomes then are broken down into strategies that are then broken down to activities and
104activities are actually like what are we actually spending money on so the thing the two things at the top are the two things that are new the other things down below are things that have been a part of our grants for the last several years and so I'll talk about those two things a bit um this is not an all-inclusive list by any means but it gives you an idea of some of those big buckets that are covered as a part of the grant so one of the things that we've been doing as we have um worked through our budget process is look for opportunities to pay for more classroom teachers frankly out of our grants to protect some of our general fund and reduce our general fund and we're able to do that through
105our student investment account money or Saia money and so that's really what the top thing is about another example of that is like with PE we add an additional PE staff that helps reduce class size so that's that's all part of an allowable use of student investment account so the question on the teaching yeah is that teachers reduce class size if our budget didn't have to decrease or is that factored all in and we will maybe have less students to teach ratio with this Grant application coming so we have be a little bit careful on how I talk about I know so very so for example an example I feel like I can talk about is curriculum purchases okay curriculum purchases we can talk about that um we have been paying for our curriculum purchases
106over the last number of years through SAA our plan moving forward is we' reduce that amount that we're spending on curriculum and then we can repurpose that funding towards something else which then could be classroom teachers and so there's some of that that's been a part of our planning and so although we have had classroom teachers as a part of our plan for the last several years there is an increase in the number of teachers that are funded through Sia now yeah as we move forward as a part of this plan and this budget y yep um and then um the next one high dosage tutors so that's one of the things that's required in the early literacy Grant so we have that big outcome of early literacy we have a requirement around providing tutoring
107and so what we do as one of our activities is we hire high dosage tutors so we have hired a classified um assistant to work in each of our elementary schools and they have some pretty specific rules that they can follow around the number of kids that they can have in a group and those sorts of things but we're able to use ecre in that small group instruction that Grant also pays for some of the instructional facilitators that come and Coach the EAS that are doing that work so that's just kind of an example of how this all kind of plays out and and in using EAS it's fa structure to make sure that it's review and reinforcement of the instruction that's done by the licensed Personnel yeah and they have a coach so there's
108a coach helping a licensed coach helps them with that it makes sure that they know what they're doing they have that that ability to be flexible and at the same time not not create something that's different that it's not an integrated across everywhere else exactly okay just saying that for the general public yes and so high dosage Shooters this is the first year that we've been able to do do that so every one of our elementary schools has some of that support um and that's something that will now be a part of these integrated grads okay so then moving forward they do have us um they do evaluate us on the grant they look at the same measurements that are really a part of your board conditions so I believe those five things are familiar
109to you we set growth targets for that data and we'll look at that in just a second um we will be working with OD they work alongside us to develop appropriate growth targets because the goal is that we're meeting those targets not that our Target is 100% And that may or may not ever get there but like realistic growth targets and then once we have those established then we'll report back to the board um to get those approved so there's a whole lot of data over Square by square no we're not no we're not we're really we're going to focus on the left hand side really so this is just an example this is actually from the they call it the rad uh where we collect and monitor our data and so the main thing
110here to see is if like you look at for your cohort graduation they ask us to look at our Baseline Target so for all of our students so what is our minimum increase that we'd like to see they have a set a stretch Target so how would we push ourselves a little bit more and then they also have a set Gap closing Target so how are we trying to close the gaps that we may have for different focal groups in our system um and as we move into this application process We'll add two more years of growth targets so here guess the green doesn't show up very well but if you look at this the good news on that FL right hand that is all a very light colored of green because we met both
111Targets in all of our indicators this year and we we have the greatest amount of growth for those Gap closing targets so looking at our Gap closing Target for graduation was 5.3 for fiveyear completion 3.6 for ninth grade on track 3.8 for language arts third grade language arts 7% and then for attendance was higher as well so we are making progress in all of those groups which means now we're going to Havey tasked with having to update some of our numbers because we met some of our targets that are a few years out questions about that just know that we're digging into all the data I did have a question but you might have answered it so I'll just clarify the before this those are not then our current targets for that 2025 26 26
11227 27 28 an example so those will change these are our targets these are our current targets when we set them two years ago we set them for five years so these are the targets that we set a few years ago but some of them we've surpassed yeah so will we update those going forward we're currently hearing not now because they're really trying to look at this as an overall system shift because remember every group of kids every every next year when we look at this data it's a different than the kids yeah and so we're looking at the big picture so what you can't see is there's another column there'll be two more columns that we'll add so when we bring this back to you we'll have um growth targets out to 230 and
113so and it's a gradual because they really look at this as a long although system nth grade third grade attenders will be a new group but five foure cohort and fiveyear cohort would still be the same right AC syst got it it's really about incremental growth over time and we want I mean just like we're like oh y it's all green we are still going to want it to be all green and to be improving saying in a different way is this is also looking at long-term sustainability of the systems that we put in right and changing every year based on a c work probably doesn't make sense because then it's not an institutionalized system what want I guess my point in saying that is not to change the system but to continue to challenge
114our St to increase agree even if that's a within District Challenge and not what 82% we it Prov our system and we could have those students make even more grow and what I don't know is how our conversation with OD when we set our next two years of targets how that might be different from two years ago they really encouraged us to be realistic and and we had been way more ambitious than they coached us to be yeah I remember I think we talked about this last time in 2023 um because some of those numbers were higher than this and I do remember it would be in a district conversation and then when when you went to OD it was adjusted to be more realistic so I guess as long as we still have that
115goal yes for the public to know like we are still challenging ourselves and obviously the goal is 100% And I think with some of the initiatives happening at the state level around accountability we want to be meeting our goals so that we are well meeting of our I think that's we said well 65% would be you know so yeah yeah they want us to make sure that we have stretch in it so and we also have other assessments we're using that are measuring like our benchmark assessments and that's where a lot of times we are pushing hard on those um because that's where we start to really close the gap especially like at the elementary level if we can get kids you know at at reading you know where they need to be by third
116grade they're now on a trajectory that's going to show up in these later years much stronger sure so that's where all of our dibles conversations and our I ready they'll remain really important but that we have it included in this plan yeah okay so this is where we start to get into a little bit more about the application yeah and um and this was intended just to show like like what does the Grant application actually look like and what is OD looking for and so they have um a lot of lots of questions within their different goal areas um and this is an example and of course they want them 250 words or less um which is always a challenge when you're sharing all things um and so really the application questions are more reflective
117they're prompting the district um teams to think about how do we Center Equitable outcomes in our students in our in our work with students um and describing what's in place what's missing and what are your next steps so it's really sort of a reflective process but it's going very deep and it's going very wide into the systems that we have in place and um and we've that's where our alignment um Ling Pursuit success team does a lot of gathering this um compiling it and a lot of just you're getting information from all over the place to together and a lot of these questions were the same as last time and they they've autoloaded the answers again so a lot of it really are you able to copy and paste from last time but a lot
118of it it's interesting because the work is evolving and so we need to update it because the work is evolving yeah yeah and and the application also has us updating um I guess that's the next one artifacts um this is Chris's question yeah yeah and so part of the work um when we first uh did this two years ago we were learning a lot about how do we um grow our engagement practices to be more um involving um collaborative and and even deferring um and I think tonight having this student panel here this is a great example of a different kind of Engagement um and so then these past two years as we've been engaging in the work there's opportunities like the transformative SEO the level of student engagement and staff engagement was much more
119comprehensive than perhaps maybe it would have been you know 4 years ago well that was Co six years ago um so we've really just adapted that and so what OD asks us to do is to upload artifacts that show how we have done engagement differently and so we found that instead of going oh my gosh we were like oh wow we've done a lot of this because we've really tried to work hard at at adapting that and and really um you know showing where student voice shows up and I think a piece that you know as we continue to grow then how do we communicate back to people that have given us input what we've done with that so there's a lot of opportunity is those are obviously not live links or your scre they're
120not is this on ours not no but I think as we there's probably an opportunity for us if you want to see some of these things we can send the followup in the superintendent's update we can but I also take can we put it on the website so people can do the live on I don't think it's public record yeah I think we we can certainly do that okay I'd like to some of these like was curious and Community to have a place toity engage them yeah well I think I think one of the important points is you could do this integrated Grant process and do some in you know Community engagement night that's all about just the Grant and that would be one way to approach this that's not the approach we've taken because
121we really want it to be authentic work that is a part of how we do business in our district in terms of engaging with families and staff and students and so that's what we're also trying to represent here is how we're changing our practice not just for a grant application right um and then this last piece um when you think about like braing and you know what's it called uh and whatever blending funding um those pieces U this is literally a snapshot again of of part of this planning process where you can see our outcomes and our strategies and then the columns over on the right are literally like the different funding sources and those I can tell you all the names if you really want them but I think you kind of get the
122big idea um but you can what the big idea here is like for example um outcome B um you can see that for that first strategy utilize updated and cult relevant instructional material in the classroom uh there's two primary funding sources for that High School Success in SAA and so that's a way of kind of showing how uh by bringing the funding sources together uh we're able to sustain those critical practices especially um thinking about now where we are with okay as we think about you know shuffling and you know what are the things that are key priorities and this process really says these are your strategies how can you have some flexibility to maintain those critical things when funding can waver you know sometimes you have money that you need to reduce other times
123money comes in and either way you know this is the north start of these are the things that we investing in and so that sort of helps with um sustainability over time in a state where fing you come like this so so then I have a a big question about this and this is a question that has come up probably for at least the last time um you put the word Bud on where and um one of our previous CFOs maybe two of our previous try to kind of align a little bit where there was funding and it was in the budget and how did you know without getting into too much of this n went here and that di up there but that's been a question because the way that our budget shows and
124the way that our budget is presented to the community it doesn't talk about this it talks about a very big bucket and so there really isn't as tight a way to see if you would just looking into the budget how would you know from a very different uh Viewpoint that that's what happened and that you were successful with it and I think we' we've had different ways that different CFOs approached it and and that has been asked by budget committee members as well and we tried to keep them away from line item stuff that's but again if it's coming up to here how how is that being tracked against a budget that doesn't have that information called out I I mean I it's a great question I think it just gets more and more complex
125as we add more and more grants because you have these lumps of money that get represented in a lump form your budget your adopted budget right and in particular when we talk about where we're going to need to make cuts and someone will look at a lump piece say well we can take some out of that or we'll use it over here say no that's already reserved how do I know that and that's that's sort of that I love people ask the question but then I I also want to know well how do I yeah um and I think that's where in the budget message it does kind of outline like the key priorities the outcomes and some of that but it just doesn't get to that level no and and I don't know how
126there's this and yet there's this other layer of oversight with quarterly reporting and you know somebody wants to know the number if they said this much money is allocated to this activity then where do we show that in the end of how did that work and that's that's probably a big and that comes out I guess I'm not sure if in the annual report that I do in November there was like big picture budget again but not the right right with uh basically having a couple of categories uh State School fund grants federal dollars just kind of like three big buckets would that be maybe being what you're asking it's getting closer but it's even more if we're talking about early literacy then how much money did we spend have that impact how could we
127say we spent a million dollar and here was what the outcome of that was and here's the resources that had to go into that to make sure that that money was spent it it's all connected but the buckets are a little bit too big in that because how would you show we had to put a little bit more money in K5 versus 68 and then back to 11 so one of the things that we've been talking about is with this plan how do we have it more visible for people and so there's some examples from a couple of districts where it has like it has those key outcomes it has the total um Grant amount that siia is this much that High School Success is this much and kind of lays that out and it
128does have some outcome data connected to it so there's kind of a plan on a page or maybe it's two that we've talked about once we get this plan done how do we have something that's easy to access on a website that helps make some things make sense of this now that we know more about how this is all working and that that might help a whole bunch of money to do an important function where does that show up and if you talk about cutting again it's just that whole bigger piece of how does it all come together yeah and it's so complex because each of those however many grants or think programs at the beginning where they're 10 or 12 each have different rules so for someone to understand all the different rules and
129implications of all those things is possibly even just um on the budget you know when it's when it's um Staffing whatever that's a very basic example somehow marking that that there are Staffing paid for by this this this this equipment is paid for by this this like so that even just usually people can see these things are funded by multiple different things I mean and this shows that a little bit you know corate over yeah if that could correlate over to the budget even if it was marked with a letter color you know whatever it is to show the multiple funding sources because otherwise I think the the Assumption from the community is just that there is a One Source yeah and that's very much not true some of that will come out in budget
130101 a little bit in terms of the different funding sources um budget within the budget like book though it the budgeting is so high level that it's not specific anyway right so then I don't know that you could get to the Nuance of some of the you know like this is four and a half p teachers and it's right and I but it's Staffing it's transportation it would those would still be big buckets so it wouldn't say the amount you know but just that it just making peopleware this bucket has multiple funding sources more of an issue when we do have to talk about reducing some parts of the budget and so it's like well you're reducing over here but you still showing a million dollars over there well because that money is air for
131specific things and it supports these things or these people or little bits of that support these people it's it's just trying to get enough information so for example we have engagement Liaisons that work in our middle schools and this is the complexity of the budget and because of the rules of measure 98 the eighth grade support can be paid for out of high school Success in measure 98 but the sixth and seventh grade support can't so in one building you can have one person who two-thirds of their salaries paid for one by one Grant and another thirds paid for by another Grant to follow the rules right so it's just and we have to show outcome of those yeah it's it's mying it is Mantia at its best because we also have the same is
132true for even teaching different contentar somebody's licensed to teach in both they're teaching both you have to account for that has to be reported that way but I will try to think through that lens as we like as we dig in get that budget book in April what is actually in there and what could be represented differently or what could be a summary followup I don't know I'm having a hard time wrapping my brain yeah and and it may be that you look at it and say it is what it is but but I know the questions come up ab and and it seems to come up more when we do have to cut and what is what is the impact on the C and even supplemental if there is not a way to Overlay
133it with the budget because I understand the complexity of that even if there was a supplemental document that have each Grant and uh the amount of that Grant and the types of things that that went towards it would at least give people a bigger picture it wouldn't be overlaid but at least it would give people an understanding of the complexities whether they they wouldn't then understand exactly how it worked but they would understand that you are working yeah can't take money put it in PO is also the other issue that people see yeah and why can't we use it and then here's why sometimes we just have to explain whatever that is in the moment okay all right did enough but you're right it's it's super complicated and it takes a team of us to
134really wrap our brains around it and manage it and we boame anyway um the I didn't cre this be clear about that um so just so that you know kind of where we are in the process um so each um you know you're hearing this tonight kind of as as a first reading and so um this will we'll come back to you at the April second board meeting and um and once the this plan is approved then it goes to OD um and then they have a process they're going to have a a quality assurance learning panel that reviews yeah quality assurance learning panel that um goes through and reviews all the grants yeah there some notice just came out from OD if you'd like you like to yeah there I get paid no all
135right and so after OD reviewed it in the the well I don't know call the Q group um will also engage in the co-development of the long longitudinal per performance growth targets uh OD um and then the grant will come out and then there'll be another reading we'll be presenting to the board so there's a whole structure process we went through this last time so we've done speci timeline Cas sure excited to know from here to there is this June um it could be June um mention even the most Target meetings could be into the summer and so they were kind of squishy on Spring to Summer and um a September or something we're not sure yeah yeah you never know you just never know yeah so we're just staying as as far ahead of
136it as we can and be ready for what comes we know the applications due April 30th April 30th so so that's the we know where we're going to put all the information and you know theil 30th April 30th so yeah anyway so what's it being asked is we're going to come back at the April 2nd for business meeting um and would be asked you know for approval of the of the the plan um and then those are just some of the highlights in terms of total um we really um I hope we answered your question about Community engagement and how about something different um and that it lines with four conditions and so we see a super great alignment um in this work so and people questions between now and then send them our way
137because April we would really just plan to say hey remember we talked about this now it's time for the action unless there's something that we're missing we keep that let's just see if David's still awake it's it's hard because I can hear all you guys I just it's with the thing up you guys are so tiny I can't see anybody but I but I am definitely engaging all right that's it you go well when they do the presentation we wind up be a little bit okay so next up I believe we're going in order um policy review first reading um pretty short this time Tracy um yes you real quick um yes we have it's four policies um most of which have some kind of um legislative or legal adjustment to them so the first
138one is the board member standards of conduct and it seems it was pretty straightforward to the team it did um leave us reaching out to osba regarding a kind of a cousin policy which is bbda which is is board meetings I think um for a little bit of followup to see if there's anything that we need to look at there but really um this policy seems pretty straightforward is the highlighted language I is that us implying this like us putting our words into it or is that and so highlighted is new language obviously strikes are strikes and then sometimes they have brackets um this one has a bracket at the end so that means it's optional um to include a footnote on the second coach usually IL legal so so that one was very straightforward
139the next one was sick time and we did have um one of our HR professionals look through this to give us some feedback so there's some added language there um there is some bracketed language but it really it it aligns with our practice and some of it um just clean up with some of the different changes that have happened related to leaves and use some same time um same thing with Paid Family and Medical Leave Insurance some clean up language there we still have that weird it's not a footnote if it's up at the top but on on one B beginning of the sentence we need to figure out that but pretty straightforward um the one of the big changes you see a bunch of strike on the second page for serious health condition on
140the top of Page Three it's summarized into just four points in legal stuff and then admission of Resident students this was all pretty standard as well where we did have some discussion is at the top of um page two around expulsions and so the policy committee selected the word May so the district may deny regular school admission to a student who has become a resident student around expulsion whether they have a weapons something or if it's not weap so we did May is there a reason why we're choosing um the district instead of the District board because the OS says board where is that again uh it's the top of page that's actually that's actually an osba change because it's probably one of those where it's a not exactly a semantic but the board sorry
141the the district is in charge of admission the board accepts the recommendation the only time the board gets directly involved in a student is in an exposion hearing where the board can overrule the recommendation but otherwise it's really the district that's making the decision and then the board is accepting the recommendation or asking questions thought I we did have one scenario where request you to be in District or no to leave the district and that came to the board as appeal where we did not maybe we had denied releasing them not so Charter I don't remember that but I don't remember I just remember only it was a few years ago really wonky situation they wanting to come in or wanting to leave to go I and it wasn't to a charge but was to
142a different District I don't know I guess yeah that that question I had and then the other question is on the you know weapon in light of our safety current situation um not just our district but city state nationally is there reason why we wouldn't want to say um we will deny and then have the option to allow as opposed to it being the other way I think that's what we interpret May to mean that we may we may provide them enrollment our current practice is that we don't um but could there be a circumstance where we may want to consider that I don't know what that would be but we might so we saw it more as a that leaves it our default has been to not but could there be a situation but
143I I think I see Holly's point if you have that you know you will deny um that's strong language and that's unfit by a parent but then if you have a maid then that's potentially a lwuit that's a fight that's a fight and so I would almost air on the side of we will deny are we all looking at nine yes okay so S8 n is if for a reason other than a weapons a kid uh because each district does different things with expulsion so I'm pulling one out here some districts if it's a pattern of severe Behavior may move to expel it may be upheld we also uphold that exposure we always have um this though sometimes uh I guess it's giving the latitude to say that that may have not been a great
144decision by the other district and we're going to put you on a contract and we're going to uphold this and maybe we do need to give you a second chance but with that understanding that we will have a kid on a contract and then we wouldn't reinstate that expulsion if necessary I could I mean I could maybe understand a May for like the weapons charges like drugs whatever but I don't know I feel kind of weapons is sh what's that the weapons is sh deny number no it's May n nine is the nine is the weapons One n yeah well seven has shall denion school district for weapons policy that's true they're all they all involve a weapons policy violation so seven is other than in It's Made and then eight is shall deny if
145it's from another and N says number nine is about providing an alternative program which by law we have to do yeah could be a number of things because they become a resid student yes so we do have to provide that option what would that be could be a number of which means well yeah we may is the weap say shall we will do that and then seven is the May then may make sense there because it's something other than a weapons yeah yeah okay that makes sense and then I don't know I I kind of like Leverage and so I wouldn't put a will provide because there may be a situation where yeah it's too dangerous or whatever and it is a mate you could be that yep sorry y that was a good one
146to talk through so are agree good with may like we may honor a non weapons expulsion Y and we may provide alternative programs [Music] and GL talk to that okay so those are the four yeah are there questions about that put that on that agenda no I that just took a lot of thought process good thought process you go to I could have read it right in the first place it probably would have helped yeah so consent agenda for the AIL meeting yes all right and do we have to I mean it's under action items but we don't actually vote on that we just no formal act we forward that's the that's the action move forward all right so um the budget um Michelle do you need to say for the budget [Music] welcome Pap
147in the air two more oh couple more um well we did want so we budget update paperless meeting software resolution um joh yes budget update discussion stupid called what yeah all right sorry David it's gonna get small again for a second Sarah I think our finance team is um leaving in the waiting in case we need them okay just there for yeah look at that okay let me promote them because they talk what does Sarah need to weigh into uh Sarah no leave so this item is um because we're walking delicately again because we want to make sure the budget committee is able to do the budget committee's work this is really about updating you all where we are on the ending fund balance because the ending fund balance is board policy that's within your
148control so tonight and Tracy will be do we did the we put the presentation together together together well uh she'll take the lead on a lot of this and especially with me missing that last week I wasn't as well wored as she was coming into this so the we'll move on to that second slide in there Sarah and J got it well okay uh like it says we're updating on you on projected ending fund balance for the next for this year and the next two years of that vum coming up it's just a reminder our costs have gone up you have a question I thought you gotcha uh our costs have gone up transportation's gone up utilities Labor uh recent deficit spending uh due to a large ending fund balance has caused our cost to
149go up persistent inflation and declining enrollment is also really part of this too because we keep having that slow steady downturn Tracy will take on the fund balance and highlighted some things this is he recognizes this is policy so just to be clear about what the policy says that red underline there it's an ending fund cast cash balance of at least 8% so that's the part to pay attention to is the at least 8% because that's part of what we need to talk about um some tonight at the bottom of that policy underneath with all these footnotes are some other guiding numbers to be aware of so the gfoa the government Finance Affairs ass Association says no less than 5 to 15% so there's a range there for us that we could consider similarly the
150Oregon oasbo Oregon Association of school business officials recommends 3 to 8% and then down on number three there's this kind of caveat of if there's available resources in other funds then you can reduce the amount of unassigned fund balance or the ending fund balance if needed so in some ways some of this language contradicts the language above but it might give us an opportunity for some conversation uh about what this starts to look like as we're facing the situation we're facing this year are you am I reading into it correctly that we may be doing another policy shift around this is that kind of the discuss I think there's just there's some things for us to wait I don't know that it has to be a policy shift but there needs to be some guidance
151I think from the board in terms of if that's an approach is if just knowing that we're working towards a different goal or with in a different parameter is a guidance we're we're kind of looking for guidance around this given the complexity of where we're at right now so just as a little research project we looked at where neighboring districts really are in terms of their policy so you can see um you know we are one of two districts that are in that upper end Portland does um have a minimum of 5% but an expectation of five or of 10 so there's some different ways to look at that so thinking about where we had been with our previous policy of 5% and where we're at with 8% now like that's a reasonable range um
152in terms of what neighboring districts have in their policy for what that's John this is you thank you uh things that I want you to keep in mind as we go down this discussion uh we're we're recommending we're working on building a budget related to 11.36 which is Governor's budget of course the budget committee still gets to make a determination on what they want to do but that's where the center of our work has been uh moving from a five to an 8% ending fund balance when we made that decision which I think was a very good decision so don't hear anything other than that was Brent and it's the right way to go but that was the equivalent of about $4.9 million uh and that came out of what we had in reserved at
153that time uh and a budget committee calendar adjustment does require board action so if we end up making that decision that's for you guys to make we would have some recommendations for you obviously but that is in your perview okay just keep the 11.3 I think there was a budget update or maybe State School fund update this week or is last week last is that the is the 11.36 it has not changed from what I have heard uh and the revenue for or the March revenue forecast came out Wednesday the week before March it was like February 26 uh it showed a small increase in revenue and small two $270 million in a big budget like that it is a small increase but it didn't show a dee so I guess ultimate the 11.36 is
154the most recent data that we have to work on and as we through this we'll talk a bit what if that number goes up at the state we we'll talk about come a bit Yeah so just to kind of lay the landscape where are we at so this slide is our projected ending fund balance for this year so you can see the red circle is we anticipate ending the year at 7.15% that is without doing some of the special Revenue transfers for technology and for curriculum so that's an important part to know in all of this it also doesn't reflect some of the things we're doing now to try to save some money that may benefit us and increase this ending fund balance by the end of the year so this is kind of looking
155at January actuals which is that middle column and where we kind of thought we'd be in January with a few adjustments that gets us to about 7% at the end of this year um so keep that kind of in mind this year's budget plays into next year's and it just kind of rolls right um in the legislature right now would not affect that right right because that's this that's this school year yep so just kind of this is where we are in this moment so we think we'll end up clish to 8% at the end of all of this without I want to make one correction to our slide uh I typed in 11.38 the governor proposed budget was 11.36 work session I want to make sure that's you were correct yep well let's put
156that on that's true thank goodness this will be posted yes good news okay so this is where the conversation starts to shift a little bit so this shows the next bium so so year 1 25 26 year 2 26 27 this also reflects the reductions that we have already been working towards about $8 and a. half million doar of reductions gets us to this point so um with us rolling those reductions into the year second year you can see what happens with ending fund balance so we end next year at about 7 and a half% and again this this is dependent on where we end this year right so we're anticipating about 7 and a half% and that leaves us in the second year of the vium at about 5% so we're to clarify we're
157basically still overspending and using our IM fund balance as small percentages and so at some point we're going to have to come to real and yes there are and this is also reflective of we um and this will come at the end too is our costs continue to go up I mean every year there's percentage increases there's colas there's things like that so it's not that we're overspending like we were because we had a big ending fund balance but you are correct that our costs just by doing business are going to continue to go up so what I'm going to show you so this is really thinking about is there a way for us to stay in that five to 8% range for the next bium what could that look like um without us having
158to make additional Cuts in the second year ideally we would make the cuts that we need to make now so that we're not doing this again next year it's painful for staff there's all the anxiety all the different pieces so is there a way to do that that still leaves us financially stable and healthy as a district um and the difference really is those costs just increasing the following year is what drops that to the 4.93 in the second B second the B also so still within those recommendations and some of those minimums that were in the the bottom of the policy but not in alignment exactly with our policy so we're going to kind of walk through the implications of this the other thing with this is this is assuming again that 11.36 so
159if there is if that comes in at 11.4 or five that pads this a little bit more if the special education cap goes up that pads this a little bit more so in some ways this is kind of that like worst Cas basement kind of worst case I hate to kind of say wor we never know we actually that slide at one point we took it out but um really it it's it's kind of the floor for us to build on so you can probably see where we lean in all of this but let's lay this out a little bit more so on the left if we maintain a minimum 8% balance for both years of the next biennium we would need to reduce an additional $3.1 million now so on top of the 8.5
160that we've already reduced we would be looking for three more million so 11.5 that would leave us with 9.15% in year one of the the vium and would keep us at that 8% for year two of the vium if we got additional funding from special education or from a higher state school fund allocation we would likely need to add that back in staff because of the three million additional dollars we've had to cut that's going to have to be staff is that about 25 teachers or so that 3.1 million uh if you put it in teachers I mean there's other places you fig yeah yeah um so we would add back staff that does give us the 8% goal but it means pretty impactful Cuts now on top of what we've already identified and because
161we would need to identify three more million dollars of cuts we would need to adjust the budget calendar because we would have more work to do around what are we cutting okay so this is the if we want the minimum of 8% if we maintain a range of 5 to 8% we would reduce an additional $600,000 now and we've identified what that could be and that's reflected in the numbers already that's what leaves us with 7 and a half% in that first year just about 5% in the second year and then what we were just kind of saying before these slides if there's additional funding that comes through this legislative process whether it's special education State School fund whatever it might be we wouldn't hire with that money we would put it in our ending
162fund balance we would do some more of our special Revenue transfers which again are Turf and Tech and curriculum and build up some of those funds for knowing that we're going to need them um so that's a really important difference between these two that would take really careful communication if all of a sudden the state saying we're getting a bunch more money people all of a sudden are going to think oh well that means we're hiring it it wouldn't for us in this case because we would have a greater responsibility for making sure we're financially stable and making sure we have that cushion and this also we've always been very good about our budgeting and staying even Keel moving forward this sets us up for what's anticipating to be another B any challenge that's was
163my concern if like if we're at 4% and we're over spending right right um and and doing the boom boom boom back and forth what did we get down to it 2008 one day $300,000 we're not we're not going to do that again so no okay I remember that it was and and like if you look at this this is still even 5% is $8.6 million it's not it's it's still a hunk of money for us however on a day-by-day basis that's how many days uh divide our cost are about 640,000 a day so that would give us 11 days okay yeah just for the I think that's good information for the public because that number sounds very very big it does but the cost of doing business on day-to-day basis that is not very
164many days and for for I think at home you would not budget with 11 days you to right right absolutely and even the 13 million for 8% is 21 days yeah now my question on the slide that we were yeah that's 6 600k now is that reducing what we have in the budget this year by 600,000 or is it how I mean like where is that factored in it probably doesn't actually need to be on this slide honestly because it's already a part of it's already factored into these numbers here oh go it's it's already a part of that but it was an additional cut that we had had to identify last week so for us it's like oh we've got to find 600 more, yeah yeah which is a lot so um so a
1655 to 8% range is really about a longer term plan to build fund balance it does give us more stability with Staffing right now with significant cuts that are already going to happen and it's still within the recommendations with a 5 to eight% range we could maintain our current budget calendar and if we had to we could cut in the second year we don't want to but if we had to for some reason if we didn't get more funds this year or something else worst case scenario started to happen we could make additional Cuts next year and that is less than ideal for sure um was looking at my notes to make sure I literally wrote not [Music] ideal this is you but you might want your notes if we knew you would want a
166recommendation from us we also know that we don't control that uh we're thinking that if we had a range of 5 day per we can work within that and we can do pretty good job if that was reflected in word policy obviously your all's choice and we'll work with whatever you give us um we just talked about the we haven't brought in federal implications yet either we may end up having to reduce anyway uh based on what's Happening we just don't know uh so that it could be moved on the other hand the policy still could read 5 to 8% in that case if there more reductions to make that could may help us uh the other then like I said just what four the next miani is really not looking good and it might
167make this miani look easy so we need to know that too so um just for a little bit of how our ending fund balance was bigger than some of the other districts some of that was a deliberate um in order to have it higher so that we've got better um interest rates when we did our bond so we had a better ending fund balance so the intent was never to keep it at the 133% whatever it was we had I mean that was switched it to eight yeah yeah when we went out the bond though we had it up to almost 13% because of bond rates and we just got another A+ rating yeah by the way yeah and it it saved us a ton of money being able to do that um yeah anything
168less than five gets real nervous yes it does that gets real nervous for me um we also have within the second year the 26 27 is that when we're classified bargaining I was just about to say that we clain next 25 26 25 26 so we'll start that process I think in November I know that in the budget this year there were some baked in numbers for an assumed percentage for the teacher thing is that baked in to this to these numbers with the classified I cannot remember well for for this year's budget some of the adjustments around the actual so that settling the teachers contract did show up here in terms of planning ahead for classified I do believe there was some planned roll up or increase that was factored in there as a
169guess for administrative we forg forgot and I'm just thinking as far as the policy itself because there's a lot of footnote things um because the the goal has been kind of in that 8% just to give a little bit because the way Oregon funds education It's seems like it's often a boom and bust kind of thing because of how they do it and it's inconsistent year toe budgeting so being able to have a little bit more I don't 3% is not it five is is the base for me little more is a little more comfortable but I also personally would not want to say to someone we're going to keep that anying fund balance at8 and lay off Oru programs or people or just to maintain a number um that that also doesn't feel right
170so so it's kind of that making sure that we're not digging ourselves in not having to borrow money to stay upload and not having to hold on to the funds that we've cut so deep that we lose the whole point of having quality education options for kids quality staff we don't want to be in that position either and and there are there are districts that I'm aware of who who have done that before spent it all laid off spent it all laid off that's why notable for us we have put aside I verified that uh an amount for classified bargaining okay okay you for me it's it's the messaging about um consistency and um and reliability like it though it's not fun as a staff member to hear that there is an endian fund balance
171and there's still Cuts yes it's very reassuring to know that you have a stable job and so more stability that we can provide and communicating to the community as well as staff how much how many days I mean that's really important to me how many days that actually is um because that makes that number seem much smaller yeah when people realize that and most people I'm sure do not um so I I'm in favor of a range um because like I said it doesn't feel good to say we're just going to keep this money for a rainy day and fire staff and it's and it's pouring right now yeah um but with the understanding that we we will build back up that will be a priority for us so that we can stay stable and
172so that people can be reassured that their jobs are steady well and from my perspective that's why what savings as forest for for those rainy days but I don't know if I'd want to change the policy because you know if we change it to well a range of 5 to 8% then it'll be the floor will be five the floor will be five you know and so I Ian if there's a way we could do this without changing our policy I don't know I mean that's a chis that's a good question too because is there a re I believe the board has a possibility to amend their own policy temporarily we do have it's a footnote number two okay higher levels of unassigned fund balance maybe needed significant Revenue sources are subject to unpredictable fluctuations
173of operating exped highly Vol okay so we so so that in Oregon and then also number four kind of plays into it as well we've given ourselves some room to be flexible and still be financially PR because that is one of the board tenant and we have kind of the perfect storm right I agree with you I think 8% is what we should be striving for and we now have this a policy that's new for us that is a almost $5 million difference than what we're used coupled with a revenue shortage that was kind of unpredicted and still some opportunity where we might get more money to offset some of that but we don't know all those mov and I do hate to change the policy prior to us knowing that that's also a fair
174point because I think we could leave it and do that however I don't want to leave you guys in a position where you feel like because I know you do have to make the cuts prior to us finding out what that total is we will be sending messages out very soon so you know in your scenario where it stays at eight whatever slide that was that one I don't want that to communicate to you that you need to reduce an additional 3.1 million right right even if we keep it a eight in anticipation that the numbers couldn't come in differently and then at that time we could make but then that's there's not enough time you have to make the we can't change the budget but it could be that we are allowing the fund
175balance to drop below the policy and maybe that's an action item on a business meeting com up or whever I don't know how what the mechanism is for that so it would be a com it would be a combo we're gonna keep it we're gonna keep it at eight knowing that if necessary we would adjust it to prevent you from reducing addition it also might be part of being really clear in our budget presentation like here is the budget it's based on this if we get more money it's documented that it's going towards ending fund balance and special Revenue right that it's just really clear and documented in that way and that the board supports that conversation but that's why we needed to have this conversation about anying fund balance specifically tonight yeah because this
176is new for all of us we're in the mid middle of drafting a budget yeah yeah and I'm comfortable with the direction that you all give and I know you understand the picture and I'm not reading anything other than this is the information we have I also think that I mean we'd have been remiss had we not brought you all into Loop of what we were seeing you needed to know do you know the next assum your answer is no yet is there a date for a next budget update no the uh May revenue forecast will come out I have I think it's May 8th when it comes out and then the legislature will likely have um a solidified budget to move to the governor at the end of May or beginning of June but
177I think we could find out about special ed cap sooner right there's some of that as that legislative stuff happens but then we also could find out that we need to pass through 95% to charge right y so okay so that leads to my next question with everything that just was said right does that um would you recommend then that we would it be helpful to you if we push budget things back push the timeline back for the budget would would it be helpful at all I don't think it there's any negative to us pushing it back but there are certain dates that we have to yes we talk about possibly that one week so is that help no no no I mean there's dates when we have to have a budget you have to
178meet certain times order to do and we do and I think what we were looking at in the budget calendar was just a move back of a week or two in April different meeting we I'll get a we'll talk again all of us and we'll get back to you with what we think may help okay and we're not voting on this tonight Ian information consider but because I mean we've started drafting a budget we have to to have it available for April 8 so right if you were to say 8% is a hard minimum then we absolutely have to change that sure we have started working we have started the work on the Range scenario uhhuh knowing that if we needed to Pivot then we would just change the the time and I think the
179range is where we wanted be and again it still keeps us in position of not doing the jerking people around agre I'm wondering what David sleeping to it is consistent with how we've done things and not because we've done it because that s B's done it but because it's been The Prudent thing to do that it's unsettling for the community for the students for staff to to uh spend it all bring it back spend it all bring it back get rid of the reli yeah we've always been a little bit more conservative and it's kept us it's kept us able to weather when stuff happens we're not quite as frantic about it and we said this all V2 and Tracy alluded to this special education P could go up but we don't know what that
180means for our district because the numbers of kids vary between districts it's not just standard amount there could I'm just checking on that special it's has a public this week yep it could we could receive a Reconciliation check again which was unusual past couple years we have and that could be a bonus that we could use toward this we have the federal uncertainty all of this is still a Crystal Ball moving forward and because we have to have a budget by June 30th we have to start planning or we're just going to be too late going to no he texted me he yeah but I will say our finance team will also they reminded us today when we met with them we have always been pretty conservative in our budgeting so as they're selecting expenses
181they always estimate on the high side and as they estimate revenues they tend to go on the low side right so year after year we tend to have some cushion Yeah in our budget and and we wouldn't expect that to be different unless there's something else that we don't know about um so back to your comment which we took out of the slide this could be the worst case scenario I just don't want to say it absolutely could be I I um I do wonder I mean I said I'm in favor of the range I I'm not against to that but I do like the option of keeping it at8 knowing that we're willing to adjust it if necessary later because I do think there's a um a a likelihood that it would end up
182at five more often than not for reason right yeah I think IDE wise thing to do so I would I think I would rather say keep it a eight and you know we wouldn't routinely budget below that not a routine budget differents yeah and it help do we have to keep it at a certain number or can you keep it at a range can you say it has to fall between five and eight and any overages have to go back to the any fund balance that's up to the board and from what I'm hearing um the members here tonight are more comfortable keeping at 8 and making exceptions if necessary well I think Portland's language is written so that it says like a range of 5 to 10 but an expectation of 10 yeah so
183it could it could be that's kind of what I'm thinking the other thing is the 8.6 million at 11 days does that mean that it's just that if funding stops 100% because I can't see spending $8.6 million in 11 days while they're still funding no and so it and I wanted I did the math real quick at 640 ,000 a day which is I think what our operating cost is it's about 13 days a little bit over 13 days so I want to be clear and really that would be that 2008 recession time of we're getting we would be using that Reserve to extend the school year as much as we could till we ran out y so it's an absolute and we cut almost that many days we did we cut we cut a
184lot of days we eight five or 15 and one we programs we teaches it was it was bad and even we got down to one day in reserves after cutting everything else yeah yeah uh but but David I mean I see what you're saying of of having a range in there but I but I think strategically you know one it holds us accountable if it's actually held at eight knowing that we have our picky bake we have these exceptions whatever but then also if we have this range of five to eight when it becomes barting time for any of challeng you're going to be like well it could be at five well no we wanted eight but your policy says 5 to8 so we'll be fine at five you know so I think gives here's
185here's the other layer that might be a little risky going down this road but I'm I'm just going to say it because it's something that's bothering me a little bit as we look at our set asides for special Revenue around Tech and Turf and Technology we have been minimizing some of those set asdes and and kind of like putting some money aside but probably not enough money and so we're still kind of kicking that can down the road and at some point we're going to have to face that reality and so making sure that we are putting more enough money aside for those big ticket millions and millions of dollar expenses we have to be ready for that also so even if that's that we're at five six 7% but we're also stocking up those
186funds for those big looming expenses all of those pieces fit together in terms of what have available to us so I don't want the special Revenue set asdes to get lost in the conversation because that has to be a part of the priority because that's going to get us really significantly if we don't monitor that carefully yeah so for tonight we've given you what we know in the moment uh and we will stay on top of it and update you as necessary it will guide how we present for everybody at the budget meetings a budget committee meetings and hopefully we get positive news moving forward and which will help okay right um okay I'm looking we got a couple more things going on um we've got the board meeting software conversation and we have the
187[Music] resolution um and it doesn't say on here it has a discussion but if we actually want to do a resolution against it then we have to do an action item on that Sarah yes yes we have I mean it was brought to the board to discuss because right somebody wanted to talk about I'm not quite sure I'll just say straight up um I'm okay either way if we do one or don't I'm just not quite sure what we would do with it if we pass one who it goes to and what what's the exposure that it guess I I think uh I would commit to going down to Salem and testifying on Gan Bar's behalf what it does do is it helps me have the backing of the board and the guide poost and
188it's something we you know right now there's not a hearing scheduled but they still have a month to schedule hearings okay and so you know it it does provide us an arrow in our quiver that if it does then we could publish it to the papers we can I could attach it to my written testimony and I can also in my testimony say on EX you know but you know resolution blah blah blah on whatever date Gres and Barlo you know is in opposition of this bill so just provides a little bit more beef to to my argument other than just being a than just being a citizen yeah David what do you think Sean just we're talking about the Senate bill 936 I'm not as familiar with it as Sean is Sean what's the
189what's the overview of it it's it's the bill that is uh basically it was uh presented by uh the city of Portland's um lobbyist to do a go around so they could continue working at the water treatment plant without getting the um without passing land use without passing the land use process be for this Water Filtration plant but it would also be it would set a precedent for any um future Federal yeah yeah any other processes and I think it's in a really wonky committee to the Veterans Affairs committee but it's not it's not going to stop the the the the plant from being built right I mean it just seems to me like this thing's going to be built no matter what right means that they would have to in order to build it
190would have to still pass land use the land use process that's already in place they're trying to go beyond and not have to pass that right and so this bill would allow them to just say hey we're doing everything we want to do and not have the accountability of that land use hang honest with you as much as they've destroyed our roads with their trucks and and gotten our students late and buses rerouted and all this stuff I'm I'm for anything that's going to be in their way so previously we did pass in the in this in the board piece we did do the resolution in opposition to the plant and we did that um on March 1st 2023 so we did already show so we could go ahead and do the same thing against
191the legislation that Senator borek has put forward and saying is not a great thing I could bring both resolutions and be like hey this is our history of opposition to all right even just the president inste my opinion what I would need to able to do that is for a motion and I would perhaps recommend that the motion includes that we would um create a resolution and oppos opposition to Senate Bill 936 and have it available to present to legislation and then the mechanics of Sean taking it doesn't have to be in the resolution so um that okay um see how we go um I would move to approve a resolution in opposition of Senate Bill 936 um which would include Sean just say that I would that's what I would okay so there's a
192motion for the board resolution and opposition of Senate Bill 936 moved by collie is there a second second second David got the second further discussion so it's a expectation perhaps that Sean might write that um but that's not part of this but that's that's something that I think we're going to put on your lap okay so I'll probably just use the other resolution okay any further discussion on this all those in favor I I David any opposed no that's it so it passes so we will have a resolution against uh oppos in opposition of set Bill 936 as presented by Senator B sh yeah so I guess uh do I bring it to the next po meeting or what's the process no I just write it yep all right it's there we're in opposition to
193it and so I I think the good idea is to use the um the one that we did before as your template and we've said we're going to be an opposition to it so yeah y y okay um what's that yes yes Sarah so the paperless board meeting software um read the explanation you don't need well John I'm working with so the the basis is so board docs which is our current system that we use it was bought by a company called diligent several years back they are no longer going to keep supporting board docs with updates software updates Etc um so we are being forced to migrate over to the new diligence system um we have to make a decision as to whether we're going to migrate before our renewal date of April 30th
194um so that's kind of what has forced this onto the agenda um with that renewal there is going to come a cost increase to what we are currently paying um so I with our budgeting conversations that we just had um reached out to the other ND board secretaries to see what they use um kind of pros and cons of the other system called board book that is highly used in a lot of districts around Oregon um so I sat in on webinar demos of both the new diligence system that we would be using if we continued with board docs migrating to that system and then also with board book um what I took away from that was that BB does mostly the same things it's not as fancy looking like it doesn't have kind of
195some of the bells and whistles in terms of how it looks on the websites um but it still has things like you know you can do your template in there um you can set up all the executive summaries one of the things that's nicer about it is you can print out the entire board agenda packet including all the attachments which you cannot deal with board docs um you have to print those out separately so I kind of like that as a positive um and the biggest selling point for me was the cost so board docks we currently pay 122,000 annually for it would be moving up to 13,500 when we change board book is 3,500 annually so that was kind of the big I was like well it kind of does the same things um
196but the Baseline is either way we're going to have to migrate to a new system depending on which one you choose um so that'll require a little bit of training on the board's end to navigate a new online me meeting management system um so just kind of wanted to bring that forward and I didn't know if you guys had questions after that really quicki yeah no no so on the the change up going from board do to diligent to whatever the new thing call diligent are there other school districts that you're aware of that are going to be making this migration what kind of support you so I did find out the board pack which was another system that we had looked at back in 2018 when we were looking at it was also bought
197by diligent so um the I believe it's Riverdale currently uses board pack and they're moving yeah they're moving over to they keeping with diligence so they'll be transitioning to diligence um all the other secretaries either use one of them uses a Google drive format and then the other ones use board book and um uh Oregan School Board Association also uses board book and has used it for a number of years with uh the association stuff so um so it would require a little bit of training for the board um but I would rely on your yeah ability to work with it you can train us we're trainable right hope but it's that has to work with it on a regular basis and so if it's something that you can get support for you can work
198with it and it'll give us the same functionality is and I will say I mean their support has been I think pretty much across the for either system I've been able to reach out um when I had the demo with boardbook I had a couple questions he responded very quickly same with board docs with the associate that was assigned to our company I had a couple questions about the changes and if it was required or not if we could with Bo docs um and they are both very responsive in terms of answering those questions so I think the support is there with either one my my uh so when you're looking at a multi-million dollar budget $10,000 is not a ton of money but your time your effort everything is and so I wouldn't want
199to put that cost into the factor for me like in your ideal world like because you work in it day in and day out what would you like I mean like what's what's your I mean they look very similar I think one of the biggest differences I noticed it like for so for docs when I'm creating an executive summary everything's kind of in it's it's like it opens a Word document essentially and I'm kind of working in one area board book it looks like there's different sections you have to C so it's it's got everything in there but it's almost like a fillable form more formats you would have to click into the box for the subject line click into the box for the explanation um it's still all on the same page but there's
200more areas where you have to like go in and okay I've entered that and I need to make sure I save that section and then I go to the next section and have to save that um it sounds like it might take more time using the possibly I would just with extra clicks it would take extra clicks for it um yeah so but that was kind of we have to have a decision before April 30 is the big um so I appreciate you bringing it to us um because we're impacted as well by the ability for us to use it um again I will lean back on the operational side and if this is something that you think you can get the support for it you can make it work and you can train us
201who need just a sco of training then I would I would be in agreement that um you guys do what you need to do I don't believe this is a board action this is the for the information and I think um we'll just be prepared that we're going to have to learn something no matter what you're have to learn something new soon you and I like I said I've used some of it with osba we probably are not using all of the features that are available in it um so and I think that's that's accurate for I mean we're not using all the features on board docs either I think that's accurate for any online system you kind of pick and choose what works for your board and so um and both of them have
202a good virtual option because we do a lot of our osbn meetings are virtual so everything is through that way how soon does have to happen so we have to let if we're not staying with well either way we have to let board docs know if we're either planning to migrate or if we're switching off of them before April 30th so it have to happen sometime in April okay so here's our plan then uh Sarah and I we'll make a decision if that's okay with the board uh we'll talk through we'll let you know what the decision is and then we'll plan for some training for you we go you and I can meet this week or early next so it's just it's that heads up do appreciate that um and uh that knowledge it's
203going to look different no matter what whichever go I don't know David about this it's you know it benefits us but it's in a good way because Sarah's got us in yeah yeah I totally would defer to Sarah Sarah likes and it's less be a little bit okay but probably not all right so the last thing that we had was just a couple of um Paulie and I met with Tracy about the here we go board Prater agenda topics and we have been adding where's my notes no I didn't bring the right piece of paper um okay so we went over it Tracy's gonna do it we have cleared a lot of the things off of the um spreadsheet we've been moving them assigning dates to them where they go we haven't received too many
204new ones lately a lot of it is either going it's already been Incorporated is going to be part of the next couple of board meetings and um and making sure that we're following the board goals of which category it fits in so so we've beeny to make I did do that okay um and the one um like said we could take off was the data okay the other one he still wants an update on but I think we need to clarify a little bit of the um the ask for that one because I I feel like there was a mention of her site account and that wasn't really the information he was looking for so actually maybe I'll just ask him to update or even expand on what he's looking for in that presentation and
205it wasn't um um something that needed to be right away okay so actually I think uh when we talked he preferred it to even be after the budget after budget cycle okay so I'll maybe add a note says you know follow up in June yeah get more details yeah yeah and CH sure so keep that one but okay done yeah and so it actually is looking pretty pretty straightforward and we'll just make sure that that um we'll get those cleaned up everyone has access to that spreadsheet right so they can go look at and see what the status is if their request okay um so I think with that I don't think I've got all my notes here I don't think there's anything else so we are closing uh items okay um coming up next
206March 19th is budget 101 so can in the partnership room of the center for Advance Ley and budget 101 is strictly an overview of how the budget Cycle Works what's in the budget conversation it is not actually going through it's more for the board uh the budget committee members to get together and get an overview of what's going on I saw earlier that um Dennis was online that he's not any so so go ahead that is the first onfield practice that Spence was able to participate in since he hit and I was hoping to be there is it okay if I miss that I think so that one yeah as long as there's going to be a test yeah so no worries no worries Sean so yeah um just let us know it is important
207for the budget committee to see who we are but yeah so it's at 7 pm bu at 101 and then we have spring break for those of you who participate some of us do not I'll be working every day March 24th through 28th 2025 spring break we do not have any board meetings during that time um and then we come back for our regular board meeting in the council chambers of the public safety and schools building at 7M on April 2nd 2025 and as we saw from tonight there's a number of items that will be moving forward onto that meeting and I don't believe I have anything else Chris did you say there was something on Monday March 17th the no okay okay perfect thank you yeah yeah sorry and the 18th is the safety
208subit oh yeah have we actually been invited to [Music] that I aent I have as a parent I just looked it up online so I haven't actually been invited as a board member because I don't yeah don't I remember how I get invited I just happening so that's March 18th yeah at what time six to eight and is that at Gordon Russell again okay I'm not able to attend this time okay so it's a registration item so if you are going you do need to sign up correct board members board members don't need to your we can go yeah okay but any of the community it's on a bash yes it yes and last time we checked we had about 50 years 52 responses is that about what we had last time last time we
209had more closer to 140 160 yeah we had a lot more last time okay so that is that is available and and if you're not attending if you want to just let Sarah know just or John just so that we know who's going to be there yeah um April 2nd we already got to that regular board business meeting 7 pm. Council chamber Public Safety schools building and with that at 911 we are adjourned thank you and the budget 101